Hábitats de los animales

Transcripción

Learning Partner Guidelines
Teacher’s Guide
Elementary Spanish
Grades 3 and 4
Unit 10 - Hábitats de los animales
P.O. Box 5751 • Flagstaff, AZ 86011-5751 • (928) 523-9484 • Fax (928) 523-0057
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Grades 3-4
319
la rana
Los animales
el sapo
anfibios
Directions:
These bulletin boards are provided for your use with Unit 10, Hábitats de los animales. They can be enlarged and used with the labels provided to enhance your
students’ comprehension of this unit.
Hábitats de los animales Bulletin Boards - Unit 10
Grades 3-4
321
peces
aves
Grades 3-4
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la mosca
la hormiga
insectos
el saltamontes
Grades 3-4
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el gato
el perro
mamíferos
el oso
Grades 3-4
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el caballo
el coyote
el tigre
el castor
la vaca
el león
Teachers, please feel free to use this letter. You may adapt it or modify it. Parents may be interested
in knowing this information. Personalize it by putting your school logo on it.
Unit 10
Parent Letter
Dear Parents/Guardians:
We have really enjoyed studying and learning Spanish this year. As we approach the end of the school year
we will begin our final unit, Hábitats de los animales, or Animal Habitats.
In this unit we will discover animal classification and animal names. We will also discuss the environments
in which the various animals live. Again, we will be spiraling back to review the concepts that we have
learned in previous units.
Your continued support of the program is essential to successful learning. The interest that you display at
home enriches our efforts here at school. Please continue to review with your children the activities that
they do in class. This review serves many purposes that help the children get the most out of their
education.
Any materials or experiences that you may have to share with your children or the entire class would be
greatly appreciated. If you could come in to visit us and give us a presentation, the students and I would
enjoy having you. If you would like to come to class during our Spanish lesson, we welcome your
participation.
Again, please feel free to contact me at any time regarding anything that you have observed in your child at
home. Any concerns you have should be addressed at the earliest possible time. I also like to hear any
positive comments about how your child is doing. We all want your child to succeed.
¡Gracias!
Sincerely,
Grades 3-4
329
Lesson Plans
Grades 3 and 4
331
Hábitats de los animales • Unit 10 — Lesson 1
Sequence of
Class Procedures
Recommended
Follow-up Activities
1. El saludo:
• teacher greets students;
• opening song.
2. Las actividades del día:
• review plant habitats;
• introduce classes of animals;
• introduce mamíferos, aves, peces,
reptiles, anfibios, and insectos.
3. Las acciones del día:
TPR review activity.
4. El repaso:
• Hábitats de los animales
activity sheet;
• review.
5. La despedida: good-bye song.
EXTENSION ACTIVITIES
• The masters for the Hábitats de los
animales bulletin boards are included
with the materials for this unit.
• Transition to this unit can be made
by referring to the plant habitats of
the previous unit. These lessons can
be adapted to match your own
curriculum. There are a number of
sources for science, social studies,
and art activities to enrich the
information in this unit. I encourage
you to find some activities you enjoy
to extend the lessons.
PARENT PARTICIPATION
• A letter for parents introducing them
to the unit and encouraging their
participation is included for your
use.
• Let parents know that the Elementary
Spanish CD-ROM is an excellent way
for the students to continue
reviewing the material that we have
covered this year.
SPECIAL NOTES
If you wish to administer a pretest
on the material covered in this unit,
please duplicate and use the evaluation
form from Lesson 10. The test is
found on the videotape for Lesson 10.
Grades 3-4
333
Hábitats de los animales - Unit 10
Lesson 1
Vocabulary List
*TEACHERS: The vocabulary list for each lesson will be included with the lesson. These lists are
provided for YOUR INFORMATION. It is not our intention to hold children accountable for learning
each of the words or phrases used during the lesson but to facilitate your understanding.
