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Tell Me About Your Whale
 Teacher's Page

A WebQuest for 4th-6th Grade (Language Arts/Social Studies/Art)

Designed by Abby Jones
jone8997@pacificu.edu

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

 


Introduction

This lesson was developed as part of the 4th grade whale unit, of the Hillsboro School District. Prior to this lesson students will have briefly started discussing whales; this lesson can be used as an introductory lesson to begin the unit.

This lesson is designed for students to work in pairs to find out as much as they about a particular type of whale. The lesson requires them to search the web for data on their whale and to create a report that represents that information. Upon completion of the report the students will be creating a picture of their whale.


Learners

This lesson is anchored in fourth grade language arts and involves social studies and art. With the style and level of the lesson it can easily be used with fifth and sixth graders; may need to change some of the criteria to fit grade level (i.e. expectations on length and data to be collected).

Prior to this lesson students will need to know how to navigate the internet; how to collect data; basic skill knowledge of Word on the computer; how to write a report; and the knowledge and skills to create representational art.

Curriculum Standards

Language Arts Standards Addressed
EL.04.WR.25  Write informational reports
EL.04.WR.27  Write summaries that contain the main idea of the reading selection
EL.04.WR.29  Use note-taking skills

Lesson also involved:
  • Critical thinking
  • Teamwork
  • Creative production
  • Social Studies
  • Art


Process

This lesson can be split up into phases for time management (i.e. collecting data; rough draft; type final draft; art). Depending on how quick your students work it may take longer than 2 hours.

Since students are divided into pairs, if your class has problems then you might want to pair them up for them, but I tend to let them decide.

Students may have a hard time finding information on the whale they choose, if this happens i would encourage them to try and stick with it but allow them to change if they are unsuccessful.

Prior to this lesson teachers should know how to help students navigate the internet; to use Word; and the basic structures of a report.

Anticipatory Set: (5 minutes)

Teacher: Explain that we are beginning a unit on whales and that before we begin to learn about the whales specifically you want them to get a feel for the different types of whales that are in the world.

Ask students: Can anybody think of a type of whale that they already know? What can you tell me about that whale?

 

Sharing Objectives: (5 minutes)

Introduce the lesson that the students will be doing, show them the WebQuest page they will be working from ** you may have to describe what a WebQuest is to the students**. Briefly go over the expectations and lesson listed on the students WebQuest page.

 

Learning Objectives: (100-160 minutes) 

This is the order in which the students will work:

1.     First they will pick a partner.
2. Then they will choose a whale to research. There are some websites listed below to help the students begin their search. Don't limit them to these websites, encourage them to explore what else is available before they choose. 
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3.      Once they have picked a whale the partners will begin researching the sights above and any other websites or books that will help them answer these questions:
  • Name of whale:
  • Type of whale (baleen or toothed):
  • What the whale eats:
  • Where the whale is located:
  • The dimensions (size) of the whale:
  • Does the whale migrate? If yes, what is the migration pattern:
  • How long the whale lives:
  • And any other interesting facts:
4.      After the students have all their data collected the pairs will start to compile the information to create a rough draft for their report. The report should be about a page in length.

5.      After they have written the rough draft, the partners will take turns revising and editing the report (let the students decide how they want to break it up).

6.      Once they have their report edited how they like it, type it up on the computer. (Please use 14pt font in Times New Roman) (This is to keep the book uniform)

7.      Have the students print out their reports and place them in the folder with the rest of the completed reports. The folder is located in the back of the room on the counter (or wherever seems best fit). 

8.      Lastly, the partners will create a picture of their whale. The students are allowed to use anything they like to make their picture, just remember to remind them to take their time and make it a good representation of what the whale really looks like. 

9.      If they used paint, let it dry (have a place set up for them to put it). Otherwise, have the students place their drawing in the folder next to their report.

Closure: (10 minutes)

The closure to this activity takes place once you have received the book back from being bound.

Have the students present and read their sections out of the book (if neither student wants to read, ask if you can read it to the class). Remind the students to be respectful while their classmates are presenting. Allow time for Q & A between each group presentation.

Once all groups have presented ask the students:  
What’s one thing they learned?
What was their favorite part of the project?
What was the hardest part?  

Show the students where in the class their book will be located so that they can use it as a reference later on throughout the unit and in the future for fun. Celebrate their accomplishment of successfully creating and publishing a class book.

Variations

For those students who cannot type, you may want to allow the students to hand write it or have them ask another classmate if they could help. (If you know this ahead of time you could arrange the partners so that all groups have a person who is knowledgeable about the computer)

Instead of a written report you could have the students write a detailed paragraph that goes with their picture.

If you do not have internet access to sites, due to security reasons, you may want to have books about whales on hand for the students to still be able to do the assignment.


Resources Needed

Here are some resources that you will need:

  • Computers with Microsoft Word software (either on your classroom computer or on the computers in the lab)
  • Computers with internet access
  • Specific reference material in the classroom or school library related to whales
  • Art supplies (paints, crayons, markers, colored pencils)
  • A way to bind the book together
You should only need yourself, the teacher, to implement this activity; no outside help is necessary. You may need to let the librarian know if students are going to be coming down and using the library.


Evaluation

The informal evaluation of this project can be done on many levels. To see how the students are progressing with their research it is easiest to walk around and ask the students how they are progressing and oversee what they are doing. This way you are able help them directly and promptly. You will be able to observe their note-taking skills here too.

This same style of informal questioning should take place throughout the lesson so that adjustments can be made as need be according to how the students are performing. 

You will know this lesson was successful when you read their typed final draft. The students should have accurate information, in the correct format, and is comprehensive; you will be able to grade them according to the rubric on the student's page.

When the students are sharing their report to the class and they have to answer the questions by their classmates, you will be able to informally evaluate their comprehension of the material they researched. During this presentation it will be apparent if the students did their work or not, and what they learned.


Conclusion

This lesson was created to aid the students in their discovery on the different types of whales. It is a productive way to incorporate writing skills into a social studies unit. The students will enjoy working on the computers and finding out about their whale.


Credits & References

http://www.jrweldin.com/maps-reference.aspx
http://www.worldscreatures.com/water-species/whales/
http://en.wikipedia.org/wiki/List_of_whale_species
http://www.abc.net.au/oceans/whale/type.htm
http://students.estrellamountain.edu/drakuna/studentfront
     pageprojects/JessicaPetro/FrontPageFinal/new_page_2.htm
http://www.42explore.com/whale2.htm
http://www.ode.state.or.us/teachlearn/real/standards/Standards
    _BasicSearch.aspx?SubjectID=4&StrandID=56&LevelID=4051
Last updated on December 2, 2008. Based on a template from The WebQuest Page

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