Heave Ho!

An Interdisciplinary Literary Exploration

Standards:
AASL
1.1.1 Follow an inquiry- based process in
seeking knowledge in curricular subjects, and make the real- world connection for using this process
in own life.
3.1.1 Conclude an inquiry- based research
process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as
members of a social and intellectual network of learners.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make
connections with self, the world, and previous reading.
4.2.1 Dispositions in Action- Display curiosity by pursuing interests through multiple resources.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests,
trying a variety of formats and genres, and displaying a willingness to go beyond academic
requirements.
ELA
ELAGSE1RL1 With prompting and support, ask and answer questions about key details in a
text.
ELAGSE1RL2 With prompting and support, retell familiar stories, including key details.
ELAGSE1RL3 With prompting and support, identify characters, settings, and major events in
a story.
ELAGSE1RL7 Use illustrations and details in a story to describe its characters, setting, or
events.
ELAGSE1W5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed. a. May include
oral or written prewriting (graphic organizers).
Math

MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases: a. 10 can be thought of as a
bundle of ten ones called a ten.
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and
write numerals and represent a number of objects with a written numeral.
MGSE1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Science
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
b. Identify the basic needs of an animal. 1. Air 2. Water 3. Food 4. Shelter
d. Compare and describe various animalsappearance, motion, growth, basic needs.
S1CS4. Students will use the ideas of system, model, change, and scale in exploring
scientific and technological matters.
a. Use a modelsuch as a toy or a pictureto describe a feature of the primary thing.
S1CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and
motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being
described.

Introduction: Tell students that on Friday, they are going to meet someone who is
both an author and an illustrator. What does an author do? What does an illustrator
do? The person they are going to meet is Jose Lucio and he wrote and drew pictures
for the book Heave Ho! Tell students that over the next three days they are going
to read the book together and then do some activities to go with the book.
Opening & Warm-up: Read all three days: Heave Ho! By Jose Lucio.
Day 1: Before, After and As you read, ask questions about the textbe sure to
include questions about the characters, setting, main events and about the
illustrations.
Day 2: Today, as you are reading, have students count the animals versus the
worms in the text. Also, ask students to make connections to their own lives and the
world. Students should retell details of the story after completion of reading and
before moving on to the work session due to the nature of the activities.
Day 3: After reading, have students draw the main events in proper sequence.

Work Session:
Day 1
Science: Why did the bird go after the worm? (he needed to eat) What other things
do birds need to survive? What do worms need? What are some other things that
are the same or different between a worm and a bird? Students will draw and create
posters to compare and contrast the bird and the worm. Then students will make a
model of a worms home with pudding, sandwich cookies and gummy worms,
showing that the worms need to come up for air just like the worm in the story.
Closing: Review what birds and worms need to survive. Does this apply to all living
things? Discuss with students the various ways the worm and bird are different.
Also discuss how they are the same.
Day 2
ELA: Tell students that they are going to brainstorm, or think of ways that they
could help the worms from experiencing something like this again. How could they
keep the birds from going after them? Brainstorm their ideas in a bubble map.
Students will write a 1-2 sentence response to what they feel is the best way to
keep the worms safe from the birds. Remind students to begin sentences with
capital letters and end sentence with periods. Provide feedback to students on their
writing as they finish to close the learning. Help students construct thoughts as
needed.
Closing: Discuss and have a conversation with the students what they have
learned from their bubble map. Discuss with the students how the author may have
used the same way of thinking to figure out how to save the worm from being eaten
by the bird.

Day 3
Math: Discuss ideas students wrote about the day prior. If not mentioned, bring up
the idea of a bird feeder.Students are going to make place value bird feeders. Ask
students if a single Cheerio would be more like a 1 or a 10? Show student a pipe
cleaner and ask how they can make tens out of the pipe cleaners and Cheerios?
Give students between 25 and 35 Cheerios and ask them to make as many tens as
they can. Once they are made students should explain how many tens and ones
they have and what number it makes. The tens are for the birds to eat and the ones
they can eat!

Closing: Ask students how they used math today (tens and ones, counting, tally
marks). Ask students what we learned about birds and worms today (they need air,
food, shelter, waterbirds eat worms as food and worms eat dirt).

Materials: Cheerios, gummy worms, sandwich cookies, pudding, spoons, cups (if
not using pudding cups), pipe cleaners, chart paper, construction paper, crayons,
pencils, writing paper, bowls or paper towels to place Cheerios on.