Who Would Win? Killer Whale vs. Great White Shark
By Jerry Pallotta Scholastic, Inc. (1996) ISBN: 9780689802072
In this fun, science book, the battle between Killer Whales and Great White Sharks is put forth with helpful graphics and scientific facts. Pollotta makes the book subject for discussion by posing questions for inquiry that require students to draw upon the facts presented. By looking at the physical composition, length, brain size, navigation capabilities, strength, and speed, a reader can answer the question, “Who would win?” with reliable information. At the end of the book, there is a checklist for students to quantify their answer.
Quantitative: Lexile Level--AD620L (Adult Directed--read to a child by an adult rather than read alone by a child); ATOS--4.1
Qualitative: This book is best served for elementary students, specifically 3rd -5th grades. This book not only teaches students about the anatomy and abilities of these two sea beasts, but also builds academic vocabulary including their scientific names and parts of their anatomy--it is truly learning in context. The illustrations are complemented by actual pictures and “life-size” representations of teeth.
Content Area: Science--Biology; Information Literacy
Curriculum Suggestions: The book can serve as a model for a mini-research project. A teacher could have students work collaboratively to create a factual presentation with graphics that examines the attributes of two animals that could potentially be adversaries. After the presentations, students would decide who would win based on the facts. This would be a great way to utilize a school’s library and its resources. Also, it could be a way to incorporate experts with the lesson by having students write to scientists or even have an expert talk to the class via Google Hangouts or Skype.
Common Core Standards: RI 4.1-4, 6-7
Next Generation Science Standards:
3. Interheritiance and Variations in Traits: Life Cycles and Traits
Students who demonstrate understanding can:
3-LS1-1.
|
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
|
3-LS3-1.
|
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
|
3-LS3-2.
|
Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
|
3-LS4-2.
|
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
|
Additional/Digital Content:
- National Geographic Gallery--http://natgeotv.com/uk/killer-whale-vs-shark
- Killer Whale vs. Great White Shark video--
- Wildlife Conservation Society--http://www.wcs.org/
- Jerry Pallotta “Who Would Win?” Series--
Personal Thoughts: This book series presents an excellent model for encouraging inquiry and information literacy skills while teaching content. To me, under CCSS teachers will need to thoughtfully choose texts that initiate conversation and allow students to engage in with 21st Century learning skills.
*Meets the “Science Picture Book” requirement
No comments:
Post a Comment