K - 2nd Grade Activities Fish Facts Fun SC.F.1.1. Fish Parts LA.A.2.1. A Symbiotic Tale LA.A.1 .1 K - 1st Grade Activities One Fish, Two Fish, Three Fish, Four M A M M .A.1.1. 2nd Grade Activities Fish Fractions MA.B.1.1. LA. A.2.1. MA.A.1.1. For Teachers For the Teacher Page About the Performer About the Performance Resource Page In this Issue Before/After the Show Activity Ideas Goals of the Study Guide Class Acts Program Evaluations How to Get to the Performance How to Contact Us :45 AM 2:15 P the newly renovated haffey Theate
Transcript
K - 2nd Grade ActivitiesFish Facts Fun SC.F.1.1. Fish Parts LA.A.2.1.
A Symbiotic Tale LA.A.1.1
K - 1st Grade ActivitiesOne Fish, Two Fish, Three Fish, Four MAMAM .A.1.1.
In this Issue Before/After the Show Activity Ideas
Goals of the Study Guide
Class Acts Program
Evaluations
How to Get to the Performance
How to Contact Us
A r t s P o w e r p r e s e n t s
10:45 AM & 12:15 PM
the newly renovated the newly renovatedMahaffey Theater
Tu e s d a y, Tu e s d a y,
A p r i l 1 8
t hi s I s s ue
M a h a f f e y T h e a t e r
t h e n e w l y re n ova t e dM a h a f f e y T h e a t e r
t h e n e w l y re n ova t e dM a h a f f e y T h e a t e rM a h a f f e y T h e a t e r
1 0 : 4 5 A M 1 0 : 4 5 A M & 1 2 : 1 5 P M& 1 2 : 1 5 P M
t h e n e w l y re n ova t e d t h e n e w l y re n ova t e d
1 0 : 4 5 A M 1 0 : 4 5 A M & 1 2 : 1 5 P M& 1 2 : 1 5 P M
t h e n e w l y re n ova t e d t h e n e w l y re n ova t e d
2
Class Acts Teacher Resource Guides are spon-sored by the Mahaffey Theater/City of St. Peters-burg, FL and their partner the Mahaffey Theater Foundation for the Performing Arts.
Supervising Editor …….......Elizabeth Brincklow, Education Program CoordinatorCoordinating Editor ……..........Fremont Sheldon, Education AssociateWriting and Artistic Design........Missy Schlesman
EVALUATIONS can be completed on the form provided. Your input is very important and useful to the theater’s education program. Plus, your evaluations will be placed in drawings for class appropriate prizes!
Class Acts is presented by the Mahaffey Theater for the Perform-ing Arts and the Mahaffey Theater Foundation with the support from the Division of Cultural Affairs, Florida Arts Council, Flori-da Department of State, Pinellas County Arts Council, and the City of St. Petersburg.
YOUR ROLE IN THE PRODUCTION
ARRIVAL Please plan to arrive at least 20 L P l e a s e pl a n t o a r r i ve a t l e a s t 20 Lminutes before show time. Proceed to the en-trance with your group and look for the sign-in table. A designated representative must stop and sign in for the entire group.
Upon entrance, ushers will seat groups on a fi rst come, fi rst served basis and will seat your group as quickly and as effi ciently as possible. After your group is seated, the restroom may be visited. Young students should be escorted.
EXITING Ushers will help your group move out of the theater in a quick and orderly fash-ion. You will be directed to the parking area using various routes. Exit routes may be differ-ent from your entrance path due to the ingress of students entering for the next performance. Please follow the ushers’ directions.
QUESTIONS AND QUESTIONS AND CORRESPONDENCEClass Acts, The Coliseum535 4th Ave. N., St. Petersburg, FL 33701-4346ATTN: Class Acts/ Perkins Elementary SchoolPony Route #5 Phone 727-892-5800Fax 727-892-5770 www.stpete.org/classacts.htm
TEA
CHER
PA
GES
DIRECTIONS TO THE MAHAFFEY THEATERTake I-275 (South from Tampa, North from Bradenton/Sarasota) to exit 22 (I-175). Follow Route I-175 (it will become 5th Avenue South) to 1st Street South. The Mahaffey Theater will be in front of you. Continue straight on and en-ter through Gate #4 OR turn left onto 1st Street South and turn right in Gate #1. Follow the directions given by the parking attendants.
