Submitted by Julie Black Morales
Objectives:
Content:
1.Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.Lessons 1 , 2, 3, 4, 5, 2.Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map. Lessons 2, 3, 4, 5, 3.Students will demonstrate knowledge of at least 7 animals from South America by classify them into basic animal groups.Cultural:
Language: Content Obligatory
4.Students will continue to develop their oral Spanish knowledge and skills by naming at least 7 animals from South America in simple sentences. They will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. Example: Èste es un armadillo.Language: Content Compatible
Students will continue to develop their oral Spanish knowledge and skills by describing the animals' physical appearance and other characteristics. They will use the verbs 'ser', 'tener', 'comer' and 'vivir' in 3rd person singular. They will reinforce previously learned vocabulary (colors, numbers, body parts, antonyms) and they will use the new vocabulary listed in bold under Content Obligatory Vocabulary (see attachment).Learning Strategies / Social and Skills Development:
Time Frame:
Time frame : Three to four 40-minute lessons.
Materials Needed:
Materials: Large poster paper,picture and word flash cards, PowerPoint of "Los Animales"
Description of Assessment (Performance Project):
Pretask : 1. Students are asked to sing or chant the ìSudamericaî song in groups of 6 while one group member points out the countries on an overhead map.
2. The teacher asks for volunteers to come up to the map to point out the following: a. El Océano Atlántico, b. El El Océano Pacífico, c. Mar Caribe, d. Las Montañas de los Andes, e. El Río Amazona, f. La línea del ecuador
**For homework, each student will be assigned to investigate the official language or languages of different countries in South America. The teacher tells the students that this information can be found in an encyclopedia, on the internet, or in other resource books found in most libraries.
Introduction:
The teacher explains the next learning expectations to the class. Students are encouraged to ask questions.
1. Learn the names of seven basic animal groups in Spanish: 1. mammals 2. birds 3. reptiles 4. fish 5. amphibians 6. insects 7. spiders
2. Learn the names of 15 amazing South American animals in Spanish. 1. Iguana 2. Llama 3. Anteater 4. Sloth 5. Anaconda 6. Hummingbird the bee or the vervain 7. Flamingos 8. Toucan 9. Penguins 10. Armadillo 11. Condor 12. Piranhas 13. Arrow-poison frog 14. Giant army ants 15. Electric eel
Task
Part One: The following is a listening comprehension and discovery activity. The teacher talks to the students in Spanish about the basic characteristics of each animal group. The teacher writes/draws these characteristics on large poster paper. .
Part two: The teacher talks about the basic characteristics of each animal group again. This time picture flash cards and realia are used to exemplify the new vocabulary for the students. Materials: Seven large sheets of tag board taped onto the wall / each labeled with the name of an animal group in Spanish. Large picture and word flash cards with different animal characteristics listed on each card. Example: Sangre fría (a picture of a snake with a thermometer in its mouth.) Las alas (a picture of a bird spreading its wings)
Part three: The teacher will present Animals/Los Animales PowerPoint presentation: This presentation guides the children through all seven animal groups, emphasizing the basic characteristics of each group:
This PowerPoint lesson can be repeated twice during the same class.
Lesson Four Assessment: Informal / Elicit whole group or individual response to check for listening comprehension of simple sentences regarding animals groups and names of animals from this lesson. Using an oral cloze procedure for this is very effective.
Examples: El tucan es un ave. El perro es un mamífero. Los reptiles ponen huevos. El reptil tiene mucho pelo. El armadillo es un reptil. Yo soy un mamífero.
Assessment:
Lesson Four Assessment: Informal / Elicit whole group or individual response to check for listening comprehension of simple sentences regarding animals groups and names of animals from this lesson. Using an oral cloze procedure for this is very effective. Examples: El tucan es un ave. El perro es un mamífero. Los reptiles ponen huevos. El reptil tiene mucho pelo. El armadillo es un reptil. Yo soy un mamífero.
References and Resources:
Banks,Joan. Song of the Selva. CT:Soundprints,1998. A story of a Costa Rican rainforest. Arnold,Caroline. Llama. New York:Morrow Junior Books, 1988. Llama offers youngsters a close-up view of these gentle, elegant looking natives of the high Andean plateaus. McDonald, Mary Ann. Toucans. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat, and life cycle of the toucan. Patton, Don. Armadillo. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat and life cycle of the armadillo. McDonald, Mary Ann. Boas. The Child’s World, 1997. Describes the physical characteristics, behavior, habitat, and life cycle of the boa constrictor. Patton, Don. Iguanas . The Child’s World, 1996. Describes the physical characteristics, behavior, habitat, and life cycle of the iguana.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)1 Anim.group.ppt
2 anim.group.ppt
2.2 anim.audio