The teacher will show a picture of a legendary sea monster and then tell a story about the historical sightings of squid sea monster (Kraken).

1.     Could this story really be true? Why or Why not?

2.     How would you protect this Sea Monster if you were told it was your job to do so?

-It could be true depending on where you live. Some people think they have pictures of these monsters when they are just waves or rocks.

-It couldn’t be true, they are no documented sightings of these

-Have a group of people working with me to figure out how to protect a monster and the best way to do. Make Laws against fishing for them.

After reading the story the teacher will divide the class into 6 groups and pass out the Interest Group Profile Cards (each group should be something different)

Once the students have the cards, tell the students they should read them over and then discuss with their group what their views are on how to protect the squids and sea monsters, based on their job description. The teacher will not give them any hints at how to protect them or any ideas.

1.     What would Squidworth, on Spongebob Squarepants, think about overfishing? Would he try to save us if the roles were reversed?

2.     Would you have the same viewpoint if you were part of a different group? Why or why not?

PM- Everyone has the same viewpoint on overfishing. Squids do not play that important of a role in the ecosystem.

SR- I would hope the squids would try to save us, but we have never really done anything to help them or protect them.

 - I think I would have the same viewpoint regardless of what group I was in because I think the same about squids as ____ as I would ____ because it is my opinion.

The groups will have their basic ‘jobs’ such as reader, recorder and presenter. As the teaching is walking around the groups she will ask each group a couple of questions.

The teacher then tells the students to wrap up their discussions and we were going to come together as a class and discuss the issue. Have each group come up to the front of the class and present what that group had discussed and decided on as a way to protect the squid.

1.     What made you come to this decision?

2.     What if you did not have the supplies needed to carry out your plan of action?

-It was a group decision, but _____ came up with the idea

-We would change out plan or make it work.

-If we want to do something and we are part of a group we can make anything work.

On the Squid Interest-Group Chart there are two questions for the students. Have the students return to their group discussions and discuss these two questions.

1.     How would we know if squids were over-fished?

2.     How can we prevent squids from being over-fished?

-Put markers on some of the squids

-Keep better track of how many are fished per year/area

-We can make laws about fishing squids

Give the class about 10 minutes to discuss then have each group come up to the front and write down what they had decided on on the Group Chart.

Show pictures of animals, such as crab, tuna, salmon, shrimp, and whales, and ask the students to write down the name of the animal and a fact about the animal other than they live in ocean

1. Do you think these animals are overfished? Why or why not?
2. Do you think the things we discussed about squids apply to those other animals? Why or why not?

-Some of the animals are overfished, some aren’t.

-It depends on what the people want and the time of the year.

- Yes, if we can protect the squids then we can use those to protect other animals that like the squid do.

Have the students write in their journals what they had learned from the other groups and what they still have questions about.

1.     What did the other groups teach you about protecting squids?

2.     What other questions do you still have about protecting squids?

-There are different ways you could go about protecting the sealife depending on what you did.

-What other animals in the sea need this kind of protection that most people are not aware of?