3
TEACH
ER PA
GES
FOR THE TEACHER BEFORE/AFTER THE SHOW
In this issue, students will:
• Learn interesting fi sh facts and extract information from the text to complete an activity. SC.F.1.1., LA.A.1.1.
• Use a chart to solve simple math problems featuring fi sh representing different numbers. MA.A.1.1.
• Divide a fi sh into fourths following written instructions. MA.B.1.1., LA.A.2.1.
• Read a story illustrating the symbiotic relationship between the sea anemone and the clownfi sh. LA.A.1.1.
Stock your classroom library with books about fi sh, the coral reef, and plants and animals found in the ocean.
Rainbow Fish is a story about sharing. Discuss the benefi ts of sharing and being a good friend with your students. Challenge them to come up with things they can do that they can share with others and do it throughout the week. Have them write in their journals about how doing so made them feel.
After the show, encourage your students to write or draw a picture about what they liked best about the performance or what they learned from having seen it.
A Symbiotic Tale on pages 8 through 10 with your students. Then have them retell the story, acting out the parts with a friend. Talk to them about actors and what they do, explaining that they are simply telling a story by acting it out.
grade students grade students: Play a game using the Fish Fractions activity on page 7. Have your students cut out their divided fi sh and “fi llet” him into four equal parts using the lines they drew in the activity. Then call out different fractions ( ¼, ½, ¾, etc. and see who can make his or her fi sh match the fraction called out the fastest!
FISH JOKESWhy are fi sh so smart?
They pal around in schools!
How do fi sh weight themselves?
With their scales!
How does a fi sh make a phone call? With his shell-phone!
What did the sea say to the beach?Nothing. It just waved!!!!
B E F O R E / A F T E R T H E S H O W
• S t oc k your c l a s s r oom l i br a r y w i t h books a bout fi s h, t he c or a l r e e f , a nd pl a nt s a nd a ni m a l s f ound i n t he oc e a n.
• R a i nbow F i s h i s a s t or y a bout s ha r i ng. D i s c us s t he be ne fi t s of s ha r i ng a nd be i ng a good f r i e nd w i t h your s t ude nt s . C ha l l e nge t he m t o c om e up w i t h t hi ngs t he y c a n do
a ni m a l s f ound i n t he oc e a n.
t hr oughout t he w e e k. H a ve t he m w r i t e i n t he i r j our na l s a bout how doi ng s o m a de t he m f e e l .
• A f t e r t he s how, e nc our a ge your s t ude nt s t o w r i t e or dr a w a pi c t ur e a bout w ha t t he y l i ke d be s t a bout t he pe r f or m a nc e or w ha t t he y l e a r ne d f r om ha vi ng s e e n i t .
• R e a d A S y m bi ot i c Tal e 10 w i t h your s t ude nt s . T he n ha ve t he m r e t e l l t he s t or y, a c t i ng out t he pa r t s w i t h a f r i e nd. Ta l k t o t he m a bout a c t or s a nd
s i m pl y t e l l i ng a s t or y by a c t i ng i t out .
• F or 2n d gr ad e s t u d e n t s gr ad e s t u d e n t sus i ng t he F i s h F r a c t i ons a c t i vi t y on pa ge 7. H a ve your s t ude nt s c ut out t he i r di vi de d fi s h a nd “ fi l l e t ” hi m i nt o f our e qua l pa r t s us i ng t he l i ne s t he y dr e w i n t he a c t i vi t y.
4
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2 G
rade
s
Fish Facts FunF i s h F a c t s F u n
... t ha t fi s h s l e e p j us t l i ke you? B ut t he y s l e e p w i t h t he i r e ye s ope n. T he y ha ve no
e ye l i ds !
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... fi sh breathe underwater by using their gills. Gills are those slits you see on the side of a fi sh’s
head. Here’s how it works: First, the fi sh opens his
mouth. The water seeps in and passes over their
gills. The gills fi lter oxygen from the water and lets
it back out again. The
oxygen goes into the fi sh’s
bloodstream, letting him
breathe, just like you!
