Unit: Making Science/Literature Connections: El Guero

Title:  Using technology to research information about the gray whale.

Aims:
    1.  To instill in students an appreciation for science and a respect for all living creatures.
    2.  To increase student's competencies in using computer technology to research information.
    3.  To have students organize and interpret information in the form of an informative report.
    4.  To ensure students will respect each other while working cooperatively in small group situations.
    5.  To enable the students to appreciate the connection between multicultural literature and science.

Materials:
    Novel- El Guero, by Elizabeth Borton de Trevino, Sunburst Books, 1989; Internet, Apple Works, Grolier's Multimedia Encyclopedia, Netscape Page Composer, and KidPix

Motivation:
    1.  Relate to children's knowledge gained from introductory lesson about the novel El Guero and the previous lesson on gray whale vocabulary.
    2.  Ask motivating questions like:
        a.  In the novel, where did Guero and Captain Forker sight the whales? (Pacific Ocean)
        b.  Why do you think the whales were at this particular spot? (They came to have their babies in a warm climate).
    3.  Direct students to online graphics of the gray whale.  Good web sites containing facts, photos, migration routes, and behavior are:
    http://acsonline.org/factpack/graywhl.htm
    http://198.188.248.11/whale/whale2.html

Procedure:
    1. Distribute questions  in a database-
 

What is the scientific classification of the gray whale?
What are the physical features of the gray whale?
What is the length and weight of the gray whale?
What do gray whales eat?
Where are gray whales found?
Where do migrate whales migrate?
Describe the calving of the gray whale?
What is the status of the gray whale?

    2.  Have students work in cooperative groups, as described in leson 2, and use the Internet on line encyclopedia or http://encarta.msn.com/find/Concise.asp?z=1&pg=2&ti=761579741
http://encyclopedia.com/articles/13799.html
    The following links provide photographs of gray whales, migration maps and routes, feeding areas, and general information about gray whales.
http://athena.ivv.nasa.gov/curric/oceans/whales/index.html
http://acsonline.org/factpack/graywhl.htm
http://198.188.248.11/whale/whale2.html
    4.  Encourage students to write information on chart.
   5.  Have students work in cooperative groups transferring gathered research to informative reports.
    6.  Direct students to use Apple Works painting program to represent their work.
    7.  Have reporters from each group read reports and share illustrations with the class.

Evaluation:
    1.  Students list ten facts learned about gray whales.
    2.  Analyze informative reports, confirming that students used all information gathered from database.
    3.  Check findings from teacher made tests. Questions may include:
        a. Where do gray whales live?
        b. Why do gray whales migrate?
        c. What are the physical features of the gray whale?

Follow-up:
    1.  Play gray whale memory card game. This game contains pairs of matching questions and answers. The student matches the correct answer to each question revealed when selecting a card.
    2.  Each group will write and illustrate a book on gray whales.
    3.  Write a poem about gray whales.
    4. Class may take a trip to an aquarium such as the New York Aquarium. Students living along coasts may go on whale watching trips.
    5.  Lesson 4 would be producing a map tracking the migration route of the gray whale.