Mary Ann Kurke
Illinois Geographic Alliance Summer Alaska Tour, 2001

Preview of Main Ideas

One of the delights of people living or traveling to the ocean is the possibility of spotting whales. This activity is designed to have students briefly learn about whales in general, discover the differences of two types of whales and specifically follow the migration patterns of these wonderful mammals. The main focus of this lesson is to have students apply their knowledge of latitude and longitude by charting given coordinates and predicting areas the whales frequent.

Connection with the Curriculum

This lesson could be used in a geography, social studies, science, or language arts class.

Teaching Level: Grades 5 – 8

Objectives Classification Outline

Objective # 1: The students will become familiar with the distribution of specific types of whales on the earth’s surface.

Essential Element: Physical Systems

Standard # 8: The characteristics and spatial distribution of ecosystems on earth’s surface.

Knowledge statement #1: The local and global patterns of ecosystems

Skill Set #5: Answer geographic questions

Skill #1: Develop and present combinations of geographic information to answer geographic questions.

Skill #2: Make generalizations and assess their validity.

Theme: Regions and Movement

Objective #2: The students will become aware of whaling causing the near extinction of certain Whales species, and analyze why certain countries do not agree to a ban on whaling.:

Essential Element: Environment and Society

Standard #16: The changes that occur in the meaning, use, distribution, and importance of resources.

Knowledge statement #2: Why people have different viewpoints regarding resource use.

Skill Set #5: Answer geographic questions

Skill #1: Develop and present combinations of geographic information to answer geographic questions

Theme: Human Environment Interaction

Objective #3: Students will correctly plot given coordinates of latitude and longitude while following a whales migration.

Essential Element: The World in Spatial Terms

Standard #1: How to use maps and other geographic representations, tools, and technologies to acquire process, and report information from a spatial perspective.

Knowledge Statement #2: How to make and use maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns.

Skill Set #4: Analyze Geographic Information

Skill #1: Interpret information obtained from maps, aerial photographs, satellite produced images, and geographic information systems.

Theme: Location, Movement and Regions

Materials

1. A classroom Atlas
2. A copy of Background information on whales in general (provided)
3. A copy of Facts about Humpback Whales (provided)
4. A copy of Facts about Killer Whales or Orcas (provided)
5. A copy of a World Map (provided)

Suggestions for Teaching the Lesson

Opening the Lesson

1. Day 1: Ask students if they have ever seen a whale. Brainstorm and write down basic characteristics that all whales have.
2. After students have completed brainstorming pass out a copy of I’m a Whale Watcher (Background information). Have students take turns reading the information aloud. You may want to have some pictures of whales available as students read the information. Pictures can be found in encyclopedias, a book on whales, or you can download pictures from the Internet.
3. Discuss the reading and answer any questions the students might have.
4. Pass out and assign I’m a Whale Watcher Worksheet.

Developing the Lesson

1. Day 2: Pass out the copies of Facts about Humpback Whales, and Killer Whales. Have students read aloud both sheets. Have pictures available so students can visualize the differences between these 2 species.
2. Have students discuss the differences and similarities between the 2 different types of whale species.
3. Explain to students that heavy whaling pressure nearly decimated several species of whales during the 1800s. Whaling had become so efficient that the whales did not stand a chance. Many species had been hunted until only a few were left. Some species were almost extinct. To help keep whales from being eliminated by man an International Whaling Commission to regulate the industry was set up. The IWC banned all commercial whaling in 1986. However, some nations voted against the ban. Whales reproductive rates are so low that even if completely protected from whaling, some species will take many decades, or centuries, or more, to rebuild their populations to healthy numbers. Despite the international moratorium on whaling Japan and Norway, for example, continue to hunt whales today. They did not agree to the ban and in the year 2000 alone killed over 1,000 whales.
4. Ask students why some countries would not agree to the ban on whaling despite the fact that some whale species might become extinct. Possible answers include; Whaling continues to be a big business. Japan’s most recent whale killing rampage will bring in an estimated $33 million on the wholesale market. Thousands of people are employed in the whaling industry. An economic fact is that these people would be unemployed if whaling ceases. Culturally the Japanese eat a lot of seafood. Whale meat is considered a delicacy on the Sushi market.
5. Have students come up with possible ideas to force non-complying nations to adhere to the moratorium on whaling.

