LESSON 1 Anatomy of a Humpback Whale
Lesson at a Glance
Students brainstorm what features a marine mammal needs to survive in a marine environment. They role-play
as humpback whales to learn how whales are designed for life in the ocean. Students label the external
body features on a diagram of a humpback whale, and create anatomically correct humpback whale models.
Lesson Duration
Two 45-minute periods
(Optional activities require an additional 45-minute period)
Essential Question(s)
How do the body structures of humpback whales allow them to function
in a marine environment?
Key Concepts
• Humpback whales have special body features that enable them to
survive in marine environments.
• Humpback whales are large marine mammals that depend on
speci c environmental conditions to survive.
• This type of whale must migrate between the cold, productive
waters of Alaska where they feed, and the warm, protected waters
of Hawai‘i where they give birth.
Instructional Objectives
• I can identify the major body features of a humpback whale and
explain the function of each feature in helping the whale to survive
in a marine environment.
• I can describe the environmental conditions humpback whales
need to survive as marine mammals.
• I can use verbal skills in group activities in order to collaborate on a task.
Related HCPS III
Benchmark(s):
Science SC. 3.5.1
Describe the relationship
between structure and
function in organisms.
Language Arts LA.3.6.1
Use oral language to
obtain information,
complete a task, and
share ideas and personal
opinions with others.
Language Arts LA.3.7.1
Add concrete details and
speci c facts to support
and develop ideas when
speaking
Math MA 3.3.3
Estimate the results of
whole-number computations
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Assessment Tools
Benchmark Rubric:
Topic
Unity and Diversity
Benchmark SC.3.5.1
Describe the relationship between structure and
function in organisms
Rubric
Advanced Procient
Partially Procient
Novice
Classify the structures of
organisms according to
their function
Describe the relationship
between structure and
function in organisms
Identify the relationship
between structure and
function in an organism
Recall that structures in
organisms are related to
the functions they perform
Topic
Discussion and Presentation
Benchmark L A .3.6.1
Use oral language to obtain information, complete a
task, and share ideas and personal opinions with others
Rubric
Advanced Procient
Partially Procient
Novice
Use creative oral language
to obtain information,
complete a task, and
share ideas and personal
opinions with others, in a
highly effective way
Use oral language to obtain
information, complete a
task, and share ideas and
personal opinions with
others
Use typical oral language
that sometimes aids in
obtaining information,
completing a task, or
sharing ideas and personal
opinions with others
Use inappropriate oral
language that does not aid
in obtaining information,
completing a task, or
sharing ideas and personal
opinions with others
Topic
Meaning
Benchmark L A . 3.7.1
Add concrete details and specic facts to support and
develop ideas when speaking
Rubric
Advanced Procient
Partially Procient
Novice
Add concrete details and
specic facts to support
and develop ideas when
speaking, in a highly
effective way
Add concrete details and
specic facts to support
and develop ideas when
speaking
Add obvious or trivial
details and facts that
partially support and
develop ideas when
speaking
Add vague details and
irrelevant facts that do not
support and develop ideas
when speaking
Topic
Estimation
Benchmark MA.3.3.3
Estimate the results of whole-number computations
Rubric
Advanced Procient
Partially Procient
Novice
Consistently make
appropriate estimates
of the results of whole-
number computations
using an estimation
strategy
Usually make appropriate
estimates of the results
of whole-number
computations using an
estimation strategy
Sometimes make
appropriate estimates
of the results of whole-
number computations
using an estimation
strategy
Rarely make appropriate
estimates of the results
of whole-number
computations using an
estimation strategy
Assessment/Evidence Pieces
Lesson
• Worksheet: Diagram and Group Presentation Self-Assessment
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Materials Needed (NOTE: Optional Extended Activities Materials are not listed.)
Teacher Class Group Student
• Method to present
PowerPoint
• PowerPoint
Anatomy of a
Humpback Whale
• 50 ft of twine or
thick string
• Spool of same
string or twine
• Piece of twine
cut to length of
average student
height
• Sheet of notebook
paper
• Sheet of drawing
paper
• Whale Anatomy
Cards
• Worksheet:
Anatomy of a
Humpback Whale
Diagram
• Scissors
• Tape or glue
• Ruler
• Pencil
• Black marker
• Crayons or colored
pencils
Instructional Resources
PowerPoint Presentation: Anatomy of a Humpback Whale
Student Reading: Whale Anatomy Cards
Teacher Answer Key: Whale Anatomy Cards
Student Worksheet: Anatomy of a Humpback Whale
Teacher Answer Key: Anatomy of a Humpback Whale
Self Assessment: Diagram and Group Presentation
Extension Activity: Teacher Reading: Humpback Holoholo: Guided Imagery and Behavior
Choreography Teacher Guide
Extension Activity: Teacher Reading: Humpback Holoholo: Building the Class Whale Teacher Guide
Student Vocabulary Words
adaptations: special traits that help living organisms survive in a particular environment.
