Submitted by Tracey Kloeckl-Jimenez
Objectives:
Content:
Students will...
- present the different components and function(s)of their assigned body system
Cultural:
Language: Content Obligatory
Students will...
show/observe the principal parts of a body system (see Appendix A) with the expression(s) consta de, consiste en utilize/recognize the cardinal numbers along with body parts in order to explain/understand the extent of a particular system's function(s) utilize/recognize the 3rd person singular and plural present tense forms of ser, tener, ayudar, contribuir, distribuir, llevar, mandar and transformar in order to present/comprehend the components and function(s) of the body system and how it might interact with other systems accurately utilize/understand the following interrogatives during student presentations with emphasis on the underlined interrogative in order to clarify misunderstood terms or functions ¿Cuáles partes del cuerpo pertanecen al ... (sistema digestivo)? ¿Cómo funciona el sistema...(digestivo)? ¿Cómo se relaciona el sistema... al sistema...? Language: Content Compatible
Vocabulary/Structures/Functions
Students will...
utilize/understand prepositions accurately in order to further explain/comprehend locations of certain body parts (i.e. al lado de, dentro de, (conectado/a) con, encima de, debajo de, etc.) Learning Strategies / Social and Skills Development:
Students will...
use repetition of unknown word(s) used by another in order to gain clarification determine the steps necessary for formulating a Powerpoint™ presentation take on the role of leader when they become the "expert" on a particular body system
Time Frame:
3 days of 50-minute periods
Materials Needed:
- Classroom computer with LCD projector and screen
- Powerpoint™ or Hyperstudio™ and Word Processing software to assist students in presenting their particular body system
- Manual pointer to assist students, if desired or (mouse indicator may be used)
Description of Assessment (Performance Project):
Pre-task 3:
Determine ahead of time which 2 teams will be assigned to present on a particular day.Task 3 Set-Up:
LCD projector and any other requested student instructional tools assembledDuring Task 3 (days 7, 8, 9 and 10):
Every day, 2 groups will take turns formally presenting their body systems to the class (see Requisitos handout/checklist). Briefly, group presentations will include a formal Powerpoint™ presentation, a large interactive group activity and an explanation of the accompanying handout. Other students complete the unit vocabulary and function handout (see Unit-vocabfunctionhandout.doc) during each presentation, in addition to afterwards completing the simple matching or labeling handout provided by both presenting groups.Post-Task3 (later half of day 10):
After all the presentations have been completed, teams rejoin in small groups and revise (if necessary) their determination of what body systems work directly in conjunction with their own and thus reiterate which human behaviors both nourish as well as inhibit the functioning of their system.
Assessment:
Students will consult the Requisitos handout/checklist and accompanying rubric to verify whether their presentation is complete. The teacher will use the rubric (see page 2 of Requisitos handout) in order to formally evaluate students' efforts. Informal assessment will also occur every day through the interactive group activities and simple matching/labeling handouts.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)1~2~3-presentationreqs.doc (Requisitos)