Biology Thematic Unit: Elephants

Crystal Allman
Spring 2015

Function Words Template 1.

Earth/Space Science Function Words
About

Above

Across

Beside

Betwee
n
Itself
Nothin
g
Several

By

In
None
Since
Towar
d

Under

Inside
On
Throug
h
Until

After

Aroun
d
Down Excep
t
Into
Like
Onto Out of

At
Each

That

Them

Little
Outsid
e
These

Up

Upon

With

All

Anothe Any
r
Either For
From

Both

Many
Over

Most
One

Much
Other

Near
Past

They

This

Those To

Withi
n

What

Whic
h

Few

Topic: What are Elephants, and how do they survive?

Sub Questions:
What types of elephants are there?
Where do you find elephants?
How do elephants survive?
What do elephants eat?
Is an elephant a mammal? If so why?
Why do elephants have trunks?
Do elephants get along with other animals?
Do elephants help humans?
Are elephants in danger of going extinct?
1. Students select from the word list to describe what they discovered about
__Elephants__. Having students look at the function words will help them
understand the language used in science.
a. When elephants walk, it causes them to want to ______. Elephants live in the
________________. Female and calf elephants stay in ________. Elephants
can weigh up to ________ pounds.
b.
c. Class Discussion:
i. Did all of the groups come up with the same words or are there different
patterns?
ii. What do these patterns reveal?
iii. Record student responses.

2. Introduce a text about elephants; include any new vocabulary students need to
know to understand what they are reading.
3. Discuss and choose the appropriate text structure.
Biography:
Bateman, R., & Archbold, R. (1998). Safari. Boston: Little, Brown
This book would be a great story book to read to your class! It begins by talking about
being on a safari, and then it breaks into chapters and explains what types of animals you
would see on this safari. This includes elephants, and what their habitat is and what they
do and eat. It does this with a lot of different animals, like leopard, giraffe, lion and
more.
Grace, E., & Lawrence, R. (1993). Elephants. San Francisco: Sierra Club Books for Children.
The book elephants is a great book to go to when you want to learn a lot of factual
information about this mammal. It goes into great detail about the elephant anatomy,
family life, food, elephant environment, baby elephants, and their habitats. It also has
great pictures of different types of elephants. This would be a good informational book
to reference for a lesson or the classroom.
Lewin, T., & Lewin, B. (2000). Elephant quest. New York: HarperCollins.
This is a wonderful book to read when exploring the forest. It has more of a story book
feel to it so it would be very appropriate for 2-4th graders. It is about a group of people
who go out to the forest when the waters are high, so a lot of wildlife goes to the delta. It
breaks the chapters into each day and what animals they see. But they are most excited to
see the elephants and when they do see them they explain and observe what the elephants
are doing. This would be a great book to read in the classroom to your students.
Redmond, I., & King, D. (1993). Elephant. New York: Knopf .
Elephants is a great book full of awesome facts. This book is defiantly not a story
book, it has pages full of different types of facts. The facts range from elephants jaw
suture, muscles and nerves in the trunk, to why elephants fight each other. This is a great
informational, higher level book literally explaining every single part of the elephant.
Sayre, A. (2002). Secrets of sound: Studying the calls and songs of whales, elephants, and birds.
Boston: Houghton Mifflin.
This book Secrets of Sound is a great book explaining how elephants, along with other
animals call to each other. Sayre talks about how elephants are poached, even though
they are supposed to be protected by parks. And she goes into even greater detail about
how they recorded elephant sounds and researched the calls they made to each other.
This is a very good book about the calls elephants make to communicate.
Simon, S., & Warnick, E. (2000). They walk the earth: The extraordinary travels of animals on
land. San Diego: Browndeer Press.
This book is not only about elephants, but about a lot of different types of mammals that
walk the land. It talks about caribou, lemmings, polar bears, elephants, buffalo, camels
plus more! It explains a few facts about these animals and how many of them usually are
in a pack that wander together. It is a good book to explore if you are wanting to look at
a specific animal of if you are doing a lesson of heard in general.
Smith, R., & Schmidt, M. (1998). In the forest with elephants. San Diego: Harcourt Brace.

This is great book talking about a little village in the forest, and how they use elephants
on a day to day basis. It explains the friendships between the people and the elephants in
this village. It also talks about how elephants help the villagers with lifting logs and how
the villagers ride them for transportation. It is a great book helping students understand
how elephants are smart animals who can help out people.