Transitional Phrases - Use of these words indicates a transition in the lesson. These words will be
used throughout the unit.
Ahora - Now
Repitan - Repeat
Vamos a repasar. - Let’s review.
Escuchen - Listen
Todos juntos - All together
¿Listos? - Ready?
Presten/Pongan atención - Pay attention
Soy el señor Morris. - I am Mr. Morris.
Soy el maestro de español. - I am the Spanish teacher.
Canten conmigo. - Sing with me.
VOCABULARY LIST - Words with an asterisk next to them will be used daily or almost daily but will
appear on the Lesson 1 list only.
*
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*
Grades 3-4
acciones
actividades
Adiós.
alumnos/estudiantes
Bienvenidos.
Buenos días.
Señora/Señor/Señorita
maestro(a)
español
repaso
despedirnos/despedida
la (f) or el (m)
bosque
desierto
océano
charca
mamíferos
aves
peces
reptiles
anfibios
insectos
Brinquen.
Párense.
Siéntense.
Caminen.
Voltéense.
silla
mesa
piso
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actions
activities
Good~bye.
students
Welcome.
Good morning/Good day.
Mrs./Mr./Miss
teacher (female)
Spanish
review
say good~bye/farewell
the
forest
desert
ocean
pond
mammals
birds
fish
reptiles
amphibians
insects
Jump.
Stand up.
Sit down.
Walk.
Turn around.
chair
table
floor
Unit 10 Lesson 1 Activity Sheet
Directions:
nombre
1. Fill in the word in the spaces provided.
2. Read the word in the box going down to discover what we will be studying this unit.
2
1
3
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
4
5
6
7
KEY
KEY
anfibios
aves
bosque
charca
Grades 3-4
insectos
mamíferos
peces
reptiles
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8
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song;
• calendar activity.
• review the classes of animals;
• introduce the phrase Nombra
algunos mamíferos;
• introduce garra, pelo, perro, gato,
tigre, león, vaca, and caballo;
• Palabras revueltas activity sheet.
3. El repaso: review.
Grades 3-4
• Have students create a bulletin board
for the classroom by drawing or
cutting out pictures of the animals we
are studying, labeling them with their
Spanish names, and placing them
under the appropriate classifications.
• Parents can be encouraged to
identify local fauna with their
children. The children can teach the
vocabulary to their parents and
classify the different animals as they
see them.
337
Lesson 2
Vocabulary List
¿Cuáles son los días de la semana?
Los días de la semana son lunes,
martes, miércoles, jueves,
viernes, sábado y domingo.
¿Cuál es la fecha de hoy?
Hoy es _____, __ de _____.
mamíferos
aves
peces
reptiles
anfibios
insectos
Nombra algunos mamíferos.
la garra
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
Grades 3-4
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What are the days of the week?
The days of the week are Monday,
Tuesday, Wednesday, Thursday,
Friday, Saturday, and Sunday.
What is today’s date?
Today is _____, _____ __.
mammals
birds
fish
reptiles
amphibians
insects
Name some mammals.
the claw
the fur (in reference to animals)
the dog
the cat
the tiger
the lion
the cow
the horse
Palabras revueltas
Directions:
1. Unscramble the words from today’s lesson.
2. Draw a line to the animals they name.
nombre
ólne
_______________________
ballaco
_______________________
cava
_______________________
toga
_______________________
fímaermso
_______________________
prero
_______________________
regit
_______________________
KEY
perro
gato
tigre
león
vaca
caballo
mamíferos
Grades 3-4
339
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• spelling dictation activity;
• review mammals from previous
lesson;
• introduce the phrase
Nombra otros mamíferos;
• introduce oso, castor, elefante,
and coyote;
• learn the poem Tengo, tengo, tengo;
• ¿Cuántos animales hay? activity sheet.
• Point out to the students that coyote
and ranch are words borrowed into
English from Spanish. Discuss word
etymology with students and
encourage them to find other words
in the English language borrowed
from Spanish.
