DAY 2: Identify basic needs of living things (food, air, light…)
Program Can-Do Statement
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 (10 minutes): review living and non-living things. The teacher asked students to line in the middle of two separate lines. The teacher holds up a picture of either living or non-living things from previous lesson. Students will jump to right line if the teacher holds up a living thing picture; and jump to left line if the teacher holds up a non-living thing picture.
- Activity 2 (15 minutes): The teacher cut down few pictures of living and non-living things on the sheet and sort them into two groups (living and non-living things; I do). The teacher ask a student to come up and cut few pictures of living and non-living things on the sheet and sort them into two groups (We do; student modeling). Students work in a group (3-4 students in a group) to cut and paste pictures in big posters.
- Activity 3 ( 5 minutes): The teacher glue the living and non-living things sheet from Day 1 on the fist page of a folder (cover page of the folder; I do). The teacher ask a student to come up and do the modeling to students (We do). The the students work on their own to glue all sorted pictures on their folder cover page.
Learning Episode #2
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (10 minutes): The teacher calls the students to the carpet area in the classroom. The teacher shows a picture of water and says “drink water” and then do an action of drinking water (I do). The teacher then ask a student to come up and then have the student to repeat (say and do) with the teacher while the teacher show the picture (We do). Finally, the teacher ask students to say the word while the picture is showed and do the action (Total Physical Response; You do). Repeat the same pattern of vocabulary phrase of “breathe air,” “eat food,” and “grow up.” (Teaching vocabulary phrase one after one.)
- Activity 2 (8 minutes): This activity is to quick check of understanding of vocabulary when it is mentioned. Students remind on carpet. The teacher model the words and actions one by one again (I do). The teacher then ask a student to come out. The teacher say a vocabulary phrase (for example: drink water) while hole up the picture card and the student need to repeat the vocabulary and act out the action (We do). After few practice, when the teacher is sure most students understand the activity, the teacher ask students to stand up. The teacher then say a vocabulary phrase, all students repeat the vocabulary phrase and then do the action (You do). (Review and check)
- Activity 3 (7 minutes): The teacher calls the students to go back to their desks and sit down. The teacher display cards of vocabulary pictures that were showed in activity 1 and 2. The teacher say a vocabulary phrase and then hold up the correct card (I do). Then the teacher ask a student to come up to pick and hold the correct card when the teacher say the vocabulary phrase (We do). Then the teacher give each students a set of pictures of living needs and display on their desks. The teacher say a vocabulary phrase and students need to pick and hold up the correct picture (You do).
- Activity 4 (5 minutes): Same activity as activity 3 but we ask two students in a group to race. See “Check for Learning” above. Remember I do, we do, you do model.
Vocabulary
- 生物 (living thing)
- 非生物 (non-living thing)
- 水,空气,食物 (Water, air, food)
- 喝, 呼吸,吃,长大 (Drink, breathe, eat, grow up)
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Lesson 2:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (10 minutes): The teacher gives students 4 index cards. The teacher draw the first vocabulary phrase (for example, drink water) in the first index card and say the vocabulary. The the teacher ask student to draw the same thing and then say the vocabulary. While students are drawing, the teacher walk around the classroom and repeating the vocabulary. Repeat the same paterm of all 4 vocabulary phrase (drink water, breathe air, eat food, grow up).
- Activity 2 (10 minutes): Teacher calls students to sit back to their desks. Three students work together in a group holding their own set of pictures of needs of living things they just draw. A student says the word of a need, and two students race to pick and hold up the picture of the needs. Students take turns to say the word. (Remember the modeling cycle: Teacher do, teacher and students do, and then finally students do; I do, we do, you do.)
Learning Episode #2
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (10 minutes): recognize, cut and paste worksheet. Each students will have a worksheet with a living thing picture in the middle (there will be about 5 sets of different pictures. These living thing pictures should match the pictures on Day 1 using.) and 4 blank square around the picture. Below the living thing picture, there is a non-living thing pictures in the middle around with 4 blank square. At the lower page of worksheet, there will be 4 pictures with vocabulary of needs of living things (drink water, eat food, breathe air, and grow up). Students will need to cut these 4 pictures with vocabulary and then paste to the correct spot. They will mark an X around the 4 corner of non-living thing which means they do not need these needs as living things do. The teacher may have students to color the worksheet if time allowed. (Remember the modeling cycle: Teacher do, teacher and students do, and then finally students do; I do, we do, you do.)