Vocabulary: tusks, trunk, herd, elephant, calf

Semantic Map Template 2
Description: Elephants live in all different types of places, and at each place have different types
of plants they eat. In the grasslands of the savannah elephants eat all different types of grasses.
They like tall tough grasses the most, and they use their trunk to pull up the grass and put it in
their mouth. In the forest low on the ground, hidden under leaves elephants eat ginger and aloe.
Up high in the trees elephants eat bamboo, raspberries and celery. In wooded area areas the eat
twigs, bark, roots, and leaves. The foods elephants really like are figs, bananas, plums, and
coffee beans.
Grace, E., & Lawrence, R. (1993). Elephants. San Francisco: Sierra Club Books for Children.

All types of Grasses

Up high they eat bamboo, raspbe

Elephant Diet
Savannahs

Forests

they eat ginger,and aloe.

Usetall
trunk
to pull
up grass toDown
put inlow
mouth.
Elephants prefer
tough
grasses.

Wooded Areas/ Dry Weather

Prized food would be figs, bananas, plums, coffee berries.
Eat twigs, bark, roots, and leaves.

Key description words: many, much

I would use this graphic organizer to help students see what different food elephants eat in different areas.

Sequence Graphic Organizer 3

Description: This graphic organizer explains how elephants travel in herds. It explains
how the oldest female elephant is the head of the herd. The graphic organizer explains
how male elephant do not stay with the herd, and males leave the herd when they are 13
years old. Then the organizer explains how in the dry season the elephant herd gathers
around lakes, water holes and swamps. Then when it rains and grasses quickly sprout
and elephants start on their seasonal hundred mile journey to wet season feeding grounds.
Simon, S., & Warnick, E. (2000). They walk the earth: The extraordinary travels of
animals on land. San Diego: Browndeer Press.
Elephants travel in herds. The leader of a herd is usually the oldest
female in the group. In a herd of elephants with 50 or more there
are a number of females and their offspring but no adult male
elephants.

The
came
long,
slow Males
spongy
motion.
The
Maleearthquake
elephants do
notand
staywas
witha the
herd.
stay
with their
earthquake
made
several
times.
families until
theythe
arehouse
about rock
thirteen
years
old then they are
driven away by older females of the herd.

In the dry season, May through November, mixed groups of young

male and female elephant herds gather around lakes, water holes,
swamps and marshes.

When the rains begin grasses quickly sprout on the open plains and
the elephants start on a seasonal hundred- mile or longer journey to
their wet season feeding grounds.

Key Words: toward

This graphic organizer helps to show the students how elephants travel in herds, and how it is
females that travel together and males are kicked out when they are thirteen. It also goes into
where they hang out in the dry season and how in the wet season they migrate 100 miles to wet
season feeding grounds.

Compare and Contrast Graphic Organizer 4

Description: The following graphic organizer compares and contrasts elephants to giraffes. On
the elephants side it says the weight of the elephant, how tall they can get, the food they eat, their
habitat and who is the head of the pack of elephants. On the giraffes side it explains their weight,
height, food they eat, and that they can run well considering their height. In the middle of this
graphic organizer it explains how they live in the same areas, they both will eat leaves, and how
they both live on grasslands.
Bateman, R., & Archbold, R. (1998). Safari. Boston: Little, Brown

Giraffes

Elephants
Weigh 7,000- 13,500
pounds.
Height up to 14 feet.

Weigh up to 3,000 pounds.

They both live
in southern,
Height can get up to 18 feet.
central and
eastern Africa.
Both
animals eat
leaves.

Food they eat are

fruit, bark, and grass.
They have a habitat of
forests and river valleys.

Food they eat are shoots.

They can run very well

BBB
despite their height.
They both
live
on

Older female elephants lead the

herd.

Key words: Either, These

This Venn diagram helps show students the differences and similarities between elephants and
giraffes. This would be a great graphic organizer to use in the classroom to help show how these
animals are the same, but different at the same time.

Cause/Effect and Problem/Solution Template 5

Description: This diagram will help the students understand cause and effect. In the first box on
the top left it explains when elephants turn 4 or 5 they are separated from their mom and start
training to be a timber elephant. The effect of this in the box to the right is they start being
trained and have to go in a log chute to calm down and trust their trainers. In the second box
down on the left it explains how lessons proceed and the elephants also their trainer to sit on their
back. In the box to the right the effect of these trainings is they can do a number of commands.
In the bottom box on the left it explains how when training is completed, elephants become a
baggage elephant. Then the effect of being a baggage elephant on the right is they turn into a
timber elephant.
Smith, R., & Schmidt, M. (1998). In the forest with elephants. San Diego:
Harcourt Brace.
At an age of four or five, the
elephant calf is separated from its
mother. A five year old elephant
already weighs 1000 pounds. It is
old enough and large enough to
begin its training to become a
Lessons proceed rapidly and the
young elephant soon learns the
commands, to lift its feet, and to
accept a person to sit on its back.
All calves learn at different paces.
When its initial training is
completed, the young elephant
becomes a baggage elephant, until
it is ready to do timber work.

