1. Context:
Unit exploring whales through literature, writing, science and math.
A. Activities will be for the entire class.
B. Research and experiementing skills are skills everyone uses throughtout life for simple to complex questions, from trying a new receipe to a complex scientific experiement. At this age, students are only beginning to learn and develop these skills which sill be built upon and developed throughout their school experience. These skills are used in every aspect of life at sometime.
Illinois Learning Standards
3C - Communicate ideas in writing to accomplish a variety of purposes.
1.B.1b. - Identify genres of fiction and non-fiction...
1.C.1a. - Use information to form questions and verify predictions.
4.A.1c - Follow oral instructions accurately.
4.B.1b - Participate in discussion around a common topic.
12A - Know and apply concepts that explain how living things function, adapt and change.
12B - Know and apply concepts that describe how living things interact with each other and with their environment.
2. Objective:
A. Students will learn feeding habits of whales, connect writing to a specific topic and experiment with a technique whales use for catching fish.
B. Students will be expected to express their research findings in writing.
C. Students will be expected to be good listeners and follow oral instructions.
3. Method
A. Materials needed
1) Students will need a sharpened pencil, erasers, and whale journals.
2) I will need Informational sheets on a wide variety of whales, Large bowl of water, Cheerios, straws and spoons. Before lesson, I must load the website to be used (www.enchantedlearning.com on each of the four computers.
B. Students are arranged at tables with up to eight students at each set of tables for seat work. I will work with four students at a time on the computers while the remaining students work in their journals writing what they have learned about whales.
C. 1.) Gather students around one of the tables. Explain how whales use bubblenetting to catch food. Show pictures and drawings from information sheet. Ask students "How many fish do you think whales would catch just swiming after them? Do you think they catch more fish using bubble netting or they are just being lazy? If more, how much more?" Have students try 'catching' Cheerios with the spoon just floating around. Then have other students try 'catching' Cheerios as another student blows air through the straw grouping the Cheerios in the center or together. What is the difference between the two methods? Why would whales use bubblenetting to catch fish?
2.) Explain to students that now they will be searching for certain information listed on the research forms I will give them. Students will be using the computers four at a time as I call them to search on an internet site for information on the whale of their choice. While they are waiting to use the computers, students will work on 'A Whale of a Tail" fill in the blank sheet. Provide a breif review covering all words to be used in the word bank of the sheet. Aquatic will need to be explained. visit website at www.enchantedlearning.com/whales.
3.) After all students have been given the 'A Whale of A Tail' sheet, call four students one at a time to the computers. Show them how to select thier whale and manuever within their chosen informational page. Hand each student their research form as they are seated at the computers. Assist students as needed. Circulate amongst students keeping everyone on task and to answer any questions.
4.)Any student
who has completed the whale sheet and space is not yet available on the computer will be instructed to begin writing in thier journal what they have learned about whales.
4. Evaluation: Students will be assesses on following directions, if they write on topic in their journals, and listening and participating.
A. I will use the following rubric to assess student's progress:
4 = Child has followed instructions, written on topic, and participated in discussion adn experiment.
3 = Child followed most directions, written some of their research information coherently and participated in discussion and/or experiment.
2 = Child has followed some directions, written a little for their research paper, and contributed little to discussion and/or experiement.
1 = Child did not follow directions, wrote nothing, did not participate in discussion.
B. I will record student progress in each area according to the above rubric. The research sheets, final journal entries, and records of bubblenetting experiment will serve as evidence of their writing, listening and following directions accomplishments. Observation during activities and reading will also be considered.
C. Our next lesson will be a review, looking at the dangers whales face, and finish researching whales.
5. Feedback:
Mrs. St. Ivany's only comment on todays lesson was "great job working with the computers."
6. Reflection This lessons biggest challenge was keeping all students on task while working with students on the computers. The challenge is mainly due to the overall behavioral issues in this particular class. They become disruptive very easily and require constant monitoring to keep them on task. I believe the key was providing interesting yet challenging activities for all students..
Enchanted Learning website - www.enchantedlearning.com.
Lesson One | Lesson Two | Lesson Three | Lesson Four | Lesson Five
Lesson Six | Lesson Seven | Lesson Nine | Lesson Ten