Grades 3-4
• Encourage parents to help with a
Spanish classroom newsletter.
Parents with Spanish and/or
computer skills can coordinate
the effort.
341
Lesson 3
Vocabulary List
la garra
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
Nombra otros mamíferos.
el oso
el castor
el elefante
el coyote
Grades 3-4
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the claw
the dog
the cat
the tiger
the lion
the cow
the horse
Name some other mammals.
the bear
the beaver
the elephant
the coyote
¿Cuántos animales hay?
Directions:
nombre
1. Answer the questions by counting how many of each animal you find in the picture.
1. ¿Cuántos osos hay?
________________________________________
2. ¿Cuántos castores hay? ________________________________________
3. ¿Cuántos caballos hay? ________________________________________
4. ¿Cuántos coyotes hay?
________________________________________
2. Graph the number of each animal found in the picture above.
Número
Número de animales
5
4
3
2
1
0
oso
castor
caballo
Tipo de animal
Grades 3-4
343
coyote
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review mammals;
Nombra algunas aves;
• introduce plumas, gallina, águila,
pato, cisne, and correcaminos;
• read El patito feo.
• TPR activity;
• Pon el animal en su hábitat
activity sheet.
Grades 3-4
• Students may want to draw or paint
pictures of habitats complete with
the animals that live in them. Have
them label the pictures in Spanish.
• Encourage parent participation by
asking parents to help sponsor a
trip to a zoo. Have students record
the names of all the animals they see
in both Spanish and English and
research at least one animal and its
habitat.
345
Lesson 4
Vocabulary List
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
Nombra algunas aves.
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
El patito feo
Brinquen.
Párense.
Siéntense.
Caminen.
Voltéense.
silla
mesa
piso
pon
Grades 3-4
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the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
Name some birds.
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
The Ugly Duckling
Jump.
Stand up.
Sit down.
Walk.
Turn around.
chair
table
floor
put
Pon el animal en su hábitat
Directions:
Draw a line from the animal to the habitat in which it lives.
nombre
águila
correcaminos
el desierto
pato
coyote
el bosque
cisne
oso
la charca
castor
el océano
Extension activity: Think of other animals that live in these habitats and look up their names in a
Spanish/English dictionary.
Grades 3-4
347
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review mammals and birds;
Nombra algunos peces;
• introduce tiburón and trucha;
• introduce delfín as a mammal;
• sing Los pollitos;
• Crucigrama activity sheet.
Grades 3-4
• Discuss the noises animals make and
how we reproduce them in English.
Point out that Spanish speakers have
other ways of imitating these
sounds. You may want to refer to the
noises from the song De colores.
• Parents can review what the students
are learning with them. They can
examine magazines and newspapers
in the home to identify the various
animals we are learning about.
349
Lesson 5
Vocabulary List
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
el delfín
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
Nombra algunos peces.
los peces
el tiburón
la trucha
Grades 3-4
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the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
the dolphin
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
Name some fish.
the fish
the shark
the trout
Crucigrama
Directions:
Use the picture clues and the key to fill in the crossword puzzle.
down
across
1.
a.
2.
b.
3.
c.
4.
d.
5.
6.
KEY
KEY
peces
tiburón
delfín
trucha
perro
gato
oso
pato
caballo
vaca
Grades 3-4
351
nombre
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song;
• calendar activity.
• review mammals, birds, and fish;
• introduce Cinco de Mayo;
• discuss the holiday from a
historical perspective;
• discuss Día de las Madres;
• Cinco de mayo activity sheet;
• Huella de la mano activity sheet.
• The handprint activity may be
reproduced on construction paper or
mounted on stiff paper to take home.
Have students practice reading the
poems in both English and Spanish
to read to their mothers when they
present the handprint.
• Students may be interested in
finding more information on Mexican
history. You may want to direct them
to specific references and allow them
to give a report on what they find.
