aprendizajeenlaclase.weebly.com€¦ · web view3.1: students reinforce and further their...

Kailey Steinman 1SPED 507Final: Blended Instructional Unit

Content: SpanishGrade Level: Level 3 (ranging from grades 9-12)Unit Length: Two weeks (45 minute class each day)

Objectives:✓ Students will know on which continents and in which Spanish-speaking countries rainforests and grasslands are located by using a world map.✓ Students will learn new vocabulary terms used to speak about the rainforest, the grassland, and the animals that live in each of these biomes, through a variety of vocabulary activities.✓ Students will know about indigenous people of the rainforest, why they live there, and how they survive in their habitat.✓ Students will know and be able to identify the four layers of the rainforest.✓ Students will know about serious environmental issues in our world and their causes, including deforestation and water conservation, through readings and class discussion.✓ Students will be able to summarize the movie The Lion King (El Rey León) in Spanish after watching it.✓ Students will be able to express their thoughts and opinions on worldly issues relating to the environment.

Standards:Communication1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions about deforestation and water conservation.1.2: Students understand and interpret written and spoken Spanish language on a variety of topics about the environment.1.3: Students present information, concepts, and ideas to their peers about deforestation and water conservation.Cultures2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the indigenous cultures studied.Connections3.1: Students reinforce and further their knowledge of other disciplines through the foreign language such as science, geography, and math.3.2: Students acquire information and recognize the distinctive viewpoints of the indigenous people that are only available through studying their culture.Comparisons4.1: Students demonstrate understanding of the nature of language through comparisons of the Spanish language and their own by recognizing cognates.4.2: Students demonstrate understanding of the concept of culture through the comparisons of the indigenous culture and their own.Communities


5.2 Students show evidence of becoming life-long learners by using what they learned in class in the real world, such as conserving water at home, for personal enrichment.

UNIT LESSON The reason I chose to do the environment as my unit theme is because I think it is extremely important for everyone, especially the younger generation, to be aware of what harms the Earth and how we can help save our planet from global warming or a shortage of water. I want to discuss real world problems with the students so they become conscious of the way they live. If more people are aware of these issues, we are more likely to help the earth and create a better environment for future generations to come. The reason I chose level 3 Spanish is because by this level, students should know enough Spanish to have conversations, but they are also at a level where they are still learning lots of vocabulary, which is why I thought learning animal vocabulary would be fun for them. This unit involves a lot of discussion and conversation so hopefully students will improve on their conversing skills, which is what they focus most on at this level.

I created a website for my unit project, which you can access here: http://aprendizajeenlaclase.weebly.com.

My students will be familiar with my website format from previous units and should be able to manage it without any difficulty. The title of my unit is "Nuestro Medio Ambiente" (meaning "Our Environment") which is the bold orange title on the "Home" page of the site. There are 5 tabs total: Home, La Selva, La Pradera, El Rey León, and the blog page. I will use this website in class for my resources and to guide my lesson plans. Students can also access this website on their own from a computer or a smart phone to complete homework or see what happened in class if they were absent. It is the students' responsibility to check the website daily. Anytime there is a red star next to the bold red word "Tarea" (which means "homework"), students must complete whatever activity is assigned there before the next class period.

Day 1 The first lesson of the unit is about the rainforest and the tab for the daily

activities and student's homework is called "La Selva", located below the "Home" tab. To introduce the topic I will start by asking the students what they know about rainforests, which will be our first class discussion of the day. I will also give each student a note-taking guide that they will use throughout the entire unit. (3 minutes)

Then I will ask if anyone knows where rainforests are located in the world. I will show the students a world map visual containing 5 different biomes and then show a second map highlighting just the rainforest biomes. In our discussion I will talk about the continents on which rainforests are located


and then more specifically in which Spanish-speaking countries they are located. I will have the students first guess which countries by looking at the map and using their knowledge of geography and then I will tell the correct answers. Students will take note of these on their guide. (5 minutes)

Next I will talk about the Amazon and how it is the largest rainforest in the world, located in South America. The students will watch a short clip on the Amazon and take notes on their guide. (5 minutes)

