TITLE: Beans and Baleen
AUTHOR: Anne Germain Lucas, Houghtaling Elem.,
Ketchikan, AK
GRADE LEVEL/SUBJECT: 2-8, Science/Mathematics
OVERVIEW: Students will engage in a simulation
designed to mirror some of the problems that scientists
face when counting populations.
PURPOSE: This activity uses beans to focus on some of
the techniques and problems involved in estimating size
of whale populations.
OBJECTIVE(s): Students will be able to:
1. collect and organize data
2. make a prediction based on the collection of data
3. explain his/her thinking (justify his/her
conclusions)
RESOURCES/MATERIALS:
1. counting box (8 x 8 box with 4x4 window) -
assemble box, using acetate, and tape
2. large lima beans, lentils, pinto beans (or any
three types of beans to represent three
populations - and watermelon seeds to represent
unidentified objects
3. poster with key or guide showing which bean
represents which whale
4. student recording sheet
5. overhead projector
Resources:
ORCA (Ocean Related Curriculum Activities), Marine
Education Project, Washington Sea Grant, Pacific
Science Center, 200 2nd Ave. N., Seattle, WA. 98109
Robin Snyder & John Dickenson, Point Higgins
Elementary, Pouch Z, Ketchikan, Alaska 99901
ACTIVITIES AND PROCEDURES:
1. Tell students they are going to be scientists
whose job will be to record whale populations in a
certain area.
2. Ask students how they would count a whale
population. Accept all responses.
3. Explain that present whale populations are
difficult to estimate, and that estimates of the
original populations of whales are not much more
than educated guesses. The International Whaling
Commission, the only worldwide organization with
any responsibility for controlling the whaling
industry, bases its population estimates on
sightings and the number of whales caught compared
to the effort involved.
4. Explain to students that they will be recording
the number of whales sighted on four different
days.
5. Use three types of beans to represent three whale
populations. For example put 4 limas, 3 pintos, 6
lentils in a sealed envelope. Open the envelope
and spill into the ocean area (8 x 8 box). Shake
the box back and forth and place on overhead
projector.
6. Students count and record what they see. Ask
students to describe the difficulties in counting.
Ask them what they think are some problems in
trying to count whale populations. (The whales
move around; you can't tell if you've counted them
before or not; they live in areas we can't always
watch; you can't always identify what you
see...etc.). Ham it up! After 1st sighting, tell
them that it's time for bed. Kids will sleep and
snore, etc. Next day, they are back on the ocean.
There are white caps, lots of wind, etc. The
sightings take place on four consecutive days.
7. Ask students to predict the total population for
each species based on their data.
8. Have students record their thinking.
9. Share the students' findings.
10. Show them the actual population.
TYING IT ALL TOGETHER:
You can extend this activity to other populations -
especially populations relevant to your area, like Bald
Eagles in SE Alaska, moose in interior Alaska, elk in
Oregon, etc.
The students will realize that their predictions are
way off - even if they tried to make "educated
guesses", and this is much the same frustration as a
real oceanographer experiences.
Worksheet
Name of Researcher
Observation window = 1/4 of area (include a sketch of
box)
The largest whales are blue whales, the next largest
are humpback whales, and the smallest are killer
whales.
Key
draw large lima bean and label blue whale
draw pinto and label humpback whale
draw lentil and label killer whale
sightings date blue killer humpback other
1st sighting
2nd sighting
third sighting
fourth sighting
Predict total population for each species of whales
based on your observations (sightings)
blue______ killer________ humpback________
Explain your thinking (justify your conclusions)
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John Kurilecjmk@ofcn.org