... fi s h s l i m e pr ot e c t s fi s h f r om ge r m s . E ve r t ouc h
a fi s h? T ha t s l i m y s t uff c ove r i ng t he fi s h’s s c a l e s ke e ps ge r m s t he fi s h’s s c a l e s ke e ps ge r m s f r om ge t t i ng i nt o t he fi s h’s
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...... one cup of seawater contains millions n e c u p o f s e a w a t e r c o n t a i n s m i l l i o n s o f p l a n k t o n, or fish food. Plankton , o r fi s h fo o d . P l a n k t o n
are tiny plants and animals that a r e t i n y p l a n t s a n d a n i m a l s t h a t bi g g e r fi s h e a t . K r i l l is a type of i s a t y p e o f
animal plankton. Most fish eat krill.a n i m a l p l a n k t o n . M o s t fi s h e a t k r i l l .
... some fish give off electricity, and some can even make their own light!
T h e cl o w n fi sh a n d t h e s e a a n e m o n e
(S E E a n - E N - o h - m e eS E E a n - E N - o h - m e e a n - E N - o h - m e eS E E) h a ve a s y m b i o t i c s y m b i o t i c ( si m - b y-( si m - b y-AW- t i c) AW- t i c) ( si m - b y-AW- t i c) AW- t i c) ( si m - b y-( si m - b y-AW- t i c) AW- t i c) ( si m - b y-r e l a t i o n sh i pr e l a t i o n sh i p.
S y m b i o s i s ( si m - b y- O H - si s) h a p p e n s w h e n t w o ve r y d i ff e r e n t cr e a t u r e s h e l p e a ch o t h e r
o u t . T h e cl o w n fi sh h e l p s a t t r a ct l a r g e r, t a st i e r fi sh t o t h e se a a n e m o n e . T h e n t h e se a a n e m o n e
st i n g s t h e b i g fi sh w i t h i t s t e n t a cl e s, a n d t h e cl o w n fi sh a n d t h e se a a n e m o n e cl o w n fi sh a n d t h e se a a n e m o n e
sh a r e t h e fi sh !
...You have something else
in common with a fish?
You both are vertebrates, which means
you both have a backbone!
...one out of t hr e e fi s h l i ve i n a c or al re e f .c or al re e f .
Fish that can be found on the coral reef include parrotfi sh, angelfi sh, clownfi sh, puffer fi sh and barracuda.
D I D YO U K N O W ?t
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c
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l
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r
s
a
n
d
5
K- 2 G
rades
Fish PartsF i s h Pa r t s
C a u d a l (CAW-dal)( C A W - d a l )
fi n
D o r s a l S i d e
D o r s a l F i n
P e c t o r a l F i n
Ventral Side
G i l l s
Use the information on page 4 to answer the following questions:
1. One out of three fi sh live in a c __ __ __ __ __ __ __ __ _ r _r _r _ __ __ __ __ __ _ . (These include parrotfi sh, angel fi sh, puffer fi sh and barracuda!)
2. S __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _ happens when two very different creatures help each other out. (Like the clownfi sh and the sea anemone!)
3. Fish eat k __ __ __ __ ,k __ __ __ __ ,k which is a type of pp __ __ __ __ __ __ __.
4. Fish breathe using their gg __ __ __ __ __ __ __ __ _ .
5. The colors and patterns on a fi sh’s s __ __ __ __ __ help him blend in and keep him safe from pp __ __ __ __ __ __ __ __.
6. A s __ __ __ __ __ __ _ b __ __ __ __ __ __ __ __ __ __ __ __ _ helps the fi sh fl oat up or down in the water._ __ __ __ __ __ he l ps t he fi s h fl oa t up or dow n i n t he w a t e r._ __ __ __ __ __
7. Fish swim using their back fi n, or c __ __ __ __ __ __ __ __ __ __ _ fi n. They steer with their side fi ns.
8. A group of fi sh swimming together is called a s __ __ __ __ __ . __ __ __ __ __ . _Answ
ers:
1.
cora
l ree
f; 2
. Sy
mbi
osis
; 3.
kri
ll, p
lank
ton;
4.
gills
; 5.
sca
les;
pre
dato
rs;
6. s
wim
bla
dder
; 7.
cau
dal;
8.
scho
ol 1
. c
oral r
eef; 2.
Sy
mbiosis; 3.
k
rill, pl
ank
ton;
4.
gi
lls; 5.
s
cales; pr
edat
ors; 6.
s
wim bl
adde
r; 7.
c
auda
l
; 8.
s
chool
1.
c
oral r
eef; 2.
