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Learning Objectives 

Students will: 

• Research and gather information about gray whales.
• Collaborate with a group to brainstorm and problem-solve.  
• Plan and write a newscast script.
• Create a visual representation of information about gray whales.
• Perform a newscast about gray whales.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Websites

Videos

Teacher Background

The teacher should be familiar with gray whales and their migration patterns.

Student Prerequisites 

Students should be familiar with how news is shared and the concept of migration.

Accessibility Notes

Modify handouts, text, and utilize assistive technologies as needed. Provide preferential seating for the performance and allow extra time for task completion.

Engage

1. Create a class K-W-L Chart. Tell the students that a K-W-L Chart is a way to help them brainstorm, organize information, and summarize new things they learn. Explain each segment of the K-W-L chart to the students. Tell them:

The “K” column of the chart is the place where they write down information that they already know about a topic.

The “W” column of the chart is used to record things that they want to know or are interested in learning more about.

The “L” column of the chart is where they will record the new things they learn.

2. Using the KWL chart, ask: What do you know about gray whales? Teachers can record student responses on chart paper or students can write on sticky notes to post on the chart.  Students will write down any information they know about gray whales in the “K” column of the K-W-L chart. 

3. Ask students what they would like to learn about gray whales in the “W” column of the K-W-L Chart. Encourage students to ask any questions they are wondering. Tell the students that they will return to the K-W-L chart at the end of the lesson to record new things that they have learned about gray whales.

4. Show the to students. Tell students that they are going to learn about gray whales. Gray whales make one of the longest of all mammalian migrations, averaging 10,000-14,000 miles round trip as they travel from the Northern Pacific Ocean to Baja, Mexico. The map shows the migration of the gray whales as they return from Baja to the Bering Sea in the Arctic. 

Build

1. Tell the students that they are going to create a newscast on gray whales. A newscast is when you broadcast the news to an audience. Divide the students into groups of three to create a two-to-three-minute news segment for a newscast. Provide the groups with the assignments below:

Group One: All About Gray Whales

Group Two: Why Do Whales Migrate?

Group Three: The Migration Path of Gray Whales

Group Four: What Dangers Do Migrating Whales Face?

2. Research and gather information on the assigned topic using the . Tell students they will play many roles in producing a newscast and will work as a team to create the final product. Remind students that the purpose of this research is to not only learn about many aspects of gray whales, but to be able to select information that is pertinent to their news segment. Share the following web and video resources for gathering information.

Students can also collect additional information from books, magazines, and other educational resources available to them.

3. Confer with students during the research process. Provide feedback on facts, images, and information gathered. 

Apply

1. Share the with students. Tell students they will begin planning a newscast about whale migration. Review each element on the rubric so students will know how they will be assessed.

2. Distribute the . Groups of three will use the planner to brainstorm, script, and rehearse the narrator and news anchor parts. Ask students: How can your group ensure all ideas are considered? What are ways you can work through problems that occur during the planning and rehearsal of your newscast? Start by brainstorming ideas in the first section. Explain the purpose of the brainstorming process is to collaboratively generate ideas about the newscast.

3. In the next section of the , students will plan their newscast scripts. Each group member will have a defined role: 

News Narrator - This student will introduce the program, introduce each segment, and close the program. Example script: “Welcome to the Whale Tales News Channel. Today we are going to learn about gray whales. First, we will learn all about gray whales. Our reporter (insert student name) will fill us in.” When that segment ends, the narrator might say, “Now we are going to learn why whales migrate.” After the conclusion of that segment, the narrator would introduce the additional reporters and topics. The narrator might conclude the program by saying, “We hope you enjoyed our broadcast and want to learn more about gray whales.”

Anchor 1 - This student will be a news reporter sharing specific details about whale migration.

Anchor 2 - This student will alternate with Anchor 1, sharing specific details about whale migration.

Emphasize the importance of organizing and scripting the information with each idea connecting from the other. Model the process by showing the students how to write a main idea sentence and supporting facts sentences. 

4. Allow time for students to revise, edit, and rehearse the news segment scripts. Demonstrate for students how to get into “news anchor” character by sharing the following tips: 

- Make eye contact with the audience or camera

- Enunciate words

- Slow down the pace of your speech

- Use a positive and confident 

- Speak at a volume that can be heard by everyone

- Use academic language from your research

- Avoid filler words like “uh” and “umm”

5. Create a visual to communicate a message in a newscast. Tell the students to create compelling, colorful, and informative visuals to support their newscasts. Provide each group with a large piece of poster board and markers and crayons or have them locate digital images to display on an interactive board.

6. Stage a dress rehearsal of the newscast. Students will divide into their groups and rehearse the narrator and news anchor parts. Make sure each group uses its visual as a backdrop to the news report. Students may need to rehearse several times prior to the performance. Teachers should observe how students collaborate in their newscast groups. 

Reflect 

1. Have the groups perform the newscast. Invite others in the school and community to view the students’ performance. If possible, video each segment for a complete news show. Use the to assess each group. 

2. Have the students return to the “L” column of their K-W-L Charts. Add new information to the chart reflecting what students learned about gray whales. Ask students: What did you learn about gray whales?