DAY 3: Comparison between living things
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 (15 minutes): recognize, cut and paste worksheet. Each student 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. Finally, student paste this worksheet on the second page of the folder from Day 2. (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 (Ask “is this a living thing?” answer “yes or no.” Then ask “why?” and answer “because living things need ____.” 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 #2
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (8 minutes): Give each student a recycle paper. And ask students to draw one thing, either living or non-living thing, on the paper. When finish drawing, each student makes the paper into a paper ball. The teacher calls all students to line in horizontal line and through the paper ball to front. Then each student walk to front and pick up one paper ball. After students have a paper ball in hand, the teacher calls all students to line up and do line-up activity (activity 2). The teacher should do modeling before students through the ball (I do, we do, then you do).
- Activity 2 (7 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 shows 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 2 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.)
- (10 minutes) Repeat activity 1 through paper ball part and activity 2 for around 3 times or until time is up. The move to activity 3.
- Activity 3 (10 minutes): The teacher put 2 hula hoops in front. One hula hoop represents as living things (have a word and picture in it) and the other hula hoop represents non-living things (have a word and picture in it). The teacher calls two students at a time to stand in front of hula hoop (about 2 feet from the hula hoop). Then ask students to through the paper ball in their hand into the correct hula hoop. The teacher asks a student to pick up one paper ball and have everyone to decide if the paper ball is in the correct hula hoop circle and why. (Remember the modeling cycle: Teacher do, teacher and students do, and then finally students do; I do, we do, you do.)
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…))
- 水,空气,食物 (Water, air, food)
- 喝, 呼吸,吃,长大 (Drink, breathe, eat, grow up)
Lesson 2:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (7 minutes): the teacher shows the word “animal” and “plant” on small board. The teacher pulls out a picture of animal and paste it under the animal. The teacher pulls out the picture of a plant and paste it under plant. Repeat the same action with different pictures until pictures are gone (about 10 pictures). Every time before the teacher paste the picture, the teacher says the name of “animal” or “plant.”
- Activity 2 (7 minutes): The teacher act animal like a tiger or butterfly and move around the classroom and say “animal” (I do). The teacher asks a student to come out and move around the classroom like an animal (can be the same as what the teacher did) (We do). The teacher act plant by standing at the same place but waiving his/her hands/body and say “plant” (I do). The teacher asks a student to come out and act like what the teacher did, and the teacher says “plant” (We do). The teacher asks all student to stand up. The teacher says and act “animal” or “plant.” All students do and say what the teacher does and says (You do).
- Activity 3 (6 minutes): The teacher calls the students to go back to their desks and sit down. The teacher display cards of animal or plant pictures that were showed in activity 1 and 2. The teacher say a vocabulary (animal or plant) and then hold up the correct card (I do). Then the teacher asks a student to come up to pick and hold the correct card when the teacher say the vocabulary (We do). Then the teacher gives each students a set of pictures of animal and plant and display on their desks. The teacher says a vocabulary phrase and students need to pick and hold up the correct picture (You do).
Learning Episode #2
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Learning Experiences
- Show a video of plant growing up (moving and growing): The magic of sprouting https://www.facebook.com/watch/?v=2343405195673228&t=5
- Activity 1 (7 minutes): The teacher hangs 2 hula hoops with overlapping in the middle on white board. The teacher writes “animal” inside one hula hoop and writes “plant” inside another hula hoop. Then the teacher shows the 4 pictures with words of “drink water,” “eat food,” “breathe air,” and “grow up” (same ones we used form Day 1) to students and have students to review these vocabularies again by repeating after the teacher. The teacher asks students if animal and plants both drink water, eat food, breathe air, and grow up (one by one). Then the teacher posts these 4 pictures with words in the overlapping part of two hula hoops. The teacher says sentences of “animal drink water/eat food/breathe air/grow up” and “plant drink water/eat food/breathe air/grow up” and have students to repeat/say the sentence after the teacher to a student sitting next by.
- Activity 2 (8 minutes): The teacher then takes out a picture of eating with human mouth and a picture of eating with plant root (feet). And then asks students which one belongs to animal and which one belongs to plant and then post them inside the right/correct hula hoop. Second, the teacher takes out a picture of drinking with human mouth and a picture of drinking with plant root (feet). And then asks students which one belongs to animal and which one belongs to plant and then post them inside the right/correct hula hoop. Third, the teacher takes out a picture of breath with human nose and a picture of breath with plant leaves. And then asks students which one belongs to animal and which one belongs to plant and then post them inside the right/correct hula hoop. Finally, the teacher takes out a picture of growing up from a baby to an adult and a picture of growing up from a seed to a plant (flower or tree). And then asks students which one belongs to animal and which one belongs to plant and then post them inside the right/correct hula hoop.