Video: http://www.youtube.com/watch?v=bYAZ3NWVgtc After the video, we will have another discussion on the 4 layers of the

rainforest. Students will take notes on their guide for this as well. I will talk about each layer and later in the lesson, which animals belong in each layer. (5 minutes)

After the short discussion, I will project a picture of the rainforest onto the board for everyone to see. I will call on students to tell me what they see in the picture; if they don't know how to say it in Spanish, they can say it in English (we will go over all of the animals in a later activity). This will help me see how much vocabulary the students already know about the rainforest. (10 minutes)

After we label the whole picture, I will introduce their new animal vocabulary by using a slideshow with pictures of the animals and the Spanish word written on each one. There is a red star next to this activity because students must make flash cards of all the animals for homework. (15 minutes)

Students must fill out an exit slip and turn it in to me on their way out of class so I can see which parts of the lesson the students understood and which parts they did not. (2 minutes)

Day 2 I will start class by first going around the room and checking to see if each

student completed their flash cards while students review their flash cards silently to themselves. (2 minutes)

After students review their flashcards to themselves they will get with a partner and quiz each other using their cards. (3 minutes)

After quizzing each other, I will explain the next activity where students make a concept map using the 4 layers of the rainforest as their main categories and then place the correct animals from their vocab in the correct category. (Example: the howler monkey would be placed in the canopy layer category.) (15 minutes)

When students are finished with the layers of the rainforest activity, we will move onto the next topic of indigenous people of the rainforests. I will first ask the class if they think people live in the rainforest and if they do, what they know about them. (2 minutes)


I will pass a handout to each student that contains a short passage of text in English (see "Text #1" in text set). Students will read and annotate the passage while filling out their note-taking guide. (15 minutes)

We will then discuss the passage as a class, in Spanish, reviewing what the students read while they add notes to their guide during the discussion. The discussion will cover which indigenous groups live in the rainforest (Aztecs, Mayans, and Incas), why they live there, and how they survive in their environment. In the discussion I will show the students a map of Central and South America that highlights where the 3 main indigenous groups live and students must write this down on their handout too. This discussion will be how I informally assess whether the students understood the material or not. (10 minutes)

Students' homework will be to study their flash cards.

Day 3 To start class I will check if each student completed their homework and then

briefly review what the students learned about the indigenous people from the previous day. (5 minutes).

After the brief review, I will ask the students what they know about the word "biodiversity". We will break the word down as a class into "bio" and "diversity", then I will give the definition.

Next, students will get into pairs and come up with examples of things that are part of our biodiversity. (3 minutes)

Each student will come up to the whiteboard and write down one word, in Spanish, that pertains to our biodiversity. (3 minutes)

We will go over all the words that are written on the whiteboard as a class and make sure they are all correct, and if not correct, explain why. (5 minutes)

I will use biodiversity to discuss how some animals live in the same environment because they work together, which will lead into the next discussion about symbiotic relationships. I will ask the class what "symbiotic" means and then give them the definition, which they must write on their guided note-taking handout. (4 minutes)

Next, I will talk about the 3 different types of symbiotic relationships (mutualism, commensalism, and parasitism) and show examples of them between animals. (5 minutes)

After showing examples, I will have students get into pairs and come up with a few of their own examples. They may use technology if it is available to help them. (5 minutes)

As a class we will share the ideas students came up with and discuss which type of symbiotic relationship it is. (10 minutes)

To wrap up our discussion, I will ask the class if we have symbiotic relationships in our own environment and then have them come up with


examples again and write them down on an exit slip that they must turn in before leaving class. (5 minutes)

Students' homework will be to review and study the information they learned so far in the unit, using their note-taking guide.