anatomy: the physical structures of organisms.
baleen: overlapping plates that hang from the sides of a humpback whale’s upper jaw; used for feeding.
blowholes: the hole(s) on top of the whale’s head used for breathing.
blubber: the thick, insulating layer of fat of most marine mammals.
cetacean: a marine mammal in the Order Cetacea, including whales, dolphins, and porpoises.
dorsal n: the small n on the back of the whale used for balance in the water.
ukes: the two lobes of a whale’s tail.
marine mammal: mammals that live in the ocean.
pectoral ns: the two paddle-shaped front limbs of whales, used for steering and stopping.
peduncle muscle: the powerful tail muscle the whale uses to swim through the water.
rostrum: the large, at upper jaw of the whale.
splashguard: the raised area in front of the blowholes that prevents water from pouring into the blowholes
when the whale breathes; also called a blowhole crest.
tubercles: knobs on the head and jaws of some humpback whales.
ventral pleats: long folds in the skin under the mouth that expand when the whale takes in large amounts of
water and food.
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Lesson Plan
Lesson Preparation
• Read the Science Background provided in the Unit’s Overview.
• Copy the Whale Anatomy Cards onto card stock. Laminate (if desired), and cut into individual cards.
[Suggestion: You may copy the Whale Anatomy Cards on copy paper and cut and paste them onto
cardstock before laminating them.]
• Set up computer projector to display Anatomy of a Humpback Whale PowerPoint presentation.
• Make copies of Anatomy of a Humpback Whale Diagram (one per student).
• Extension Activity: Make a copy of Humpback Holoholo: Building the Class Whale Teacher Guide.
• Extension Activity: Make a copy of Humpback Holoholo: Guided Imagery and Behavior Choreography
Teacher Guide.
• Extension Activity: Select an open area (playground, eld, or gymnasium) with plenty of space for the
whole class to move around (role-play activity).
I. Land to Sea, Mammals Like Me
A. Begin the lesson by asking students to Pair-Share the characteristics of humans that make us mammals.
Record students’ responses on chart paper.
B. Review mammal characteristics with the class. Key characteristics that should be identied with
students include: 1. mammals are warm-blooded (must maintain a certain body temperature), 2. breathe
air with lungs 3. give birth to live young, and nurse their young with milk, and 4. they have hair or fur.
C. Return to the list created by the class and ask students to again Pair-Share and brainstorm the activities
people do to survive. Have students list their survival behaviors on a piece of notebook paper. Encourage
students to use the list of mammal characteristics to help them think of their needs. Here are some
examples: eat food, drink water, breathe oxygen, stay at the right temperature, care for babies, avoid
danger, and communicate with others.
D. Have students share their list of behaviors with the class and get students thinking about the physical and
behavioral adaptations that enable us to survive. For example, if a student states that people need to eat
food, ask the student to explain the adaptive physical features needed to nd, prepare, and eat the food.
E. Read the following imaginary scenario aloud to the class:
You are marine biologists studying the ocean. One day, you learn that your best friend has become a
marine mammal.
F. Ask students to brainstorm their friend’s survival needs and the adaptations needed to survive in the
marine environment. Remind students that adaptations need to be consistent with characteristics of a
mammal. Introduce the following concept: Adaptation plays a major role in the evolution of species.
An adaptation is a characteristic or trait that enables an organism to survive in its environment. An
adaptation can only occur if there is variety within the offspring of a species.
G. Provide students with drawing paper to illustrate these features. Have students also create captions to explain
the features of this new mammal and how these features help it to survive in the marine environment.
H. Lead a class discussion to help students share their illustrations, explain the changes they made to
transform their friend into a marine mammal, and reiterate the role of adaptation in evolution.
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II. How big is a humpback whale really?
A. Bring students to a school hallway or nearby eld and tape or tie down one end of the string.
B. Tell the students that you are going to unravel the spool of twine and when they think you have reached
the point where the twine is the length of a humpback whale, they should tell you to stop.
