Students will understand the following:
The following materials will be required for each group:
Younger students will need help coating their hands with the shortening and with cleaning up. If students will record data on charts, you might prepare the charts for the students in advance. Rather than have students work on their own, you might have one or more volunteers perform the experiment, with your help, as a demonstration for the class.
You can evaluate groups on their charts using the following three-point rubric:
Three points: well designed; clear and carefully prepared; each group member's name and reaction (and thermometer reading) listed
Two points: adequately designed; legible and satisfactorily prepared; some data missing
One point: inadequately designed; carelessly prepared; significant data missing
You can ask your students to contribute to the assessment rubric by determining several acceptable ways the chart could be designed.
Eight Things about Sharks
Invite students to brainstorm ideas and questions about sharks. Then encourage them to do research to answer any questions they have. Have each student or group of students create a storyboard for a television documentary about sharks. Each student or group should fold a large sheet of paper into eight parts and illustrate or write eight of the important ideas about sharks they would want to show. Students should write captions for all drawings.
Deep-Sea Vents: Living Worlds Without Sun
John F. Waters, Cobblehill Books, 1994.
Our Oceans: Experiments and Activities in Marine Science
Paul Fleisher, Millbrook Press, 1995.
Safari Beneath the Sea: The Wonder World of the North Pacific Coast
Diane Swanson, Sierra Club Books for Children, 1994.
Caroline Arnold, Morrow Junior Books, 1994.
Michael C. Armour, Soundprints, 1994.
Free Willy! Free Keiko!
Earth Island Institute, Earth Island Journal, Spring 1995.
All About Whales
Deborah Kovacs, Third Story Books, 1994.
Baby Whales Drink Milk
Barbara Juster Esbensen, HarperCollins Childrens Books, 1994.
The Birth of Humpback Whale
Robert Matero, Simon & Schuster, 1996.
Calls of the Wild
Michelle Alten, Animals, November 1994.
Whale Chatter: Making Sense of Marine Mammals' Clicks and Calls
Tina Adler, Science News, May 25, 1996.
Sharks: Voracious Hunters of the Sea
Isidro Sanchez, Gareth Stevens Publishers, 1996.
Lynn M. Stone, Rourke Corporation, 1996.
Erik D. Stoops, Sterling Publishing Co., 1994.
The Shark Callers
Eric Campbell, Harcourt Brace & Co., 1994.
Oregon Coast Aquarium
This is the home page of the aquarium where Keiko is living now.
International Marine Mammal Project (IMMP)
This page is where the Earth Island Institute shares information about its efforts to protect marine mammals.
This site is an educational center about whales and people.
Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
Context: Life on this stuff is tough and only tough creatures able to change, or adapt, can survive.
Context: Though they spend their whole lives in water, whales are not fish. They are mammals, like us.
Context: Breeching—leaping into the air and crashing back onto the water's surface—is one of their most common behaviors.
Context: Sharks are very good predators because of their excellent eyesight. Their eyes are sensitive to light and can see the shadows of other fish very easily.
Sorry, no sound available.
Context: There are more than 350 different species of sharks, such as the Galapagos shark, the Blue shark, and the very dangerous Tiger shark.
Sorry, no sound available.
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.
Grade level: K-2
Subject area: life science
Knows about the diversity and unity that characterize life.
Knows that plants and animals have external features that help them thrive in different environments.
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