For the first few weeks of training

young elephants they are securely
tied into a log chute called a crush.
This prevents the young elephant
from injuring themselves or the
trainers.
After 3 or 4 weeks most calves can
follow basic commands. They can
lie on their belly, come, stay, rest
on their side, go forward or away,
pick up an object and lift it up, and
pick up their front leg as a step for
Baggage elephants usually carry
light loads of supplies from the
permanent rest camps to timber
elephant units. Then they begin
timber work, this is difficult and
they must learn more commands.

Key words: which

This diagram would be very useful to help students use cause and effect. They would simply list
down the cause of an event or something that happened, and then write the effects of that event.
Literature Evaluation Template 6
Use this template to evaluate literature you may use in your classroom.

Title: Safari
Author: Bateman, R., & Archbold, R.
Questions about the
Science Topic: _____________Elephants______________
literature
Yes
No
Comments
Is the literature age
X
This book is very age appropriate; it
appropriate?
would be a good book for middle to
high elementary.
What is the
X
1998, it is not outdated.
publication date? Is
the book outdated?
Is the Science
X
The material that is presented is very
material presented
accurate.
accurately?
Is the Science
X
Yes, it gives great factual information.
material presented
clearly?
Does the literature
X
Yes, it helps students better understand
add to the
the science of elephants.
understanding of
Science?
Will this literature
X
Yes, it gives a lot of facts about
promote interest in
different safari animals.
Science?
Is the literature
X
Yes
sensitive to your
minority students?
Is the literature
X
N/A
sensitive to your
low socioeconomic
students?
Is the minority or
X
N/A
low socioeconomic
student presented
negatively?
Does the literature
X
Yes, It prepares students for the
leave students ready
discussion of elephants
to participate in the
science lesson?
Title: Elephants
Author: Grace, E., & Lawrence, R.
Questions about the Science Topic: ____________Elephants______________
literature
Yes
No
Comments
Is the literature age
X
I feel that this book would be a great
appropriate?
informational book for students to
reference.

What is the
publication date? Is
the book outdated?

Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

1993, it may seem to be an older book,

but it has so much information about
elephants and I feel that elephants have
not changed much since 1993.
It has very accurate information.

Yes it is presented clearly. So much

factual information it a great format.

Yes it helps students understand

science.

The interesting facts will promote

interest in biology.

Yes

N/A

N/A

Yes, it will get them excited to learn

more!

Title: Elephant Quest

Author: Lewin, T., & Lewin, B.
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is

Science Topic: ____________Elephants______________

Yes
No
Comments
X
This book would be a simple way to
introduce elephants, it is geared to
middle elementary students.
X
2000

the book outdated?

Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

It is presented accurately, in simple

terms for students.

Yes, it presents different animals in the

forest.

Yes it does.

Yes, it will make the students interested

in how elephants live.

Yes

N/A

N/A

Yes, it would be a great bridge from a

story to a biology lesson on elephants.

Title: Elephant
Author: Redmond, I., & King, D.
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science

Science Topic: ____________Elephants______________

Yes
No
Comments
X
The literature from this book is a great
reference for the teacher, and it would
also be a great reference for higher
elementary students.
X
1993, this book is filled with great facts
about elephants, even if its a little
older.
X
It is presented accurately, helping
students better understand elephants.
X

Yes

material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Yes, it helps students understand why

elephants do what they do to survive.

Yes, it presents facts to promote intrest.

Yes.

N/A

N/A

Yes, it will help prepare them to do an

elephant project.

Title: Secrets of Sound

Author: Sayre, A.
Questions about the Science Topic: ____________Elephants______________
literature
Yes
No
Comments
Is the literature age
X
This is very age appropriate; it helps
appropriate?
students learn about sounds of animals.
What is the
X
2002, not outdated.
publication date? Is
the book outdated?
Is the Science
X
It presents elephants very well and
material presented
presents the calls they make.
accurately?
Is the Science
X
Yes, clearly stating calls of elephants
material presented
and other wildlife.
clearly?
Does the literature
X
Yes, hearing about the sounds elephants
add to the
make in the wild and what those sounds
understanding of
mean.
Science?
Will this literature
X
Yes, students will want to know what

promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

elephants are saying to eachother.