C. Walk from the start point, when the rst student says, “stop,” and ask the class, “Does everybody
agree?” If they don’t agree, ask “Why not?”
D. Continue this process until the class reaches a consensus and no more twine is unraveled. Pull out the
50 ft piece of twine, announce that your string is the average size of a humpback whale, and lay it down
next to the class consensus string. Have students gure out how far off their guess was from the actual
average size of a humpback whale.
E. Show students the piece of twine cut to the length of the average student height. Ask them to guess how
many students laying head to foot (how many of those strings) it would take to equal the length of a
humpback whale.
F. Perform the math and how far off their estimate was from actual.
III. PowerPoint Presentation and Discussion
A. Tell the students that the class will be focusing on a marine mammal that visits the islands every year.
B. Share with them that they will learn about the humpback whale and how humpback whales are adapted
to survive the marine environment by participating in a presentation.
C. Distribute the Whale Anatomy Cards equally among the groups. (Some groups may have more than one
card depending on class size.) Tell the students they will be explaining the humpback whale body feature
described on the card to the class during the PowerPoint presentation.
D. Ask each group to read the information on the card, discuss with their group how to present the
information to the class, and determine a way to role-play the function of their assigned humpback
whale body feature.
E. Allow 15–30 minutes for the groups to discuss and prepare presentations.
F. Provide each student with a copy of the Anatomy of a Humpback Whale Diagram. Ask the students to
label each feature on the diagram as it is discussed during the presentation. This will be their note sheets.
G. Begin the PowerPoint presentation. Ask each group to present their information as the slide with their
assigned humpback whale body feature is displayed. Have the students in the audience stand up and
role-play the function of each whale adaptation as it is displayed by the group presenting. Refer to the
Teacher Background for a list of the PowerPoint slides and summary of the Humpback Whale Anatomy
Information cards.
H. After the last PowerPoint slide and presentation, review each humpback whale feature with the class,
and have them check their diagrams to ensure each feature is labeled correctly.
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Extended Activities
I. Humpback Holoholo: Role-play Activity
This activity is modi ed from MARE Ocean Immersion: Grade 5 curriculum activity, Whale with Class:
Becoming the Whale.
A. Teacher should review all pages of the Teacher and Student worksheets before beginning the activity.
B. Review the behaviors of humpback whales in the Alaskan and Hawaiian environments, and the function
of some humpback features.
C. Have the whole class do the activity together, to prepare them for the activities separately.
D. Tell the students that they are going to build the structure of one giant humpback whale with the entire
class. Each student will take on the role of a particular body feature. They must work cooperatively as a
group to role-play behaviors of humpback whales in the marine environment by leading the students in
an interactive role-play activity.
E. Take the students to an open area (playground, eld, or gymnasium) with plenty of space to move
around. Assign each student a body feature to role-play. Modify the positions as needed for number of
students in the class. Extra students can take the role of krill and small sh during the feeding behavior
role-play.
F. Build the class whale one structure at a time, starting with the head. Have the students role-play
and describe the function of each body feature as the class whale is assembled. Refer to Humpback
Holoholo: Building the Class Whale Teacher Guide for descriptions on how to position the students.
G. Take the students on an imaginary journey from Alaska to Hawai‘i, and have the class play the role of
the whale behaviors you describe, one at a time. Allow students time to work cooperatively to solve
problems and communicate how to move together as a group to role-play each behavior. Refer to
Humpback Holoholo: Guided Imagery and Behavior Choreography Teacher Guide for suggestions on
describing and role-playing humpback whale behaviors. The rst two behaviors practice swimming and
turning to get the students working together and communicating between body features.
H. After the activity, ask the students to complete a Humpback Holoholo Refl ection.
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II. Whales-to-Scale
(Adapted from Hawaiian Islands Humpback Whale National Marine Sanctuary’s (HIHWNMS) Integrated
Humpback Whale Activities, Whales to Scale: Student Activity 2.) Students visualize how big humpback
whales are by making a life-size drawing of an adult humpback whale and a calf.
A. Select a safe location outdoors with a large paved area.
B. Provide a gridded picture of the humpback whale and a calf. (1 inch = 5 feet)
C. Using chalk and a tape measure or yardsticks, have the students create a 50- by 30-foot grid on the
pavement, with each grid box measuring 5 feet by 5 feet.