Day 4 I will start class by having a large picture displayed on the projection screen

of a forest being cut down by bulldozers and ask students what they think the picture is portraying. This will start our lesson on deforestation. (3 minutes)

Next I will display the word "deforestación" on the screen and ask students if they know what this word means. I will then give the definition of deforestation and students will write it down on their note-taking guide. (2 minutes)

I will give a handout to each student that contains a passage of text in English about deforestation (see "Text #2" in text set) and students will read the passage to themselves and annotate. (10 minutes)

Once students are finished reading and annotating the passage, we will watch a couple short YouTube clips on deforestation that talk more about what it is, the causes of it, how it's harming our environment, and ways we can help save the trees, just in case students didn't completely understand the text passage they read previously. Each video is a few minutes in length. (10 minutes)Videos: http://www.youtube.com/watch?v=yvdfqrnvu6Q http://www.youtube.com/watch?v=QoTSpodE73E

After watching the YouTube clips we will have a class discussion on what students got from both the reading and the videos, while students fill out their note-taking guide. (15 minutes)

The word "hectare" is mentioned in both videos and many students are not familiar with this word so for the last part of the lesson, I will ask students if they know what a hectare is, then define it for the class, and tell them that one hectare equals 10,000 square meters. (5 minutes)

For homework, students must complete a worksheet containing math problem-solving questions involving hectares. (This will be posted on the website.)

Day 5 I will use the last day of the week for review over the entire rainforest lesson.

I will first start by checking if each student completed their homework about hectares and then go over the answers to each question on their worksheet. (10 minutes)

We will have a brief discussion reviewing everything the students learned the previous day about deforestation. (10 minutes)

We will review the new vocab by playing a game of Bingo. (15 minutes)


I will introduce the next biome the students will be learning the following week called "la pradera", which is the grasslands. I will ask what students know about the grasslands and that is all we will talk about until the next class period. Then I will explain the students' homework assignment and have them start working on it until the bell rings. (10 minutes)

For homework, students must write a paragraph about how deforestation affects the biodiversity and why it's important that we be aware of the danger that the earth's rainforests are in. The questions they must answer are posted on the website. Students must answer the questions, give one way they can help make a difference, and then submit their response under the "Blog" tab in a post labeled "¿Cómo puedes ayudar la selva?". I provided another informational website at the bottom of the page for students to use to help them with homework or if they want to learn more about deforestation. This will help me see if students understood the lesson that day.

Day 6 I will start class by reminding students that the next topic is the grasslands.

(The tab on the website for all the daily activities and students' homework is called "La Pradera", located under "La Selva" tab.) To introduce the topic I will use the same activity I used for introducing the rainforest. First I will start by asking the students what they know about grasslands and then ask if anyone knows where grasslands are located in the world. I will show the students a world map containing 5 different biomes (the same map I used to show the rainforest biomes) and then show a second map highlighting just the grassland biomes. In our discussion I will talk about the continents on which grasslands are located and then more specifically in which Spanish-speaking countries they are located. They will fill out their note-taking guide during the discussion. (5 minutes)

Next I will introduce their new animal vocabulary by using a slideshow with pictures of the animals and the Spanish word written on each one. (The same way I introduced the rainforest animals.) There is a red star next to this activity because students must make flash cards of all the animals for homework. (15 minutes)

After we cover all the new vocab, I will handout a crossword puzzle activity to the students to help practice their vocab. They must get into pairs and finish the puzzle together. (15 minutes)

Students can work on their flashcards with any time we have left. (10 minutes)

Day 7 I will start class by first going around the room and checking to see if each

student completed their flash cards while students review their flash cards silently to themselves. (2 minutes)


After students review their flashcards to themselves they will get with a partner and quiz each other using their cards. (3 minutes)

After students quiz each other for a few minutes, I will project a picture of the Lion King on the whiteboard and then tell the students that we will be watching the Lion King in Spanish for the next few days. (The movie is a total of 90 minutes.) I will ask why they think I chose this movie for this particular lesson in the unit. (It's about animals that live in the grasslands.) (2 minutes)

I will play the first 38 minutes of the movie in class and students must summarize everything they watch. The summaries they do each day will be a big part of their grade and they will turn them in at the end of each day. (38 minutes).

Students' homework will be to come up with one new verb that they either have never used before or hardly ever use in conversation and match it with a scene from the Lion King. They must also use the verb in a sentence. I give 4 examples of this on the website.