X

Yes

N/A

N/A

Yes, it would help the students get

excited.

Title: They Walk the Earth

Author: Simon, S., & Warnick, E.
Questions about the Science Topic: ____________Elephants______________
literature
Yes
No
Comments
Is the literature age
X
This is very age appropriate; it is a
appropriate?
story of animals that walk the earth.
What is the
X
2000, not outdated, but getting close.
publication date? Is
the book outdated?
Is the Science
X
It presents elephants very well and how
material presented
they walk in herds.
accurately?
Is the Science
X
Yes, clearly stating elephants and other
material presented
animals and how they heard together.
clearly?
Does the literature
X
Yes, hearing stories and understanding
add to the
what takes place in a herd of elephants
understanding of
Science?
Will this literature
X
Yes, children wanting to know more
promote interest in
after reading this book about elephant
Science?
herds.
Is the literature
X
Yes
sensitive to your
minority students?
Is the literature
X
N/A
sensitive to your
low socioeconomic

students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

N/A

Yes, it would help the students get

excited.

Title: In the Forest with Elephants

Author: Smith, R., & Schmidt, M.
Questions about the Science Topic: ____________Elephants______________
literature
Yes
No
Comments
Is the literature age
X
This is very age appropriate; it has lots
appropriate?
of pictures and examples for students.
What is the
X
1998, this is an older book but it is
publication date? Is
about how a village uses elephants.
the book outdated?
This is a story that is factual that would
help students better understand why
elephants are amazing creatures.
Is the Science
X
It presents elephants very well
material presented
presenting a real situation with
accurately?
elephants.
Is the Science
X
Yes, clearly stating how elephants and
material presented
humans can work together.
clearly?
Does the literature
X
Yes, hearing stories and understanding
add to the
what took place with the elephants in
understanding of
the village.
Science?
Will this literature
X
Yes, children wanting elephants to live
promote interest in
with them!
Science?
Is the literature
X
Yes
sensitive to your
minority students?
Is the literature
X
N/A
sensitive to your
low socioeconomic
students?
Is the minority or
X
N/A
low socioeconomic
student presented
negatively?

Does the literature

leave students ready
to participate in the
science lesson?

Yes, they would love to hear more

about these awesome mammals.

Mapping Template 7
The template below shows the students the parts of anatomy of the elephant. It takes the concept
of the elephant anatomy and breaks it down in a very simple way for students to understand.
Trunk

Flappy ears

Tusks

Wrinkly skin

Hoofs

Vocabulary Template 8
tusks, trunk, heard, elephant calves, ivory, extinct

Use this template to help students internalize the meaning of vocabulary words.
Vocabulary Word:
Tusks
Definition:
A tusk is the long, pointed tooth seen on some animals, such as
elephants, walruses, or hogs. Animals that have tusks can use them
for protection against predators.
In My Own Words:
It is a large tooth made of ivory coming out of the elephants mouth,

usually consisting of 1 on each side, 2 altogether. Other animals can

have this as well.

A Picture to Help Me
Remember:

https://totatema.wordpress.com/2012/05/30/animal-meaning-_mammoth/

Vocabulary word

Trunk

Definition

The body of a human or other vertebrate, excluding the head and

limbs.

In my own words

The trunk of an elephant protrudes from the front of its face, and
helps the mammal drink water, eat, and life.

A picture to help me
remember.

https://www.nationalelephantcenter.org/learn/
Vocabulary word

Elephant

Definition

a heavy plant-eating mammal with a prehensile trunk, long curved

ivory tusks, and large ears, native to Africa and southern Asia. It is
the largest living land animal.

In my own words

One of the largest mammals on earth, it is a plant eater and

originates from Asia and Africa.

A picture to help me
remember

http://www.hdwallpapersjpg.com/african-elephant-wallpapers/
Vocabulary word

Herd

Definition

a large group of animals, especially hoofed mammals, that live,

feed, or migrate together or are kept together as livestock.

In my own words

It is a large group of animals that stay together, and live together.

A picture to help me
remember

http://www.bestepics.com/photo/9547.aspx
Vocabulary word

Calf

Definition

the young of certain other mammals, as the elephant, seal, and

whale.

In my own words

The baby of any mammal.