D. Ask the students to use different colored chalk to draw the life-sized humpback whale and calf, box
by box, using the gridded picture of the whales with the overlaid grid as a guide. (The adult whale is
about 45 feet long, and the calf is approximately 15 feet long.)
III. Feature ID Game
A. Use the Whale Anatomy Cards to assess learning by dividing students into two teams. Team A lines
up on one side of the classroom; Team B lines up on the other side. Set up a table in the middle of the
classroom with several sets of the Whale Anatomy Cards randomly placed on the table, with the name of
the body feature facing up. Read the function of a body feature. When you say, Go!, the rst student in
line from each team will step up to the table to nd the correct body feature that matches the description.
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LESSON 1 Anatomy of a Humpback Whale - Teacher Answer Key
Grade 3 Unit 5 Lesson 1 Pages 8-9
Anatomy of a Humpback Whale
Teacher Answer Sheet
Directions: Label the body features of the humpback whale using the example provided.
1.
4.
5.
7.
8.
6.
12.
3.
2.
10.
11
9.
Peduncle
Flukes
Pectoral Fins
Ventral Pleats
Baleen
Tubercles
Rostrum
Splashguard
(Blowhole crest)
Ear slit
Eye
Blowholes
Dorsal Fin
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LESSON 1 Anatomy of a Humpback Whale
Name ______________ _____________ Date ______________
Directions: Label the body features of the humpback whale using the example provided.
Anatomy of a Humpback Whale
Directions: Label the body features of the humpback whale using the example provided.
1.
4.
5.
7.
8.
6.
12.
3.
2.
10.
11
9.
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Self Assessment: Diagram and Group Presentation
Yes No
1. Did you label each humpback whale body feature correctly? ___ ___
2. Are your labels neat and easy to read? ___ ___
3. Identify 3 physical features of a whale and describe how each feature helps the whale survive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How I helped my group the most: ____________________________________________
________________________________________________________________________
5. How I can help my group more next time: ______________________________________
________________________________________________________________________
6. What I still have questions about or don’t understand: _____________________________
________________________________________________________________________
________________________________________________________________________
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LESSON 1 Teacher Answer Key
WHALE ANATOMY CARDS
[Note: These are smaller versions of the student version of the Whale Anatomy Cards]
STREAMLINED BODY SHAPE:
• The bodies of humpback whales are streamlined,
or torpedo-shaped, to help them glide smoothly and
easily through the water.
• Humpback whales are black on the dorsal, or upper side,
and mottled white and black on the ventral, or underside.
• The average length of a humpback whale is 45 feet,
and average weight is approximately 90,000 pounds
(45 tons).
Cool Fact: A humpback whale’s skin feels like smooth, wet rubber. The outer layer of skin actually
absorbs water, which helps the whale move smoothly through the ocean.
BLUBBER:
• Humpback whales have a thick layer of fat, called blubber.
• Blubber helps whales stay warm in Alaska’s cold waters.
It also makes whales buoyant, which helps them to oat
and not sink in the water.
• Blubber is where whales store food to give them energy
when they migrate to Hawai‘i where no food is available.
Cool Fact: A humpback whale’s blubber is 8- to 12-inches thick.
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BALEEN:
• Baleen whales do not have teeth. They have baleen plates
hanging down from both sides of their long upper jaws.
• Humpback whales use baleen to feed. They gulp in large
amounts of water, and use baleen to lter out small prey,
such as krill and small sh.
• Baleen plates overlap, and the lower edges are frayed (like
frilly plastic hair). This helps the whale trap large amounts of prey.
• Humpback whales have between 270 and 400 pairs of baleen plates. Each baleen plate is approximately
2–3 feet long.
Cool Fact: Baleen is made out of a strong and exible material called keratin. This is the same material our
ngernails are made of.
PECTORAL FINS:
• Humpback whales have the longest pectoral ns of all
whales. They are 15 feet long, which is 1/3 of their whole
body length.
• Pectoral ns are mostly white underneath, with bumps
along the front edge. Pectoral ns are also called ippers.
• Humpback whales use their paddle-shaped pectoral ns
for steering and stopping in the water while swimming. They can turn very quickly with their long
pectoral ns.
Cool Fact: The humpback’s scientic name, Megaptera, means Big Wings, named so because of their
really long pectoral ns.
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DORSAL FIN:
• The humpback whale’s dorsal n is located about 2/3 of the
way down its back.
• It is pointed and approximately 12 inches tall, which is very
small compared to the size of the whale’s body.
• The dorsal n is used for balance in the water. It helps the
whales to stay upright as they swim through the ocean.
