Reading and Writing Connections
for this selection:
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Gray Whales:
Adaptations
That Help Gray Whales Survive
Gray Whale
Adaptations: The Body
Gray Whale Adaptations:
The Head
Gray Whale
Adaptations: Flippers
Gray Whale Adaptations:
The Tail
Reading
Strategies:
- Activate
Prior Knowledge
- Make Predictions
to Set a Purpose for Reading
- Identify
Main Ideas and Details
- Build
and Extend Students? Understanding of Vocabulary Introduced in the Text
- Use Context
Clues to Decipher Unfamiliar Words
- Summarize
Main Ideas and Details
- Make Inferences
and Draw Conclusions
- Make Text-to
Self and Text-to -World Connections
- Examine
Author?s Craft: How do authors make nonfiction texts "reader-friendly"?
- (About
Reading Strategies)
Vocabulary
adaptations, fossils, warm-blooded, live-birthing, calf-nursing, generations,
habitat, forelimbs, pelvis, internal, flukes, marine mammal, dissecting,
marine biologist
Adaptations: The Body: drag, excretes, generate, ratio, surface
area, body volume, arteries, veins, conserve, myoglobin, submersion,
capillaries, saturate, pulmonary, oxygen supply, bends, nitrogen,
nasal sacs, sinuses, buoyant, marrow, blubber, insulation, fibrous,
honeycombed
Adaptations: The Head: compresses, baleen plates, hypothermia,
keratin, expanding, contracting, retracting, organisms, nutrient-filled,
landlubbing whale ancestors, valves, blowholes, inhale, exhale, reception,
auditory, echo-location, resilient
Adaptations: Flippers: meter, pectoral fins, fingerlike digits,
dorsal fin, ice floes, paddles
Adaptations: The Tail: propulsion, flukes, notch, meters, kilograms,
connective tissues, massive, spine, equivalent, horsepower engine
Read
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Revisit
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Reflect
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Read
Anticipation Guide
Create an Anticipation
Guide to introduce the reading selection. An anticipation guide
contains a series of focus questions that preview the text?s main
ideas, key details, and vocabulary words. Choose from the following
questions to create the anticipation guide:
1. What are adaptations?
2. What are some examples of adaptations?
3. What are characteristics of mammals?
4. Why is the gray whale a mammal and not a fish?
5. What characteristics make the gray whale a marine mammal?
6. What challenges do whales face in order to survive in an ocean
environment?
7. How do gray whales find food and shelter?
8. How do gray whales protect themselves from predators?
9. How do gray whales breathe?
10. How do gray whales protect and care for their young?
11. How do gray whales stay warm in frigid waters?
12. How do gray whales store oxygen for deep underwater dives?
13. What adaptations help the gray whale survive?
14. How would your body have to change in order for you to live in
the ocean?
15. What physical features would you need to survive underwater?
Invite students to work individually, with a partner, or in small
groups to write responses to the questions on the anticipation guide.
Encourage students to make predictions for questions they are unable
to answer prior to reading the text.
Two-Column Organizer
Read aloud the first two paragraphs of Adaptations
That Help Gray Whales Survive. Help students set a purpose for
reading: "Today you will be reading about the physical characteristics
of the gray whale. In each reading selection your mission is to find
and list the physical characteristics of gray whales. For each characteristic,
describe its purpose. For example, the gray whale has two large flukes.
The flukes help the gray whale propel itself through ocean currents."
Have students make a two-column chart to organize their research.
Label one column: Gray Whale Adaptations (Physical Characteristics).
Label the second column: Function or Purpose of Adaptation.
Read and Research
Have students read the following selections to find facts for
their two-column organizer:
Gray Whale Adaptations:
The Body
Gray Whale Adaptations:
The Head
Gray Whale
Adaptations: Flippers
Gray Whale Adaptations:
The Tail
Link to Jigsaw Strategy
for additional ways to use the reading selections for research.
Research Extension
Visit the FAQ pages
featured in Journey North for frequently asked questions. The
answers reveal many facts about gray whales.
Revisit
Vocabulary Visit
Revisit the texts to examine vocabulary words. Choose from the
ideas described in Building
Vocabulary Skills with Journey North to extend students? understanding
of the vocabulary words. (Building and Extending Vocabulary: Exploring
Various Meanings of Words)
Sketch to Stretch
Invite students to use ideas from their two-column charts and
details from the texts to draw a picture of a gray whale. Encourage
them to label the physical features of the whale. Ask them to describe
details they included in their illustrations. (Visualizing Details
Described in the Text) Related Link:
Sketch-to-Stretch.
