Wonderful World of Wolves
Wonderful World of Wolves Distance Learning Summary and Goals Students will develop an awareness of what is myth and what is reality when discussing wolves by using critical thinking skills to interpret literature and factual information. Grade Levels Grades K-2 To find content related to this lesson on our online resource library, enter LP29 in the search bar. Engage This activity is designed to start your students in recognizing themselves as researchers and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. Some of your students may be early readers, in which case you may find it more successful to lead activities and discussions as a whole group rather than using individual research plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success. How does wolf behavior differ between fairytales and real life?
1. Begin this lesson by telling students that they will be investigating myths of wolves. 2. If your students are familiar with brainstorming and recording their ideas, break them into small groups. If your students need more guidance, work with them as a large group. Engage your students in a discussion of what they predict the answer to the question to be. More importantly, why do they think this? 3. Are stories written about wolves real or not? Where should you look up accurate information about wolves? Explore 4. Continue with the above discussion and encourage the group to come up with ways they could investigate the question and test their predictions scientifically (all suggestions are welcomed). What tools might they need to carry out their suggested
explorations? Are there materials that would help them find the answer? Should they be making observations? What kinds of records will they need to keep? What will they do with the information once they have it? And how will they know that they’ve successfully answered the question? Allow a wide variety of ideas and encourage conversation amongst the students to refine the details of their ideas. 5. Wolf Tales a. Brainstorm with students about what they know and feel about wolves. List students’ responses on the chalkboard. Ask students if they know of any books about wolves. b. Read one or more of the many fairy tales involving wolves, such as Little Red Riding Hood, The Three Little Pigs, and Peter and the Wolf. c. Have the students react to how the wolf is portrayed in the story. Discussion can include the following questions: Do you like the wolf in the story? Why or why not? What words or phrases in the story contribute to this feeling? Why did the author portray the wolf the way he did? Do you think wolves in the wild are like the ones in the story? (If more than one story was read, compare the wolves in each.) 6. Ideas should be recorded on the Research Plan sheets. Small groups can record their own answers or you can record ideas as a group. Explain 7. Explain to the group that they will be participating in the Distance Learning program “The Wonderful World of Wolves” that might help to give them some insight into the situation. 8. This program covers topics including where they live, what they eat, identifying a wolf and how they communicate. Expand 9. Ask students to reflect on what they have learned and review their ideas of how to get the information they would need to answer the original research question. How would you observe wolf behaviors in the wild? 10. Have the students draw a wolf based on a fairy tale character, then have them draw one based on factual information. 11. Allow students to discuss and plan how they could make the activity more successful. Do they need to gather any additional information before they can answer the research question? Did they think of additional ways to gather information based on the activities they have just completed? 12. Feel free to repeat any of the activities in any number of ways. Assess
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
13. Monitor your students as they continue to research and develop their method for communicating their results. Make sure to help them continue their discussion about wolves. Have your students share their results with the rest of the class. Allow time for student critique and comments. 14. Was the outcome the same as what they had predicted? Why might this information help people research wolves in the wild? 15. If the students are working in small groups, observe their work and review what they are writing on the Research Plan. If working as a whole group, fill in the Research Plan together. To find content related to this lesson on our online resource library, enter LP29 in the search bar. Standards Ohio Academic Content Standards Grades K-2 Life Science Topic: Physical and Behavioral Traits of Living Things Living things have physical traits and behaviors, which influence their survival Life Science Topic: Basic Needs of Living Things Living things have basic needs, which are met by obtaining materials from the physical environment Living things survive only in environments that meet their needs
National Science Education Standards Grades K-4 Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Life Science Characteristics of organisms Life cycles of organisms Organisms and environment Science in Personal and Social Perspectives Personal health Characteristics and changes in populations Types of resources Changes in environments Science and technology in local challenges History and Nature of Science Science as a human endeavor
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
Wonderful World of Wolves Supplemental Materials
My Research Plan 1. What is my research question? Is it a good question?
