Planning Guide

Creating Learner-Focused
Schools

 

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LU Title: Whales

Author(s): Mary Leahy

Grade Level: 2nd grade

School Address: Remington Road, Utica, NY

Subject Area: Science

School Phone/Fax:

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • Whales are mammals that live in the ocean.
  • The writing process
  • Whales migrate.
  • The use of the internet
  • Whales are endangered.
  
  • Whales vary in sizes.
  

 

ESSENTIAL QUESTIONS

 

INITIATING ACTIVITY

The class will do a KWL chart listing the things they know about whales. They will watch the video: Whale Adventures.

 

Connection to State Learning Standards

Content Area: Science

Level: Grade 2

Benchmarks: Explain how diversity of populations within ecosystems relate to the stability of ecosystems.

 

Benchmarks: Access printed information from printed media, electronic databases, and community resources.

Understand and use the more advanced features of word processing, spreadsheets, and data-base software.

Standard: MST 4

 

Standard: MST 2

 

Unit Theme:Whales

Standard: MST 3

 

Standard: MST 5

Benchmarks: Collect and display data

Use concrete materials to model spatial relationships.

STANDARD ELA 1: Use the process of pre-writing, drafting, revising, and proofreading to produce well-constructed informational text.

Gather and interpret information from a variety of sources.

 

Benchmarks: Use a computer system to connect to and access needed information from various internet sites.

STANDARD ELA 2: Write original pieces in a variety of literary forms correctly using the conventions of the genre and using structures and vocabulary to achieve an effect.

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Whales are mammals.

Whales vary in size.

Whales migrate.

Whales are endangered.

 Students will be given examples of mammals and animals that aren't mammals. Students figure out the defining characteristics and form a hypothesis of what a mammal is. Children have some previous knowledge on mammals. Students will read many books independently.

Cash register paper

Enchanted Learning Software @ 1996-1996(Internet)

#214 Thematic Unit-Oceans, 1990 Teacher Created Materials The Grest Whales Range and Migration

Map-by National Geographic Society Prepared map (Oceans and Sead, Whales On the Move) Overhead Map Overhead projection - world map

Big Book Magazine Issue #1 Topic: Whales by Scholastic Worksheet: Big Book Magazine - Volume 1

Ibus: A True Whale Story

 Students will make a chart to state mammal characteristics.

Examples/non-examples

Three minute pause

Pictorial representation

Chart stating the sizes of different whales

Visual image to show sizes

Create pictorial representation of information

Construct meaning for vocabulary term - migration

Chart: make a chart listing endangered animals they know and what has caused them to be endangered. Whales will be added to this chart.

Think/Pair/Share

 After reading various books, students will take their information about mammals and apply it to whales and see if they meet the criteria. This will be a whole class lesson. Examples will be cited to show that whales are mammals.

We will view the chart that shows the sizes of whales. We will estimate how long some of these whales are. Then we will go to the hall and using cash register paper, actually measure the sizes of six whales. (blue whale, orca, humpback, beluga, minke whales, sperm whales) We will return to the room and discuss how we could make a chart to show these sizes. We will discuss scale and measure out lengths using a scale of 1" to 10'. These will be displayed on a bulletin board.

We will read the Big Book Magazine Whales. We will discuss the weather using a map of the world and differences in temperature in different parts of the world. We will use The Great Whales Migration and Range Map. We will discuss the word migration and relate it to birds and animals they are familiar with. We will discuss why this happens and why whales have to do this. We will read the worksheet: Whales On the Move. Using their map, students will follow the migration pattern that the teacher demonstrates on the overhead and complete their prepared map for the gray whales. Other migration patterns will be discussed.

The students will be grouped in two's. They will discuss what they know about the word endangered. They will share their conclusions with the class, and discuss the meaning of endangered. We will also discuss animals that we have studied about previously that are endangered. They will chart the reasons causing whales to be endangered. We will brainstorm solutions to this problem.

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 The Writing Process

Finding information on the internet.

 Think aloud

The framed chant will be used as a model. (#284 Thematic Units - Ocean 1990 Teacher Created Materials, Inc.)

Practice writing descriptive paragraphs.

Think aloud

Written directions

 I will demonstrate to the first person how to use the Student Writing Center to type their chant using the framed chant as an example. Then that child will show another child and this whole process will continue with one child helping another until all of the chants are printed.

Students will choose a certain kind of whale. Using information from books and the internet, they will complete the web and write a descriptive paragraph about their whale. The teacher will help children access the Children's Publishing Center. Then students will type their story and add the graphics and print. An assigned student will help with problems.

The teacher will model to small groups how to access the Internet and type in sites. Then students will practice in small groups with the teacher finding the information they want. Then, following written directions, students will individually access the internet and get information on the whale that they have chosen. If they have problems, a student will be assigned from each group to help before the teacher is asked for help.

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Whales are mammals.
  • Comparing

 Classifying

  • Inductive Reasoning
  • Deductive Reasoning
  • Error Analysis
  • Analyzing Perspectives
  • Constructing Support
  • Abstracting
  • Other:

 Student will list the characteristics of mammals. They will infer that animals that have these characteristics are mammals. They will classify a list of animals into animals that are mammals and those that are not and support their choices.

 

Planning Guide

  

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

Whales are an endangered species.

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

Using the friendly letter form from Great Source GR.2 Handbook p.15, review letter formet with the students. The students will write a letter to "People". They will pretend they are a whale telling people what is causing whales to be endangered.
 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Element #1

Element #2

Element #3
Elements

Scale

 Problem

 Solutions

 Mechanics

Weights

 

 

 

4

 Student clearly state problem

 Student gives 3 or more accurate solutions to the problem

 Uses correct letter form with greeting, body, and closing in the proper places Uses proper punctuation

3

 Student states the problem

 Student gives 2 accurate solutions to the problem

 Uses 2 parts of the letter format correctly and most punctuation

2

 Student is unclear about the problem

 Student gives 1 accurate solution to the problem

 Uses 1 part of the letter format correctly and some punctuation

1

 No problem stated

 Student gives no solutions or solutions are inaccurate

 Does not use letter form Correct punctuation is not used

 NOTE: Rubric or other performance asessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

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[ ]

[ ]

[ ]

[ ]

[ ]

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[ ]

Score Point 2

Score Point 1

[ ]

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Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

Written Overview:

Mammal Chart Checklist Rubric

Using the following criteria for mammal classification, the students will determine whether or not 10 animals are mammals.

Mammals have live babies.

Mammals produce milk to nurse their babies.

Mammals have a backbone.

Mammals have hair.

4

Students use given criteria to correctly classify 10 animals.

3

Students use given criteria to correctly classify 7-9 animals.

2

Students use given criteria to correctly classify 4-7 animals.

1

Students use given criteria to classify fewer than 4 animals.