Second Grade Science - Whales
Lesson Five
February 2002
1. Context:
Exploring whales through literature, writing, science and math.
A. Activities will be for the entire class.
B. Students need to understand the world they live in and other life forms. Whales are mammals that live in the oceans, are part of the ecological systems of our oceans, and are endangered by water pollutants. Appreciating literature and recognizing its many forms enables students to learn and respond to ideas, issues, perspectives and actions of others. Individuals must also be capable of writing for a variety of audiences in different styles. This lesson also requires students to be good listeners.
C. Illinois State Standards Addressed:
Language Arts Standards:
4.A.1c - Follow oral instructions accurately.
Science Standards:
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 be assessed on the material covered.
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 and sissors.
2) I will need prepared tests for students and 15" x 15" blue squares of constrution paper.
B. Students are arranged at tables with up to eight students at each set of tables for seat work. During shared reading, students sit on the carpet.
C. 1.) Students will be given a two page test including labeling whales anatomy, forced choice and short answer question.
2.) Students will create oragomi whales after finishing their tests. Once whales are folded, students will cut out a slit for the mouth and add eyes. These will be displayed on our hallway wall.
3.) If time allows, students may begin writing their own whale tale in their journals.
4. Evaluation:
Students will be assesses on following directions, test scores, and listening and participating.
A. I will use the following rubric to assess student's progress:
4 = Child has followed instructions, scored a 93% or above on test, and participated in production project.
3 = Child followed most directions, scored 85% - 92% on test, and production project.
2 = Child has followed some directions, scored 77% - 84% on test, and contributed little toward production project.
1 = Child did not follow directions, scored lower than 77% on test, did not participate in production project.
B. I will record student progress in each area according to the above rubric. The test and oragomi will serve as evidence of their writing, listening and following directions. Observation during activities will also be considered.
C. Time factors will determine how much is covered in later lessons.
5. Feedback:
conference with Mrs. St. Ivany
6. Reflection
Creating the oragomi whales was a little bit of a challenge for some. It was also a good way to include a little geometry. Test scores were good. 88% were 3's and 4's. Many students were asking some very good questions about whales and other ocean creatures today. I had not planned for a question and answer session. But it was very appropriate today as we are in the middle of the unit, had already taken this weeks science test on whales, and the students had questions. This again, also indicates the interest level of the students. I was not able to read as much as I wanted to this week due to my limited ability to speak clearly, therfore I read an fact filled book and held and open discussion session. Next week, I hope to hit some books, visit a website or two and seek answers to the many questions students have.
Unit Overview
Lesson One | Lesson Two | Lesson Three | Lesson Four | Lesson Six
Lesson Seven | Lesson Eight | Lesson Nine | Lesson Ten
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