Sy
mbiosis; 3.
k
rill, pl
ank
ton;
4.
gi
lls; 5.
s
cales; pr
edat
ors; 6.
s
wim bl
adde
r; 7.
c
auda
l
; 8.
s
chool
F i s h a r e c o v e r e d a l l F i s h a r e c o v e r e d a l l
o v e r w i t h s c a l e s, o r
l i t t l e p l a t e s a r r a n g e d
i n o v e r l a p p i n g r o w s .
6
K &
1st
Gra
deK
& 1st Grade
K
One Fish, Two Fish, Three Fish, Four ...
= 1 = 2 = 3
= 4 = 5 = 6
1. + =
2. + =
Use the chart to solve the problems below
3. - =
4. - =
5. + - =
Answers: 1. 3; 2. 8; 3. 2; 4. 2; 5. 10
7
1st & 2nd G
rades
Fish FractionsThe fi sh below measures approximately four inches (4”). Use a ruler to divide the fi sh into four equal parts, or fourths, using the following steps.
5. Place your ruler horizontallyhorizontally so the left edge of your ruler lines
up with the caudal fi n again. The vertical line you just drew
should line up at the 2” mark on your ruler.
6. Use your pencil to make a mark at the one-inch (1”) point.
7. Use your ruler to draw a vertical line at the 1” point. Then take your hand and
cover the right half of the fi sh so only the left half is showing. The left half of the fi sh is now divided in half, which means you have half, w h i c h m e a n s y o u h a v e half two quarters quarters of the fi sh marked.
8. Place your ruler horizontally across the fi sh so the left edge of the ruler lines up with
the caudal fi n.
9. Make a mark at the three-inch (3”) point.
10. Draw a vertical line at the 3” point. Your fi sh now has four equal parts, or four quarters!
Big catch of the dayBig catch of the day: How many inches is each quarter?
Answer to Big Catch of the Day: one inch (1”)1 . P l a c e P l a c e
y o u r r u l e r s o y o u r r u l e r s o
t h a t t h e l e f t e d g e t h a t t h e l e f t e d g e t h a t t h e l e f t e d g e
(z e r o e n dz e r o e n d) o f t h e ) o f t h e
r u l e r l i n e s u p w i t h r u l e r l i n e s u p w i t h r u l e r l i n e s u p w i t h
t h e e d g e o f t h e fi s h ’ s t h e e d g e o f t h e fi s h ’ s t h e e d g e o f t h e fi s h ’ s
c a u d a l (c a u d a l (b a c k) fi n . () fi n . (T r y t o m a k e s u r e y o u r t o m a k e s u r e y o u r t o m a k e s u r e y o u r
r u l e r r u l e r l i n e s u p l i n e s u p h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y h o r i z o n t a l l y (f r o m (f r o m f r o m (
r i g h t t o l e f t ) w i t h r i g h t t o l e f t ) w i t h r i g h t t o l e f t ) w i t h t h e fi s h ’ s n o s et h e fi s h ’ s n o s et h e fi s h ’ s n o s e).
2 . P l a c e 2 . P l a c e
y o u r p e n c i l a t y o u r p e n c i l a t y o u r p e n c i l a t
t h e t w o - i n c ht h e t w o - i n c ht h e t w o - i n c h
(2 ” ) p o i n t a n d (2 ” ) p o i n t a n d (2 ” ) p o i n t a n d
m a k e a s m a l l m a k e a s m a l l m a k e a s m a l l
m a r k .m a r k .
3 . P l a c e 3 . P l a c e 3 . P l a c e
y o u r r u l e r y o u r r u l e r y o u r r u l e r
v e r t i c a l l y v e r t i c a l l y v e r t i c a l l y v e r t i c a l l y v e r t i c a l l y v e r t i c a l l y (u p a n d d o w na n d d o w na n d d o w n) s o
t h a t t h e r u l e r t h a t t h e r u l e r t h a t t h e r u l e r
l i n e s u p w i t h l i n e s u p w i t h l i n e s u p w i t h
t h e 2 ” m a r k .t h e 2 ” m a r k .t h e 2 ” m a r k .
4 . D r a w 4 . D r a w 4 . D r a w
a v e r t i c a l a v e r t i c a l
l i n e a t t h e 2 ” l i n e a t t h e 2 ” l i n e a t t h e 2 ”
m a r k . m a r k . Y o u r Y o u r fi s h i s n o w d i -fi s h i s n o w d i -fi s h i s n o w d i -v i d e d i n v i d e d i n h a l fh a l f, h a l f, , h a l fo r o r t w o e q u a l e q u a l e q u a l e q u a l
p a r t sp a r t sp a r t sp a r t s.