- Activity 2 (10 minutes): Inside/outside circle activity: the teacher calls students to carpet at back. Half of the student form a small circle and the other half make a bigger one outside. Students in the inner circle turn to face a partner standing in the outer circle. The students then talk with their partner to complete the task (Say “living things need ____.” The the teacher asks students in the outside circle to move one places to the right. Students repeat the same task to different partner. The teacher checks with various students to make sure they have completed the task. (Remember the modeling cycle: Teacher do, teacher and students do, and then finally students do; I do, we do, you do.)
Learning Episode #3
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (10 minutes): Teacher gives students a worksheet with two columns – living and non-living things. Each colume has pictures including both living and non-living things. Students will need to cross out non-living things under living things column. In the same way, students cross out living things under non-living things column. After students completed, the teacher model sentence of “is it living thing?” and teach students to say “yes” or “no” in the target language with body language followed by phrase “why” and the sentence “because it _____ (drink water, eat food, breathe air, and grow up). After few practice, the teacher asks students to repeat the question after the teacher and then answer yes or no. The teacher then ask a student to do the ask and answer model with the teacher. Then ask two students to do it and the teacher gives clue/hint if students needs help. The teacher then ask students to ask the question to a student sit next by them.
- Activity 2 (10 minutes): Line-up activity: Teachers calls students to the carpet at back holding their worksheet from activity 1. Teacher directs students to form two parallel, equal lines, with each student facing a student in the opposite line. A student show the index cards they just draw to the partner and say the name of each card. After one student say it, the student facing him/her will do the same task. After all students have completed the task, students in one line move one space to the right. The student at the end of the line should move to the beginning of the opposite line. Now each student has a new partner to speak with. Repeat until students have spoken to 4 or 5 students or until time is up. (Remember the modeling cycle: Teacher do, teacher and students do, and then finally students do; I do, we do, you do.)
Vocabulary
- 水,空气,食物 (Water, air, food)
- 喝, 呼吸,吃,长大 (Drink, breathe, eat, grow up)
- 生物会_______. (Living things need _______.)(喝水,吃饭,呼吸,长大)
- Q: 这是生物吗? (Q: Is this a living thing? )
- A: 是/不是 (A: Yes/No )
- Q: 为什么? (Q: Why)
- A: 因为他会______ (喝水,吃饭,呼吸,长大…) (A: Because it ______ (drink water, eat food, grow up…))
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Lesson 3:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (35 minutes): Walk around the campus: the teacher go over basic rule of walking outside (no running; follow the teacher…). Give each student a clip board, a pencil and a worksheet. The students walk with the teacher on campus. The teacher assign a spot and ask students to sit down and draw a specific thing (for example, a butterfly) on assigned spot on the worksheet. After 3 minutes, the teacher lead students to next assigned spot to sit and draw a second thing (for example, a slide). Repeat until 4 things is fulfilled.
- Activity 2 (15 minutes): Students hold their worksheet and walk into classroom with the teacher. The teachers model to ask questions of “is this living thing?” and finger point on one thing students draw. And the partner teacher answer “yes” or “no.” The teacher keeps asking “why?” and then the partner teacher answers “because it ______.” While the partner teacher answers each need of living things, the teacher who asks questions needs to mark check on the worksheet to complete the task (I do). The teacher then ask a student to come up and repeat conversation above (We do). Finally, students will need to interview at least 2 students by ask and answer questions listed in “vocabulary” part to fulfilled their worksheet.
Vocabulary
- Q: 这是生物吗? (Q: Is this a living thing? )
- A: 是/不是 (A: Yes/No )
- Q: 为什么? (Q: Why)
- A: 因为他会______ (喝水,吃饭,呼吸,长大…) (A: Because it ______ (drink water, eat food, grow up…))