There Was an Old Sailor - Better Beginnings · The Lorax by Dr Seuss is a fabulous introduction to this lesson. ... Children are confident and involved learners ... There Was an Old

Date:

190

There Was an Old Sailor

Claire Saxby & Cassandra Allen

Walker Books, 2010

www.better-beginnings.com.au

Illustrations © 2010 Cassandra Allen From THERE WAS AN OLD SAILOR by Claire Saxby and illustrated by Cassandra Allen

Reproduced by permission of Walker Books Australia

Outcomes:Early Years Learning

Framework:

OutCOme 5:

Children are effective

communicators

Australian Curriculum:

mathematics: Number and

Algebra

measurement and

Geometry

WA Syllabus:

mathematics

Focus:

Number

Preparation/ Materials:• Coloured paper shapes

• Base Card

• Glue

Make a BoatGuided Lesson

this activity addresses outcomes in both numeracy (collecting the

appropriate amount of items) and space (recognises everyday

shapes).

the children will need to follow instructions to recreate the Sailor’s

boat. Once done they may like to create a fishy environment for

the boat to float in. Begin by looking at the Sailor’s boat on the

title page. talk about the shape of the portholes and the sails. You

may like to introduce the term ‘semicircle’ as it is unlikely that the

children will be familiar with this.

Children will need to collect:

o 2 x triangles, (Sails: white card-1 large and 1 small)

o 4 x circles (Portholes: pale blue card)

o 1x semi-circle (Hull: pale grey card)

o 1x square (Cabin: blue card)

o 1x rectangle (mast: grey card)

You may like to provide a copy of the finished boat for the children to

follow (matching), alternatively provide oral directions describing

step by step how to create the boat.

191www.better-beginnings.com.au




Framework:

OutCOme 2:

Children are connected

with and contribute to their

world

WA Syllabus:

Society and environment

Focus:

Place and Space

Preparation/ Materials: • Paper plates (2 per child).

Cut the centre out of one

plate so that a ‘frame’ is

formed

• Stapler

• Glue

• Blue cellophane

• Collage items

Underwater CollageGuided Lesson

this activity requires the children to create an underwater collage

displaying appropriate features demonstrating their understanding

of ocean life. Begin by using the text as a reference to encourage

children to reflect on sea creatures. Discuss others elements of

marine life. For videos and photos of beautiful underwater footage

visit:

http://animals.nationalgeographic.com/animals/fish/

using their understanding of ocean life the children are going to

create a ‘porthole view’. Provide each child with a paper plate and

instruct them to create a collage on the flat surface – demonstrate

how the frame will be attached to cover the collage. ensure there is

a range of materials available – you may like to ask the children to

brainstorm what they would like to include. useful items include:

Pasta shells, shell grit, sand, glitter, cellophane, tissue paper, card,

grass, small pebbles, grain, paper

Once the collage is complete blue cellophane needs to be glued to

cover the hole left by the cut out centre of the second plate. this

plate can then be stapled to cover the collage creating a porthole

effect. You may also like to provide metallic paint to paint the

frame of the porthole.





Framework:

OutCOme 5:


communicators

WA Syllabus:

Science

Focus:

Life and Living

Preparation/ Materials:• Scissors and glue (if

desired)

• Pencils &/or crayons

• my Fabulous Fish BLm

• my Smiling Shark BLm

• my Wonderful Whale BLm

Sea ScienceGuided Lesson:

this activity addresses the Science Outcome from the WA Syllabus:

Life & Living: structure and function

Students understand their own biology and that of other living things

and recognise the interdependence of life. Understand that common

features such as the eyes, nose, legs and body coverings can vary

for different living things.

there are 3 activities that address this outcome:

o 12. my Fabulous Fish

o 13. my Smiling Shark

o 14. my Wonderful Whale

these activities would ideally be completed separately but could

be used together to springboard discussions on similarities and

differences between the ocean animals.

Introduce each animal individually and discuss the characteristics

of the animal. use texts and video footage to assist the children to

view the features of the animal. You may like to bring in fish from

the fish monger for the children to examine. Discuss the features

of each animal and list them on the whiteboard. Children use their

knowledge to label their fish appropriately.





Framework:

OutCOme 2:

Children are connected

with and contribute to their

world

WA Syllabus:

Science

Focus:

Natural and Processed

materials

Preparation/ Materials: • Small Jars

• Baby oil

• Blue colouring

• Water

Our OceansGuided Lesson

Children discuss the importance of keeping our waterways clean,

and the importance of recycling waste. this supports Reduce, Re-

use, Recycle, Recover (Science/Civics and Citizenship) from the WA

Syllabus.

the Old Sailor eats lots of delicious ocean food – and also some

that we don’t usually eat! Our oceans provide us with many forms

of food. Discuss the different foods that come from the ocean and

ask the children which foods they might eat. We also rely on the

ocean for different products e.g. kelp is used in toothpaste, coral,

shell and pearls are used for jewellery – can the children think of

any other products from the ocean? We also use the ocean to

transport materials around the world. Ask the children if they have

seen the cargo ships (either real or on tv).