HORIZONTALLY
VE
RT
ICA
LL
Y
KEY
8
K -
2nd
Gra
des
Once upon a time, a sea creature named Anemone (an-EN-oh-mee) lived at the bottom of the ocean. She was beautiful. She had long tentacles that swayed gently in the undertow. When the sun hit her snow-white tentacles just right, the purple tips gave off a spectacular glow.
But Anemone was lonely. There was no one around to appreciate her beauty. And she was always hungry. Any time any other sea creature came near her, she ate him.
You see, Anemone was a sea anemone. And sea anemones are made to eat other fi sh. Sea anemones sting them with their long, slender tentacles, and then eat them to stay alive.
Day after day, she sat, swaying and glowing in the sunlight streaming through the water, and dreamed of having a friend.
And she listened to her stomach growl.
By the time another fi sh swam by, she was so ravenous she’d reach out, zap him with one of her long arms and gulp him down without so much as a hello.
This made for a very cranky Anemone.
Then one sunny day, a very bright fi sh approached her neck of the ocean. Anemone had just eaten a particularly tasty little angelfi sh. She sat, sunning herself happily in the rays shining through the water.
As the fi sh approached, she noticed he didn’t look at all like the fi sh she was used to. This fi sh was a bright, loud color Anemone had never seen before. It was kind of yellow, like the sun, with a little red mixed in. Three white bands circled his neck, his middle and a little point right before his tail.
He didn’t seem afraid of her at all. In fact, he looked rather friendly. He looked directly at her with big dark eyes as he swam closer. She noticed the corners of his mouth
curved up in a silly little smile.
A Symbiotic Tale
H e di dn’t s e e m a f r a i d of he r a t a l l . I n f a c t , he l ooke d r a t he r f r i e ndl y. H e l ooke d di r e c t l y a t he r w i t h bi g da r k e ye s a s he s w a m c l os e r. S he not i c e d t he c or ne r s of hi s m out h
c ur ve d up i n a s i l l y l i t t l e s m i l e .
T he n one s unny da y, a ve r y br i ght fi s h a ppr oa c he d he r ne c k of t he oc e a n. A ne m one ha d j us t e a t e n a pa r t i c ul a r l y t a s t y l i t t l e a nge l fi s h. S he s a t , s unni ng he r s e l f ha ppi l y i n t he r a ys s hi ni ng t hr ough t he w a t e r.
A s t he fi s h a ppr oa c he d, s he not i c e d he di dn’t l ook a t a l l l i ke t he fi s h s he w a s us e d t o. T hi s fi s h w a s a br i ght , l oud c ol or A ne m one ha d ne ve r s e e n be f or e . I t w a s ki nd of ye l l ow, l i ke t he s un, w i t h a l i t t l e r e d m i xe d i n. T hr e e w hi t e ba nds
B y t he t i m e a not he r fi s h s w a m by, s he w a s s o r a ve nous s he ’ d r e a c h out , z a p hi m w i t h one of he r l ong a r m s a nd gul p hi m B y t he t i m e a not he r fi s h s w a m by, s he w a s s o r a ve nous s he ’ d r e a c h out , z a p hi m w i t h one of he r l ong a r m s a nd gul p hi m
T he n one s unny da y, a ve r y br i ght fi s h a ppr oa c he d he r ne c k of t he oc e a n. A ne m one ha d j us t e a t e n a pa r t i c ul a r l y t a s t y
9
K - 2nd G
rades
“Hi,” he said cheerfully. “You from around here?”
Anemone didn’t know what to say. She had never met a fi sh who wasn’t afraid of her before. “Yeah,” she said warily, doubting that this fi sh was anything but trouble.
“Well, my name is Caton,” the fi sh said proudly. “It means “smart.” He began to circle around her, admiring her long, glowing tentacles. “You’re real pretty,” he said. “What are you, anyway? I’ve never seen anything like you before.”
Anemone knew she could easily reach out and sting him. And she thought about it. As Caton swam behind her, she poised one of her back tentacles to strike. “I’m a sea anemone,” she answered in an eerily quiet tone.
