![]() ![]() Nets with small holes that could be used to gather trash in the ocean.Some of the solutions that students came up with: We used LEGOs as our prototyping material (in the presentation I have digital Plus Plus blocks for my remote learners) and created so many cool things! They had opportunities to research more if they needed to, ask me any questions (we often researched together based on based on our conversations!), and have lots of creating, testing, improving, and sharing. I let each student choose the threat that they would like to explore further. We were going to use the Engineering Design Process to engineer a scientific solution to one of the threats that sharks face. ​After discussing the different threats, I explained to the students that they would be working as scientists and engineers that day. I knew that the shark finning could potentially be a sensitive topic for students, but I was absolutely blow away by how seriously they took that particular threat to sharks and passionate about finding a solution to stopping it. Some of these were new to students in that they hadn't thought they were something that affected sharks (nets, pollution, and habitat destruction) and some were new as they had not heard of them before (longlines and shark finning). ![]() I introduced five (5) facts that sharks face - longlines, nets, shark finning, pollution, and habitat destruction. The students seemed so surprised as we had previously talked about how sharks are apex predators and there are not many other species that feed on them as prey. Our second STEAM activity turned out to be even more interesting for students than I thought it would be! I shared with them that there are threats that sharks face every day in their daily lives of simply surviving (found in the book, Sharks: A 400 Million Year Journey).
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