1. Context:
Compare whales and fish in our exploration of whales through literature, writing, and science.
A. Lesson is for the entire class.
B. Students understanding that whales are mammals that need to breath air like we do and that they have blubber to keep their internal body warm will help them in learning why whales live close to the waters surface and are often easy prey for whalers killing them for their teeth and blubber. Whales are live in the oceans, are part of the ecological systems of our oceans, and are harmed by water pollutants, whaling, and being caught in fishing nets. Using fiction, non-fiction, and poetry books are helpful to understand a subject and discover different genres. 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. This lesson will include a writing activity, demand listening skills, and provide additional information to our science unit of discovering whales.
C. Illinois State Standards Addressed:
Language Arts 1.B.1b. - Identify genres of fiction and non-fiction...
1.C.1a. - Use information to form questions and verify predictions.
3C - Communicate ideas in writing to accomplish a variety of purposes.
2.A.1b - Classify literary works as fiction and non-fiction.
3.B.1a - Use prewriting strategies to generate and organize ideas (e.g. focus on one topic).
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.
12A - Know and apply concepts that explain how living things function, adapt and change.
2. Objective:
A. Students will learn facts about whales, connect writing to a specific topic and learn how books can be found on a specific topic in both fiction and non-fiction books.
B. Students will be expected to express their new knowledge in writing, building a vocabulary list and writing about what they have learned.
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 books: The Humback Whale's Song by June Behrens and The Whales' Song by Dyan Sheldon to read to students, "Not A Fish" song written on chart paper, whale journals (created on day one), our KWL chart, fish vs whales Venn diagram sheets for each student, whale and fish matching sheet, what is a whale sheets, crisco, two ziploc bags, a large bowl, ice, water and paper towels.
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.) Today we will start with a brief reveiw of whale facts. Students will use a fact sheet match up, informational sheet and venn diagram to compare fish and whales. We will then sing the "Not A Fish" song to the tune of Farmer in the Dell.
2.) Next, we will discuss how whales are warm-blooded animals and the fact that they use blubber to keep them warm in the cold ocean waters. Ask students to estimate how long they think they would be able to stay in icy cold water and write it in their journal under the heading ICY WATER. Next ask students how long they think they would be able to stay in icy water if they had blubber surrounding them. Wrte their answers in another column on the same page under the heading WITH BLUBBER. Allow students to participate in an experiement simulating the use of blubber in cold water to keep warm. Take students in groups of three or four to participate in the experiement at a time. Those at their desks are to be writing about the things they have learned about whales so far. Prior to class, I will have created a 'blubber mitt' using crisco shortning inside a large ziploc bag with a smaller ziploc bag inverted inside and lock them together. This will allow students to put one hand in icy water and the other hand in the icy water using the blubber mitt. Compare actual times students could tolerate icy cold water with and without the blubber mitt.
3.)Students will read the facts sheet about toothed and baleen whales. Then students will read the brief explainations of each type on seperate sheets where they will cut out and glue three different whales of each type, from a whale picture sheet, in the correct categories
4.) After students write and finish gluing their toothed and balen whales, call students to the carpet to add to the KWL chart about whales. Then read the The Humback Whale's Song by *** and The Whale Song by Dyan Sheldon students. Review facts on our KWL chart. Add any new information to the Learned section.
5.) Students return to their seats.
4. Evaluation: Students will be assesses on following directions, if they write on topic in their journals, material comprehension, 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 discussionand activities.
3 = Child followed most directions, written something in their journal and participated in discussion and activities.
2 = Child has followed some directions, wrote off topic, and contributed little to discussion and activities.
1 = Child did not follow directions, wrote nothing, did not participate in discussion and activities.
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. Observations will also be considered.
C. An additional science experiment will allow students to actively participate in their learning. Creating charts and graphs, mapping whale migration and measuring two different whales will involve students in using additional math skills connected with this unit and demonstrate how math skills are used in really life situations.
5. Feedback:
Conference with Mrs. St. Ivany
6. Reflection Student were interested, provided feedback and nearly all completed all work in a timely fashion. The biggest problem with todays lesson is that I had nearly lost my voice. It was not as easy to read with the students and I was not able to read the books I had intended. The students were a big help in reading. An experience in what happens when the teacher has difficulty speaking. At least I was able to speak some. The students were very excited about the blubber experiement! I would be sure to include this activity in future units of these types of animals.
Unfortunatly, we were not able to sing our "Not A Fish" song due to my lack of voice. It is not eliminated, just postponed.
Bibliography
Byern, June., The Humback Whale's Song. Childrens Press, Chicago, 1987.
Sheldon, Dyan., The Whales' Song. Scholastic, Inc., 1990
Lesson One | Lesson Three | Lesson Four | Lesson Five | Lesson Six
Lesson Seven | Lesson Eight | Lesson Nine | Lesson Ten
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