“Really?” Caton asked excitedly as he sprang to her side. Anemone’s back tentacle whipped out and barely missed him as he scooted around front to face her. “I’m a clown fi sh.”
“Imagine my surprise,” Anemone said sarcastically. This fi sh was going to be trouble, she could tell. Still, it beat being all alone.
“Yeah, Caton sighed. But I’m far from home,” he said sadly. “My family travels a lot. You know, entertaining other fi sh with the sea circus. We’ve appeared before millions of schools from here to the Pacifi c,” he said proudly.
“So why are you here?” Anemone asked.
“Well, we were performing just south of the Gulf Stream not too long ago,” he explained. “An elephant fi sh wandered off while we were rehearsing the new crab trap-eze act. While I was out chasing the elephant fi sh, a couple of dogfi sh went after the crabs. They ate them up. It was a big mess,” he said sadly. He sighed. “I got fi red and had to leave the show.”
“I’m so sorry to hear that,” Anemone said. She had actually started to like the clown fi sh more and more as he told her his sad story.
“Yeah,” Caton said. So now I have to fi nd some new digs.”
Anemone thought for a moment. Perhaps this was the friend she had longed for. He was nice. He was funny. And his name meant “smart.” Perhaps they could work something out that would be good for both of them.
“Well,” she began. “I’ve always liked it here,” she said. “The sun hits just the right spots here, so it’s always warm and sunny … pretty, really. Perhaps you’d like to stay here?”
“Well, where would I sleep?” asked Caton. “I’m used to a nice, soft bed with cozy surroundings. He looked at the sea fl oor. “This fl oor looks hard,” he said distastefully. “And sandy.”
illustration by Savannah Schlesman
“ I ’ m s o s or r y t o he a r t ha t ,” A ne m one s a i d. S he ha d a c t ua l l y s t a r t e d t o l i ke t he c l ow n fi s h m or e a nd m or e a s he t ol d he r
A ne m one t hought f or a m om e nt . P e r ha ps t hi s w a s t he f r i e nd s he ha d l onge d f or. H e w a s ni c e . H e w a s f unny. A nd hi s
“ Ye a h, C a t on s i ghe d. B ut I ’ m f a r f r om hom e ,” he s a i d s a dl y. “ M y f a m i l y t r a ve l s a l ot . You know, e nt e r t a i ni ng ot he r fi s h w i t h t he s e a c i r c us . We ’ ve a ppe a r e d be f or e m i l l i ons of s c hool s f r om he r e t o t he P a c i fi c ,” he s a i d pr oudl y.
“ We l l , w e w e r e pe r f or m i ng j us t s out h of t he G ul f S t r e a m not t oo l ong a go,” he e xpl a i ne d. “ A n e l e pha nt fi s h w a nde r e d off w hi l e w e w e r e r e he a r s i ng t he ne w c r a b t r a p- e z e a c t . W hi l e I w a s out c ha s i ng t he e l e pha nt fi s h, a c oupl e of dogfi s h
A ne m one di dn’t know w ha t t o s a y. S he ha d ne ve r m e t a fi s h w ho w a s n’t a f r a i d of he r be f or e . “ Ye a h,” s he s a i d w a r i l y, doubt i ng t ha t t hi s fi s h w a s a nyt hi ng but t r oubl e .
“ We l l , m y na m e i s C a t on,” t he fi s h s a i d pr oudl y. “ I t m e a ns “ s m a r t .” H e be ga n t o c i r c l e a r ound he r, a dm i r i ng he r l ong, gl ow i ng t e nt a c l e s . “ You’ r e r e a l pr e t t y,” he s a i d. “ W ha t a r e you, a nyw a y? I ’ ve ne ve r s e e n a nyt hi ng l i ke you be f or e .”
A ne m one kne w s he c oul d e a s i l y r e a c h out a nd s t i ng hi m . A nd s he t hought a bout i t . A s C a t on s w a m be hi nd he r, s he poi s e d one of he r ba c k t e nt a c l e s t o s t r i ke . “ I ’ m a s e a a ne m one ,” s he a ns w e r e d i n a n e e r i l y qui e t t one .
“ R e a l l y? ” C a t on a s ke d e xc i t e dl y a s he s pr a ng t o he r s i de . A ne m one ’s ba c k t e nt a c l e w hi ppe d out a nd ba r e l y m i s s e d hi m
10
K -
2nd
Gra
des
Anemone thought for a moment. “How are you at attracting other fi sh?” she asked.