The Lorax by Dr Seuss is a fabulous introduction to this lesson.

Discuss what happens to our waste products and how this may

impact on the environment. Look at the illustrations of the Hoopala

birds and discuss what happens to them in the text. Discuss the

importance of keeping our oceans clean.

the children are going to create their own oil spill. use a small

jar (baby food jars are ideal) fill with water with a drop of blue

colouring, next pour some oil on top. Close the jar and seal with

tape. Ask the children:

o What happens when the oil is poured on the water?

o What happens when you shake the jar?

o then what happens?

o Why do you think it might be bad to have oil on our oceans?

o How can we look after our oceans and marine life?





Framework:

OutCOme 4:

Children are confident and

involved learners

OutCOme 5:


communicators

WA Syllabus:

the Arts/Visual Arts

Focus:

Arts Practice

Preparation/ Materials:• Watercolours

• mixing board (or plastic

plate)

• Paintbrushes

• Paper

• Fish

Fish Paintings

Guided Lesson: use real fish to stimulate discussion (this could be live goldfish or

a fish from the fish monger). Discuss the variances in colour, the

patterns formed by the scales, and the shape of the tail and fins.

What other features make the fish unique?

this activity is best completed as a small group activity to allow

the children to view the fish and reflect on its characteristics.

Provide the children with card for painting on and with a mixing

plate so that they can attempt to recreate the fish paying attention

to the colour, shape and texture. Focus on the variances of tone

and colour. Ask the children to examine the rainbow tones and

variances that light creates. teach techniques to create different

tones of colour. Reinforce the importance of cleaning your brush

and wiping off excess water (to keep the colours ‘clean’).

this activity addresses the outcome - Creating visual arts:

elements of art: Colour

Colours can be grouped in families e.g. there are many different reds

in the red family, they can be dark or light, bright or dull. Colours can

be made light by adding white and dark by adding black.


Link toEarly Years Learning

FrameworkLink To Australian

CurriculumLink to Syllabus:

Learning Area andSuggested Topics

Activity Resource provided

OUTCOME 5: Children are effective communicatorsexplore how language is used differently at home and school depending on the relationships between people

english: LiteratureReplicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

EnglishListening and Speaking Contextual Understandings Speakers and listeners interact in different ways depending on the purpose and context including:to entertain through reciting nursery rhymes and performing action songs

1. Rhyme Time:Rhymes to sing could include:-A Sailor Went to Sea-Rub a Dub Dub three men in a tub-1,2,3,4,5 Once I caught a Fish alive-All the Fish are Swimming in the Ocean-Row, Row, Row Your Boat

OUTCOME 1: Children have a strong sense of identity

english: Literacy *use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact.*Deliver short oral presentations to peers

Children describe by telling about an item during ‘show and tell’

2. Deep Sea Creature:View pictures of deep sea creatures (there are some fantastic clips on Youtube). Discuss the interesting features and colours of deep sea creatures. Children use the resources to create their own deep sea creature (use the plate or card as base). they can then present their creature to a small group and discuss the special features their creature has.

*Plasticine*Interesting items e.g. sequins, feathers, eyes, pipecleaners etc*Paper plate or piece of card

OUTCOME 1:Children have a strong sense of identityunderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

english: Literature *Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences*Share feelings and thoughts about the events and characters in texts

Contextual Understandings Readers draw inferences from illustrations and make connections between themselves and texts

3. Ocean Animal Book:Look at the illustrations in the text paying attention to the range of sea animals and the use of colour and expression. encourage the children to draw their favourite ocean animal (which may or may not feature in the text) to be included in the class book. the children use black markers to outline and then fill with edicol. Once complete the animals can be added to the class book. multiples of the same animal can be included on each page. this also lends itself to a fabulous maths activity (number).

*Paper*Fine black markers*edicol

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as an Old Sailor 196

OUTCOME 5: Children are effective communicators

english: Language *Recognise rhymes, syllables and sounds (phonemes) in spoken word*Recognise the letters of the alphabet and know there are lower and upper case letters english: LiteracyCreating texts

EnglishReading Phonological Awareness Children demonstrate word awareness including distinguishing between long and short words, joining words together to make sentences, identifying the number of words in a sentence, rhyming words and words beginning with the same sound (alliteration).

4. Rhyming Words:Fish, Krill, Ray(Introduce one at a time.)use an overhead projector to project an image from the text onto white card pinned to a wall. Children can fill the projection using paint. encourage them to mix colours to match the tones in the text. Once dry discuss the rime in the words and ask the children to brainstorm other words that rhyme (use the text to assist). Rhyming words can be recorded around the painting.

