High school
Genetics, forensics, environmental science
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Learn how forensic science and DNA analysis is used to limit the illegal trade of protected shark fins in the activity Wildlife Forensics. Shark fins are in incredible demand in Asia, costing hundreds of dollars a pound to be used in soups. To collect fins, hunters will catch sharks and de-fin them, often throwing the harmed sharks back into the water where they are unable to swim properly or survive. Due to the greatly dwindling shark populations, the U.S. government protects certain species, like the great white, and has made it illegal to hunt and trade them. Bringing those who illegally hunt great white sharks to justice is not an easy task. It is often impossible to visually identify what species a shark fin belongs to, especially when the fins have been dried and processed. Wildlife officials have turned to genetic analysis and forensics to identify shark fin species.
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Students will know
- The careers of a marine/wildlife biologist, wildlife forensics scientist, and DNA analyst
- Shark Finning
- The Endangered Species Act
Students will understand
- The importance of protecting endangered species
- The impact of shark finning on the ecosystem
- Similar species share similar DNA
- What they do in this lab are the same skills needed in STEM careers.
- Pathways to STEM careers are not the same, and do not always require a four-year college degree.
Students will be able to
- Classify a shark as a great white or not based upon the PCR results and gel electrophoresis
- Describe how the illegal shark trade is affecting the great white shark population
- Analyze DNA extracted from unknown shark fins and make a conclusion about whether the fins were harvested from a protected species of shark
- Prepare DNA samples for use in an agarose gel electrophoresis
- Run an agarose gel electrophoresis and record the results through the use of a UV light box
Next Generation Science Standards Connections
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines that structure of proteins, which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific function within multicellular organisms.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Texas Essential Knowledge and Skills Connections
BIOL.6A: identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA;
BIOL.6B: recognize that components that make up the genetic code are common to all organisms;
BIOL.11B: describe how events and processes that occur during ecological succession can change populations and species diversity
AQSC.11B: evaluate the factors affecting aquatic population cycles.
AQSC.12D: analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments
AQSC.12E: understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems.
ENSC.9E: evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the environment;
Louisiana Standards for Science Connections
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines that structure of proteins, which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific function within multicellular organisms.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.