Cool Fact: Scientists take pictures of dorsal ns to help identify whales. The dorsal n of each whale has
different shapes, color patterns, and scar markings.
FLUKES:
• Flukes are the whale’s tail. Each side of the tail is called a uke.
• A humpback whale’s ukes are approximately 15 feet across.
That is 1/3 their whole body length.
• Whales move their powerful ukes up and down to propel
themselves through the water. Humpbacks can swim up to
20 mph, but usually swim a lot slower (between 8–13 mph).
• Flukes do not have bones. They are made of muscle and other tissues.
Cool Fact: Each humpback whale has different ukes, just like people all have different ngerprints.
Researchers look at the patterns on the underside of ukes to name and study individual whales.
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ROSTRUM:
• The large upper jaw or snout of the whale is called
the rostrum.
• It is at, and tapers to a point. This makes the shape of the
head streamlined to help the whale move easily through
the water.
• The rostrum is bumpy and often has barnacles attached to it.
Cool Fact: Humpback whales do not have a neck.
PEDUNCLE MUSCLE:
• The peduncle muscle is the last third of the whale’s body,
located between the dorsal n and the ukes.
• This powerful muscle is used to move the tail up and down
for swimming.
• A humpback whale arches its peduncle when getting ready
to dive down. This looks like a hump on the back of the
whale, which is how the humpback whale got its common name.
Cool Fact: The peduncle muscle is the strongest muscle in the entire animal kingdom.
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TUBERCLES:
• Tubercles are golf ball-sized bumps on a humpback
whale’s upper and lower jaws.
• Each tubercle has a half-inch long hair, called a vibrissa.
• Scientists are not sure why humpbacks have tubercles,
but think they are used to sense temperature and vibrations
in the water.
Cool Fact: Humpbacks are the only whales with tubercles.
VENTR AL PLEATS:
• Ventral pleats are long grooves on the underside of the
whale’s throat that run from the chin all the way to the navel.
• Ventral pleats allow the whale to expand its mouth three
times its normal size during feeding. This helps the whale
to capture large amounts of food in one giant gulp.
• Humpback whales have 12–30 ventral pleats.
Cool Fact: Male humpback whales gulp in water to expand their ventral pleats. This makes them look
larger and more impressive when competing with other males in the breeding grounds.
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BLOWHOLES:
• Blowholes are the whale’s nostrils. They are located on top
of the whale’s head near the center.
• Whales use blowholes to breathe air at the surface of the water.
• Baleen whales have two blowholes. Whales and dolphins
with teeth instead of baleen only have one blowhole.
• When a whale comes to the surface to breathe, it opens its blowholes, exhales to clear out any leftover
water, inhales a large breath of air, then snaps the blowholes closed tightly before diving under again.
• The raised area in front of the blowholes is called a splashguard. The splashguard prevents water from
pouring into the blowholes when the whale breathes.
Cool Fact: Humpback whales exhale at a speed of 300 miles per hour. Air is forced from the blowholes so
fast, that it creates a fountain of mist up to 15 feet high. The fountain of mist is called a blow or spout.
EYES:
• A humpback whale’s eyes are located on either side of the
head, just above the end of the mouth line.
• The eyes are about the size of a large orange and bulge out
from the whale’s head. This helps the whale to see in all
directions without moving its head.
• Humpback whales can see above the surface of the water
as well as they can underwater, approximately 400 feet. Special glands produce a thin layer of fat to
cover the eye to protect it from saltwater.
Cool Fact: Humpback whales have brown eyes with a kidney-shaped pupil.
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EARS:
• A humpback’s ears are located just behind and below its eyes.
• The ears do not stick out; they are internal (on the inside of
the whale). This helps to keep the whale’s body streamlined
to move easily through the water.
• The opening to the ear is a very small slit, about a half-inch long.
The ear slit is small to help keep water from pouring into the ear.
• Humpback whales depend on their excellent hearing to nd food, avoid danger, and locate other whales
and objects in the water.
Cool Fact: Scientists estimate how old a humpback whale is by looking at its earwax. They remove the plug
of earwax and count the layers of wax. The layer built up while the whale is in Alaska (feeding grounds) is
darker than the layer that builds up when the whale is in Hawai‘i (breeding grounds). So scientists can count
how many years the whale migrated from Alaska to Hawai‘i to gure out the age of the whale.
