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Learning outcomes

Students will:

Teacher planning

Time required for lesson

2-3 hours


Technology resources



Day 1

  1. On chart paper, draw a K-W-L chart. Explain to students what each section means. Begin by activating prior knowledge and asking students what they know about snails. Fill in this information on the “K” column of the chart.
  2. Introduce The Biggest House in the World. Discuss cover and make predictions. Tell students that it is a fiction story about a snail. As you read, discuss which aspects of the story are make-believe and which may be real.
  3. To close the activity, have students brainstorm a list of questions about snails that they would like answered. Fill questions in on the “W”column on the chart. Tell students that they will be using the internet to help answer questions tomorrow (or whenever your next lesson will be).

Day 2

  1. Begin by reviewing your K-W-L chart. What do we already know about snails? What do we still want to learn? Remind students that the internet is a good resource for finding information. Tell them this what we will use to research snails.
  2. Bring students in small groups to the computer with you to look at the Snails for Kids website. Skim through the information together and find answers to your questions. The material on the website is written above a second grade level so they will need lots of teacher guidance with this.
  3. Once all the students have had a chance to look at the website, come back together as a whole group to record what you have learned on the K-W-L chart.
  4. Give students a piece of drawing paper and tell them to fold it in half. Tell them that on one side you want them to draw something make-believe about snails from the story and write a caption. On the other side, they will draw something real and write 2 true facts about snails.

Day 3

  1. Begin telling students that some people have pet snails or keep them in their aquariums. Take a class poll. After all we have learned, who would like a pet snail? Record yes, no, and maybe responses with tally marks. (To go along with this, students could even do a journal response explaining their answer.)
  2. Then using Graph Club or a spreadsheet. Let students make some different graphs with this information.
  3. Print graphs and display them. Have students analyze the data. Which answer got the greatest response? The least? etc.


Students will be assessed in three different areas. First , while you read the story aloud to them, ask questions to monitor their comprehension. Second, when filling in the “learn” column on your chart, you’ll get an indication of how much they learned by what they share. The final project (Telling something make-believe and factual) will let you know how each individual child grasped the information. What did he/she recall about the story? Did he/she come up with 2 solid facts that they learned?

Finally, to assess the Math portion, you’ll need to observe as they graph their information and look at the final product. Also, see if they can answer questions by reading the information on the graph.

Supplemental information

North Carolina curriculum alignment

English Language Arts (2004)

Grade 2

Information Skills (2000)

Grade 2