Concluding the Lesson

1. Day 3: Quickly review the basics of latitude and longitude.
2. Tell students that they will be plotting the movements of two different pods (groups) of Humpback and Killer Whales. Emphasize the fact that whales travel to many different locations around the world. We are using these specific examples to see if there is a definite migration pattern.
3. Pass out two copies of a world map and tell students that they will be using the maps to plot the movements of the whales.
4. Label one map Humpback Whale Migration and the other Killer Whale Migration.
5. Give the first set of coordinates for the humpback whale (see I’m a Whale Watcher Worksheet). Have the students find this location on their map. It helps to have students use strips of paper to help find the coordinates. Have them place one of the strips of paper on the 60-degree north horizontal latitude line and the other paper strip on the approximate location of 142 degrees west vertical longitude line. On an overhead projector plot the first location.
6. Repeat the process of giving the coordinates and plotting the first three locations on the overhead for student self-checking. Circulate around the room to make sure students are on track. Have students continue with the plotting. Ask if they see a pattern to the migration. Can they predict where the next location will be?
7. Have the students plot the Killer Whale Migration on the second map. Explain to students that the first set of coordinates are for transient killer whales who prefer to eat warm blooded animals like seals. The second set is for domestic killer whales that are happy to survive on fish when they are abundant, so they will not see as definite a pattern of migration.
8. Show students copies of the overhead transparencies of the migration routes. Ask if their maps are fairly accurate.

Extending the Lesson

1. Show a video on whales.
2. Have students do research on the Blue Whale, or a whale species of their choice and report them to the class.
3. Have students make up a petition to the Japanese or Norwegian government expressing their concern for the lack of that countries adhering to the ban on whaling.
4. Have students follow the migration of other animals such as the polar bears or Arctic Terns.

Assessing Student Learning

1. Quiz students on general facts relating to whales and, or, latitude and longitude.
2. Grade the I’m a Whale Watcher worksheet and migration maps.
3. Have students write about the plight of whales, why it was important to establish laws protecting whales, and why some countries do not agree to the ban on whaling.

Acknowledgments

Defenders of Wildlife. "Whale Plea." Washington D.C., July 2001.

Gardner, Robert. The Whale Watcher’s Guide. New York: Julian Messner, 1984.

Greenpeace. "What’s at Stake – Saving Whales." Washington D.C., July 2001.

Microsoft Encarta Encyclopedia, 99 ed. "Humpback Whales."

Microsoft Encarta Encyclopedia, 99 ed. "Killer Whales."

Microsoft Encarta Encyclopedia, 99 ed. "Whales."

Nielsen, Nancy J. Killer Whales the Orcas of the Pacific Ocean. Minneapolis:

Capstone Press, 1995.

Parr, DR. Leslie. Biology Lecture on Whales and Dolphins of Alaska’s Waters.

Biologist for the Universe Explorer Cruise Ship. 20 July 2001.

Patent, Dorthy Hinshaw. Humpback Whales. New York: Holiday House, 1989.

Whales Great Creatures of the World Book. New York: Weldon Owen Pty Limited,

1990.

World Book Encyclopedia, 1975 ed. "Whales," by Raymond M. Gilmore.

Background Information

Whales are among the largest of animals that have ever lived. They are much bigger than elephants and even prehistoric dinosaurs. Whales live in the ocean. Whales are mammals, as are dogs, cats and human beings. Like other mammals, whales bear their young alive. Baby whales nurse on their mother’s milk for nutrition. Whales are warm-blooded – their bodies maintain the same temperature independent of outside conditions. A thick layer of blubber, or fat, keeps them warm even in very cold water. Whales breathe through lungs and while under water they must hold their breath. They will drown if they become trapped under water and cannot reach the surface to breathe fresh air in time. Whales do not breathe through their mouth, but rather, through a blowhole located on the top of their head. When a whale surfaces to breathe, it blows out the old air and water vapor, making it visible to spot in the water. The blow of some whales can reach a height of over 20 feet. How often a whale breathes depends on what it is doing. If it is swimming undisturbed, a large whale will surface once or twice a minute before diving for a long period. If it is being hunted, however, the whale can hold its breath for over 45 minutes.

Whales have relatively small eyes in large heads. The eyes are located on the side of the head behind their huge mouths. Whales can’t see very well, but they do have excellent hearing. A whale has tiny ear openings and no ear flaps on the outside of its body, but can hear well. Whales talk to each other with high-pitched sounds. One sound may signal danger, another identifying food. Many whales make clicking sounds. The clicks travel through the water and echo back off of prey and other objects. Echolocation is used as a sonar image to gather information about their surroundings.

Whales have four fins. Two flippers are located on each side of the body, just behind the mouth. The flippers help a whale balance and steer through the water. A third fin known at the dorsal fin sticks out of the water when the whale swims close to the surface. The fin at the end of the whale’s body forms the tail. The two halves of the tail fins are called flukes. The flukes move up and down in the water as the whale swims pushing the animal forward.

There are two types of whales: (1) Odontoceti or toothed whales. The peg-like teeth vary in numbers and are usually used to grasp and tear. Whales don’t chew their food. They swallow their meals whole. (2) Baleen Whales, or those having no teeth. Baleen is like flexible combs in their mouths that strain out food from the water. The baleen hangs like curtains, in two rows, one on each side of the upper jaw. The inner edges have a fringe of coarse hair that strain out small fish and crustaceans from the water.