Day 8 I will start class by collecting each student's homework assignment. (2

minutes) After collecting homework, I will project a picture onto the whiteboard of a

dry watering hole. I will ask students what they think when they see this picture. After having a few students guess, I will introduce the lesson of water conservation. (5 minutes)

I will tell the students how water is very scarce in many countries and how the United States is blessed (actually, spoiled) with how much water we have available to us and how making small differences in our daily lives can help with the shortage of clean water issue. These changes can help our world and the people and animals that live in it. (5 minutes)

Next I will play a short video from the National Geographic website about simple ways people can reduce the amount of water they use every day. (5 minutes)

After learning about water conservation, I will briefly ask students questions about the first part of the movie they watched from the previous day to refresh their memory. (5 minutes)

After a brief review, we will watch the next 23 minutes of the movie and write their summaries to turn in before leaving class. (23 minutes)

Students' homework will be to write a paragraph explaining why it's important to conserve water and how they can help conserve in simple ways. Students must submit their response in the "Blog" tab in a post labeled "¿Cómo puedes conservar el agua?". This will help me see if students understood the lesson that day.

Day 9


I will start the class by reviewing what we learned the previous day about water conservation with a brief discussion. (5 minutes)

Students will finish the rest of the Lion King movie and their summaries. (29 minutes)

For the last part of class, I will hand out the lyrics of the song "Hakuna Matata" from the Lion King to each student. We will sing the song a few times and I will have the students underline all the verbs they see in the past tense since this will be the verb tense the students are practicing at this point in the year. (11 minutes)

Homework will be to study for the unit exam!

Day 10 The last day of the unit will be for students to present their unit projects.

Students will use the entire class time. (45 minutes) This project must demonstrate their knowledge on either deforestation or

the conservation of water, how either one of these affects the environment and how people can change their daily habits to help.

Students will have 3 options of how they can complete their project:1. Create an elaborate poster and present for 3-5 minutes in Spanish2. Create a powerpoint/prezi and present for 3-5 minutes in Spanish3. Create a short video (a commercial) with a partner in class addressing

the issues of one of the two topics and in the commercial explain how viewers can help with the issue, in Spanish (At least 2 minutes in length)

4. Create a short video (a commercial) on your own addressing the issues of one of the two topics and in the commercial explain how viewers can help with the issue, in Spanish (At least 1 minute in length)

I will provide rubrics for all 4 of these projects.

TEXT SET1. People in the RainforestReadability Score: 49.1

Rainforest PeopleTropical rainforests are home to tribal peoples who rely on their surroundings for food, shelter, and medicines. Today very few forest people live in traditional ways; most have been displaced by outside settlers or have been forced to give up their lifestyles by governments.Of the remaining forest people, the Amazon supports the largest native, or indigenous populations, although these people, too, have been impacted by the modern world. While they still depend on the forest for traditional hunting and gathering, most Amerindians, as American indigenous people are called, grow crops (like bananas, manioc, and rice), use western goods (like metal pots, pans, and utensils), and make regular trips to towns and cities to bring foods and wares to market. Still, these forest people can teach us a lot about the rainforest. Their knowledge of medicinal plants used for treating illness is unmatched, and they have a great understanding of the ecology of the Amazon rainforest.