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WHALE ANATOMY CARD – BLOWHOLES
Blowholes:
• Blowholes are the whale’s nostrils. They are located on
top of the whale’s head near the center.
• Whales use blowholes to breathe air at the surface of
the water.
• Baleen whales have two blowholes. Whales and dolphins
with teeth instead of baleen only have one blowhole.
• When a whale comes to the surface to breathe, it opens its
blowholes, exhales to clear out any leftover water, inhales
a large breath of air, then snaps the blowholes closed
tightly before diving under again.
• The raised area in front of the blowholes is called a splash
guard. The splashguard prevents water from pouring into
the blowholes when the whale breathes.
Cool Fact: Humpback whales exhale at a speed
of 300 miles per hour. Air is forced from the
blowholes so fast, that it creates a fountain of
mist up to 15 feet high. The fountain of mist
is called a blow or spout.
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WHALE ANATOMY CARD - EARS
Ears:
• A humpback’s ears are located just behind and below its
eyes.
• The ears do not stick out; they are internal (on the inside
of the whale). This helps to keep the whale’s body stream-
lined to move easily through the water.
• The opening to the ear is a very small slit, about a half-inch
long. The ear slit is small to help keep water from pouring
into the ear.
• Humpback whales depend on their excellent hearing to
nd food, avoid danger, and locate other whales and
objects in the water.
Cool Fact: Scientists estimate how old a humpback whale is by
looking at its earwax. They remove the plug of earwax and count
the layers of wax. The layer built up while the whale is in Alaska
(feeding grounds) is darker than the layer that builds up when the
whale is in Hawai‘i (breeding grounds). So scientists can count
how many years the whale migrated from Alaska to Hawai‘i to
gure out the age of the whale.
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WHALE ANATOMY CARD – PEDUNCLE MUSCLE
Peduncle Muscle:
• The peduncle muscle is the last third of the whale’s body,
located between the dorsal n and the ukes.
• This powerful muscle is used to move the tail up and
down for swimming.
• A humpback whale arches its peduncle when getting ready
to dive down. This looks like a hump on the back of the
whale, which is how the humpback whale got its common
name.
Cool Fact: The peduncle muscle is the strongest muscle in the
entire animal kingdom.
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WHALE ANATOMY CARD - FLUKES
Flukes:
• Flukes are the whale’s tail. Each side of the tail is called a
uke.
• A humpback whale’s ukes are approximately 15 feet
across. That is 1/3 their whole body length.
• Whales move their powerful ukes up and down to propel
themselves through the water. Humpbacks can swim up to
20 mph, but usually swim a lot slower
(between 8–13 mph).
• Flukes do not have bones. They are made of muscle and
other tissues.
Cool Fact: Each humpback whale has different ukes, just like
people all have different ngerprints. Researchers look at the
patterns on the underside of ukes to name and study individual
whales.
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WHALE ANATOMY CARD – VENTRAL PLEATS
Ventral Pleats:
• Ventral pleats are long grooves on the underside of the
whale’s throat that run from the chin all the way to the
navel.
• Ventral pleats allow the whale to expand its mouth three
times its normal size during feeding. This helps the whale
to capture large amounts of food in one giant gulp.
• Humpback whales have 12–30 ventral pleats.
Cool Fact: Male humpback whales gulp in water to expand their
ventral pleats. This makes them look larger and more impressive
when competing with other males in the breeding grounds.
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WHALE ANATOMY CARD - PECTORAL FINS
Pectoral Fins:
• Humpback whales have the longest pectoral ns of all
whales. They are 15 feet long, which is 1/3 of their whole
body length.
• Pectoral ns are mostly white underneath, with bumps
along the front edge. Pectoral ns are also called ippers.
• Humpback whales use their paddle-shaped pectoral ns
for steering and stopping in the water while swimming.
They can turn very quickly with their long pectoral ns.
Cool Fact: The humpback’s scientic name, Megaptera, means
Big Wings, named so because of their really long pectoral ns.
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WHALE ANATOMY CARD – DORSAL FIN
Dorsal Fin:
• The humpback whale’s dorsal n is located about 2/3 of
the way down its back.
• It is pointed and approximately 12 inches tall, which is
very small compared to the size of the whale’s body.
• The dorsal n is used for balance in the water. It helps the
whales to stay upright as they swim through the ocean.
Cool Fact: Scientists take pictures of dorsal ns to help identify
whales. The dorsal n of each whale has different shapes, color
patterns, and scar markings.
