Beacon Lesson Plan Library

Do You See What I See?

Shelia Scofield
Bay District Schools


Students develop an awareness that a person's perspective affects what they think they see and what they really see.


The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

The student writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.

The student solves problems by generating, collecting, organizing, displaying, and analyzing data using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts.


-Vanallsburg, Chris. Two Bad Ants. Houghton Mifflin Co., 1988
-Samples of sand, pepper, salt, and sugar
-Microscopes (four)
-Small sticky notes (four per student)
-Class chart for data collection (see Associated File for sample)
-Copies of graph template -Do You See What I See?- (one per student--see Associated File)
-Pencil and paper


1. Preview Two Bad Anats. Jot down -stopping- places for discussion. List possible questions to focus students on various perspectives and points of view.
2. Set up microscopes and samples for students to view.
3. Run copies of graph template, -Do You See What I See?-
4. Gather sticky notes
5. Prepare class chart for results on board or chart paper.


Session One
l. Read Two Bad Ants. (This book compares objects seen from an ant's and human's perspective.)

2. Brainstorm with students the different characteristics observed about an object when you are trying to identify and describe it. (Example: color, texture, shape, size, etc.)

3. Place four different products, for example sand, pepper, salt, and sugar under each microscope. (Students do not know what is under each microscope.)

4. Students look under each microscope and make notes and sketches on their paper about each product. (Teacher oversees one group of four students, while other students are in centers, or completing seat work.)

5. After looking under all four microscopes, students guess what is under each microscope and write one of the following four labels on each sticky note (salt, sand, sugar, pepper). As students finish, they place their sticky notes on the class chart under the correct microscope label. (NOTE: If you want to -reward- correct guessers at the end of session two, have the students also put their initials on the bottom of each sticky note.)

Session Two
(This session requires that students know the basics behind constructing and reading bar graphs.)

1. Direct students' attention to the class chart of responses for each microscope.

2. Explain to the students that they have been involved in solving the problem, -What is under each microscope?- They generated and collected data yesterday, and today they will organize, display, and analyze the results using bar graphs.

3. Ask students how to organize the data presented on the chart. (If needed, lead students to group sticky notes by product. After organizing the data, the chart should show groups of data by product (For example, under microscope #1, all of the -salt- sticky notes are grouped together, followed by the -sand- sticky notes, then the -sugar- sticky notes, and finally the -pepper- notes.)

4. Tell the students, -Now that we've organized the data, your group will be responsible for displaying the data in a bar graph.-

5. Pass out the graph template -Do You See What I See?- to each student. Have the students look over the template and identify the missing pieces of the graph (the graph title, the scale, and the data.) Emphasize that these parts must be completed in order to correctly display the data in a bar graph.

6. Students may work together in groups to complete the bar graph based on the class' results. (Although students work in groups to discuss how to display the data, each student in the group produces his/her own graph on the template.)

7. After students have finished their graphs, the teacher uses the sticky notes and transforms the class chart to a bar graph on the board. Students check their data displays against the bar graph.

8. The teacher and students analyze the data by talking about 1) What patterns do you see? , 2) What fact statements could you make from the data?, and 3)What product do you think was under each microscope?

9. After analysis, the teacher tells what each product was and gives a treat to any correct guessers.


After Session One, have students complete the following assignment:

1. Write a summary of Two Bad Antswhich includes the following details:

a) setting,
b) characters,
c)beginning, middle, and end of the story.

2. In a paragraph, tell how the ants see things differently from humans (give at least 3 different examples).

These paragraphs should reflect the students' comprehension of the book.

After Session Two, have the students complete the following assignment:

1. Have the students write a paragraph to explain how they solved the problem of what was under each microscope. The paragraph should highlight how they

a) generated and collected data,
b)organized and displayed data,
c)analyzed data for results.

The students' paragraphs should reflect comprehension of their experiences.

2. Assess the students' bar graphs for the following criteria:

a) Appropriate graph title
b) Appropriate scale
c) Correctly graphed data
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