Focus on Facts
Revisit the questions listed on the anticipation guide used to
introduce the reading selections. Divide the class into 5 groups.
Give each group 2-3 questions. Have each group formulate a detailed
response to each question using details from the text. Encourage students
to write responses in their own words. For additional challenge, include
several vocabulary words for students to define. Have each group share
their work with the class.
Reflect
Journaling Questions: (Making Inferences and Drawing Conclusions)
1. What behavioral adaptations help gray whales survive? For
example, why do gray whales migrate? Why do these massive marine mammals
journey thousands of miles each year? Why do they embark on a yearly
round-trip journey?
2. What are some human actions that impact whales and their ocean
environments? How well do you think gray whales can adapt to changes
introduced by human actions? Encourage students to think about how
humans use the ocean environments where gray whales live.
3. What other physical characteristics would help gray whales survive
and thrive in their ocean environment? Encourage students to imagine
how other physical adaptations would change how a gray whale eats,
swims, breathes, migrates, etc.
4. Why do you think a gray whale breaches? Spyhops? Dives? Spouts?
Why do you think the gray whale does a series of short dives with
spouting followed by a deeper dive that lasts several minutes? Encourage
students to share their reasoning.
Making Connections: Text-to-the-World Connections
1. What are some examples of human adaptations (physical and behavioral)?
How do people adapt to challenges in their environments? (Making Text-to-Self
Connections)
2. Why do you think it?s important to understand the needs of gray
whales? (Making Text-to-the-World Connections)
3. How do whales depend on the ocean? How do humans depend on the
ocean? Why is it essential to preserve ocean environments? (Making
Text-to-Self and Text-to-the-World Connections)
Evaluate: (Readers Examine Author?s Craft)
Have students identify strategies the author used to make the
nonfiction article "reader-friendly." Ask the following
questions to guide students? thinking: "Nonfiction articles
often contain specific vocabulary which may be unfamiliar to readers.
How did the author of this article help readers learn new words? What
clues were provided in the text? Which words were specifically defined?
How did the author organize the information to make the article "reader-friendly"?
Which sentences contained descriptive details that helped a reader
visualize ideas?" Encourage students to provide specific
examples from the text to support their responses. |
Writers
Workshop
- Descriptive/Expressive
Ask
students to choose one of the gray whale?s physical characteristics
described in the texts. Have them write Adaptation Monologues.
For example: "I am a gray whale?s tail. My two large flukes
are specifically designed for powerful propulsion. I help gray
whale swim through strong ocean currents. As I move up and down,
I propel gray whale forward. Gray whale needs my strength for
its long migration." Encourage students to present their
monologues to the class.
- Expository
List
vocabulary words from the reading selection on the board. Invite
students to select from the words to create a page for a class
book titled, Gray Whale Glossary. Encourage them to include the
word, a definition, and a context-rich sentence on the page they
create for the glossary.
- Creative
Ask
students: "What do gray whales need to survive and thrive?"
Have them brainstorm a list of the needs. Challenge students
to present the list in a creative way. (Poster, song, list poem,
want ad, grocery list, survival guide, etc.) Variation: Ask students:
"What are gray whales able to do? What are their ?skills??"
(Gray whales are able to: see underwater, dive deep down in the
ocean without being crushed by high pressure, determine when and
where to migrate, filter food with their baleen plates, stay underwater
without an oxygen tank, journey long distances, swim through frigid
waters, move efficiently through ocean currents, drink salty ocean
water) Have students present a list of whale skills in a creative
way. (Resume, talent show, monologue, job interview, comic strip,
job application, etc.)
- Descriptive/Expository
Invite
students to write paragraphs that describe a specific adaptation
that helps a gray whale survive. Encourage them to use vivid details
to help readers visualize the gray whale. Have them include information
that explains how the physical adaptation helps the whale survive
in its ocean environment.
- Persuasive
Invite
students to research current issues that may impact gray whales
and their ocean environments. Have them write letters to legislators
urging them to protect the whales. Encourage students to use facts
found in the reading selections in their persuasive letters. For
information on how to contact specific legislators have students
link to www.congress.org
- Narrative
Have
students write a narrative story about a gray whale. Encourage
them to include facts about the physical adaptations described
in the reading selections.
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