1. Context:
Unit exploring whales through literature, science and math.
A. Activities will be for the entire class.
B. Students need to understand how the math concepts they learn are utilized by scientist studying whales.
2. Objective:
A. Students will learn facts about whales, connect math to a specific purpose and learn how whales travel during migration.
B. Students will be expected to express their findings on maps, use appropriate units of measure to track whale migrations and behaviors from charts of information collected.
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.
2) I will need the book: Whales On The Move by Christina Wilsdon to read to students, informational sheets for tracking, charting, and reporting with whale migration information, a marker.
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 by bringing students to the carpet to read the book Whales On The Move by Christina Wilsdon. Follow with a short discussion about the book introducing the topic of whale migration.
2.) I will provide students with sheets which describes the migration of whales followed by a table of information collected about a group of migrating whales.
3.)After reading and discussing the mirgration of these whales, students will use a global map with grid markings to chart the paths of the migrating whales. Student will then compare the paths as the whale migrate south and then their return trip.
4.) Students will complete a final report answering questions from information collected from a make believe field study.
5.)Add new information to list of facts about whales.
4. Evaluation: Students will be assesses on following directions, if they correctly chart the migration patterns, and listening and discussion participation.
A. I will use the following rubric to assess student's progress:
4 = Child has followed instructions, correctly charted the migration paths, and participated in discussion.
3 = Child followed most directions, nearly charted migration paths correctly, and participated in discussion.
2 = Child has followed some directions, achieved a few correct migration coordinates, and contributed little to discussion.
1 = Child did not follow directions, did not identify any of the correct coordinates for migration, did not participate in discussion.
B. I will record student progress in each area according to the above rubric. The map charting will serve as evidence of their mapping skill, listening and following directions. Observation during activities and reading will also be considered.
C. Our next lesson will look at whale communications and review information covered to date.
5. Feedback:
Mrs. St. Ivany suggested gave positive feedback on lesson and offered a few suggestions for future lessons.
6. Reflection A great lesson up to the mapping portion. These students had difficulty working with the table to transfer the data to the map. I feel they need more practice working with tables to learn how to read them and interpret the information.
Lesson One | Lesson Two | Lesson Three | Lesson Four | Lesson Five
Lesson Seven | Lesson Eight | Lesson Nine | Lesson Ten