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Don't Tell the Principal--But There's a Whale in the Parking Lot!

published on: 2/28/2003

Contributing Teacher(s): Deb Ireland,

Subject Area: Science/Life,

Grade Range: Lower Elementary (K-3)

Materials Needed:

• As Big As A Whale—Ranger Rick Big Book
• Whales—Zoobook
• "The Whale's Song" by Dyan Sheldon
• Ibis—A True Whale Story by John Himmelman
• Whales—First Discovery Book by Scholastic
• Teacher-Made Bar Graph
• Crayons
• Pencils
• White Construction Paper or Poster Board
• 100' Measuring Tape
• Yard Sticks
• Rulers
• Yarn or Corded White String
• 4 or 5 Cans of Outdoor Spray Paint
• Chart Paper
• Markers
• Pre-Prepared Vocabulary Chart
• Word Wall Vocabulary Words

Objective:

1. After completion of this unit, students will be able to graph lengths of whales, create accurate depictions of various whales on posters, estimate and predict the lengths of whales using various measurement tools and participate in the painting of a "blue whale" on the school parking lot.

Essential Question:

Instructional Strategy:

Process Standards: Goal 3.5 reason inductively from a set of specific facts and deductively from general premises
Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Goal 4.6 identify tasks that require a coordinated effort and work with others to complete those tasks

Content Standards: CA2, MA2, SC3,

G.L.E.:

Time Allowance: 5-6 Class Periods

Technological Resources:

Extensions:

Integration:

Differentiation:

Assessment:

Description: After completion of this unit, students will be able to graph lengths, illustrate whale characteristics and make predictions of lengths of various whales.

Comments:

 

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Classroom Component:

Click here to see the video clip of this lesson.

Assessment: Two scoring sheets will be given at the beginning of the unit—one for the graphing lesson and one for the whale poster. The scoring sheets will be explained to the students so they will know how their work will be evaluated.

Vocabulary Words:

Baleen	Spout	Blowholes	Bonnet	Mammal	Flukes
Calf	Cetaceans	Blubber	Pods	Ocean
Krill	Plankton	Breaches	Flippers	Migration

Lesson #1

Prompt:
The teacher begins the lesson by announcing to the class that they are going to be learning about whales and that by the end of the week a whale is going to visit our school. The teacher tells the class that since a whale is such a huge animal and may be quite a distraction we are going to try and keep his visit quiet—"so don't tell the principal!"

Objective:

• Students will help to create a class facts chart containing the following three headings/categories:
• What I Know About Whales
• What I Want To Know About Whales
• What I Have Learned About Whales
• Students will be introduced to the vocabulary pertaining to whales.

Instructional Teaching Steps:

1. The teacher will ask the students to each name one fact they know about whales—this information will be recorded on the chart under the "What I Know About Whales" category.
2. The entries will be read and shared with the class upon completion.
3. The students will then be asked to name one fact that they wish to learn about whales.
4. The information will be recorded on the class chart under the category of "What I Want To Know About Whales."
5. The teacher will model each of these steps by personally listing an entry under each category.
6. The teacher will then read the book Whales—A First Discovery Book.
7. The students will then be introduced to the whale vocabulary words: depending upon the age level and attentiveness of the class the teacher may choose to introduce only a portion of the words each day.

Checking or Comprehension:
Students are asked comprehension questions pertaining to the book Whales—A First Discovery Book. This will be done as a group setting with all students being encouraged to participate and offer answers.

Closure:
Students will be encouraged to bring and share any pertinent whale books, stories, animal cards, etc., they may wish to share. The students will be reminded of the "visitor" coming at the end of the week and will be encouraged to "keep the secret—don't tell the principal!"

Lesson #2

Prompt:

The teacher begins the lesson by asking the students, "Is everyone keeping the whale's visit a secret?" The teacher then explains that since a whale is such an unusual visitor and definitely not your everyday guest—that it would be beneficial to the students to learn as much as possible about their upcoming guest.

Objective:

• Students will complete a graph entitled "Thar She Blows—A Whale's Length From Head To Toe!" This graph will be scored using a scoring guide explained to the students at the beginning of the lesson.

Instructional Teaching Steps:

1. The teacher will review the chart made during lesson #1 with the class along with the vocabulary words.
2. The students will then be shown the "Thar She Blows" graph and scoring guide.
3. The students will be told that they are going to complete the graph and it will be scored.
4. The teacher will ask the students if they have any ideas about where to get information for the graph. Answers will be accepted—then the teacher will introduce the Big Book As Big As A Whale, Ranger Rick Series.
5. Students will be encouraged to listen carefully to the book to see if information presented in the book would be beneficial in completing the graph.
6. Upon reading the book the students are given the graph for completion.