*Images of Fish, Krill and Ray


Graphophonic KnowledgeChildren demonstrate knowledge of letter names and letter sounds (a small number of consonant and short vowel sounds (e.g. s, a, t, p, i, n) increasing to all single letter phonemes to develop fluent blending of cvc words).

See Activity 4.


Processes and Strategies Information Processes – Reading to LearnChildren demonstrate strategies for recording information for a specific purpose including drawing and telling a scribe what to write.

See Activities 3. Class Book and 4. Initial Sounds.

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english: Literacy*Creating texts* use comprehension strategies to understand and discuss texts listened to, viewed or read independently english: Language*understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

EnglishWriting Contextual UnderstandingsChildren understand that writers write for different purposes (e.g. to entertain, recount, describe, instruct, socialise, explain, inquire, persuade).

See Activity 3. Class Book.


english: Literature * Share feelings and thoughts about the events and characters in texts.*Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

Imaginative, Information and Argument Texts Pre-writingChildren understand that writers use written symbols and drawings to communicate ideas or messages.



english: Language*explore the different contribution of words and images to meaning in stories and informative texts

understand that writing is different from drawing.


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english: Language*Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words english:Literacy*Produce some lower case and upper case letters using learned letter formations

*understand that talk can be written down.



Processes and Strategies *Children demonstrate the use of strategies used in the writing process e.g. copying scribed or environmental text.

5. Labelled Ocean Display: Create a mural using the last page of the text as inspiration. What ocean facts could you include? Ask the children to pose questions which can be used to stimulate discussion and research. Interesting facts can be added to the wall along with illustrations.


mathematics: Number and Algebra*establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point *Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

MathematicsNumber Students use numbers and operations and the relationships between them efficiently and flexibly. Numbers are used for quantities labels and order.understand Number:*understands quantities (e.g. six eggs, five fingers).

6. Make a Boat:Please see the expanded lesson plan for this activity.

*Coloured paper shapes.*Base card*Glue*make a Boat expanded lesson plan


Numbers to 100 with a focus on collections to 10

*Students focus on counting numbers to 10 (K) and 20 (P).

7. Oral Counting:Sea Creature Hunt. use a water trolley and foam noodles to hide a variety of sea creatures. Children use the tongs to sift and find the creatures. Once done they can count how many creatures they have altogether, and sort their creatures to see which creature they have most/least of.

*Water trolley (or Similar)*Foam noodles (or Similar)*Assorted sea creatures*tongs

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Students recognise and write some numbers to at least 10.

8. Recording Numbers:As an extension of Activity 9 children can be asked to draw and record the sea creatures they have collected. Ask them to first sort the creatures into groups and then to record the groups they have created using pictures and numerals.

*Paper*Crayons or pencils.


Principles of Counting Students understand collections can be counted and the total can be recorded.

See Activities 7 & 8.


Students understand the principles of counting:-uses strategies to count each object once and only once (e.g. line up objects, touch and move each object as you count)- understands that the order in which objects are counted does not affect how many there are-understands that the last number said describes how many and not the last object.



Match one-to-one to compare comparisons Compares two collections, one-to-one (e.g. compare two piles of blocks to decide which is bigger).


OUTCOME 3: Children have a strong sense of wellbeing

mathematics: measurement and Geometry *Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

MathematicsSpace Language of Everyday Shapesuse the names of common 2D shapes (e.g. circle, triangle, square, rectangle)

See Activity 6.

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OUTCOME 2: Children are connected with andcontribute to their world

Society and Environment:Place and Space Features of Places*understand that the natural and built environment varies according to its location.

9. Underwater Collage:Please see the expanded lesson plan for this activity. Children create an underwater collage displaying appropriate features. use the text as a reference to encourage children to reflect on sea creatures.

*Paper plates (2 per child)*Stapler*Glue*Blue Cellophane*Collage items* underwater Collage expanded lesson plan


Science: Biological understanding

ScienceLife and Living Structure and FunctionStudents understand their own biology and that of other living things and recognise the interdependence of life. understand that common features such as the eyes, nose, legs and body coverings can vary for different living things.

10. My Fabulous Fish: Please see the expanded lesson plan for this activity.Children label their fish appropriately. 11. My Smiling Shark:Please see the expanded lesson plan for this activity.Children label their shark appropriately. 12. My Wonderful Whale:Please see the expanded lesson plan for this activity.Children label their whale appropriately.

*my Fabulous Fish BLm*Sea Science expanded lesson plan*Scissors and Glue (if desired)*Pencils &/or crayons*my Smiling Shark BLm*my Wonderful Whale BLm

OUTCOME 2: Children are connected with andContribute to their world

Science: Science understanding

ScienceEarth and BeyondStudents understand that animals/plants live in different environments (e.g. oceans, farms, rainforests and deserts).

