Shells: Take a Closer Look

Overview

Children explore and describe the characteristics of shells through observation, drawing, and writing. They compare different shells, record details in their science notebooks, and use descriptions to identify each other’s chosen shells. The activity encourages careful observation, collaborative learning, and improvement in using descriptive language.

close up of gastropod shell
Activity Type
Hands-On
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Class Time
60 minutes
Level
Grade 1
Location
Classroom, Large Space, Outside

Focus Questions

  • What characteristics of shells can we notice?

Enduring Understandings

  • Plants and animals can be sorted into groups based on different characteristics.

Engage

10 minutes
Show one shell to the students, and have them use as many describing words as they can to tell about that shell. Show another shell and ask: “How are they different?” “How are they the same?”
Next, show the students a shell collection with a larger variety of shells. The collection should include univalve and bivalve shells. Ask children: What do you know about shells? Record their ideas on a chart. Read the book Seashells by the Seashore by Marianne Berkes.

Explore

15 minutes plus time to choose shells

Give students the opportunity to touch and look at the large assortment of shells. (There should be enough shells so that all children have choices). Tell them to choose one shell they would like to “take a closer look at.” Give the students time to choose their special shell. The shells could be at center during “choice time” or displayed in a basket so children can take time to notice unique characteristics.

When all the students have selected a shell for this activity, ask students to carefully observe and draw their shell in their science notebook. Encourage students to label and describe their shell on the shell observation page. This page can be glued into the science notebooks.

Explain

15 minutes
When students are finished drawing and writing observations, collect all the shells and place them in a group so all students can see them. Then ask for a volunteer’s science notebook. Read the student’s drawing and description, and ask the other children to try to locate that student’s shell. Use this as a model and then have students break into small groups. Repeat this activity with several small groups of students or have students work with a partner and find one another’s shell.

Elaborate

20 Minutes

 

Gather students together once again. Compare success of using science notebooks and information. Have students find their own shell and add information to their science notebook for more details. Ask: How could you describe your shell in more detail or with more information? What are some things that make your shell different? What are some questions you have about your shell? Give students the opportunity to draw another shell with more detail. They will now have learned from the activity as well as from their peers about what is important in the drawing and description.

Evaluate

Science notebooks can be used with varying choice of focus–looking at a shell, noticing the characteristics of a sea creature (plastic representation), comparison of sand or rocks. Observation and anecdotal notes are another form of assessment that guides student learning. A checklist can also be used for assessment.

Teacher Needs

Teacher Prep

  • Collect and organize materials.
  • Prepare science notebooks.
  • Read Teacher Background for more information.

Substitutions: Shells of marine or freshwater animals can be collected, borrowed, or purchased. Those collected from nearby beaches are best. If shells are not available, substitute buttons, pattern blocks, pressed or fresh plants, bones or animal parts (teeth, beaks, tusks, etc.) or rocks in the sorting activities.

Materials List

    Student Needs

    Prior Knowledge

    Students should be able to take turns and listen to one another. They should have experience using describing words. Prior sorting opportunities would be helpful. They should know or learn how to write “clues” without giving too much information.

    Vocabulary

    characteristics, color, comparison, crustacean, describe, details, echinoderm,  estimate , features, invertebrate, length, measurement, mollusk, size, shape, sort, texture, venn diagram, weight
    Words for specific animal parts: antennae, claws, jaws, legs, pincers etc.

    Related Lessons

    Invertebrates, Plants, Scientific Process

    Standards

    Science GLEs Addressed

    K-12 Standards A2, C2, G4

    Ocean Literacy Principles

    • The ocean supports a great diversity of life and ecosystems.