“I was a clown fi sh,” Caton answered. “Everybody likes a clown.”
“I’ll make you a deal, Caton,” Anemone said. “I’ll let you sleep in my tentacles if you help me get fi sh. You see, I eat fi sh. That’s what I do. I sting them with my tentacles and then I eat them. But I have trouble getting them close enough to catch them.” She looked at Caton hopefully. “Perhaps you could help me?”
“What would I eat?” Caton asked. (His name didn’t mean “smart” for nothing.)
“Well, I’d share of course,” Anemone answered.
The two sea creatures looked at each other, considering their options. Neither one wanted to be alone anymore. And it seemed like this arrangement would be good for both of them.
“Okay,” Caton fi nally said. “Let’s give it a try.”
1. The title of the story is called A Symbiotic Tale. Based on the story you read, what do you think symbiotic (sim-by-AW-tic) might mean?
a. to be enemiesb. to be friends who depend on each other for helpc. to hurt one anotherd. to run away
2. In the story, the author describes Anemone’s color as “yellow, like the sun, with a little red mixed in.”
What color might that be?
3. At fi rst, Anemone answers Caton “warily.” What does the word warily mean? Re-read the sentence that comes after the word “warily” in the story for clues to its meaning.
a. friendlyb. doubtful, not trustingc. funnyd. quietly
4. Caton says he has to fi nd “some new digs.” What does that mean?
a. a new place to liveb. new friendsc. a new place to dig a holed. a new computer
Answers: 1. b; 2. orange 3. b; 4. a.
2. I n t he s t or y, t he a ut hor de s c r i be s A ne m one ’s c ol or a s
W ha t c ol or m i ght t ha t be ?
3. A t fi r s t , A ne m one a ns w e r s C a t on “ w a r i l y.” W ha t doe s
4. C a t on s a ys he ha s t o fi nd “ s om e ne w di gs .” W ha t doe s t ha t m e a n?
In the story, Anemone
and Caton decide to help
each other so they can
both get what they need.
Can you think of a time
when you and a friend
helped each other like
that? Draw a picture or
write a story about it!
4. C a t on s a ys he ha s t o fi nd “ s om e ne w di gs .” W ha t doe s t ha t m e a n?
t h a t ? D r a w a p i c t u r e o r
w r i t e a s t o r y a b o u t i t !
“ I ’ l l m a ke you a de a l , C a t on,” A ne m one s a i d. “ I ’ l l l e t you s l e e p i n m y t e nt a c l e s i f you he l p m e ge t fi s h. You s e e , I e a t
I n t h e s t o r y , A n e m o n e
a n d C a t o n d e c i d e t o h e l p
T he t w o s e a c r e a t ur e s l ooke d a t e a c h ot he r, c ons i de r i ng t he i r opt i ons . N e i t he r one w a nt e d t o be a l one a nym or e . A nd i t
b. doubt f ul , not t r us t i ng
c . a ne w pl a c e t o di g a hol e
( s i m - by - AW- t i c )
a . t o be e ne m i e sb. t o be f r i e nds w ho de pe nd on e a c h ot he r f or he l pc . t o hur t one a not he rd. t o r un a w a y
2. I n t he s t or y, t he a ut hor de s c r i be s A ne m one ’s c ol or a s 2. I n t he s t or y, t he a ut hor de s c r i be s A ne m one ’s c ol or a s
r. ( s i m - by - AW- t i c - l y ) , t ha t i s .
11
ABOUT THE PERFORMERS AB O U T T H E P E R F O R M E R S A
ABOUT THE SHOW AB O U T T H E S H O W ATeacher Page
Founded in 1985 by musicians Gary Blackman and Mark Blackman, ArtsPower is committed to bringing theatrical productions of the highest caliber to audiences throughout the United States – including Alaska! Under the current direction of Artistic Director Greg Gunning,ArtsPower has achieved a stellar reputation for the consistent quality of its work, choosing material each season that encourages diversity and triumph over adversity (a welcome philosophy for teachers and parents alike!) In its twenty-year history as a national touring company, ArtsPower has received critical acclaim and endorsements from such highly respected authors as Judy Blume and E.L. Konigsburg, among others, for their superb adaptations in bringing popular children’s literature to life on stage.