A picture to help me
remember

http://www.abc.net.au/news/2011-06-01/a-newborn-femaleasiatic-elephant-calf-parades/2739902

Concept Circles Template 9

The first concept circle is deductive reasoning; explaining what happens if an elephant gets hot.
When they get hot they will put water in their trunk, and spray off their bodies with the water.
Then the elephant will pant, just like a dog will do, and this will help the elephant cool down.
The second concept circle is inductive reasoning, explaining what happens when male elephants
fight. First it says the elephant will be over, and then the male elephants will grapple and prod for
an hour or more. Next elephants want to sort out who is strongest is, especially in the presence of
a female. Last, the fight starts with tusks clanking together.
Redmond, I., & King, D. (1993). Elephant. New York: Knopf .

Elephant will
get hot.

Open their
mouths and
pant to cool
off.

Fill their
trunk with
water, and
spray their
bodies off.

Elephants
will be
cooler.

Concept or Word: ___________Keeping Cool- Deductive reasoning___________________

The fight is
over.

The male
elephants will
grapple and
prod for an
hour or more.

Elephants
want to sort
out who is
strongest is,
especially in
the presence
of a female.

The fight
starts with
tusks
clacking
together.

Concept or Word: ________Elephant Fencing -Inductive reasoning__________________

Key words: around
These two concept circles would be a great opportunity for students to use inductive and
deductive reasoning. Also it would give students a way to recall important information, or an
interesting fact.

Lesson Plan: Tsunamis

Teachers Name: Crystal Allman
Date: April 23, 2015
Time: 10:00am
Temperature Outside: 80 degrees

Location: Village Elementary

Grade Level: 4th Grade

IEP Students: none
What I know about the learners in my class: They have a brief understanding of Elephants.
Well behaved class, with 5 ELLs.
Topic:
Why is this topic innovative?
Elephants are large animals that roam the earth. It is important to understand that
elephants are one of the smartest mammals walking the earth. You can find elephants in a
few different places, at the circus, the zoo, and in the wild. Since you can find them in a
few different places it would be good to know a little bit about this big animal.
How assessable is this topic?
You can find information about this topic in many different places. You can find
information about it in books, movies, online, newspapers and many more.
How would you sell this topic to your administrator?
I would explain that elephants are one of the largest mammals, so children need to be
educated on them.
What impact will this topic have on the student?
It could potentially have a huge impact or a small impact on the student. A student might
be very interested in elephants, and want to learn even more about them, or a student
might not care about them much.
Established Goal:
What is the big idea you unpacked?
I unpacked elephants and the biology of them, how they herd together, what they eat and
smart elephants are.
Objectives:
Describe what you expect students to achieve? Can it be measured?
I expect the students to achieve an understanding of elephants. I want them to understand
the biology of the elephant, how they herd together, what their diet is, and how humans
use elephants. This can be measured by the creations of graphic organizers,
demonstrating, and labeling diagrams.
Purpose/Intention:
What will students walk away with?
Students will walk away with knowledge about elephants.
How will this help students achieve an understanding of the topic?
Students will achieve a understanding of this topic from this unit and how if covers
elephants.
How will this make the topic innovative to the student?

The student may not know a lot about elephants or they will misunderstand.
Tools/Materials
What tools will you use to meet your established goal?
I will use books, websites, videos, and news articles about tsunamis.
How will your tools help students achieve an understanding of the topic?
All of the resources I would use would be very educational and interesting to the
students.
Assessment
What type of assessment will you be using? Summative or formative?
I will use summative assessment.
How does your assessment align with the purpose/intention?
The assessment will assess the students knowledge about elephants; see if they know the
biology of an elephant, their diet, how they herd, and how they are useful to humans.
Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established goal.
Implementing the Lesson:
The Hook:
How will you catch your audiences attention (how can you make something such as
convection currents sound exciting?)
I will show a video of a herd of elephants.
Questioning:
What questions will be generated during or after the hook?
What is a elephant? What do you think elephants eat? Where do elephants live?
Will all your questions be open ended? Do not use yes/no questions.
Yes, I will use yes or no questions.
I will allow students to formulate their own small groups to discuss questions.
I will challenge students with a question.
Experiment:
Working as a facilitator, I will allow students to conduct an experiment to test their
questions.
I will communicate with students during the experiment.
Modeling:
What will you use to have the students show some performance or product they did
during the experiment (white boards, small chalk boards, poster boards)
I will have them make tables on poster boards displaying the experiment results.

I will have students perform gallery walks observing what other groups modeled (on their
white boards, small chalk boards, poster boards).

Assessment:
Template integration: What will you use from the JUMP DRIVE to assess student
understanding of the established goal?
Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have
choice.
Reflection:
I will explore new discoveries made during and after the experiment. I will not grade
reflections for anything besides ideas.