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 showing where the animals live on a map of South America. 4. Students will demonstrate knowledge of at least 7 animals from South America by recognizing and correctly naming these animals in Spanish. 5 .Students will demonstrate knowledge of South America by specifying the official languages of all 13 countries on the continent of South America.Cultural:
Language: Content Obligatory
6. Students will continue to develop their oral Spanish knowledge and skills by classifying at least 7 animals into basic animal groups. They will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. This also includes identifying the animals by name. Example: Éste es un mamífero. El tucán es un ave. Example: Èste es un mamífero. El tucán es un ave.Language: Content Compatible
Learning Strategies / Social and Skills Development:
Time Frame:
Two to three 30-minute lessons
Materials Needed:
Different colored Post-It notes and a large map of South America PowerPoint presentation on Animals Several set of flash card games Lesson 5 Assessment (see attachment)
Description of Assessment (Performance Project):
Pre-tasks: 1. Sing the South American Song a couple of times. 2. Using an unlabeled map of South America, review the following: § the Pacific and Atlantic Oceans § the Caribbean Sea § the Andes Mountains § the Amazon River § the equator. Task 1: The teacher asks the students about their homework (to research the languages spoken in South America.) The teacher asks the children to help label the large map of South America with different colored Post-It notes that represent the different official languages spoken in South America. The teacher takes off the Post-It notes and repeats the same activity. The teacher takes the Post-It notes down for the second time. Each student ( depending upon the size of the class) is given one or more of the Post It notes. The teacher asks four or five students at a time to stick their Post It notes onto the map. As a class, the students decide where the Post-it notes belong. They may use their homework as a reference. Task 2: The teacher quickly shows the students the PowerPoint on Animals for a second time. Task 3 The students are divided into small groups to play ìLos Juegosî, which are simply a collection of different flash card games. They may be played in many different ways. It works well to have 3 to 4 sets of each game. In that way, the students can play one game after another. Game 1 &endash; § One set of flash cards with a picture of each animal and the name of the animal written on the back of each card. A second set of flash cards with only pictures. § The first set of flash cards (with names and pictures) are placed picture side up. § Students take turns trying to name all of the animals correctly. When both students are able to name the animals they play the second part of the game. § The second part of this game can be played as concentration. The flash cards with pictures only, are placed face down on the table. The students take turns by trying to make matching pairs. Game 2 § A concentration card game &endash; There needs to be one picture flash card with an animal and a matching card with the name of the animals group of which it belongs. Example: A picture of a 'tucán' and another flash card with the word 'ave' , A picture of a 'colibrí' and another flash card with the word 'ave'. A picture of a 'anacondaî and another flash card with the word 'reptil'. The first student turns over two cards at a time. If the cards match, the student keeps the cards and the next player takes a turn. Game 3 § To name the official languages of each country in South America. On one side of the card is the name of the country and the official language or languages written on the back of the card. The cards could be cut into the shapes of each country. Game 4 § Using one of the game makers available online &endash; different kinds of flash card games can be made for students to practice at home or in the multimedia center at school. If a computer is available, students could also be asked to create a short slide show using clipart to show examples of the different animal groups. Game 5 § ìPictionaryî:The names of the animals are written on small pieces of colored or decorated tag board. The cards are placed face down. The students divide themselves into teams. Two players per team. The first team member picks a card but does not show it two his/her partner. The first team member will have one minute (or less) to get his team member to guess what he is drawing. If the team succeeds, they win 10 points. Then the next team picks a card and so on. The team member that is guessing must say, ì¿Es un/ una___________?î ( mamífer, ave,reptil, È) Game 6 § Rompacabezas: ìBeat the Clockî Puzzle of South America. It is not difficult to make a puzzle of South America. Cut the pieces out of thick tag board. Laminate each piece. The students can count how many seconds it takes them to put the pieces together. If the children become too good at this game, they can try to assemble the puzzle blindfolded.
Assessment:
Assessment: As the students are playing these different games the teacher visits each group to insure that the students are practicing the games correctly. The teacher should take note of the games that are the most effective and also identify if there are games that need additional modeling by the teacher. This lesson is design to encourage the students to use their oral Spanish while interacting with each other. For additional feedback from the children ask the students to fill out Lesson Five Assessment / les.five assess.doc (see attachment)
References and Resources:
Moore,Jo Ellen , South America.Evan-Moor Educational Publishers, 1990 Geography Department. Peru. Minneapolis:Lerner Publications Company, 1990. Geography Department. Guyana. Minneapolis:Lerner Publications Company, 1988. Geography Department. Bolivia. Minneapolis:Lerner Publications Company, 1991. Geography Department. Venezuela. Minneapolis:Lerner Publications Company, 1991. Geography Department. Paraguary. Minneapolis:Lerner Publications Company, 1992. Geography Department. Chile. Minneapolis:Lerner Publications Company, 1989 Geography Department. Ecuador. Minneapolis:Lerner Publications Company, 1991. Geography Department. Uruguay. Minneapolis:Lerner Publications Company, 1987.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Lesson Five Assessment / les.five assess.doc