Walruses
A Science Topic Page for Grade K on Animals
Standard - SKCS1
SKCS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a.   Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.



                              Students at Work
pic1
pic2  masks  Students pointing to different websites     Students making their walrus masks              Students presenting their completed masks


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Section 1; Basic Information onWalruses                                                                                                      
This website provides basic information on Walruses such as behaviors and diet.
Questions for students
  1. What do walruses look like?                                                                    
  2. What do walruses eat?
  3. Where do walruses live?
Click Here to find out!!!!



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Section 2;

Endangered Species?

This website provides lists of the endangered pinnepeds (animals with finned feet).
This website also explains some of the reasons why these animals are depleating and related websites for further information.

Questions for Students:
What does endangered mean?
What are some other animals that are endangered/extinct?
CLICK HERE to save the pinnepeds!!!





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Section 3

Physical Attributes of Walruses!

This is a great website for general information on walruses.  Even though there are not many pictures the words are small and fairly easy.

Questions for students

  1. How much can walruses weigh?
  2. What color are walruses usually?
  3. What are two unique things about the walrus’s head?

Find out HERE!!





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Section 4

The Walrus’s body

This website has a great diagram of a walrus, showing all of its distinguishing parts and where they are located.

Questions for students:

1.       What are two animals that eat walruses?

2.       How do they keep warm in the arctic weather?

3.       What purpose do the whiskers serve?

Click here to find out!!!

 





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Section 5

Walrus coloring page! 

This is a good page for the children to express their knowledge about the walrus.  There is also a line at the bottom,
where the children can practice writing the word walrus.

1.       What color do you think you would color the walrus?

2.       What color do you think you would color the tusks?

3.       What letter do you think walrus starts with?

COLOR THIS WALRUS!!





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Topic Page Lesson Plan 1

General Information                                                    

Grade Level:  K
Subject Area(s):  SCIENCE  -  TECHNOLOGY                                                                                   
Total Duration of Lesson:    35 – 40 minutes

Title of Lesson  - IS IT REALLY A WALRUS?

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is the walrus.

Primary Learning Outcome(s) (PLO)

A.  The student will use the computer to find information about walruses.
B.  The student will identify characteristics of walruses and compare them to other sea animals
C.  The student explain what the walrus eats, and list the foods it likes to eat.
D.  The student will use the mouse and point to pictures and words on the web site to find information about the walrus.

CHART REVIEW ACTIVITY:  As the teacher goes through each section of the web page, children are asked to recall information they learned about the animal. The teacher records the information on chart paper using colorful markers

HANDS-ON ACTIVITY: Students will create their own walrus using brown construction paper for the body and white construction for teeth and whiskers, and black for eyes.

 Related Georgia Performance Standard(s) or QCC Standard(s)

Georgia Performance Standard:

SKCS6: Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a.   In doing science, it is often helpful to work with a team and to share findings with others.
c.   Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (animals that live in the sea).

QCC: K-Technology Integration Strand: Basic Skills
Standard: Operates basic technology tools and applications

Materials and Equipment

Access to a computer with Internet connection
Web site http://www.valdosta.edu/~lahardy/topic.html
Construction paper (white, black, and brown)

Scissors

Sample pictures or actual animal if you can bring one in
Music for learning a song or a dance, puppets, etc.
Pencil and Paper for teacher to make notes

List of Web Site Titles and  URLs  used in the web page

Science and Nature: Animals : http://www.bbc.co.uk/nature/wildfacts/factfiles/164.shtml

Pinnipeds; Seals, Sea Lions, and Walruses: http://www.nmfs.noaa.gov/pr/species/mammals/pinnipeds/

Sea World; Physical Characteristics: http://www.seaworld.org/infobooks/Walrus/phycharwal.html

Enchanted Learning; Walrus: http://www.enchantedlearning.com/subjects/mammals/pinniped/Walrusprintout.shtml

Walrus Coloring Page: http://homeschooling.about.com/od/langearlyread/ss/letterwcolor_8.htm

Technology Connection (Must be included when appropriate for the lesson and/or required by the course instructor.)

This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that they have developed on the animal.  The children will find information based on questions developed by the teacher that are related to each of the web sites. 