Links from our web page will also
take them to good sources of
information. Our web site address
can be found on page 41.
• In some communities in the United
States where there are large
populations of Mexican descent,
there are often Cinco de Mayo
celebrations. Encourage parents to
attend such celebrations with their
children.
Grades 3-4
353
Lesson 6
Vocabulary List
¿Cuáles son los días de la semana?
Los días de la semana son lunes,
martes, miércoles, jueves,
viernes, sábado y domingo.
¿Cuál es la fecha de hoy?
Hoy es _____, __ de _____.
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
el delfín
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
los peces
el tiburón
la trucha
Cinco de Mayo
Día de las Madres
Huella de la mano
Grades 3-4
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354
What are the days of the week?
The days of the week are Monday,
Tuesday, Wednesday, Thursday,
Friday, Saturday, and Sunday.
What is today’s date?
Today is _____, _____ __.
the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
the dolphin
Name some birds.
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
Name some fish.
the fish
the shark
the trout
Fifth of May
Mother’s Day
Handprint
Cinco de Mayo
Directions:
Find the names and places from the Battle of Puebla in the word search.
KEY
Puebla
México
Cinco de Mayo
Juárez
Zaragoza
Maximiliano
Francia
Grades 3-4
355
nombre
Directions:
Color the uniforms of the soldiers according to the directions.
The Mexican Soldier
El soldado mexicano
Color his hat black.
Color his uniform brown.
Color his hat red.
Color his shirt blue.
Color the trim gold.
The French Soldier
El soldado francés
Color his pants red.
Color the tops of his
boots white.
Color the bottoms of his
boots black.
Grades 3-4
357
Huella de la mano Unit 10 Lesson 6 Activity Sheet
Huella de la mano
Grades 3-4
Handprint
Hoy dejo mis huellas pintadas
En paredes, muebles y baños.
Y usted limpia con paciencia
Las cosas que yo daño.
Sometimes you get discouraged,
because I am so small
And always leave my fingerprints,
On furniture and walls.
Pronto creceré muy grande,
Y mis manitas cambiarán,
Y todas esas huellecitas,
Poco a poco desaparecerán.
But every day I’m growingI’ll be grown up somedayAnd all those tiny handprints,
Will surely fade away.
Por eso en este día
Le regalo con cariño
Estas huellas que un día hice
Cuando todavía era niño.
So here’s a final handprint
Just so you can recall
Exactly how my fingers looked
When I was very small.
359
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review mammals, birds, and fish;
• introduce the phrase Nombra
algunos reptiles y anfibios;
• introduce escamas, serpiente,
serpiente de cascabel, lagarto, tortuga,
cocodrilo, sapo, and rana;
• discuss birthday celebrations;
• Cosas correspondientes activity sheet.
• Enrich today’s activities by having
the students create their own
animals drawing fur, feather, feet,
fins, or anything else they would like.
Then, have them invent a name for
their animals that sounds like
Spanish.
Grades 3-4
• Try to find a parent who can come in
to videotape one of your Spanish
activities. The tape can be shown to
different parent groups. The same
parent may also take photos to add
to a class scrapbook.
361
Lesson 7
Vocabulary List
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
el delfín
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
los peces
el tiburón
la trucha
Nombra algunos reptiles y
anfibios.
los reptiles
los anfibios
las escamas
la serpiente
la serpiente de cascabel
el lagarto
la tortuga
el cocodrilo
el sapo
la rana
Grades 3-4
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362
the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
the dolphin
Name some birds.
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
Name some fish.
the fish
the shark
the trout
Name some reptiles and
amphibians.
the reptiles
the amphibians
the scales
the snake
the rattlesnake
the lizard
the turtle
the crocodile
the toad
the frog
Cosas correspondientes
Directions:
Match the animal name to the picture of the animal.
serpiente
serpiente de cascabel
lagarto
tortuga
cocodrilo
sapo
rana
aves
mamíferos
peces
reptiles
anfibios
Grades 3-4
363
nombre
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review mammals, birds, fish,
reptiles, and amphibians;
Nombra algunos insectos y bichos;
• introduce hormiga, mosca,
saltamontes, gusano, and caracol.
review TPR commands.
