1. Context:
Exploring whales through literature, writing, science and math.
A. Activities will be for the entire class.
B. People who study animals and the habitates they live in are holding real jobs relating to our environment and the effects of our lives on other life forms. Whales are mammals that live in the oceans, are part of the ecological systems of our oceans, and are harmed by water pollutant. Studying how whales have been hunted and harmed can help students see the consequences of actions such as over hunting, whales being caught in fishing nets, and oil spills. Some books even talk about how ordinary people have helped to save whales, you do not necessarily have to be a scientist or specialist to help. Appreciating literature and recognizing its many forms enables students to learn and respond to ideas, issues, perspectives and actions of others.
Language Arts
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.
2.A.1b - Classify literary works as fiction and/or non-fiction.
4.A.1a - Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
4.A.1c - Follow oral instructions accurately.
4.B.1b - Participate in discussion around a common topic.
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 learn facts about whales, writing, labeling basic whale anatomy from a picture and list of words, and learn how books and videos can be found on a specific topic.
B. 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 whale journals.
2) I will need the books: Big Book - Whales by Seymour Simon and Whale Watch by June Behrens to read to students, a Labeling Whale Anatomy worksheet and an explaination sheet of the body parts, two informational sheets showing toothed and baleen whales' bone structure, chalk and a chalkboard, and the enchanted learning website avaiable on all computers..
B. Students are arranged at tables with up to eight students at each set of tables for seat work.
C. 1.) This lesson will begin with a breif reveiw of baleen and toothed whales, review KWL chart and vocabulary words in whale journals.
2.) I will then provide students with a sheet which compares toothed and ballen whale bone structure. This will provide students with a visual comparision of the two types of whales and the similarities to human bone structure.
3.)Continue with whales anatomy sheets. Students will be given a whale anatomy explaination sheet for toothed and baleen whales. This will offer a visual and factual comparision of both types of whale anatomy.
Student will then label their own baleen whale. 4.)Students will write vocabulary words pertaining to toothed and baleen whales in their journals. When students are finished, they will be able to go to the computers to paint a whale and take a breif whale quiz at www.enchantedlearning.com.
5.)Then read the Big Book on Whales by Seymour Simon and Whales by June behrens to students.
A. I will use the following rubric to assess student's progress:
4 = Child has followed instructions, labeled all whale parts correctly, and listened and participated in discussion.
3 = Child followed most directions, labeled all but one or two parts correctly, and participated in discussion.
2 = Child has followed some directions, labeled a couple of parts correctly, and contributed little to discussion.
1 = Child did not follow directions, did not label any of whale correctly, did not participate in discussion.
B. I will record student progress in each area according to the above rubric. The whale anatomy wheets will serve as evidence of their writing, listening and following directions. Observation during activities and reading will also be considered.
C. Our next lesson will be a weekly test over information covered and an art project.
5. Feedback:
Mrs. St. Ivany suggested having students keep the papers we read from and creating booklets at the end of the unit. I had not thought of this, even when one student asked to attach thier sheets to the back of their journal. I think I will attach some of the informational sheets to the back of their journals at the end for their reference.
6. Reflection Today we reviewed and added to our KWL chart. I was pleasantly surprised we were able to quickly fill the chart with new facts students were eager to share. We ran out of room on our paper before students were finished offering facts they had learned. I was also surprised the students were adding facts that were not listed on their Knowledge list. Today we finished our classroom KWL chart, next week students will add to their individual KWL lists in their journals. The video was great for showing how and what whales eat, they even showed microscobic plants and animals whales eat.
Lesson One | Lesson Two | Lesson Three | Lesson Five | Lesson Six
Lesson Seven | Lesson Eight | Lesson Nine | Lesson Ten