It was once said that to teach is to touch a life forever. Imagine, then, the impact of having 14 teachers together, learning about one of evolution’s most amazing group of animals in a setting like the Bahamas: truly awe-inspiring. I’ve often said that great teaching requires a “spark” that sets the mind ablaze, curious to learn more. Sharks are that spark for many, and I have used my experiences at Bimini Shark Lab in so many ways. From discussing the merits (and demerits) of shark movies like Jaws in my film studies class, to considering the mathematical effects of varying reproductive strategies in my math and environmental science classes (different species of sharks are a great way to teach about r and K-selected populations), to contemplating the many environmental pressures that sharks have evolved to deal with, I have found time and again my experiences in Bimini to provide plenty of sparks to fire up my classes. It never hurts to show off a few pictures of yourself swimming with sharks to earn a bit of credibility as a super cool teacher, either. As I teach in an alternate school setting, with students who far too often go misunderstood by those around them, I also see the mysteries of sharks as setting a philosophical example for educators. Do not make assumptions based on others’ misconceptions. Immerse yourself in a true experience and learn about these fascinating individuals in their own settings, let them tell their own stories. And, yes, I am talking about both sharks and students here. In summary, use the experiences you have over the week at Bimini to frame your teaching and you will always find a way to get students interested in whatever topic you are teaching. Sharks are the spark. How I used sharks and rays: 1. As a Canadian, I actually used the Imperial measures in our packing lists to have students convert to Metric measures to “help me pack” the right gear. 2. I showed Jaws in my film studies class and we took the time to break down the science and myths represented in the movie. Many good questions and discussions came out of this, including understanding that all science in movies can be (and should be) questioned for authenticity. 3. Environmental science: discussed the effects of destroying nursery habitat (mangrove forests) and dredging ocean floors; used birth rates of different species to consider how by-catch and overfishing must be considered with respect to the birth rate, not based on other types of fish; discussed the effects of removal of apex predators from complex marine food webs; discussed the short-term gains that humans may have from illegal fishing against the long-term effects on ocean health. 4. Life science/evolutionary biology: SO MUCH here! The multitude of reproductive strategies (great way to have students “match” species with strategy); different arrangements of denticles for differing diets; the incredible sensory arrays of chondrichthyans, including comparing the development of lateral lines to the sensory hairs in our own ears (I think “Your Inner Fish” by Neil Shubin could provide some great opportunities for other comparisons here); understanding why some shark species may be more resilient to environmental changes than others. 5. Comparing sharks in other waters with the Orcas in our northern Canadian waters as apex predators; looking at the examples of over- killing of dogfish sharks around Vancouver Island as an example of how too little knowledge (eg. birth rates and infant mortality) can lead to disaster. 6. While I haven't taught more advanced biology lately, I am excited to take some of the Bimini research papers you shared and modify the concepts to a high school level for discussion, then having the students read the original articles. In this way, you can structure/scaffold science literacy for students to understand how scientists communicate findings. ~ Greg Henkelman, Canada