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Grey Whale Migration
Teacher Page

A WebQuest for 4th Grade (Social Science)

Amanda Rhodes
arhodes@pacificu.edu

Introduction

This lesson plan was created as an introductary lesson for a fourth grade whales unit. Students will begin by exploring gray whales and researching the great migration they make each year. They will plot grey whale migration data on a map and compare and contrast the female and male gray whale paths. Finally, students will end by summerizing what they have learned by writing a few paragraphs in their science journals.

Learners

This is a fourth grade lesson plan focusing on science and geography with a little bit of math and writing to a lesser extent. This lesson could easily be modified to fit the needs of older students, but may be to difficult for students younger than fourth grade. The final product consists of students plotting data points on a graph using longitude and latitude to track the migration of gray whales.

Prior to beginning this lesson, learners must have a basic understanding of maps. They need to know that there are different types of maps, and that they are used for different reasons. They should have a basic understanding of map elements and know how to graph data points using longatude and latitude.

Curriculum Standards

At the culmination of this lesson, students will be able to demonstrate their understanding of:

Oregon Social Studies and Science Standards Addressed:

4.8: Use geographical tools (e.g. maps, google earth) to identify absolute and relative locations and physical characteristics of places in oregon.
4.2L.1: Describe the interactions of organizms and the environment where they live.

In addition to these standards, students will also be working cooperatively with others, making observations, small motor skills including writing and cutting, plotting and categorizing data on graphs.

Process

    The lesson is organized so that students begin with the concrete and move towards the abstract. They start by researching general informatin regarding gray whales before concentrating on their migratory patterns and finally plotting their 6,000 mile migration using longtitudal and latitudal data points on a world map. Finally, they will summarize what they have learned by writing a few paragraphs.
    The entire lesson could be done in a single day, but would be more meaningful if the research process was spread out over a couple of days and additional resources (books) were brought in for extra support.
    The class should be split into at least four groups. Half of the groups should research and plot the data points of the female gray whale with here calf, and the other groups will plot the migratory path of the male gray whale. It may be nice to give students the choice of researching and plotting the migratory path of either the female and calf or male gray whale. This may make the project more interesting and meaningful to them.
    The major stumbling block will be plotting the points of migration on the map using the longitude and latitude. Make sure students have a firm understanding of maps prior to beginning this part of the lesson. It may also be helpful to model how to correctly plot the points on the graph to the entire class to clear up any misconceptions.
    The teacher must have a basic understanding of maps and plotting data points in order to pull off this lesson. They may also need to brush up on their mammal migration knowledge, specifically gray whales.

To accomplish the task, students should follow these steps.

First you'll be assigned to different teams. Teams two and four will be research male gray migration patters and teams one and three will research females and their babies migration patterns.
Once you have been assigned your group members, begin to research gray whales. How long are gray whales, what oceans do they live in, what are a few of their behaviors, are they endangered, and any other facts you notice or learn.

Here are a couple sites to help you begin researching gray whales.

Now, begin researching the migration paths gray whales take each year. Note where they are by months, and what they are doing. Try to focus on the type of whale your group was assigned. (For example, group three would focus their search on female and baby gray whales.)

Here are a couple web sites to help your research. Don't forget to take notes in your journel to help you remember what you have learned. Try to include any new words you learned too!

Next, using what you have learned about male and female gray whale migration behavior, use the following worksheet to plot data onto your printed world map. If time permits, answer the questions on the bottom of the worksheet to further your understanding of gray whales.

Gray Whale Migration coordinates

Finally, in at least two paragraphs, summerize what you learned about whales. Why do they migrate farther than an other mammal each year? Why do male and female gray whales take different paths? What are some challenges these whales face on this long trip? What did you find most interesting about this mammal?

Variations

Not all classrooms are fortunate enough to have a computer for every student, so this lesson could serve as a review or an assessment that students work on independently. The link could also be sent home with students to do at home for homework as long as the graphing data points has already been taugh in class.

Resources Needed

The following resources are needed to implement this gray whales lessson plan.

Gray whale books checked out from the library for extra resources
Computers for each student. (Students could work in groups of three or four and share a computer the school does not have enough computers for each student.)
Internet Access
A printe map of the world for each student with latitude and longitude lines clearly marked.
Head phones for each student so they are able to listen to the audio links

The following Weblinks were used in this WebQuest:

http://www.youtube.com/watch?v=vAtMF49bR28

http://www.pbs.org/kqed/oceanadventures/episodes/whales/about.html

http://www.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-OnTheMove.pdf

http://www.learner.org/jnorth/tm/gwhale/annual_apr.html

http://www.marinemammalcenter.org/education/marine-mammal-information/cetaceans/gray-whale.html

The following books were used in this WebQuest:

Gray Whales by Megan M. Gunderson.

What is a California Gray Whale? By Jake A. Graves

The Migration of a Whale By Tanya Kant

Gray Whales (Returning Wildlife) By John. E. Becker

This lesson was created for students to be fairly independent. A teacher does need to review how to plot data points on a graph, and split the class into two groups. Half of the class should research female whales and their babies, while the other half should research the males. This will make comparing and contrasting the migration patterns of these two whales on the map easier. However, if students want to map both whales, they do not need to be split up into groups. Other than that, students have everything they need to complete the assignment independently.

Evaluation

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Students will be able to state where gray whales migrate each year.

Students are able to demonstrate their understanding of gray whale migration although they are unsure of where they go. Students are able to demonstrate their understanding of gray whale migration although they can only explain one place they visit. Students are able to demonstrate their understanding of gray whale migration and are able to explain where they begin and where their migration ends. Students are able to demonstrate their understanding of gray whale migration by explaining where gray whale migration begins, ends and two additional details.

Students will be able to state why gray whales migrate such long distances.

Students are able to demonstrate their undertandig of why gray whales migrate by giving one detail. Students are able to demonstrate their understanding of why gray whales migrate by giving at at least two reasons behind their migration. Students are able to demonstrate their understanding of why gray whales migrate by giving at least four reasons behind thier migration. Students are able to demonstrate their understanding of why gray whales migrate by giving at least six reasons behind gray whale migration.

Students will plot the data of at least once whales migratory path.

Student attemps to plot points. Student correctly labels oceans but is innacurate in plotting points. Student correctly labels oceans and plots most of their data points correctly. Student correctly labels oceans and land masses on map as well as correctly plots all data points.

Students will write at least two paragraphs summerizing what they have learned.

Student makes no attempt at writing down what they have learned. Student attempts to write a paragraph but lacks details does not grasp the main idea. Students paragraph is well written, and main details are addressed but not all questions are answered. Students paragraph is well organized, all questions are addressed and answered correctly. Parapgraph has been edited with correct punctuations.

Conclusion

Students will have learned about the epic migration gray whales make each year in search of food and a safe place to have their young. They will have also come to a better understanding of all the challenges marine life faces, specifically due to human influences. Students will have gained an appreciation for gray whales and the journey they take each and every year.
They will also have a strong foundation in maps, and how to plot data points which will help them later on in their daily lives.

Credits & References