Rainbow Fish is a beautifully colored fi sh, admired by all the other fi sh. In fact, the other fi sh think Rainbow Fish is so beautiful, they want to use some of her scales so they can be beautiful too! But Rainbow Fish doesn’t want to share. She wants to keep what makes her special to herself, believing she won’t be special anymore if she shares it with others. When her friends decide they don’t want to be friends with her anymore, Rainbow Fish goes on a journey of self discovery and learns what it is to be a friend and fi nd true happiness. In the production of The Rainbow Fish, the main character is portrayed in full color by actors wearing beautifully colored, fl owing costumes.
12
Samson, Suzanne, Sea Dragons and Rainbow Runners: Exploring Fish with Children, Roberts Rinehart, 1995
Worth, Bonnie, Wish For a Fish: All About Sea, Random House, 1999
Barrett, Norman, Picture Library: Coral Reef, Franklin Watts, 1991
Berger, Melvin and Gilda, Shut Their Eyes: And Other Amazing Facts About Ocean Creatures
Cerullo, Mary, Coral Reef: A City that Never Sleeps, Cobblehill Books, 1996
DK Readers, Fishy Tales Inc. 2003
Donovan, Gail, Books, 2001
Donovan, Gail, Books, 2001
Muzik, Katherine, Charlesbridge, 1992
Huelin, Jodi, Seaweed Soup, HarperFestival, 2003
Pfi ster, Marcus, Rainbow Fish, 1, 2, 3, North South Books, 2003
Pfi ster, Marcus, The Rainbow Fish Books, 1992
Pfi ster, Marcus, Rainbow Fish Counting South Books, 2004
Pfi ster, Marcus, Rainbow Fish to the Rescue! North-South Books, 1995
Pfi ster, Marcus, Rainbow Fish and the Big Blue Whale, North-South Books, 1998
Wor t h, B onni e , C re at ure s, R a ndom H ous e , 1999
w w w.fl m n h .u fl .e d u / fi s h / K i d s / k i d s .h t
W e b
B a r r e t t , N or m a n, P i c t ur e L i br a r y: C or a l R e e f ,
B e rge r, M e l vi n a nd G i l da , F i s h Sl e e p B ut D on’t Shut T he i r E y e s : A nd O t he r A m az i ng F ac t s A bout O c e an C re at ure s, S c hol a s t i c , 2004
C or al R e e f : A C i t y t hat N e v e r
F i s h F ac t s
w w w.fl m n h .u fl .e d u / fi s h / K i d s / k i d s .h tw w w.w onde r c l ub.c om / Wi l dl i f e / fi s h/ c l ow nfi s h.ht mw w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /w w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /puff e r i nt r o.ht mpuff e r i nt r o.ht mlw w w.c or a l fi l m .c om / e du.ht ml
C or al R e e f : A C i t y t hat N e v e r, C obbl e hi l l B ooks , 1996
F i s hy Tal e s, D K P ubl i s hi ng,
A F i s hy St or y, N i ght S c hool
puff e r i nt r o.ht mpuff e r i nt r o.ht mw w w.c or a l fi l m .c om / e du.ht m
F i s h P ar t s
w w w.fl m nh.ufl .e du/ fi s h/ E duc a t i on/ D i a gr a m s /w w w.fl m nh.ufl .e du/ fi s h/ E duc a t i on/ D i a gr a m s /
D onova n, G a i l , A F i s hy St or y B ooks , 2001
D onova n, G a i l , T he C opy c at F i s h, N i ght S ky B ooks , 2001
M uz i k, K a t he r i ne , A t H om e on t he C or al R e e f,A t H om e on t he C or al R e e f,,A t H om e on t he C or al R e e f
, H a r pe r F e s t i va l , 2003
M uz i k, K a t he r i ne , A t H om e on t he C or al R e e f C ha r l e s br i dge , 1992
, H a r pe r F e s t i va l , 2003
w w w.w onde r c l ub.c om / Wi l dl i f e / fi s h/ c l ow nfi s h.ht mlw w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /w w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /w w w.w onde r c l ub.c om / Wi l dl i f e / fi s h/ c l ow nfi s h.ht mw w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /w w w.a ni m a l .di s c ove r y.c om / gui de s / fi s h/ m a r i ne /
B a r r e t t , N or m a n, P i c t ur e L i br a r y: C or a l R e e f ,B a r r e t t , N or m a n, P i c t ur e L i br a r y: C or a l R e e f ,