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WHALE ANATOMY CARD - BLUBBER
Blubber:
• Humpback whales have a thick layer of fat, called blubber.
• Blubber helps whales stay warm in Alaska’s cold waters.
It also makes whales buoyant, which helps them to oat
and not sink in the water.
• Blubber is where whales store food to give them energy
when they migrate to Hawai‘i where no food is available.
Cool Fact: A humpback whale’s blubber is 8- to 12-inches thick.
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WHALE ANATOMY CARD - ROSTRUM
Rostrum:
• The large upper jaw or snout of the whale is called the
rostrum.
• It is at, and tapers to a point. This makes the shape of
the head streamlined to help the whale move easily
through the water.
• The rostrum is bumpy and often has barnacles
attached to it.
Cool Fact: Humpback whales do not have a neck.
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WHALE ANATOMY CARD - BALEEN
Baleen:
• Baleen whales do not have teeth. They have baleen plates
hanging down from both sides of their long upper jaws.
• Humpback whales use baleen to feed. They gulp in large
amounts of water, and use baleen to lter out small prey,
such as krill and small sh.
• Baleen plates overlap, and the lower edges are frayed
(like frilly plastic hair). This helps the whale trap large
amounts of prey.
• Humpback whales have between 270 and 400 pairs of
baleen plates. Each baleen plate is approximately
2–3 feet long.
Cool Fact: Baleen is made out of a strong and exible material
called keratin. This is the same material our ngernails are
made of.
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WHALE ANATOMY CARD– STREAMLINED BODY SHAPE
Streamlined Body Shape:
• The bodies of humpback whales are streamlined, or
torpedo-shaped, to help them glide smoothly and easily
through the water.
• Humpback whales are black on the dorsal, or upper side,
and mottled white and black on the ventral, or underside.
• The average length of a humpback whale is 45 feet, and
average weight is approximately 90,000 pounds (45 tons).
Cool Fact: A humpback whale’s skin feels like smooth, wet
rubber. The outer layer of skin actually absorbs water, which
helps the whale move smoothly through the ocean.
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WHALE ANATOMY CARD - TUBERCLES
Tubercles:
• Tubercles are golf ball-sized bumps on a humpback
whale’s upper and lower jaws.
• Each tubercle has a half-inch long hair, called a vibrissa.
• Scientists are not sure why humpbacks have tubercles,
but think they are used to sense temperature and vibrations
in the water.
Cool Fact: Humpbacks are the only whales with tubercles.
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WHALE ANATOMY CARD - EYES
Eyes:
• A humpback whale’s eyes are located on either side of the
head, just above the end of the mouth line.
• The eyes are about the size of a large orange and bulge out
from the whale’s head. This helps the whale to see in all
directions without moving its head.
• Humpback whales can see above the surface of the water
as well as they can underwater, approximately 400 feet.
Special glands produce a thin layer of fat to cover the eye
to protect it from saltwater.
Cool Fact: Humpback whales have brown eyes with a kidney-
shaped pupil.
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LESSON 1 Teacher Reading
Humpback Holoholo:Building the Class Whale
Teacher Guide
Body Feature
Number of
Students
Description of Student Positions
Rostrum
2 Two tall students stand 2-3 feet apart facing each other.
Have one of them hold his/her right arm straight out from his/her side,
and the other his/her left arm out. Have the students join hands to form
the point of the rostrum. They can rest their heads on their shoulders
to be streamlined.
Lower Jaw
2 The students squat next to the hips of each half of the rostrum facing
each other. They extend their arms out (same as above) so that their
hands meet under the rostrum. The lower jaw opens and closes the
mouth. They can curve their arms outward to make the lower mouth
wider for feeding.
Blowholes
4 Have the students pair up and stand side by side. Have each pair join
hands and make a circle with their arms to form the two blowhole
openings. They can squeeze their arms together to close the blowholes
while underwater.
Blow
2 The students squat down under each blowhole (between each pair of
students playing the blowholes) when the whale is underwater holding
its breath. When the whale surfaces to breathe, they jump up through
the blowhole openings exhaling loudly, then inhale loudly and squat
back down under the blowholes.
Eyes
2 The students stand a few feet behind the blowholes facing out, one on
each side behind the mouth. The eyes stick out on the sides of the head
and should face the direction in which the whale is looking (up when
surfacing, down when diving, to the side when turning).
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Body Feature
Number of
Students
Description of Student Positions
Pectoral ns
4-6 2-3 students stand side by side a few feet behind the eyes
on each side of the whale. They can hold their arms out
to their sides and join hands to form the long ippers.
