I. Curricular Framework

Concept:

Scale

Essential Question:

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

Bridge:

Epitaphs

Content:

Whale Social Studies: History of Whaling

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create an experience enabling children to imagine what it is like for the hunted whale.

Activity: Teacher will involve students in a guided imagery focusing on the idea that whales do not have a chance escaping from whalemen who are hunting for them. Students should close their eyes and pretend to be the hunted whale during the imagery. Guided Imagery: The six-man New England whaleboat quietly approached the unsuspecting sperm whale from behind. As the boat drew nearer, the harpoonist hurled his long lance that was attached to a rope coiled in the tub line. As the lance struck its mark, the wounded whale leaped out of the sea, frightened and in pain. Like a crazed monster, the whale thrashed the waves with its mighty flukes, then disappeared into the watery depths, taking the towline with it. For a few moments, an eerie calmness hung in the air. Suddenly the stricken beast surfaced, then shot forward like a speeding bullet, dragging the boat behind it in a Nantucket Sleigh Ride, the whale had no escape, he was caught!

Assessment: The enjoyment and engagement of the children.

2. Attend: Attending to the Connection

Objective: To assess what is happening during a whale hunt.

Activity: Students discuss whale hunt experience and chart vocabulary, feelings, actions and activities they imagined.

Assessment: Participation and quality of answers provided

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will create an original epitaph for a whale that died as a result of being hunted.

Activity: Students will create an epitaph for a whale that died as a result of being hunted by a steam-powered catcher boat or the harpoon gun ñ two inventions that made it impossible for whales to escape the men who hunted them. They will engrave their inscription onto a small clay tombstone model. The teacher can turn a sandbox into a whale cemetery by standing these monuments upright in the sand.

Assessment: Quality of carved epitaph.

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: Social Studies ñ Students will be able to recount a brief history and description of whaling, comparing modern practices with those of the 19th century whalers.

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: