1. Context:
Compare whales and fish in our exploration of whales through literature, writing, math and science.
A. Lesson is for the entire class.
B. Students should understand the world they live in and how our lives can effect other life forms and their life cycle. Whales are mammals that live in the oceans, are part of the ecological systems of our oceans, and are harmed by water pollutants, whaling, and fishing nets. Using fiction, non-fiction, and poetry books will help students to understand whales and discovering different genres in this area. 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 stylesand to be good listeners. This lesson will include a writing activity, math skills, demand listening skills, and provide additional information to our science unit discovering whales.
C. Illinois State Standards Addressed:
> 1.C.1a. - Use information to form questions and verify predictions.2. Objective:
C. Students will be expected to be good listeners and follow oral instructions.
C. Students will be expected to know the how to measure and compare weights and measurements.
3. Method
A. Materials needed
1)Students will need a sharpened pencil.
2)I will need the books: Blue Whales by John F. Prevost and Gray Whales by John F. Prevost to read to students, our KWL chart, blank chart paper, light blue and gray crete paper rolls (at least 100 feet), 100 foot cloth measuring tape, markers, and a scale.
B. Students are arranged at tables with up to eight students at each set of tables and a couple of individual desks for seat work. During shared reading, students sit on the carpet.
C. A.) We will try to sing the "Not A Fish" song to the tune of Farmer in the Dell, measure whales sizes, read, and learn about Blue and Gray whales.
2.) Students will come to the carpet for a reading of "Blue Whales" and "Gray Whales" by John F. Prevost.
3.) Review facts on our KWL chart. Create a comparision list of facts about blue whales and gray whales. Add any new information to the Learned section of the KWL chart.
4.) Student return to their seats with blank paper to work on weights and measures. Ask students how much a baby whale weights at birth. What could you use to compare that weight with (i.e.- a bus) How much do those things weight? If a blue whale can be 100 feet long, how would you measure it? Guide students to using the tape measure to measure out 100 feet of blue crete paper. (Write blue whale facts on the crete paper before hanging in the hall). Then measure an average length gray whale with the gray crete paper.
5.) Finally, close with a review of facts about whales.
4. Evaluation: Students will be assessed on following directions, demonstrate comprehension in using mathematical concepts and participation.
A. I will use the following rubric to assess student's progress:
4 = Child has followed instructions, demonstrates comprehension, and participated in discussion.
3 = Child followed most directions, demonstrates a general comprehension, and participated in discussion.
2 = Child has followed some directions, demonstrates little comprehension, and contributed little to discussion.
1 = Child did not follow directions, demonstrates no comprehension, did not participate in discussion.
B. I will record student progress in each area according to the above rubric. The journals will serve as evidence of their writing, listening and following directions in addition to observation.
C. I intend to continue with additional books and activities to support existing knowledge and explore new facts. Science experiments will allow students to actively participate in their learning. Creating charts and graphs, and mapping whale migration will involve students in using math skills connected with this unit and demonstrate the importance of math skills in real life situations.
5. Feedback:
Conference with Mrs. St. Ivany
6. Reflection
Today we were able to explore whale sizes using mathematical concepts. This lesson went smoothly for so much activity and my voice is still weak. The students were interested and excited for the most part and willing to provide their knowledge. I do need to organize a little more for such active lessons.
Bibliography
Prevost, John F., Blue Whales, Abdo & Daughters, Minnesota, 1995.
Prevost, John F., Gray Whales, Abdo & Daughters, Minnesota, 1995.
Lesson One | Lesson Two | Lesson Four | Lesson FiveLesson Six
Lesson Seven | Lesson Eight | Lesson Nine | Lesson Ten