 Procedures : First the students need to be informed on what they are doing and then briefly introduced to the walrus.  They will be given the links to websites that they will be exploring.  The children will need to observe these sites well and take some notes so they can create their own walrus.  The students will answer questions as a group and fill in a chart about the walrus.

Introduction:  I will introduce the topic by telling the children that we will be learning about an animal that lives in the ocean, but it lives in really cold areas.  I will ask them if they want to guess what it might be.  I will then tell them it they do not guess, and ask them if they know anything about them.  “Let’s go to my web page online to find out more about them.”
Estimated time (2-3 minutes)

Teaching the PLO’s: Go through each section and review the web sites.  Remember that young children have shorter attention spans, so highlight information from the web sites that relate to the questions you are asking. 

I will allow the children to take turns using the mouse to point to pictures and clicking on links to find new information.

Section 1

I will go to the web site and show the children the page.

Science and Nature: Animals

http://www.bbc.co.uk/nature/wildfacts/factfiles/164.shtml

What do walruses eat?

What do walruses look like?

Where do walruses live?

How fast can they swim?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section review the information BRIEFLY with them about what they learned.  As they tell me the information, I write it on the chart.

Section  2

Pinnipeds; Seals, Sea Lions, and Walruses

http://www.nmfs.noaa.gov/pr/species/mammals/pinnipeds/

  1. What is a pinniped?
  2. What are some examples of other pinnipeds?
  3. What does endangered mean?
  4. Why are these animals becoming endangered?

After each section review the information BRIEFLY with them about what they learned.  As they tell me the information, I will write it on the chart.

Section 3

Sea World; Physical Characteristics:

http://www.seaworld.org/infobooks/Walrus/phycharwal.html

  1. How much can walruses weigh?
  2. What color are walruses usually?
  3. What are two unique things about the walrus’s head?

After each section review the information BRIEFLY with them about what they learned.  As they tell me the information, I will write it on the chart.

Section 4

Enchanted Learning; Walrus:

http://www.enchantedlearning.com/subjects/mammals/pinniped/Walrusprintout.shtml

  1. What are two animals that eat walruses?
  2. How do they keep warm in the arctic weather?
  3. What purpose do the whiskers serve?

After each section review the information BRIEFLY with them about what they learned.  As they tell me the information, I will write it on the chart.

Section 5

Walrus Coloring Page

http://homeschooling.about.com/od/langearlyread/ss/letterwcolor_8.htm

  1. What do walruses use their tusks for?
  2. Do walruses like to live alone or by themselves?
  3. What do you think about walruses after the lesson?

After each section review the information BRIEFLY with them about what they learned.  As they tell me the information, I will write it on the chart.

This website links you to a picture of a walrus that they can color the way they want and label the different parts.

Estimated time (20 minutes)

Step Three: Closure

  • Today we learned about walruses on the computers by visiting different websites and answering questions.
  • Today we did an art activity constructing a walrus.
  • We used brown construction paper to make a walrus body.  We used white construction paper to add whiskers and tusks.  Then we made eyes and a mouth out of black paper.
  • We glued the different shapes on to the walrus body to make our own unique walrus.
  • What animal did we learn about today?
  • What are three facts about walruses?
  • Why do you think we created a walrus out of paper?
  • What was your favorite part about today’s lesson?

Estimated time: 3 minutes

Assessing the Primary Learning Outcomes

Students will learn about walruses by clicking and pointing to different parts of the walrus on the websites.  They will call out the names of the different walrus parts; (body, tusk, whiskers, fins).

Students will create their own art creation by gluing different parts of a walrus onto its body.

Glue eyes on head

Glue mouth

Glue tusks from mouth

Glue whiskers on face

Assessment: See attached chart

Plan for Early Finishers

Students will be given books and nature magazines that contain pictures of walruses and sea life to look at when they are finished.

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information.  The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.





                                                      
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                                                          RUBRIC

Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page,  and  can click on links with little assistance.  Student is interested in the information and is attentive

Student is requires assitance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the  mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.


After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.


After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limite.

Student demonstrated ability in all 3 areas:
-working  collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task



Pictures of Walruses
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