Wolves At Our Door
Standards

Understands and applies basic and advanced concepts of statistics and data analysis

Understands that data represent specific pieces of information about real-world objects or activities
Organizes and displays data in simple bar graphs, pie charts, and line graphs
Reads and interprets simple bar graphs, pie charts, and line graphs

Science
Understands how species depend on one another and on the environment for survival

Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die)

Knows about the diversity and unity that characterize life

Knows that plants and animals have features that help them live in different environments

The science components of this lesson plan consist of understanding the habitat requirements of a wolf pack including their prey. Students will learn what could happen to a wolf pack if there was not adequate prey, and what might happen to other species if wolves were no longer present as predators. Students will also learn how wolves adapt to their environment especially in the case of arctic wolves. (Lessons 5a, 5b , 5c, 6a & 6b )

History:

The History of Peoples of Many Cultures around the World

Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country

This history standard is addressed by introducing students to traditional understandings about wolves and comparing them to Native American understandings. This is done through reading and listening to Native American stories that involve wolves and traditional sayings, fairy tales and fables. (Lessons 8a, 8b, & 8c)

Language Arts:

Writing:

Demonstrates competence in the general skills and strategies of the writing process
Editing and Publishing: Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; considers page formats [paragraphs, margins, indentations, titles]; selects presentation format; incorporates photos, illustrations, charts, and graphs)
Writes stories or essays that convey an intended purpose (e.g., to record ideas, to describe, to explain)
Writes in response to literature (e.g., advances judgments; supports judgments with references to the text, other works, other authors, non-print media, and personal knowledge)
Uses grammatical and mechanical conventions in written compositions
Uses adjectives in written compositions

These writing standards are addressed throughout this lesson plan. Students will be required to recognize, use and spell vocabulary that is associated with wolves. Students will be involved in an opening and closing activity that identifies adjectives. Students will use a thesaurus to identify synonyms. Students will do daily daily journal writing and create an original story after having been introduced to Native American stories and traditional sayings, fairy tales and Aesop's Fables. (lessons 1, 2, 3, 4, & 8c, 9)

Demonstrates competence in the general skills and strategies for reading a variety of literary texts
Applies reading skills and strategies to a variety of literary passages and texts (e.g., fairy tales, folktales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction, biographies, autobiographies)
Demonstrates competence in the general skills and strategies for reading a variety of informational texts
Applies reading skills and strategies to a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)
Identifies the author's viewpoint in an informational text

This lesson plan involves a lot of reading of different types of text (non-fiction, fairy tales, fables, Native American stories and internet sources). Students will be asked to identify why different cultures produced differing viewpoints about wolves. Students will also read their own compositions to younger students. (lessons 3, 4, 5a, 6a, 7b, 8a, 8b, 8c, 9)

Speaking and listening:

Demonstrates competence in speaking and listening as tools for learning
Contributes to group discussions
Asks questions in class (e.g., when he or she is confused, to seek others' opinions and comments)
Responds to questions and comments (e.g., gives reasons in support of opinions)
Listens to classmates and adults (e.g., does not interrupt, faces the speaker, asks questions, paraphrases to confirm understanding, gives feedback)

This lesson plan gives students many opportunities to expand their speaking and listening skills. They will be engaged in classroom discussions about adjectives that describe wolves, about wolves and their environment and adaptations, and about traditional and Native American literature involving wolves and the way they are portrayed. Students will also engage in  small cooperative group activities with their peers. Students will be required to listen and understand to verbal instructions for the Simulated Wolf Population game. (lessons 1, 3, 5c, 6, 8a, 8c & 9)

Civics

Knows various people and groups who make, apply, and enforce rules and laws for others (e.g., adult family members, teachers, city councils, governors, tribal governments, national governments) and who manage disputes about rules and laws

Students will compare and contrast the way that wolf packs and human communities govern and maintain order in their societies. (lessons 7a & 7b)