Whales can be found in all the oceans on earth. Whales swim to colder waters to feed and then swim to warmer waters to breed. Whales can travel thousands of miles in their yearly migration. This lesson is going to trace the migration of two different types of whales – the Humpback Whales (a baleen type) and the Orca or Killer Whales (toothed type).

A Humpback Whale is a huge animal. Strangely enough the female is larger than the male. Their size does not keep them from being highly acrobatic. They often slap their flippers and tails against the water and breach, or completely leap out of the water. Their massive heads have small cavities from which hair grows and provides a site for barnacles and white lice to attach themselves. A Humpback may carry ½ ton of barnacles on its body.

Length: Males average 46 feet, females average 49 feet

Weight: Males – 35 tons, females - 45 tons

Colors: Black with white patches on underside.

Physical features: Large thin flippers, 13 to 15 feet long. The tail fin easily measures 15 feet in an adult female. A dorsal fin about 2/3 of the way from the front of the body and a characteristic high humping of the back when diving. No teeth, but baleen used to filter krill and small fish. A double blowhole.

Reproduction: The female gives birth to a calf 11 and 1/2 months after mating. Humpbacks produce 2 calves in 3 years.

Communication: Male humpbacks sing long, complex songs with many notes. The singing is most common during the winter mating months. Songs which may last 20 minutes, consist of a series of phrases. All of the singing whales in a particular migrating pod sing nearly the same song. The songs progressively change from year to year.

Cooperative behavior: Humpbacks may feed in cooperative groups. They seem to blow bubbles disorienting small fish and then take turns plunging into the mass of fish with their mouths wide open.

Life span: 30 + years

Range: Humpbacks live in all the oceans. They spend the summers in polar areas eating all the food they need for a year. A humpback may eat over a ton of food a day during the summer feeding season. They swim thousands of miles during the winter mating season to live in Hawaii or Mexico. These warmer waters serve as the mating and calving grounds, but have little food for the whales.

Estimated number: Endangered – 115,000 before commercial whaling, 10,000 today. Biologists believe over 500 inhabit southeastern Alaska waters during the summer.

The only whales to eat warm blooded animals. When scientists cut open a dead killer whale, they found 13 dolphins and 15 seals in the stomach. In another they found 3 sea lions and 17 seals. Killer whales have never been known to eat humans. They have great appetites and half their time is spent hunting for food. Killer whales are friendly to humans and are often trained to do tricks in aquariums.

Length: Males average 30 feet, females average 23 feet

Weight: Males – 8 tons, females 6 tons

Colors: Black and white, with white patches above the eye and from the lower jaw to the belly. Many Orcas have faint gray markings behind the dorsal fin.

Physical features: Prominent triangular dorsal fin that may grow to 6 feet tall. The Females dorsal fin is more curved and are similar to sharks. Flippers are large and oval as long as 6 feet and as wide as 4 feet. The flukes (tail fin) as large as 9 feet in an adult male. 44 to 48 teeth, one simple blowhole.

Reproduction: The female gives birth to a single calf 16 or 17 months after mating. One calf is usually born every 4 to 6 year. Occasionally, twins may be born, but not often.

Communication: High-pitched calls that help whales of a pod keep track of each other. Killer whales also make clicking sounds for echolocation.

Life span: 50 to 80 years

Range: Worldwide but more common in colder areas. Resident populations may inhabit several hundred square miles where fish are abundant. Transient groups often move rapidly, swimming more than 600 miles in a matter of days. They can average 30 miles per hour.

Estimated number: Killer whales are not yet endangered. Some scientists studying orcas estimate that there are 160,000 in the Antarctic area alone.

Name __________________
Date ___________________
Period __________________

1. How are whales like other mammals?
   
2. How are whales different from other mammals?
   
3. Whales do not breathe through their mouth. They breathe through a ____________ located on the top of their head.
   
4. How high can the blow of some whales reach?
   
5. Most whales can hold their breath underwater for over how many minutes?
   
6. True or False It is impossible for a whale to drown.
   
7. True or False Whales have very good hearing.
   
8. What is echolocation?
   
9. What is the purpose of a whale’s flippers?
   
10. What is the purpose of the fluke, or tail of a whale?
    
11. What are the 2 different types of whales?
    
12. What is the difference between the 2 types of whales?
    
13. True or False Whales chew their food before they swallow it.
    
14. What does baleen help non-toothed whales do?
    
15. True or False Whales are only found in certain oceans of the earth.
    
16. Whales go to colder water to do what?
    
17. Whales go to warmer water to do what?
    
18. An Orca (Killer Whale) is which type of whale?
    
19. A Humpback is which type of whale?
    
20. True or False I have seen a whale in real life.

If so where and when?

Use the world map to plot the following latitude and longitude locations.
Label one map Humpback Whale Migration. Label the other Killer Whale Migration

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