Whales: Our Relatives in the Sea

By Mary Buls

 

| Introduction | Task | Resources | Process | Assessment | Conclusion |

Introduction

Whales are marine animals found in the oceans throughout the world. Some are the biggest creatures alive today. Some are very intelligent. What animal group do whales belong to? What characteristics do all these animals share? Would it surprise you if you learned that whales are, in some respects, our relatives? Some scientists, called whale biologists, spend their lives finding answers to questions about whales.

What do you know about whales? Would you want to be a scientist who studies whales? What questions do you have? You will, no doubt, be able to find many answers through research. The more we learn about these fascinating animals, the greater our interest will be in keeping whales alive. You may even be able to come "face-to-face" with some whales on the Internet.

The Task

While learning about what exciting animals whales are, you will sometimes be working in a group of four and at other times with a partner.

At first you will focus on why whales are classified as mammals. Then you will discover the two main groups of whales and why they are divided this way.

With a partner you will do research on one particular whale and collect information from a variety of resources. Your next job will be to organize the information and write a report. Using Microsoft Works, you will word process the report.

A picture of your whale will accompany the report. You may draw your own illustration or select a whale picture to be copied.

Each group will contribute the needed information about your whale to a class chart that shows how long and how heavy ten kinds of whales can grow.

You will write a test (10 points) over your particular whale and over whales in general.

Everyone will also do some creative writing--a whale tale and a Haiku poem.

In addition, you will present the information on your whale to the class. It may be in the form of a skit, puppet show, poem, a first-person story from a whale’s point of view, tape recording, etc. You may involve the audience. Plan to use pictures, charts, or graphs, etc. to make your presentation interesting.

All of your reports and pictures will then be combined to form a class book, The Wonderful Whale Booklet.

Resources

1. There are a number of places you may go to gather information.
   • science texts
   • encyclopedias
   • informational library books
   • Internet
2. Below are the web sites that have been bookmarked on the computers.
   • Whales: KidsClick, Folder # 1
   • Amazing Orcas
     http://tqjunior.advanced.org/3926/
   • California Grey Whale Tutorial
     http://www.slocs.k12.ca.us/whale/whale1.html
   • International Year of the Ocean Kids’ and Teachers’ Corner
     http://www.yoto98.noaa.gov/kids.htm
   • Vancouver Aquarium
     http://oceanlink.island.net/vanaqu.html
   • Whale Songs
     http://whales.ot.com/
   • WhaleTimes Kids Page
     http://www.whaletimes.org/whakids.htm
   • What is a Whale?
     http://www.enchantedlearning.com/subjects/whales/allabout/
   • Whales: Folder # 2