Great Civilizations in the RainforestToday most forest dwellers live in small settlements or practice nomadic hunting and gathering. In the past, tropical rainforests and surrounding areas supported great civilizations like the Mayas, Incas, and Aztecs that developed complex societies and made important contributions to science. These great civilizations faced some of the same environmental problems (excessive forest loss, soil erosion, overpopulation, lack of water supplies) that we face today. For the Maya, the damage they caused to the environment apparently was great enough to cause their downfall. Medicinal Plant Knowledge of the Native PeopleOne of the most exciting areas of research in tropical forests is ethnobotany, which is the study of how people use plants to treat illness and disease. Forest people have an incredible knowledge of medicinal plants, with remedies for everything from snakebites to tumors. To date, many of the prescription drugs used in the western world have been derived from plants. Seventy percent of the plants identified by the U.S. National Cancer Institute as having anti-cancer characteristics are found only in forests. The shaman or “medicine man” of a village typically holds knowledge of medicinal plants. The shaman treats the sick, often during elaborate ceremonies and rituals using plants gathered from the surrounding forest. Shamans have incredible healing powers, but their knowledge is rapidly disappearing as rainforests are cut down and tribes abandon their traditions. Shamans are going extinct faster than rare and endangered species.What Happened to the Native People of the Amazon?Before the beginning of European colonization of the New World in the 15th century, an estimated seven to ten million Amerindians lived in American rainforests, half of them in Brazil. Great cities existed in the Andes, while the Amazon supported agricultural societies. The arrival of Europeans brought about the end of the native civilizations in Central and South America. Europeans carried diseases that killed millions of Amerindians, and within 100 years of the arrival of these outsiders, the Amerindian population was reduced by 90 percent. Most of the surviving native people lived in the interior of the forest, either pushed there by the Europeans, or living traditionally in smaller groups. Kids in the RainforestAlthough they generally don’t watch TV, use the Internet, or play video games, kids in the rainforest do many of the same things you probably do. They play with friends, help their families with chores, and go to school. Since “rainforest kids” live closer to nature than the average American child, they learn things that are helpful in the environment around them. From an early age many children learn how to fish, hunt, and collect materials and food from the forest. Instead of going to a playground or a shopping mall for fun, children in places like the Amazon spend most of their time outdoors playing in the forest and in rivers and streams. Threats to Rainforest PeopleThere are several reasons the lives of forest peoples are changing. Tribes in places like the Amazon and Malaysia are losing their traditional land to governments and developers. The forests they have used for countless generations are being cut down by loggers, torn up by miners, and hunted by poachers. The rivers they use for water and fishing are being dammed to produce electricity for far-off cities. When forest people resist these developments, they may be ridiculed, arrested, forcibly moved, or even killed.Rainforest people themselves are choosing to change the way they live. For the indigenous, the lure of urban culture is strong. Cities seem to offer the promise of affluence and the conveniences of an easy life. But in leaving their forest homes indigenous peoples usually meet with a stark reality: the skills that serve them so well in the forest don’t translate well to an urban setting. The odds are stacked against them; they arrive near the bottom of the social ladder, often not proficient in the language and customs of city dwellers. The lucky ones may find work in factories or as day laborers and security guards, but many eventually return to the countryside. Some re-integrate into their villages, others join the ranks of miners and loggers who trespass on indigenous lands, negotiating deals that pit members of the same tribe against each other in order to exploit the resources they


steward. As tribes are fragmented and forests fall, indigenous culture—and its wealth of profound knowledge —is lost. The world is left a poorer place, culturally and biologically.

2. DeforestationReadability Score: 52

WHY ARE RAINFORESTS BEING DESTROYED? Every year an area of rainforest the size of New Jersey is cut down and destroyed. The plants and animals that used to live in these forests either die or must find a new forest to call their home. Why are rainforests being destroyed? Humans are the main cause of rainforest destruction. We are cutting down rainforests for many reasons, including:

wood for both timber and making fires; agriculture for both small and large farms; land for poor farmers who don’t have anywhere else to live; grazing land for cattle; pulp for making paper; road construction; and extraction of minerals and energy.

Rainforests are also threatened by climate change, which is contributing to droughts in parts of the Amazon and Southeast Asia. Drought causes die-offs of trees and dries out leaf litter, increasing the risk of forest fires, which are often set by land developers, ranchers, plantation owners, and loggers. In 2005 and 2010 the Amazon experienced the worst droughts ever recorded. Rivers dried up, isolating communities, and millions of acres burned. The smoke caused widespread health problems, interfered with transportation, and blocked the formation of rain clouds, while the burning contributed huge amounts of carbon dioxide to the atmosphere, worsening the effects of climate change. Meanwhile, Indonesia has experienced several severe droughts in recent decades. The worst occurred in 1982-1983 and 1997-1998 when millions of acres of forest burned.

