Kids love jokes and riddles! Your class will create a series of riddles that other students can use to learn about animals.
In this lesson, students will complete research about an animal and demonstrate their knowledge about the animal by creating riddles in Pixie.
Introduce your students to animal riddles by reading ABC Animal Riddles (rhyming verse) by Susan Joyce or If Not for the Cat (haiku) by Jack Prelutsky. These books will engage your students in the process and demonstrate various ways that riddles can be written.
Discuss the riddles you have read with your students. You might ask:
As a class, explore the steps at the Read, Write, Think website for Riddle Writing which includes great ideas for finding descriptive words, using a thesaurus, and writing in perspective.
Let your students know that they will be creating their own animal riddles. Each student will choose an animal and create two pages in Pixie for the riddle.
Page 1 will be the riddle. An example might look like this:
Page 2 will be an illustration of the animal.
Brainstorm a list of different animals with the entire class. Depending on your current science focus, you may want to narrow your brainstorm to types of animals, such as mammals, or animals that live in a particular habitat like the desert.
Students should choose one animal from the list and write down what they already know about the animal using a cluster map or other graphic organizer.
In order to formulate the riddle, students will write clues based on the following questions:
Give students time in the library or online to research the answers to these questions. Students should add their research notes to their existing cluster organizer.
When their research is complete, students should write a draft of the riddle. The riddle should contain four sentences:
Students should work in Pixie to create their riddle pages. Use the Text tool to add the text of the riddle to page 1 and use the Options panel to adjust the size and font. Use the paint tools to illustrate the animal.
If they have time, students can record their voice reading the riddle on page 1 and add illustrations or images that support the words in the riddle.
Students can print their two-page Pixie project as a table tent or greeting card. You can also collect all students’ files into one folder, combine them into one file in Pixie with each riddle followed by its illustrated answer, and export the project as HTML or a movie.
Celebrate and present the student riddles! If students print table tents or greeting cards, have them place the printed projects on their desks and encourage students move around the room to read and guess at other students’ riddles. If you choose to create a whole-class HTML file, project the exported riddles in front of the class and have each student read their riddle and facilitate class discussion and guesses. You might even want your class to share this with another class.
In the beginning stages, the cluster map organizer can be used to assess each student’s prior knowledge. You can continue to monitor progress as students complete and add their research notes and write their riddles. As students begin illustrating, prompt them with questions about their animals to encourage them to add more details and create more complete and specific illustrations.
Joyce, Susan. ABC Animal Riddles, ISBN: 0939217511
Yolen, Jane. Least Things: Poems About Small Creatures, ISBN: 1590780981
Prelutsky, Jack. If Not for the Cat, ISBN: 0060596775
Animal Planet, http://animal.discovery.com
Fact Monster, http://bit.ly/ke9uN8
Riddle Writing, http://bit.ly/ak03NM
CONTENT STANDARD C
As a result of activities in grades K-4, all students should develop understanding of:
The characteristics of organisms
Life cycles of organisms
Organisms and environments
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Text Type and Purpose
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
Speaking and Listening Theme
Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into new creations.
c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their intended audiences.
Ideas for engaging elementary students in science as they explore the curriculum through creative projects.
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