De Minnesota a Michoacán: La migración de las Mariposas Monarca
Lesson 01: Sobreviviendo el Invierno
Submitted by Jennifer Christiansen
Objectives:
Content:
Students will...
- Identify different overwintering strategies of Minnesota animals.
- Demonstrate an understanding of the reasons that animals need to adapt different overwintering strategies.
Cultural:
Language: Content Obligatory
Students will...
- Use the first peron "Voy a ____________" construction to indicate future actions.
- Use descriptive verbs to describe various overwintering behaviors. (invernar, migrar, buscar un nuevo lugar, dormir, ahorrar comida, buscar hogar, viajar).
Language: Content Compatible
Students will...
- Use the first and third person future tense to describe the various actions of various animals.
Learning Strategies / Social and Skills Development:
Students will...
- Activate prior knowledge about animal species that are found in Minnesota.
- Work cooperatively with group members to complete the assigned task.
Time Frame:
Two 50-minute periods
Materials Needed:
- Pictures of animals and insects found in Minnesota (1 per student)
- Resource books and websites for students to research information about their animals
Description of Assessment (Performance Project):
Pre-task:
Give each student one picture of a mammal, bird, fish or insect found in Minnesota. Tell them to close their eyes and listen to the following passage that you read. While they listen they should imagine themselves as that creature and think of what they would do in this situation.Es el otoño. El sol sale más tarde y se pone más temprano cada dáa. Los días son más frescos cada día, y el aire cada mañana parece más frío. Alrededor todas las hojas están cambiando de color. La neblina se forma sobre los lagos y ríos mientras sale el sol y desaparce cuando el sol sube más alto en el cielo. Necesitas comer tanto posible y estas ahorrando lo que comes en tu cuerpo. Con cada día, las noches son más largas y más frías. Cristales de escarcha cubren las plantas, y las hojas se ponen marrón, sin vida. No hay mucha comida, pero estás usando más comida y energía para estar caliente. Los lagos se están congelando y tienes que viajar más lejos cada día para conseguir agua. ¡Pronto viene el invierno! En pocos días caerá la nieve y será muy difícil encontrar comida. Eres una criatura salvaje y está llegando el invierno. ¿Qué harás para sobrevivir?
Discuss student answers and make a list of overwintering strategies as a class (hibernate, migrate, remain active, finding a sheltered area, living in a resting stage like an egg.) Let students use descriptive words to describe the actions and introduce the scientific terms as they come up (invernar, migrar).
Task:
Have students divide into groups of 3 or 4 and have them choose at least 2 of the animal pictures they have from the previous activity to look up in reference books or websites to find out what that animal does over the winter.Post-Task:
Have each group share their answers and bring up the picture of the animals they chose. Group the animals according to the overwintering strategy that they practice. Have each group make 2 comparison statements about the different animals and their behaviors.Los __________ y los ______________ son semejantes porque los dos inviernan durante el invierno.
Los _____________ y los _____________ son diferentes porque uno migra y el otro se queda en Minnesota durante el invierno.
Assessment:
Collect each group's statements comparing and contrasting at least 2 different animals' overwintering strategies.