4. El repaso:
• Juego de cartas activity sheet;
• review.
• If the students feel ready, have them
give the commands to each other
from our TPR activities. Directions
for TPR activities can be found on
the Vocabulary List for Unit 10
Lesson 4.
• The students may wish to sing a
song in Spanish for an end of the
school year presentation.
• Encourage the parents to play the
card game at home with their
children. This game is an excellent
way to review the vocabulary and
concepts from this unit.
SPECIAL NOTES
Please have your bingo cards ready
for next lesson.
Grades 3-4
365
Lesson 8
Vocabulary List
Grades 3-4
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
el delfín
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
los peces
el tiburón
la trucha
los reptiles
los anfibios
las escamas
la serpiente
el lagarto
la tortuga
el cocodrilo
el sapo
la rana
Nombra algunos insectos
y bichos.
los insectos
la hormiga
la mosca
el saltamontes
los bichos
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el gusano
el caracol
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366
the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
the dolphin
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
the fish
the shark
the trout
the reptiles
the amphibians
the scales
the snake
the rattlesnake
the lizard
the turtle
the crocodile
the toad
the frog
Name some insects
and bugs.
the insects
the ant
the fly
the grasshopper
the bugs (in the sense of
creeping, crawling things)
the worm
the snail
Juegos de cartas
Directions:
1. Cut out these cards.
2. Glue to stiff cardboard.
3. Use to review vocabulary.
hormiga
hormiga
mosca
mosca
Grades 3-4
367
insectos
insectos
mamíferos
mamíferos
aves
aves
Grades 3-4
369
reptiles
reptiles
peces
peces
tiburón
tiburón
Grades 3-4
371
Hábitats de los animales • Unit 10 — Lesson 9 (REVIEW)
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review classes of animals;
• review animal names.
3. El repaso: review with Lotería.
• The review can be extended to any
number of conventional chalkboard
or card games. Use the bulletin
boards and activity sheets to review
what we have covered in this unit.
• Let parents know that evaluations
are coming up and that it would be a
good time to review at home with
their children. Have parents review
the activity sheets the students have
brought home with them.
SPECIAL NOTES
Teachers, please note that the
evaluation will be given next lesson.
The evaluation forms can be found
after the Lesson 10 materials.
Grades 3-4
373
Lesson 9 (REVIEW)
Vocabulary List
Grades 3-4
los mamíferos
el pelo
el perro
el gato
el tigre
el león
la vaca
el caballo
el oso
el castor
el elefante
el coyote
el delfín
las aves
las plumas
la gallina
el águila
el pato
el cisne
el correcaminos
los peces
el tiburón
la trucha
los reptiles
las escamas
la serpiente
el lagarto
la tortuga
el cocodrilo
los anfibios
el sapo
la rana
los insectos
la hormiga
la mosca
el saltamontes
los bichos
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el gusano
el caracol
el bosque
la charca
el desierto
el océano
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374
the mammals
the dog
the cat
the tiger
the lion
the cow
the horse
the bear
the beaver
the elephant
the coyote
the dolphin
the birds
the feathers
the chicken
the eagle
the duck
the swan
the roadrunner
the fish
the shark
the trout
the reptiles
the scales
the snake
the rattlesnake
the lizard
the turtle
the crocodile
the amphibians
the toad
the frog
the insects
the ant
the fly
the grasshopper
the bugs (in the sense of
creeping, crawling things)
the worm
the snail
the forest
the pond
the desert
the ocean
Lotería - Hábitats de los animales - Unit 10
Directions:
1. Duplicate one or more of the four review boards.
2. As the television teacher/classroom teacher/parent shows a card and calls
out the name of the picture, students should locate the matching picture and
word on their game cards.