See Activity 9.13. Discovery Table:Provide a range of interesting items for the children to examine and classify. Items could include: leaves, seaweed, shells, dried starfish, urchins or other items found on the beach.

*Assorted items for Discovery table*magnifying Glasses*trays (for sorting)*Light table (if possible)*Paper and pencils for recording

OUTCOME 3: Children have a strong sense of wellbeingOUTCOME 5: Children are effective communicators

Science: Chemical Sciences

ScienceNatural and Processed MaterialsReduce, Re-use, Recycle, Recover(Science/Civics and Citizenship)

14. Our Oceans: Please see the expanded lesson plan for this activity.Children discuss the importance of keeping our waterways clean, and the importance of recycling waste.

*Small Jars*Baby oil*Blue colouring*Water* Our Oceans expanded lesson plan

OUTCOME 3: Children have a strong sense of wellbeingOUTCOME 5: Children are effective communicators

The Arts/MusicArts Ideas Creating, Exploring and DevelopingChildren generate arts works that communicate ideas.understand the use of the word beat – regular metre (e.g. clock ticking, heartbeat).

15. Making MusicChildren create maracas using clear bottles and partly fill with small shells (shell grit used as chicken feed is perfect) or sand and rice. try adding some glitter for extra sparkle!Children can use the maracas to maintain rhythm.

*Clear bottles*Small shells*Sand*Rice*Glitter

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OUTCOME 5:Children are effective communicators

Elements of music: Texture Discovers two or more sounds heard simultaneously create texture (e.g. half the class keeps the beat with their feet and the other half chants over the top).

See Activity 15.


*Arts Ideas: Creating, Interpreting, Exploring, Developing and Presenting *Creating music: Improvisations and compositions.Creates different sounds (e.g. exploring the making of music around the school by playing on bench tops, dragging a stick along a fence).

See Activity 15.

OUTCOME 2: Children are connected with andContribute to their worldOUTCOME 5: Children are effective communicators

The Arts/Visual ArtsArts PracticeStudents investigate the natural or built environment (e.g. using the senses to investigate leaves, seed pods, shells, to discover lines, shapes, patterns and textures which can be interpreted in an art work).

16. Sea Shell Drawings.Provide a range of shells that the children are able to examine closely paying attention to texture, colour, shape and pattern. Children begin by recording the shape of the shell using black markers. they can then add colour and pattern using the pastels. Discuss how to blend colours and introduce techniques that can be used to add texture.

*Fine black markers*Pastels*Paper*Assorted shells

OUTCOME 4: Children are confident and involved learnersOUTCOME 5: Children are effective communicators

Creating visual arts Elements of art: Line Lines can be thick, thin, straight, jagged, continuous or broken. Lines can decorate and make patterns.

See Activity 16.


Creating visual artsElements of art: Colour Colours can be grouped in families (e.g. there are many different reds in the red family, they can be dark or light, bright or dull. Colours can be made light by adding white and dark by adding black.

17. Fish Paintinguse a real fish to stimulate discussion (this could be goldfish or a fish from the fish monger). Discuss the variances in colour, the patterns formed by the scales, and the shape of the tail and fins. Provide the children with a mixing plate so that they can attempt to recreate the fish paying attention to colour, shape and texture.

*Watercolours*mixing board (or plastic plate)*Paintbrushes*Paper*Fish*Fish Paintings expanded lesson plan


Creating visual artsPrinciples of design: Pattern Pattern is the arrangement of a repetition of marks (e.g. the repetition of dots can make a ‘spotty’ pattern).


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Creating visual arts Developing ideas Students experiment with a variety of tools, materials and media to discover different visual and tactile effects (e.g. applying paint with sticks/feathers/fingers or manipulating clay with shaped tools/cutters/fingers).



The Arts/DanceArts in SocietyDance in society: Valuing DanceDance is fun and enjoyable

18. DanceCreate seaweed streamers by attaching green crepe to pieces of dowel. Ask the children to imagine they are seaweed floating on a calm ocean – how would they move? What about on a stormy sea?

*Crepe paper*Dowel*tape

The Arts/Drama Arts Skills and Processes Skills, techniques and processes.Students develop understanding of safe practice and body awareness, flexibility and control.

See Activity 18.

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Name: Date:

Produced by the Better Beginnings Family Literacy Program 2012. www.better-beginnings.com.auThis page may be photocopied for non-commercial classroom use.

My Fabulous Fish

204

Name: Date:


My Smiling Shark

205

Name: Date:


My Wonderful Whale

206

Documents

There Was an Old Sailor - Better Beginnings · The Lorax by Dr Seuss is a fabulous introduction to this lesson. ... Children are confident and involved learners ... There Was an Old