DAY 5: Life-cycles
Program Can-Do Statement
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Performance Assessment Task
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Program Can-Do Statement
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Performance Assessment Task
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Lesson 1:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: Teacher shows a presentation of a more detailed, concrete example of a life cycle of a plant (e.g. pumpkin). Students repeat the names of the life cycle stages. Teacher models with a partner-teacher, then with a student how to ask and answer questions about stages of a life cycle. Next, Teacher invites 2 students to demonstrate dialogue independently. The rest of the class joins in. Two lines, one is moving – work in pairs with at least 4 partners. (15 min)
- Activity 2: Check for Learning. Teacher provides worksheets (word mazes) for every student. Students find new vocabulary words and circle them/highlight/cross out. (5 min)
Learning Episode #2
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: Teacher shows a presentation of a butterfly life cycle. Teacher helps students act out life cycle of a butterfly (curl up in a ball for “egg”, lay down on the floor or stand up straight for “caterpillar”, flap wings for “butterfly, etc.). After a practice run students will show/act out the correct stage of a life cycle when the teacher calls it. Teacher will then appoint different students to be the Leader. (10 min)
- Activity 2: Students repeat the names of the life cycle stages with the teacher, then practice dialogues with at least 2 partners. (5 min)
- Activity 3: Check for Learning. Teacher provides worksheets/pictures with blank spaces for each student to fill out the names of life cycle stages. Vocabulary list will be displayed on the board or the word wall for students to copy the correct spelling. (10 min)
Learning Episode #3
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: “Race to the board” game. Students are divided into 3 teams. Each team lines up in front of the board. Teacher says targeted vocabulary word. One student from each team runs to the board and touches the correct image. The student who touches the correct picture first/fastest earns a point for their team. (15 min)
Vocabulary
- 南瓜/蝴蝶的生命周期阶段是什么?(What are the life cycle stages of a pumpkin/butterfly?)
- 第一阶段是 ____ . (The first stage is ____ .)
- 第二阶段是____. (The second stage is ____.)
- 第三阶段是 ____. (The third stage is ____.)
- 第四阶段是____. (The fourth stage is ____.)
Lesson 2:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: Teacher makes a short presentation about a human life cycle and introduces the new vocabulary. Students repeat with the teacher, then say the targeted words to each other. Then teacher provides pictures of people of different ages/stages of life. Students sit in a circle and pass the cards around naming the correct stage of life (childhood, adulthood, senior years, etc.) (15 min)
Learning Episode #2
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Learning Experiences
- Activity 1: Teacher reviews the entire targeted vocabulary added to the word wall during each day of camp. (10 min)
- Activity 2: “All about Living & Non-Living things” Bingo game. Each student will draw a card and then read the word to the class. Students mark the words on their personal Bingo cards, provided by the teacher. (15 min)
- Activity 3: Teacher provides all the materials to make a little booklet “What I learned at the Russian Camp”. The book will include alphabet, calendar vocabulary, numbers, colors, science vocabulary, etc. Students fill out the pages, cut and glue vocabulary pictures. Fast finishers will color the images in the book. (20 min)
Vocabulary
- 婴儿期,幼儿期,成人期,老人期 (Infancy, childhood, adulthood, senior years).
- (小宝宝,小朋友,大人,老人)
Lesson 3:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: Teacher shows pictures of living and non-living things. Teacher points to the pictures and says the phrases “it is a living thing” or “it is a non-living thing”. Teacher repeats that a few times, then asks for help from one of the students. Student will point to the pictures and state if the picture shows a living or a non-living thing. Now the teacher asks students to answer in choral, every time she points to a picture. (10 min)
- Activity 2: Teacher shows the worksheet with 2 columns, one labeled as “it is a living thing”, and the another column labeled as “it is a non-living thing”. Teacher models how students have to cut and glue the pictures in the column accordingly to its classification. Teacher ask help from 1 or 2 students, to model the activity. (5 min)
- Activity 3: Students complete the worksheet, by cutting the given pictures, and placing them in the columns of living things, or non-living things. (20 min)
Learning Episode #2
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Learning Experiences
- Activity 1: (Modeling Cycle) Teacher shows to students a template worksheet where there are a list of pictures, and two columns labeled as Living Things and Non-Living Things. Teacher points to the pictures, and asks: Is this a living thing? Is this a non-living thing? Teacher takes the template and chooses 5 students to stand up and help modeling the activity. Teacher walks to each of the students and asks them to choose a picture by pointing at it. Teacher then asks if the picture that was pointed out is a living or non-living thing. Students answer using the sentence “It is a living thing” or “It is a non-living thing”. Teacher writes their anwers in the template worksheet. Now teacher asks for help of 6 students. One of the students is asking the question, and the other 5 respond, one at a time. (15 min)
- Activity 2: Line-up, changing partners activity. Teacher organizes the students in two paralel lines. The studends will be facing each other. Each student will ask, the student that they are facing, questions about the the pictures of living and non-living things. Teacher gives directions for one of the lines to ask the questions first, then gives direction for studens to switch roles. After both lines have asked, and answered questions, teacher moves a student from one of the lines, to the other end of the same line. This way, all students will switch partners. Teacher sets a minute in a timer for students to ask the questions, answer it, and write it on their paper. Repeat it again until they all have completed the survey with 5 partners. (Practice the line-up activity before the activity) (15 min)
Vocabulary
- 这是生物吗?/这是非生物吗?(Is it a Living thing? / Is it a Non-living thing?)
- 这是生物。(It is a living thing).
- 这是非生物。(It is a non-living thing).
- 他会喝水吗?(Does it drink?)
- 他会吃饭吗?(Does it eat?)
- 他会呼吸吗?(Does it breath?)
- 他会长大吗?(Does it Grow?)