LOGGING AND TIMBER HARVESTING IN THE RAINFOREST One of the leading causes of rainforest destruction is logging. Many types of wood used for furniture, flooring, and construction are harvested from tropical forests in Africa, Asia, and South America. By buying certain wood products, people in places like the United States and Europe are directly contributing to the destruction of rainforests. While logging can be carried out in a manner that reduces damage to the environment, most logging in the rainforest is very destructive. Large trees are cut down and dragged through the forest, while access roads open up remote forest areas to agriculture by poor farmers. In Africa logging workers often rely on “bushmeat” for protein. They hunt wildlife like gorillas, deer, and chimpanzees for food. Research has found that the number of species found in logged rainforest is much lower than the number found in untouched or “primary” rainforest. Many rainforest animals cannot survive in the changed environment. Local people often rely on harvesting wood from rainforests for firewood and building materials. In the past such practices were not particularly damaging to the ecosystem because there were relatively few people. Today, however, in areas with large human populations the sheer number of people collecting wood from a rainforest can be extremely damaging. In the 1990s, for example, the forests around the refugee camps in Central Africa (Rwanda and Congo) were virtually stripped of all trees in some areas. AGRICULTURE IN THE RAINFOREST


Every year thousands of miles of rainforest are destroyed for agricultural use. The two groups chiefly responsible for converting rainforest into farmland are poor farmers and corporations. Poor farmers in many parts of the world rely on clearing rainforest to feed their families. Without access to better agricultural lands, these people use slash-and-burn to clear patches of forest for short-term use. Typically, they farm the cleared land for a couple of years before the soil is exhausted of nutrients, and they must move on to clear a new patch of forest. Agricultural companies are clearing more rainforest than ever before, especially in the Amazon where large tracts of rainforest are being converted into soybean farms. Some experts believe that South America will someday have an area of farmland that rivals that of the American Midwest. But much of this farmland will come at the expense of the Amazon rainforest. In Asia, especially Malaysia and Indonesia, large areas of rainforest are being cleared for oil palm plantations to produce palm oil, which is used widely in processed food, cosmetics, and soap. Today palm oil is found in some 50 percent of packaged snack foods, a proportion that is growing because palm oil is the cheapest type of vegetable oil. Unfortunately, the forests that are being destroyed for palm oil production are home to many endangered species, including orangutans, pygmy elephants, Sumatran tigers, and Javan and Sumatran rhinos.

ROAD CONSTRUCTION IN THE RAINFOREST Road and highway construction in the rainforest opens up large areas to deforestation. In Brazil, the Trans-Amazonian highway resulted in the destruction of huge areas of forest by colonists, loggers, and land speculators. In Africa, logging roads give access to poachers who hunt endangered wildlife as “bushmeat” or meat sold to city dwellers. Some of the poached wildlife—especially rhinos, pangolin, and tigers—goes to Asia where it is used for traditional Chinese medicine. Therefore it is very important that when new roads are built in rainforest areas, they are carefully planned to minimize the environmental impacts. One way to reduce deforestation from road construction is to create protected areas on either side of the road. The production of pulp for the paper industry has been one of the biggest causes of deforestation in parts of Indonesia over the past 20 years. Vast areas of rainforest in Sumatra have been logged and converted into fast-growing plantations consisting of only a single species. These plantations are used to produce fiber for wood-pulp and paper, which is turned into cardboard packaging, fast-food wrappers, printer paper, and junk mail. Just think about how much paper we use on a daily basis: paper, in one form or another, comes with almost every product we buy. In some cases that paper is produced directly through the destruction of rainforests. Consequently, pulp and paper production is now one of the biggest threats to the critically endangered Sumatran tiger.

THE ROLE OF POVERTY IN DEFORESTATION Poverty plays a major role in deforestation. The world’s rainforests are found in the poorest areas on the planet. The people who live in and around rainforests rely on these ecosystems for their survival. They collect fruit and wood, hunt wildlife to put meat on the table, and are paid by companies that extract resources from forest lands. Most rural poor never have the options that we in Western countries take for granted. These people almost never have a choice to go to college or become a doctor, factory worker, or secretary. They must live off the land that surrounds them and make use of whatever resources they can find. Their poverty costs the entire world through the loss of tropical rainforests and wildlife. Without providing for these people, rainforests cannot be saved.