The ippers angle back to be streamlined while swimming.
One ipper goes up, and the other goes down when turning.
Both ippers go straight out to the side when stopping.
Dorsal n
1 One student stands several feet behind the blowholes. She/he can
face backward, and bend over slightly to make the curved shape. The
student can stand tall when the dorsal n comes out of the water, as
the whale is getting ready to dive down.
Peduncle
2 The students stand directly behind the dorsal n facing each other
with their arm extended out to the side in the direction of the tail. They
will place the hand of their extended arm on the shoulder of the ukes.
They can move their extended arms up and down to move the tail for
swimming. They can stand tall and curve their arms up when getting
ready to dive (as ukes stand tall).
Flukes
2-3 The students stand in a line facing away from the head. They can
extend their arms out to the side, and join hands to form the wide tail.
The peduncle controls the ukes by gently placing pressure on the
shoulders of the ukes. When the whale is moving forward, the ukes
walk backward, and rise up and squat down, in time with the up and
down motion of the peduncles.
Calf (optional)
2-3 The students stand in a cluster a few feet in front of the dorsal n.
One student is standing with both arms pointed forward to form the
streamlined head. Another student, the body and pectoral ns, stands
behind the head and extends arms out. The other student is the tail and
stands behind the body with both arms opened wide for the ukes.
When the whale gives birth, the students move out from under the
whale tail rst, and the head rises to the surface to breathe. They can
position themselves just behind a pectoral n as Mom swims around.
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LESSON 1 Teacher Reading
Humpback Holoholo: Guided Imagery and Behavior
Choreography Teacher Guide
Guided Imagery/Behavior Suggestions for Role-Playing
You are a large humpback whale swimming
slowly forward in the cold water near Alaska. Feel
how smoothly you move through the water.
Rostrum leads the whale forward and is
streamlined. Lower jaw and blowholes are closed.
Blows are squatting under the blowholes. Eyes
are facing forward. Pectoral ns angle back to
streamline. Dorsal n moves forward in sync with
the head. Peduncle guides the ukes up and down.
The calf goes with the ow.
You hear a group of whales feeding and turn to
the right to investigate.
Swimming Action, except the eyes, face to the
right. The right pectoral n goes down, and the
left pectoral n goes up to turn the whale.
Suddenly, a school of small delicious- looking sh
swim to your left. You turn to the left in pursuit.
Swimming Action, except the eyes, face to the
left. The left pectoral n goes down, and right
pectoral n goes up to turn the whale.
You rise to the surface of the water to breathe, so
that you can continue to chase after your meal.
Rostrum points up, then levels. Blowholes
emerge and open. Blow jumps up through
the blowholes exhaling loudly, then inhaling
loudly, and squat back down under
blowholes.
Blowholes snap shut. Rostrum points down
slightly, and dorsal n emerges above the
surface.
You dive down under the school of small sh
hoping they do not see you and swim away.
Dorsal n emerges above the surface (stands tall),
followed by the peduncle muscles, which arch
upward (do the wave) guiding the ukes upward
(stand tall). The rest of the whale squats down in
sync to make it appear like the ukes are raised
into the air.
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Guided Imagery/Behavior Suggestions for Role-Playing
You are hungry and cannot wait to feed. You swim
up toward the school of sh, open your giant
mouth, and gulp in a large amount of water and
sh.
Rostrum points up, lower jaw opens (drop arms
toward the ground), and expands the ventral pleats
(curve arms out to make wider). Students role-
playing the prey can crawl in the mouth. Lower
jaw closes (move arms back to the rostrum).
The water is getting very cold and you have
eaten tons of food all summer. It is time to head
to Hawai‘i for the winter. You swim slowly away
from Alaska.
Repeat slow swim actions.
Yikes! You see a pod of Orcas and swim quickly
to avoid the predators.
Swimming Action, but faster.
You come to the surface to breathe a lot during
your migration.
Repeat breathing actions.
Ahh! Nice, warm tropical water. You have made it
to Hawai‘i just in time to give birth to your calf.
Repeat slow swim to the surface. Calf moves from
under the whale tail rst, followed by the body
and head, and swims to the surface to breathe.
You care for the calf by keeping it close to you
where it is safe, as you swim slowly around,
listening to whale song.
Mom repeats slow swim actions. Calf positions
itself next to one of Mom’s pectoral ns, and
moves ukes (arms) up and down.
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