The Process

Day 1:	1. Meet with your group of four (previously assigned) to do the following:
	a. Read through the two sheets: "Group Role Descriptions" and "Working Together in Groups." b. Decide upon the roles for each member of your group. c. Conduct a brainstorming session, each person carrying out his role. Record 8-10 questions which you feel would be most frequently asked by children and adults interested in whales.
Day 2:	2. Each person will research the topic "whales", using encyclopedias and library books.
	a. Concentrate on finding five traits about whales that classifies them as mammals. b. Spend the last ten minutes of the class period in your group discussing these characteristics. c. Take a book home tonight to enjoy and to share with your family.
Day 3:	3. Each person will search two web sites on the Internet, using the bookmarks #1 & 2 on your resource sheet. You will:
	a. Reinforce the reasons why whales are classified as mammals. b. Convince yourself that whales are not fish.
Day 4:	4. Group: Complete two worksheets together, each member carrying out his/her role. They will check your understanding of # 3 (a & b) above.
	a. On the large whale pattern, write five traits that will confirm that whales are mammals. b. On the Venn diagram, compare and contrast a whale and a fish.
Day 5:	5. Group: Read the information sheet aloud which compares the two groups of whales—baleen and toothed. With your help in providing the information, the recorder will fill in the blanks at the bottom. Individually: Enjoy finding out more about whales, using any of the bookmarked web sites (see resource sheet). Think about the traits of the two groups of whales.
Day 6:	6. Group: Name the two groups of whales and discuss the characteristics of each. Then complete the Venn diagram, each member carrying out his/her role. (You may use any of the resources available to you.)
Day 7:	7. Want to know more about and become an expert on a particular whale? Partners: Select one of the following whales: blue bowhead fin humpback gray killer minke pilot right sei sperm narwhal Begin your research with your partner. Use several of the resources listed. When you are on the Internet, use only the bookmarked web sites. You will find out the following about your whale: what it looks like (color, shape, size, special features) where it lives what it eats other interesting facts
Day 8:	8. Partners: Take notes on the whale you selected. To help you organize your information, use the form provided by the teacher. Switch roles of computer operator and notetaker at the tone of the bell halfway through the class period.
Day 9:	9. Same as Day 8.
Day 10:	10. Partners: Together, write a report in your own words; use complete sentences. Keep focused on the key parts (see day 7). Turn in a first draft copy to the teacher by the end of the period.
Day 11:	11. Create a picture of your whale. It can be hand drawn, copied from a book, or, if available, printed from the computer.
Day 12:	12. Teacher: A lesson on Haiku poetry will be presented. Individually: You will write about your particular whale or about whales in general in Haiku form. Turn in your first draft copy to the teacher and she will visit with you about your writing.
Day 13:	13. Individually:
	a. Visit with the teacher about your Haiku poem if you have not done so. b. Recopy the Haiku poem on a special form sheet and color it. Be neat!
Day 14:	14. Partners:
	a. Using Microsoft, word process and print two copies of your report. Turn one copy in to the teacher. b. Enter the data (length and weight) on the class chart for your whale.
Day 15:	15. Partners (or groups of four):
	a. Decide how you will relate the results of your research to others. (See note under TASK section for ideas.) b. Plan and practice for your presentation.
Day 16:	16. Same as Day 15.
Day 17:	17. Present to the class the information on your whale in an interesting way. Turn in your reports and pictures and poem so that they can be compiled to complete the class project, The Wonderful Whale Booklet.
Day 18:	18. Same as Day 17.
Day 19:	19. Group: Write a whale test (10 points) over your particular whale and over whales in general. Turn in to the teacher.
Day 20:	20. Individually: For part of your evaluation, do the following:
	a. Complete a worksheet that will check your knowledge in interpreting the class chart. b. Take a test over whales.

Assessment

1. Students will benefit from the opportunities of:
   1. acquiring knowledge from a variety of resources
   2. organizing information
   3. writing, both narrative and creative
      
      
2. Teacher observations will include:
   1. How well are you working together with partners/groups?
   2. Are you using good work habits? staying on task?
   3. Are you following directions?
   4. Are you using technology skills? (research, bookmarks, links, word processing, spellcheck, printing, etc.)
   5. Are you participating with interest?
      
      
3. Final Products
   1. Worksheets:
      1. characteristics of mammals
      2. contrasting whales and fish
      3. toothed and baleen
      4. interpreting class chart
   2. Written Reports:
      1. Were all parts included?
      2. Was the information accurate?
   3. Presentation to the class
   4. Pictures, Charts, Graphs (accuracy and neatness)
   5. Creative writing (Haiku poem and whale tale)
   6. Test (score on your own written test)

Conclusion

There are many new devices that are helping scientists study life in the ocean. It is becoming easier to get information about whale life. Yes, scientists have and are making exciting discoveries about whales and their behavior or actions.

Some scientists collect photographs of whales. Some scientists record whale noises. Many people learn about whales by getting a close look at them from whale-watching boats. Some day you, too, may become one of those persons who is willing to follow whales to solve some of their remaining mysteries.

Perhaps you’d like to go whale watching right now yourself! You can (on the Internet)! Enjoy this one last web site (listed below) before you consider yourself a whale expert!