How does wolf behavior differ between fairytales and real life?
2. How can I get my information?
3. What will I do with this information?
4. How will I know I did my job well?
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
1. Begin this lesson by telling students that they will be investigating myths of wolves. 2. If your students are familiar with brainstorming and recording their ideas, break them into small groups. If your students need more guidance, work with them as a large group. Engage your students in a discussion of what they predict the answer to the question to be. More importantly, why do they think this? 3. Are stories written about wolves real or not? Where should you look up accurate information about wolves? Explore 4. Continue with the above discussion and encourage the group to come up with ways they could investigate the question and test their predictions scientifically (all suggestions are welcomed). What tools might they need to carry out their suggested
explorations? Are there materials that would help them find the answer? Should they be making observations? What kinds of records will they need to keep? What will they do with the information once they have it? And how will they know that they’ve successfully answered the question? Allow a wide variety of ideas and encourage conversation amongst the students to refine the details of their ideas. 5. Wolf Tales a. Brainstorm with students about what they know and feel about wolves. List students’ responses on the chalkboard. Ask students if they know of any books about wolves. b. Read one or more of the many fairy tales involving wolves, such as Little Red Riding Hood, The Three Little Pigs, and Peter and the Wolf. c. Have the students react to how the wolf is portrayed in the story. Discussion can include the following questions: Do you like the wolf in the story? Why or why not? What words or phrases in the story contribute to this feeling? Why did the author portray the wolf the way he did? Do you think wolves in the wild are like the ones in the story? (If more than one story was read, compare the wolves in each.) 6. Ideas should be recorded on the Research Plan sheets. Small groups can record their own answers or you can record ideas as a group. Explain 7. Explain to the group that they will be participating in the Distance Learning program “The Wonderful World of Wolves” that might help to give them some insight into the situation. 8. This program covers topics including where they live, what they eat, identifying a wolf and how they communicate. Expand 9. Ask students to reflect on what they have learned and review their ideas of how to get the information they would need to answer the original research question. How would you observe wolf behaviors in the wild? 10. Have the students draw a wolf based on a fairy tale character, then have them draw one based on factual information. 11. Allow students to discuss and plan how they could make the activity more successful. Do they need to gather any additional information before they can answer the research question? Did they think of additional ways to gather information based on the activities they have just completed? 12. Feel free to repeat any of the activities in any number of ways. Assess
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
13. Monitor your students as they continue to research and develop their method for communicating their results. Make sure to help them continue their discussion about wolves. Have your students share their results with the rest of the class. Allow time for student critique and comments. 14. Was the outcome the same as what they had predicted? Why might this information help people research wolves in the wild? 15. If the students are working in small groups, observe their work and review what they are writing on the Research Plan. If working as a whole group, fill in the Research Plan together. To find content related to this lesson on our online resource library, enter LP29 in the search bar. Standards Ohio Academic Content Standards Grades K-2 Life Science Topic: Physical and Behavioral Traits of Living Things Living things have physical traits and behaviors, which influence their survival Life Science Topic: Basic Needs of Living Things Living things have basic needs, which are met by obtaining materials from the physical environment Living things survive only in environments that meet their needs
National Science Education Standards Grades K-4 Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Life Science Characteristics of organisms Life cycles of organisms Organisms and environment Science in Personal and Social Perspectives Personal health Characteristics and changes in populations Types of resources Changes in environments Science and technology in local challenges History and Nature of Science Science as a human endeavor
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
Wonderful World of Wolves Supplemental Materials
My Research Plan 1. What is my research question? Is it a good question?
How does wolf behavior differ between fairytales and real life?
2. How can I get my information?
3. What will I do with this information?
4. How will I know I did my job well?
Cleveland Metroparks Zoo | Wonderful World of Wolves Suggested search terms: Wolf, Wolf Wilderness, Walking