3. Hakuna Matata LyricsReadability Score: 60.1

Coro: Hakuna Matata, una forma de ser


Hakuna Matata, nada de temerSin preocuparse, es como hay que vivirA vivir así, yo aquí aprendíHakuna Matata

(Timón) Cuando joven era él(Pumba) Cuando joven era yo(Timón) Muy bien(Pumba) Gracias(Timón) Sintió que su aroma le dio mucha fama

Vació la sabana después de comer(Pumba) Un alma sensible soy

Aunque de cuero cubierto estoy¡Y a mis amigos el viento se los llevó!¡Qué vergüenza!

(Timón) ¡Oh, qué vergüenza!(Pumba) ¡Mi nombre cambió a Hortensia¡ (Timón) ¡Su nombre no le queda!(Pumba) ¡Y mucho sufrí yo!(Timón) ¡Ay, como sufrió!(Pumba) Cada vez que yo...(Timón) ¡Pumba! No en frente de los niños!(Pumba) Oh, perdón

4. Websitehttp://kids.mongabay.com/This website will give students plenty of information on the rainforest if they would like to know more about it.

VOCABULARY STRATEGIES1. Concept MapI will give the students a list of all their animal vocabulary and the four layers of the rainforest. Students must come up with a main category name, the 4 subcategories (layers of the rainforest) and then place the animals in their correct categories. (Some of the animals can be placed under more than one category!) I plan on using this activity for students' homework.Emergent: Birds, butterflies Canopy: Birds, monkeys, sloths, frogsUnderstory: Snakes, large cats, frogsForest Floor: Crocodiles, snakes, large cats

2. Crossword PuzzleI plan on using this activity after I have introduced the second set of animal vocabulary to the students so they can put both the first and second sets together.


Answer Key:

3. Matamoscas (Fly-swatter game)I will project a sheet full of the students' new vocabulary onto the white board. Students will be separated into two groups. One student from each team will come forward to the front of the classroom and I will give each of them a fly swatter. I will call out one of their new vocabulary words in Spanish and they must swat the picture that matches the word. Whoever swats the correct picture first gets a point for their team. Each student must take a turn. Whichever team gets to 20 points first, wins!

4. BingoStudents will play a bingo game that includes all of their new animal vocabulary.

COMPREHENSION STRATEGIES1. Guided note-taking2. Summarizing3. Annotating

ASSESSMENTS1. InformalDiscussions

2. Formative


Exit slipsBlog posts

3. SummativeUnit project at the end of 2 weeks:Students must get in groups of 3 and create a short video advocating ways to conserve water or ways to help the issue of deforestation.

RESOURCES1. Incorporating other Content AreasThe entire unit is about our environment and issues that effect it, therefore there is a big relation to the science content area. When introducing each biome, I start by asking the students where each biome is located around the world, specifically on which continents and in which countries. This is incorporating geography into my content area. In another part of my lesson, the students learn what a hectare is and have to figure out sample questions of how many hectares are in a rainforest. This is incorporating math into my content area.

2. AccommodationsI have made accommodations to all my lessons for students with exceptionalities by using both visuals and audio in every lesson. I also use activities involving a lot a moving around the classroom for kinesthetic learners. I added in the Hakuna Matata song for those who learn best with songs.

3. TechnologyI created my entire unit on an online website, therefore it will be a big problem if technology fails, but I do have some handouts I give to the students that we could use in case the Internet shuts down or the technology has a malfunction. I could improvise with the worksheets I have, but using technology for this unit would be the most beneficial.

Websites used in my unit:http://kids.mongabay.com/https://readability-score.com/http://www.youtube.com/watch?v=bYAZ3NWVgtchttp://animalsymbiosis.weebly.com/index.htmlhttp://wateruseitwisely.com/100-ways-to-conserve/http://www.youtube.com/watch?v=QoTSpodE73Ehttp://www.youtube.com/watch?v=yvdfqrnvu6Qhttp://video.nationalgeographic.com/video/green-guide-howdini/conserve-water-greenguidehttp://www.youtube.com/watch?v=SMG8dO1ixV0http://worksheets.theteacherscorner.net/make-your-own/crossword/

aprendizajeenlaclase.weebly.com€¦ · web view3.1: students reinforce and further their...

Documents