DAY 4: Describing parts of living things (animals and plants)
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 gummy worm to the students. Teacher uses a magnifying glass to observe the gummy worm. Teacher uses comprehemsible input to ask students if the worm is moving. Students share their answers to their partners, then they respond the question in choral. Teacher makes a few more questions for students to answer, such as, “Does this worm eat?” “Does it drink water?”. Students can share the answer to their partners, and then respond it in choral. Teacher then asks if the gummy worm is a living or non-living thing. Students again share their asnwers with their partners, and then responde in choral. Teacher then shows the living earthworm to the students. Teacher also uses the magnifying glasses to observe it. Teacher asks the same questions which were asked about the gummy worm. (10 min)
- Activity 2: Teacher models how students will fill the form about the worms. Teacher puts the worms, a gummy worm and an earthworm, on each desk. Teacher uses the magnifying glass to observe the worms. Teacher draws the worms on the right place, then teacher observes the worms again, and answer every question of the worksheet about the worms. Later, teacher asks one students to come to front of the class to model the activist. (10 min)
- Activity 3: Teacher hands out the worksheets and magnifying glasses to students. Students will observe both worms, the gummy worms, and the earth worms, and will complete the worksheet. (10 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 to students a power point presentation/video, that shows living things and non-living things. Students whatch the presentation silently. (3 min)
- Activity 2: Teacher shows the presentationa again, and stops the presentation at every thing that pops up on the screen. Teacher asks if the thing showing on the screen is a living, or non-living thing. Students will have 2 cards, one that says living thing, and another that says non-living thing. Students will raise the card accordingly to the classification of the thing which is showing on the screen. Teacher repeats that a few times. (5 min)
- Activity 3: Make a memory game. Teacher models how students have to color and cut the pictures. Teacher gives the the students time to color and glue the pictures. (10 min)
- Activity 4: Teacher models how to play memory. Teacher separetes students in groups. Students distribuit the pictures on the table, and one by one try to get the same pair of pictures. If a student gets a pair of pictures, they will have to say out loudif the picture is showing a living, or non-living thing. Students that say it correctly, keep the picture. (12 min)
Vocabulary
- 是/不是 (Yes/No)
- 动/不动 (Moves/Still)
- 吃/不吃 (Eats/does not eat)
- 长大/不长大 (Grows/does not grow)
- 呼吸/不呼吸 (Breaths/does not breath)
- 生物/非生物 (Living/Non-living)
- 这是生物。(This is a living.)
- 这是非生物。(This is a non-living.)
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 explains important structures of a plant and their roles (food production, support, water and nutrient transport, and reproduction). Teacher can name/show the different plant parts on the live plant and students will have to name at least 2 important functions (if live plants are not being used pictures of the plant parts may be substituted). (10 min)
- Activity 2: Teacher provides white boards and markers for every student. On their boards students draw different parts of living things that teacher asks. (5 min)
- Activity 3: Teacher makes a short presentation on the body parts of a human and introduces the new word wall vocabulary. Each student is given a white sheet of paper, folded vertically. One half is cut into 5 equal parts. Students will label the five major parts of a plant on the top fold and illustrate the part. Then they open the fold and write or draw a corresponding function of each part. For example, they write and draw “roots” on the top part, and then write and/or draw “drink” on the fold. (15 min)
- Activity 4: “Parts and Functions” rug game. Teacher names a body part and students demonstrate its function by doing actions, and vice versa. For example, theacher says “nose”, students act out “breathe”, or the other way around – teacher says “breathe”, students point to a nose. (5 min)
Learning Episode #2
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Learning Experiences
- Activity 1: Teacher introduces an authentic song with actions about body parts (similar to “Head, shoulders, knees, and toes”). Students repeat the song with actions at least 5 times (line by line, slow, fast, loud, quiet, while jumping, with eyes closed, etc.) Teacher reviews the names of the parts of living things and invites students to build a new living creature. Students use provided materials to build body parts and to make a living creature. (15 min)
- Activity2: Students present their projects (living creatures) to each other in front of the board and name (justify) body parts they used to create their Living Thing. (10 min)
Vocabulary
- 根,茎,叶子,花,树干,树枝,果实 (Roots, stem, leaf, flower, trunk, branches, fruit)
- 皮,毛,羽毛,鳞片,手,脚蹼,鱼鳍 (Skin, fur, feathers, scales, hand, flippers, fins)
- 头,身体,嘴巴,鼻子,脚,手. (Head, body, mouth, nose, leg, hand.)
Lesson 3:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1: Start with a very brief review of what living and non-living things are. Show pictures of a baby, a young adult, and an elderly person. Introduce new vocabulary (life cycle, to be born, to live, to die). Explain that life cycle of an animal is different from that of a plant. Teacher shows pictures of animals and plants, names each (students repeat), and asks “Is it a plant? Or is it an animal?”. Teacher models correct way to answer (can be done with a partner teacher). Repeat several times. Then Teacher models with a student. Next, Teacher invites 2 students to demonstrate dialogue independently. The rest of the class joins in partnerships. (11 min)
- Activity 2:Check for Learning.Teacher provides worksheets with pictures (and words) for every student. Students will cut out and glue pictures under correct category – “Plant” or “Animal” (11 min)
- Activity 3: Students share answers with the desk partner and compare where each picture went by using the sentence frame “It is a plant” or “It is an animal”. (8 min)
Learning Episode #2
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Learning Experiences
- Activity 1: Teacher shows a seed and a fruit (apple, orange, etc.) and asks how seeds turn into fruits. Teacher shows a short video (1-3 min) to introduce the new concept – “Life Cycle”. Teacher shows 5 different pictures of a life cycle (2 different kinds of plants, butterfly, frog, and a chicken). Teacher introduces stages of a life cycle. Students compare the pictures and find similarities and differences between the life cycles. (15 min)
- Activity 2: Teacher provides 5 sets of vocabulary picture-cards for different life cycles. Students work in small groups to organize the cards in the correct order (life cycle sequence). When presenting each group member will pin/stick the correct card on the board. (10 min)
- Activity 3: Teacher provides vocabulary picture-cards for teams of 2-4 students. Objective is to match 1st stage of a life cycle to its corresponding mature stage - seed/flower, tadpole/frog, egg/chicken, caterpillar/butterfly, etc. (5 min)
Vocabulary
- 生命周期,植物,动物 (Life cycle, plant(s), animal(s))
- 出生,成长,死亡 (Be born, to live, to die)
- Q: 这是动物/植物吗?(Is it a plant/animal?)
- A: 是,这是动物/植物。(Yes, it is a plant/animal.)
- A: 不是,这不是动物/植物 (No, it is NOT a plant/animal.)
- 生命周期的阶段 (Stage(s) of a life cycle)
- 成长,成熟,繁殖 (Growth, maturity, reproduction)
- 蛋,幼虫,蛹,蝴蝶 (Egg, larva, chrysalis, butterfly)
- 蝌蚪,种子 (Tadpole, seed)