3. They can keep track of their matches with beans, chips, or tokens.
4. If a student gets three matches horizontally (horizontalmente), vertically (verticalmente),
or diagonally (diagonalmente), he or she yells out, ¡LOTERÍA!
Grades 3-4
375
Lotería - Hábitats de los animales - Unit 10
Grades 3-4
377
Hábitats de los animales • Unit 10 — Lesson 10 (EVALUATION)
Sequence of
Class Procedures
Recommended
1. El saludo: teacher greets students.
2. La evaluación:
• describe evaluation and purpose;
• begin reading item one;
• allow 15 seconds
of response time;
• read remainder of items;
• remind students to hand in form;
• go over test answers with class.
3. La despedida.
• Compare the scores obtained by
your students on the pretest and
posttest.
• Go over the graded tests in class as a
final review of the unit.
• Give out the merit certificates.
• Send home the evaluations for
parents to see.
SPECIAL NOTES
This concludes our lessons for the
year. Thank you very much for
participating with us.
We look forward to working with you
next fall. Please check that your Order
Forms have been returned. Thank
you, and have a great summer!
We have included a Certificate of
Merit that you may want to copy
and distribute to your students to
recognize their completion of this unit.
Grades 3-4
379
Lesson 10 (EVALUATION)
Vocabulary List
1. aves
2. insectos
3. mamíferos
4. reptiles
5. peces
6. anfibios
7. océano
8. charca
9. desierto
10. bosque
11. elefante
12. gallina
13. oso
14. gato
15. perro
16. tortuga
17. tiburón
18. vaca
19. hormiga
20. cocodrilo
Grades 3-4
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~
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~
~
380
birds
insects
mammals
reptiles
fish
amphibians
ocean
pond
desert
forest
elephant
chicken
bear
cat
dog
turtle
shark
cow
ant
crocodile
Certificado de Mérito
otorgado a
nombre
reconociendo su cumplimiento
de la Unidad 10,
maestro(a)
Evaluation
Grades 3 and 4
383
Student Evaluation Form
Hábitats de los animales - UNIT 10
Circle One:
Name _______________________
Pretest
Posttest
Teacher ____________________________
For items 1 to 6, identify the group of animals from the picture. Choose the name of the group from
the key and write the letter of your answer on the line next to the corresponding number.
(1)______ 1
2
(2)______
KEY
KEY
(3)______ 3
A) mamíferos
4
B) aves
(4)______
C) peces
D) anfibios
(5)______ 5
6
E) reptiles
(6)______
F) insectos
For items 7-10, identify the different habitats that animals live in. Choose your response from the
answer key and write the letter of your response on the line next to the corresponding number.
(7)______ 7
8
KEY
(8)______
A) desierto
(9)______ 9
10
(10)______
B) bosque
C) charca
D) océano
Grades 3-4
385
For items 11 to 20, identify the name of each animal. Choose the response from the key
and write the letter of your response on the line next to the corresponding number.
(11) ______ 11
12
(12) ______
(13) ______ 13.
KEY
KEY
14
(14) ______
A) perro
B) gato
(15) ______ 15
16
C) vaca
D) oso
(16) ______
E) elefante
(17) ______ 17
18
F) gallina
G) tiburón
(18) ______
H) tortuga
(19) ______ 19
20
(20) ______
Extra Credit:
What two countries fought the Battle of Puebla on Cinco de Mayo?
Grades 3-4
387
I)
cocodrilo
J)
hormiga
Student Evaluation Form
Hábitats de los animales - UNIT 10
Circle One:
Answer Key
Name _______________________
Pretest
Posttest
Teacher ____________________________
For items 1 to 6, identify the group of animals from the picture. Choose the name of the group from
the key and write the letter of your answer on the line next to the corresponding number.