Depending on the ability level of each class/student, and the previous experience with graphing, students may be required to:

1. Complete the graph individually using information from the book.
2. Begin the graph as a group and then finish individually.
3. Complete the graph as a whole group project.
4. The scoring guide will be in use in all three situations.

Checking for Comprehension:

The students will be asked questions pertaining to the Big Book As Big As A Whale. Graphs will be checked and scored for accuracy.

Closure:

The students will be asked if they have entries for the previously made chart—under the category "What I Have Learned About Whales." The students will be reminded to "keep the secret about the whale!"

Lesson #3

Prompt:

The teacher begins by informing the students that the class is going to make some posters to welcome our upcoming "whale guest." The students are asked to recall the names of some of the previously graphed whales and any facts about them they can recall.

Objective:

• The students will create a poster showing an accurate depiction of one of the previously discussed whales.
• The poster will be scored for accurate information, neatness and correct spelling.
• A scoring guide will be discussed and explained in advance with the class.

Instructional Teaching Steps:

1. The teacher will start the lesson by reviewing the seven previously discussed whales.
2. The names of each of these whales will then be written on a slip of paper (with enough names for each child—some may need to be written several times.)
3. The students will draw the name of a whale and create their poster about this whale.
4. The students will be encouraged to use books, charts and posters on display throughout the room to gather information for their posters.
5. Students will be encouraged to gather as much information as possible on their own and to include accurate information on their poster.
6. The students will be given a Poster Plan Sheet on which to practice their design.
7. Upon completion of their plan sheet the students will "OK" it with the teacher before being given materials to complete their finished product on a larger scale.

Checking for Comprehension:

Students will be asked if there are any questions pertaining to the assignment. Finished posters will be checked and scored using the scoring guide.

Closure:

The students will be told that the posters will be displayed in the hallway on Friday to "Welcome Our Upcoming Guest."

Lesson #4

Prompt:

The teacher starts the lesson by explaining to the students that since our "special guest" is arriving tomorrow we will need to inform the principal of this visitor. The teacher explains to the students that since a whale is such an unusually large guest that the principal may need to be convinced to allow this visitor. The students' task is to write a letter informing the principal of some of the things they have learned about whales and how allowing a whale to visit would be a benefit to our school.

Objective:

• The students will compose a letter to the principal containing accurate facts, correct spelling and neatness.
• This letter is intended to convince the principal to allow the special visit by the whale.

Instructional Teaching Steps:

1. Depending on the skill level of the students the letters may be written as either a total class project or as individual letters from each student.
2. The teacher models a sample letter using either the chalkboard, overhead or a wipe off white board.
3. Students are encouraged to contribute ideas and facts as well as reasons as to why a whale should be allowed to visit.
4. Students are then given writing paper to start on their letters to the principal.
5. The letters will be edited, corrected and rewritten as a final copy for the principal.

Checking for Comprehension:

The students will compose and read their finished letters to the teacher.

Closure:

The students will deliver the letters to the principal, (the teacher should have previously informed the principal of the letters.) The students will ask the principal to please respond and reply to the letters.

Lesson #5

Prompt:

The teacher starts the lesson by announcing that the principal has agreed to allow the whale to visit. The teacher informs the students that since they know a real whale needs an ocean in which to survive, and we are quite a distance from the ocean, it will be necessary to make a few changes in plans. The students will be informed that we are going to create our own whale in the parking lot and we can tell the principal!!!

Objective:

• The class will participate in the painting of a blue whale on the school parking lot.
• Measuring, estimating and prediction skills will be used during this lesson.

Instructional Teaching Steps:

1. The class will go out on the school parking lot and each child will be asked to estimate how long a blue whale is.
2. The teacher will mark a starting line and remind the students the length of a blue whale— 100'.
3. Each student will be asked to walk steps to show how long they think 100' is.
4. Various measurement tools will be shown to the class and a discussion will be held regarding the best way to measure.
5. The teacher will then show the students the 100' tape measure and assist the students in measuring 100' from the starting line.
6. The students will then assist by holding yarn or corded string in the correct shape and length of a blue whale while the teacher (and possibly the principal) paint the outline on the parking lot.

Checking for Understanding:

Students will be asked questions pertaining to measurement devices, predictions, estimations, etc. By participating in the activity each child will be engaged in this learning activity. The fact chart "What I Learned About Whales" will be completed.

Closure:

A group photo will be taken with our "Special Visitor," the Blue Whale—including the principal!!

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Whale Vocabulary Words:

baleen	spout	blowholes	mammal
calf	cetaceans	blubber	ocean
krill	plankton	breaches	pods
migration	bonnet	flippers	flukes

Poster Plan Sheet

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