To sum up, students understand that both animal and plant are both living things but eat, drink, breathe with different parts of their body. - Activity 3 (15 minutes): The teacher models and act 8 different situations to students: 1) animal drink water: use hands holding up bottle and drink water with mouth; 2) animal eat food: use hands holding up food and eat with mouth; 3) animal breathe air: take a deep breath with nose and have your lung/chest to become bigger and smaller so students can see; 4) animal grow up: lower body on your knee and then slowly standing up and then slowly walking around; 5) plant drink water: shacking your feet pretending you are a plant drinking water using your feet; 6) plant eat food: Also shacking your feet pretending you are a plant eating food using your feet 7) plant breathe air: stand up with arms wildly open and slowly waive up and down; 8) plant grow up: lower body on your knee and then slowly standing up without moving around.
The teacher does above actions one by one. For each action the teacher does (I do), ask a student to come up and do the same (We do), and then ask all students to do it (You do). For each action you do, remember to say and have students to repeat the sentence “animal drink water/eat food/breathe air/grow up” and “plant drink water/eat food/breathe air/grow up.” - Activity 4 (10 minutes): Hand out worksheet to students. The worksheet is a picture of two circles overlapping in the middle (Venn Diagram) which looks just like the two hula hoops on the white board. Within the worksheet, there are pictures and phrases/words that need students to cut and paste on the correct place. Students can do this by following the one on the white board if they have difficulty to do it by themselves. After complete, ask students to paste the worksheet on the 3rd page of the folder.
Vocabulary
- 动物,植物 (Animal, plant)
- 生物 (living things)
- 水,空气,食物 (Water, air, food)
- 喝,呼吸,吃,长大 (Drink, breathe, eat, grow up)
Lesson 3:
Learning Episode #1
Lesson Can-Do Statement
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Check for Learning
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Learning Experiences
- Activity 1 (20 minutes): The teacher shows a completed wheel to students. When turning the wheel and show a picture, the teacher says if it is an animal or a plant (this is an animal.) and says “this is a living thing.” After modeling 2-3 times, the teacher asks a student to come up and turn the wheel and say the two sentences (this is an animal. This is a living thing.). Then the teacher turns the wheel and ask all students to repeat sentences after him/her for 2-3 times.
Wheel craft: The teacher pass out two papers with printed pictures of animals and plants in a circle. Students cut down the circle on 2 papers. The upper part circle, students cut off the “pizza shape.” Student can color the pictures on the lower circle. After coloring, hand out craft bard to students and model how to make two circles together and then have students to do it. - Activity 2 (10 minutes): Tea Party activity: After everyone is done their wheel, the teacher model the sentences above again (alone, with a student). Then have students to do Tea Party activity. On the teacher’s signal, students walk around the classroom, find a conversation partner, and take turns turning their wheel and say the sentences. After about 1 minute, the teacher signals once again for students to find new partners and repeat the conversation.
Learning Episode #2
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Learning Experiences
- Activity 1 (10 minutes): (complete the interview chart together) The teacher shows the interview chart on big screen. To model how to complete the interview chart, the teacher conducts a beach ball toss activity. The teacher points at the first animal/plant picture and throws a beach ball to one student asking the question “is this a living thing?” “why?” and mark check on correct spot of answers. The student who answers the question then throws the ball back to the teacher. After several rounds, the ball toss continues among students (one student asks the questions and mark answers and then throws the ball to another students.).
- Activity 2 (10 minutes): (students complete the chart independently by interviewing 5 students) After the interview chart on the big screen is completed. The teacher gives each student an identical interview chart. Students walk around the classroom asking and answering question like “Tea Party activity” does. The teacher calls students back until they are all done, or the time is up.
Vocabulary
- 动物,植物 (Animal, plant)
- 生物 (living things)
- 水,空气,食物 (Water, air, food)
- 喝,呼吸,吃,长大 (Drink, breathe, eat, grow up)
- 植物是生物。(Plant is a living thing.)
- 动物是生物。(Animal is a living thing.)
- Q: 这是生物吗? (Q: Is this a living thing?)
A: 是 (A: Yes)
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, breathe air, grow up…))