Submitted by Tracey Kloeckl-Jimenez
Objectives:
Content:
Students will...
extend their knowledge of the terms associated with the human body by accessing terms they already know and adding to their repertoire through practice of additional high-frequency terms. demonstrate an understanding of the terms and functioning of the nervous system by completing an assessment piece demonstrate an understanding of the unit requirements through an informal question and answer session. Cultural:
Language: Content Obligatory
Students will...
- comprehend and accurately utilize previously-learned terms related to the body (See Appendix A)
understand and begin to utilize other high-frequency terms such as nervios, muslos, huesos, cerebro, órgano, piel and tejido comprehend the cardinal numbers correctly to support their understanding of what the nervous system contains comprehend the 3rd person singular and plural present tense forms of ser, tener, ayudar, contribuir ,distribuir, llevar, mandar, and transformar to understand the components and functions of the nervous system and how it contributes to the body comprehend and respond with body parts to the following interrogatives through repeated exposure during teacher presentation ¿Cómo se llama(n) la parte(s) que (ayuda(n) con la respiración? ¿Dónde se encuentra el cerebro? ¿Cuáles partes del cuerpo pertanecen al ... (sistema nervioso)? - understand messages or descriptions by the instructor about the unit and the different body systems
identify the body parts referred to by the instructor Language: Content Compatible
Students will...
formulate questions in order to clarify understanding of the nervous system and the unit requirements - utilize the expressions Hay que (+ infinitive), Tenemos que (+ infinitive) as well as verbs associated with classroom behavior, i.e. investigar, copiar, presentar, preparar, entregar, etc., to request further information about the teacher's explanation of unit requirements in order to clarify comprehension
use the interrogatives cómo, cuántos/as, dónde, adónde, qué, and cuál(es) to request further information about the teacher's presentation of information regarding the nervous system Learning Strategies / Social and Skills Development:
Students will...
- use context cues to predict the meaning of new words associated with the body systems
use circumlocution to access a term in the target language by describing function or location of a particular body part use prediction skills to access context/terms of what they might expect to find after being assigned to a particular body system
Time Frame:
2 days
Materials Needed:
Overhead projector or chalkboard Computer and LCD projector to project computer screen in order to
A) instruct students on what steps to take in investigating their body system and
B) model how one could formulate a presentation for the rest of the class
Description of Assessment (Performance Project):
Pre-task 1:
- Review the attached handout entitled Requisitos de su presentación del sistema corporal (1~2~3-presentationreqs.doc) and make a copy for each student.
- Acquire an LCD projector in order to simulate a presentation on a body system similar to what the students themselves will be doing during the second week.
- Review the pre-formatted PowerpointTM presentation on the reproductive system (1B-reproductivesystem.ppt) in order to be able to access and utilize comfortably.
Task 1 Set-Up:
Teacher will distribute the Requisitos handout to the students and give a brief overview of the unit (review Unit purpose) and student requirements. Before beginning the review of body parts, the teacher will field any questions about the purpose of the unit and student requirements.During Task 1A(day 1):
Students will review their knowledge of the body parts by completing a labeling handout on the body with as many terms as they can remember (1A-bodylabeling.doc). After approximately 5-7 minutes, the class could re-group with the students assisting the instructor to completely label the body parts, using either an overhead transparency of the same diagram or by projecting the diagram via an LCD projector. http://www.enchantedlearning.com/language/spanish/label/bodyTeacher will proceed to briefly introduce and identify all of the body SYSTEMS with the aid of the LCD projector and the Track Star™ 1~2-introtosystems.doc (see Lesson 02 Resources)
While introducing the body systems and being careful to associate visual input, the teacher will conscientiously point out new high-frequency terms which must be mastered in order to talk about the different body systems; specifically, nervios, muslos, huesos, cerebro, órgano y piel.
Post-Task 1A (end of day 1):
Students will check their comprehension of these new high-frequency health terms presented by the instructor today by completing an interactive matching exercise, which can be viewed by opening Netscape Navigator and opening the following htm file(1A-interactivematching.htm). Note: A printout of the activity's screen could be distributed for those who have no internet access at home, and they could simply draw lines from the images to the text.The teacher will focus on a formal presentation of the reproductive system being careful to utilize the targeted language constructions.
Students will take notes on a diagram of the reproductive system (1B-reproductivescaffolding.doc), which allows them to identify each component, during the teacher's presentation of the reproductive system.
Teacher will assign students to represent different parts of the system, in order to re-enact the functioning of the system previously explained. (The teacher could assign the students to parts by randomly passing out index cards with a name of a part on each.) As teacher slowly re-explains the functioning of the system, students demonstrate their comprehension by acting out the component's function. NOTE: I would probable eliminate this physical assessment of student's comprehension if I were modeling the reproductive system, as the combination of reproductive terms with physical representation would be too sensitive for all.
With questions projected to guide them (see part IIIB1 of the Requisitos handout), Students will aid the teacher in answering some basic questions about the reproductive system in order to review and verify comprehension. See the online test for an additional source of assessment (http://icarito.aconcagua1.copesa.cl/cuest10/reproduccion/index.asp)
At the end of the second day, teacher assigns students into 7-8 teams* of study - keeping group dynamics in mind. Each team will be responsible for investigating and reporting on a specific body system.
*NOTE: There are 9 body systems included on the vocabulary attachment, including the reproductive system presented by the teacher; however careful consideration should be taken before assigning the thyroid system (el sistema endocrino) to any particular group. The complexity of language and content of this particular system may cause certain students to become unduly frustrated.Post-Task 1B(end of day 2):
On their own, Students will begin to access background knowledge on what they already know with regards to their particular body system. What terms will they most likely encounter while doing research on that particular system? What are the principal body parts? Students will bring a short list of expected terms (Spanish or otherwise) back to their group on day 3.
Assessment:
The labeling handout of the basic body parts (see this site for a printable handout http://www.enchantedlearning.com/language/spanish/label/body ) will guide the students to participate in sharing how much content-obligatory language on the body they have retained from the previous years of study and will serve as an informal assessment for the instructor and students.
The interactive matching activity or printout(1A- high-frequencymatching.doc) will serve to verify students' comprehension of the newly-presented high-frequency health terms.
The third handout (1B-reproductivescaffolding.doc) will serve as a scaffolding tool/self-directed assessment piece to aid students in clarifying components/function(s) of the reproductive system. The students' interactive activity could serve as an indicator of whether they understand the systems components and functions.
Finally, the informal question and answer session at the end of day 2 will assess what learning has occurred.
References and Resources:
For Track Star information and resources,
http://trackstar.hprtec.orgEl sistema reproductor:
http://icarito.tercera.cl/icarito/2001/806/index.htm
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)1~2~3-presentationreqs.doc (Body system presentation requirements and evaluation entitled Requisitos)
1A- high-frequencymatching.doc (high-frequency health terms interactive matching printout)
1A-interactivematching.htm (high-frequency health terms interactive matching activity)
1~2-introtosystems.doc (main Trackstar™ links to body systems)
1B-reproductivescaffolding.doc (Reproductive system components and functions)
1B-reproductivesystem.ppt (Powerpoint™ on reproductive system)
Check list for my interview questions