I. Curricular Framework

Concept:

Scale

Essential Question:

Why are whales a good subject for the study of scale?

Bridge:

Models

Content:

Whale Math: Concept of Scale

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To provide the students with an awareness of the size of five great whales in comparison to their own body size.

Activity: Students, working in small groups, are asked to go outside to a grassy area and measure out the length of the whale which they have been assigned. Each group will mark this length with yarn. Whales students will measure include:

Blue whale - 91 ft.
Humpback whale - 45 ft.
Fin whale - 80 ft.
Sperm whale - 55 ft.
Right whale - 50 ft.

The groups are then asked to estimate the number of class members it would take, lying head to foot, to equal the length of "their" whale.

Assessment: Involvement of the students in the experience and their contribution to it.

2. Attend: Attending to the Connection

Objective: To discuss the measuring experience, and to focus the thinking of students on the topic of whales!

Activity: Bring the group together and ask them to reflect on the size comparison experience. Students are encouraged to share information which they already know on the topic of whales. The teacher can record this information by creating a web.

Assessment: Student contribution to the group discussion and quality of web which is created.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will work in groups to make stuffed paper whale models for the classroom.

Activity: Materials: Rolls of heavy paper, packing tape, poster paints, large safety pins, heavy strong, old newspapers (shredded), large paper clips.

Directions: First, decide what scale you will use for your whales. Lay out enough heavy paper to make the body of your whale twice. (Remember your whale will be two-sided.) Cut out two bodies, two flukes, and four flippers. Sew the two sides together with string and a large needle leaving the tail area open so you can stuff shredded or crumpled newspaper inside. Stuff the whale until you are satisfied with the shape. Sew the tail closed. Sew together the two flippers and the flukes. Sew or tape the stuffed flippers into position. Cut a slot in the tail section, about six inches long. Slip the flukes into the slot and tape them into position. Paint your whale. Using the large needle again, thread nylon line inside the seam line near the head, and tie into place. Sew other end near tail, adjust length and knot into place. Slip a large paper clip onto the line. Use it as a hook to attach your whale to a hook on the ceiling. Look up and smile!

Assessment: Quality and authenticity of stuffed whale.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To teach specific information in an interdisciplinary fashion around the topic of whales. The content disciplines with their specific objectives include:

Math – Students will be able to use the concept of scale drawings in order to create "scaled" whales on graph paper.

Activity: The teacher presents information using lecture, videos, films, music, visuals, discussion, technology, field trips, guest speakers and learning stations as well as allowing time for individual inquiry from the textset of material which has been placed in the classroom.

Assessment: Level of student interest and quality of products completed. Tests, essays and/or journal responses might also be used.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

7. Refine: Refining the Extension

8. Perform: Creative Manifestation of Material Learned

Assessment, Phase Five,Performance, Creative Use of Material Learned: