Teaching Objective/Aim: In this lesson, students will be able to recognize the difference in fantasy and real life and write a story that shows their understanding. SW also use data to create, organize and display in a bar graph. They will be able to use the bar graph to answer and explain questions posed. Students will also demonstrate understanding of features of things by drawing a picture
ELA2W2b. The student begins to write fantasy/imaginary stories
Engage (pre-aquarium): TW advise students that we will take a trip to the Georgia Aquarium. So to prepare, we will discuss one group of animals that they will see at the aquarium. TW introduce lesson by reading book Humphrey the Lost Whale. TW ask students how they think the whale felt getting lost. TW ask students if any one of them has ever been lost and how it felt. TW engage students in a discussion about getting lost and how they think it might feel to get lost if they have never been lost. TW advise students that each of them will create a story about a character who gets lost; after which, we will go fishing for lost whales. TW allow students to come to fish aquarium 2 at a time to fish for a whale. Whales may contain name and length of a whale, or facts about whales. Students will use the fishing pole to pull a whale from the aquarium. If they pull a whale that contains the length of a whale, they will read the length and post the whale on the board under the category “Whale Lengths”. If they pull a whale that contains a fact, they will read the fact and post it on the board under the category “Whale Facts”.
Explore (Writing-pre-aquarium): Students will be allowed time to create a character and write an imaginary story about the character getting lost. (Math-pre-aquarium) Students will work in groups and use the recorded lengths of whales written on the board to create a bar graph. (Science- at the aquarium) Once at the aquarium, students will visit The Ocean Voyager to choose a whale to research. They will be provided a whale worksheet which includes drawing a picture and writing facts about their whale. Students may explore other areas of the aquarium.
Explain (post aquarium): SW use the picture of a whale that they drew and a toy whale model provided by the teacher to describe features of the whale. TW allow groups to display on the board and explain their bar graphs. Each student in the group will tell something about the bar graph. TW ask for volunteers to share their stories about their lost character.
Extend: TW redirect students to the board and review the whale lengths previously posted on the board. TW ask for any questions the students may have about whales or bar graphs and answer. TW compare facts on the board to information students found at the aquarium. TW use recorded information on the board to discuss which whale is the longest and which is the shortest and will explain how we use our bar graph to explain this to someone. TW explain how we always give our bar graph a title, and the proper way to label a bar graph. TW remind students of the stories they wrote, and explain how the character and the story they created were both imaginary. TW explain the difference in real life and imaginary/fantasy. TW provide students recipe and supplies for edible aquarium. (Mix and pour blue Jello into clear plastic cups, put in gummy fish and refrigerate, and allow to eat. TW continue using bar graphs with different animals in the future, and continue writing imaginary stories using information from our bar graphs.
Homework would involve students finding the height of 5 family members, friends, or neighbors and using the information to create a bar graph. They would also be expected to write a short, imaginary story about their bar graph.