LESSON 3
SEA LIFE PART B

Under the Sea

1. Give each group a copy of the underwater cartoon scene from the Reproducible Worksheets section.
2. When the teacher says “go,” tell each group to list as many sea animals as they can from the underwater picture. Students can use bilingual dictionaries if they like.
3. Give groups a specific amount of time (no more than three minutes) and then call “stop.”
4. Have groups compare answers to see which group named the most underwater items. Possible answers are listed below:

1. Use the underwater scene and answers that students brainstormed in Part One to think of more animals, fish, and vegetation found in the ocean. Have students create a mind map on the board with their answers. Groups can take turns coming to the board to add an item to the mind map. Possible items might include whales, sharks, dolphins, turtles, squid, octopus, jellyfish, starfish, sea horses, eels, fish, sea shells, seals, penguins, sea lions, and coral reefs.
2. Use the images provided at the end of this lesson to demonstrate the meaning of the vocabulary words generated in the mind map.
3. Tell students they will be making their own sea life mobile.
4. As specified in the Teacher Preparation section, choose a type of mobile depending on what materials you have available and what is most appropriate for your students. The mobiles students create should demonstrate various aspects of life in the ocean. Below several mobile types are described.

   Mobile Types

   Paper Plate Mobiles
   Draw a spiral on a paper plate, starting at the outside and spiraling into the center of the plate, and cut along the spiral. Next, tell students to draw pictures of the sea life they would like to include in their mobile. Use whatever drawing materials you have at your disposal: pencils, crayons, or markers. Attach string to student’s drawings, and hang them from various points of the paper plate spiral. If magazines with images of sea life are available, students could cut images out to include in the mobile instead of drawing them.
   Coat Hanger Mobiles
   
   In this method of creating a mobile, have students draw or find images of various types of sea life similar to the paper plate mobiles. However, instead of hanging the images from a paper plate, hang them from a coat hanger. Attach the drawings or images to the coat hanger with string of varied lengths so the drawings hang at different heights.
   Wire Mobiles
   
   For wire mobiles, flexible wire is needed (such as a wire coat hanger). Students first create a base for the mobile. The base can be any shape or form as long as other parts of the mobile can be added to it. Students should then bend wire into different sea animal, fish, and plant shapes. Next, attach the sea life to the base of the mobile with wire or string. See the image at the beginning of the activity for an example.
5. Tell students how to make their mobiles, using the directions listed above and showing the example mobile.
6. When students have finished their mobiles, hang the mobiles around the classroom.

1. Give students time to walk around the classroom and look at their classmates’ artwork.
2. Have students fill out a survey worksheet while they are looking at the mobiles. A survey worksheet is included at the end of this section. Modify the survey as needed to fit the needs of your class.
3. Tell students that artists often have art critiques, where they talk about their artwork with other people. In art critiques, artists can talk with each other about things they like about the artwork and areas where they think need improvement. Artists then compare and contrast the various works of art with each other to gain perspective and feedback.
4. Demonstrate to students how to compare sea life mobiles. Use comparative and superlative adjectives. See the chart on the next page for suggestions.
5. Ask for student volunteers to compare and contrast two sea life mobiles. See if students use or know how to use -er and -est or more or most for the comparative and superlative adjective forms. If students are having trouble using the correct form, provide explicit instructions on comparatives and superlatives.

   One-Syllable Adjectives

   COMPARATIVE: Construct the comparative form of a one-syllable adjective by adding -er
   SUPERLATIVE: Construct the superlative form of a one-syllable adjective by adding -est
   

   Two-or-More Syllable Adjectives

   COMPARATIVE: Construct the comparative form of a two-or-more syllable adjective by adding more before the adjective
   SUPERLATIVE: Construct the superlative form of a two-or-more syllable adjective by adding most before the adjective
   
6. Have students continue to compare and contrast the sea life mobiles using comparative and superlative adjectives. Students can use their surveys to help compare sea life mobiles.

1. To reinforce comparative adjectives and adjectives used to describe sea life, have students write a compare-and-contrast poem. The poem requires students to use adjectives to describe a topic and compare and contrast two different items.
2. Have students choose two sea animals, plants, or fish to write about in their poem. Students can refer to their sea life mobiles if needed.
3. Give students time to research information about their sea life topics either on the Internet or with print materials such as books or magazines.
4. Show students the pattern of a compare-and-contrast poem and do a class example on the board for students to see, using the example below as a model. If needed, review the use and construction of the comparative form of adjectives.
5. Next, brainstorm with students a list of adjectives to use in the poem.
6. Give students time to write their poems.
7. When students are finished, break them into pairs.
8. Tell students to read their contrast poems to their partners, but delete one of the sea animals or plants from the poem. Their partner has to guess what the missing sea animal or plant is.
9. Ask for student volunteers to read their poem to the class, omitting one sea animal or plant from the poem. The class then has to guess the missing sea animal or plant.
   Basic Pattern: Compare-and-Contrast Poem

   Line 1:	A is [comparative adjective] than B,
   Line 2:	but B is [comparative adjective] than A.
   Line 3:	While A is [adjective], B is [comparative adjective].
   Line 4:	They are both [adjective] and [adjective],
   Line 5:	but neither is [adjective] or [adjective].

   Example of a Compare-and-Contrast Poem:

   A shark is meaner than a dolphin,
   but a dolphin is cuter than a shark.
   While a shark is smart, a dolphin is smarter.
   They are both magnificent and majestic,
   but neither is ugly or lowly.

1. To assess students’ learning and knowledge of comparative and superlative adjectives, require an exit ticket closing activity with students before they leave class.
2. Have students line up.
3. Give each student a different adjective. The student should tell you the comparative or superlative form.

UNDERWATER CARTOON

Directions: With a partner, identify as many ocean creatures as you can.

SEA LIFE