Beacon Lesson Plan Library
For Sale - Ageless Water
Santa Rosa District Schools
This is a two-part lesson in which students research bottled water advertisements on the Internet and printed ads and then create their own magazine advertisement (second lesson) for the spring water in the novel [Tuck Everlasting] by Natalie Babbitt.
The student extends previously learned knowledge and skills of the sixth grade with increasingly complex texts and assignments and tasks (for example, forming questions for readings, using print and electronic sources to locate information, organizing information from a variety of sources for real-world tasks).
The student gathers information from a variety of sources, including primary sources (for example, magazines and newspapers).
The student uses electronic technology appropriate to writing tasks (including but not limited to the Internet, databases and software) to create, revise, retrieve, and verify information.
The student participates in classroom discussions using effective speaking strategies (for example, asking questions, making observations).
-[Tuck Everlasting] by Natalie Babbitt, Evanston: McDougal Littell. 1997.
-Access to and permission to use the Internet
-Magazine and newspaper ads for bottled water
-One container of bottled water with new label
1. Print a copy of the transparency for “Character Reactions” from the previous lesson “How Long is Forever?” for review.
2. Prepare a transparency for review of Internet procedures and research (prior knowledge). This can be an oral review also.
3. Collect at least one magazine and Internet ad for illustration to class.
4. Collect chart paper, markers, art paper.
5. Prepare a bottle of water with a very generic label.
Background: Students will have read [Tuck Everlasting] and participated in the lesson “How Long is Forever?” (Beacon Lesson) . Students will also have had instruction on proper use of the computer and research techniques. Students will eventually be creating ads that must overcome any negatives of living forever to sell their 'Ageless Water'.
1. Review the lesson “How Long is Forever?” with the class. This lesson looks at each main character’s reaction to living forever (use transparency of “Character Reactions” from “How Long is Forever?” This can be found on the attached file for -How Long is Forever?-.
2. Elicit a discussion with the class on the advantages and disadvantages of living forever if one should drink the spring water. For example, If a person drinks the water at age ten, he or she would never experience graduation from high school, never marry, never get a driver’s license. On the other hand, that same person would remain young forever, never grow old, and never have the aches and pains which come with old age.
3. As students offer their ideas of the advantages and disadvantages of living forever, list them on chart paper for reference later. Display in a conspicuous place in the classroom.
4. Show real advertisements of bottled water from the Internet/magazines such as [Sports Illustrated] to students to illustrate how popular bottled water is today.
5. Show the class a real bottle of water with the label torn off and replaced with a generic one with the words “Ageless Water” on it and direct students to think about how this ad could be improved upon. List these responses on chart paper. Display in a conspicuous place in the classroom.
6. Explain to the class that this will be a two-part lesson: One for the research of their ad and one for the creation of a final product.
7. Assign two to three days for researching bottled water ads. Have students bring in at least one ad from the Internet and a printed ad for a group activity later in second lesson.
8. Review procedures for researching on the Internet using transparency or an oral review (students will have this lesson as prior knowledge).
9. If students do not have access to the Internet at home, provide class time for research.
The assessment for this portion of the two-part lesson will be an individual grade and will be based on participation and discussion of the text; their prior knowledge of Internet research; and homework assignment of researching/ bringing an ad to class. The following rubric may be used:
The student asks questions, makes comments and observations that reflect an understanding of both the novel and Internet research. In addition the student locates, organizes, and interprets both written and media information by using electronic technology .
The student may ask questions, make some comments and observations about the novel and the Internet but has difficulty reflecting an understanding of each. The student may also have some difficulty finding and locating written and media information by using the Internet.
The student does not ask questions, make comments or observations about the novel; nor does the student locate written and media information in regard to the assignment.
This is a two-part lesson in which students use prior knowledge and research in the first lesson and apply what they have learned in the second lesson.