Technology Component: Students could keep the journal by using a word processing program.

Assessment: Students will use correct grammar and spelling. Students will use the vocabulary words in the correct context.

	Assessment: Students will spell at least 80% of words correctly in weekly spelling test.
	Assessment: Students will use the words correctly in their journals and other writing.
	Assessment: Students create a crossword puzzle using vocabulary words. (Day 4)

Technology component: Have students use the puzzle creator page on the Internet

1. (Day 2 & 3)Research. Students will work in groups of 3 - 4. Using a variety of sources, they will use research skills to answers the following questions in addition to any they have written in their KWL chart.
• In what countries (states) do wolves live?
• What kind of prey do wolves need to survive?
• Are wolves the prey of any animal?
• Are there more or less wolves living now than 100 (50, 25, 5) years ago? Why?
• Where do wolves make their dens?

Technology Component: Have students access Internet and CD-ROM sources about wolves. In a one-computer classroom, it might be necessary to set up stations so that all students can have access to the computer.

	Assessment: Students will create a poster that explains what wolves need to survive. (Day 5)
	Alternate Assessment: Students create a diorama that correctly depicts a wolf's habitat.

	Technology component: Students could use a computer to create the poster.
	Technology component: Students could create a multimedia presentation about wolf habitats.

2. (Day 1)Students will view video about wolves.
3. (Day 5 & 10)Activity- Simulated Wolf Population Studies Game. Incorporates Science, Physical Education, Math
• Number off students 1 - 4.
• On the playground mark off a large area in which the game is to be played. Participants cannot leave the selected area. The selected area is known as the habitat.
• Each group of students becomes an element in a wolf's habitat (wolf, food, shelter or water). The students are identified by wearing a Sandwich Board (see instructions below). Each group lines up on different sides of the habitat area. The teacher will bring a stop watch and whistle and designate a time period for the game to be played (3 - 4 minutes per game)
• Once the activity starts each "wolf" must capture food, shelter and water.   If a wolf doesn't capture all three, then the wolf doesn't re-enter the game for the next round. If a wolf does capture all three components then they all become wolves in the next round.
• At the beginning of each round a student will record the number of wolves, food, water and shelter. The game is played for several rounds with the numbers recorded for each round.
• Optional: Teacher can introduce habitat conditions like drought or humans. (If humans are introduced into the game the human would try to capture any of the other four elements. If a human captures an element, it becomes a human also.

Technology component: Students could use a graphing program like Graph Club or a spreadsheet program to make computerized graphs.

Assessment: Students will graph wolf populations both real and for the Wolf Population Game

 

To Make a Sandwich Board

Each student in the game will need to be identified so that a fellow student can easily tell which element (wolf, food, shelter, water, human) the student represents. Students will create sandwich boards for each element.

Note: Elements start out as evenly divided, but don't always remain so, be sure to make enough sandwich boards for each element.

Supplies

8 1/2 x 11 inch poster board (2 per element)

Yarn

Markers

Hole Punch

Punch 4 holes in the poster board as shown.



Have students write in large letters the name of each element (wolf, food, water, shelter, and human)

Attach two matching poster boards to each other using yarn. Students will slip the sandwich boards over their heads.

1. (Day 6 & 7)Using a variety of sources, students will research the habitats of the red wolf and the white wolf and be able to answer the following questions.
• In what areas of the world do the red wolf and white wolf live?
• Are there more red (white) wolves now than in the past?
• Which type of wolf has a larger population, red, white or gray?
• What adaptations do these wolves have that are different from gray wolves?
• Why are their adaptations important?
2. (Day 6)Students will view the National Geographic video, White Wolf
   

Assessment: In groups of 3 -4, students will create a quiz for other student groups. The quiz will be multiple choice. They must include at least 10 questions.They must use at least 5 of the vocabulary words in the correct context. They must use correct spelling and grammar. Students will include at least one right answer for each question. The questions will demonstrate knowledge of the subject of adaptation in wolf populations. Each group will administer it's own test and tell fellow students the correct answers. Students will not be assessed on how well they answer these quizzes but will be assessed on the quiz that they create.  (Day 7 & 8)

Technology component: Students could create the multiple choice quiz using the outline function of a word processing program.

1. (Day 8) Students will view a video about wolves.
2. (Day 8)Using a variety of sources, students will examine how wolves organize their pack. They will be able to answer the following questions and any that they have written in their KWL chart.
   • How do wolves decide who is the leader of the pack?
   • Who is the head of a pack of wolves?
   • Who is the head of our country (state, city)?
   • How do we decide who is the leader of our country (city, state, school)?
   • What happens if the leader of a wolf pack dies?
   • What happens if the leader of our county (city, state, school) dies?
   • Why do wolf packs have to have a leader?
   • Why do countries (cities, states, schools) have to have a leader?
   • What might happen if a wolf pack had no leader?
   • What would happen to a country (city, state school) if it had no leader?

     Assessment: Students will create a table with two columns. The first column will be titled "Wolves" the second, "People". Students will compare and contrast the social behavior of wolves to people. (Day 9)

   Technology component: Students could create the table in a word processing document

1. (Day 3)Teacher will write on the board some common wolf sayings. The class will discuss what the saying means and whether it presents wolves in a positive or negative way.
• Wolf at our door
• Never Cry Wolf
• Wolf in Sheep's clothing
• Wolfing down food
• Thrown to the wolves
2. (Day 3) Teacher will read some Native American Poems about wolves. The class will discuss how Native Americans view wolves.
3. (Day 3) Students will get into small groups and read a selected Aesop's Fable and a short Native American story that both feature a wolf or wolves. In their group the students will create their own story, fable or tale that features a wolf and uses at least four of the vocabulary words. These stories could then be shared with a 1^st or 2^nd grade classroom.

Assessment: Students will create a story using complete sentences and correct spelling. The story will be well organized with a clear beginning, middle, and end. Students will use at least four vocabulary words in the correct context. (Day 3 & 4)

Technology component: Students could create their story on a word processing program, or create a multi-media presentation using PowerPoint or HyperStudio.

1. Teacher will talk about synonyms and give examples.
2. As a class students will brainstorm synonyms for some of the vocabulary words.
3. Students will use a thesaurus to look up words and find their synonyms.
4. Individually students will think of an adjective that describes a wolf or wolf behavior for each of the letters in WOLF. Students will write each letter of the word WOLF on a separate line. Next to each letter, the student will write an adjective that starts with that letter, for example on the first line would be the W and next to it would be the word wild. Then the student will look up the word wild in a thesaurus and write a synonym next to the first word. So now the first line might look like this.

W wild untamed

Repeat on each line so that the word WOLF is spelled vertically on the left margin.

Assessment: Students will create a tidy work that contains correct spelling and synonyms. Artwork may be added.

Technology component: Have students use the Thesaurus function on a word processor. To do this the student would type the first word (in our example: wild) twice. Then the student would highlight (or chose) the second of the two identical words and use the thesaurus function to change the second word. Students could then change the first letter on each line to a larger, bolder or fancier font. Clipart could be added.