B
F
(2)______
(1)______ 1
2
KEY
KEY
A
E
(4)______
(3)______ 3
A) mamíferos
4
B) aves
C) peces
C
(5)______
D
(6)______
y
e
K
r
e
w
s
An
D) anfibios
5
6
E) reptiles
F) insectos
For items 7-10, identify the different habitats that animals live in. Choose your response from the
answer key and write the letter of your response on the line next to the corresponding number.
D
(8)______
C
(7)______ 7
A
B
(10)______
(9)______ 9
8
KEY
A) desierto
10
B) bosque
C) charca
D) océano
Grades 3-4
389
For items 11 to 20, identify the name of each animal. Choose the response from the key
and write the letter of your response on the line next to the corresponding number.
E
F
(12) ______
(11) ______ 11
D
B
(14) ______
(13) ______ 13.
12
KEY
KEY
14
A) perro
B) gato
A
H
(16) ______
(15) ______ 15
16
C) vaca
D) oso
E) elefante
G
C
(18) ______
(17) ______ 17
F) gallina
18
G) tiburón
y
e
K
r
e
w
s
An
H) tortuga
J
I
(20) ______
(19) ______ 19
20
Extra Credit:
What two countries fought the Battle of Puebla on Cinco de Mayo?
France
Grades 3-4
Mexico
390
I)
cocodrilo
J)
hormiga
Professional Information
Grades 3 and 4
391
Benefits of Early Language Learning
Learning another language when a student is faced with the tasks of reading and writing English may be
questioned by parents. Considerable research has been done to help us address this legitimate concern.
To summarize the findings of this international body of research, the following points can be made to form
a rationale for beginning foreign language study in the elementary schools:
1.
Children who begin foreign language study in elementary school and who continue such study
throughout school have more opportunity to develop a high level of foreign language proficiency
(Curtain and Pesola, 1988).
2.
Before the age of ten, children are open to ideas of global understanding, and the study of a foreign language expands their perceptions of the world (Carpenter and Tormey, 1974).
3.
“Children who are adequately exposed to two languages at an early age experience gains: they
are more flexible and creative, and they reach high levels of cognitive development at an earlier
age than their monolingual peers” (Hamayan, 1986).
4.
Listening and memory skills are increased through the study of foreign language. Children will
gain long term personal benefits from the study of a foreign language. Career potential is
enhanced as we become a global community requiring greater international and intercultural
communication (Helena Curtain, 1990).
Parent Support and Involvement
Successful school programs have always carefully developed parental awareness and involvement
components. This is especially true when a program is radically different from past practices. Because the
concepts of distance learning and foreign language learning may both be new to your classroom, you may
find that parents will be anxious to be kept informed and involved with this innovative program. To help
you initiate and maintain that contact, we suggest that you do the following:
1.
Invite parents to come and learn Spanish with you during a televised lesson.
2.
Send home a copy of the letter to parents that is included with each unit packet. Also, please
note that suggestions for parent participation are included on each lesson plan.
3.
Allow students to take taped lessons home to share with their families.
4.
Encourage interested parents to make the unit bulletin boards for you, duplicate lesson
materials, gather materials for follow-up activities, and check unit evaluations.
5.
Invite Spanish-speaking parents to lead review or enrichment activities.
Parents don’t have to speak Spanish to support and encourage their children to learn. With knowledge
gained from the Elementary Spanish program, they will help you build enthusiasm for learning Spanish.
Grades 3-4
393
Native Speakers - An Important Resource
Think of your Spanish-speaking students as your teachers, especially if Spanish is a new language to you. It
may be that your Spanish speakers struggle with English skills. Our program offers these students the
opportunity to share their talents with others in ways that will build their self-esteem and self-confidence
and prepare them for other learning challenges. We wish to stress the value to all students of actively
engaging your Spanish speakers in simple activities like these:
1.
modeling pronunciation;
2.
leading the class in counting and calendar activities;
3.
leading Total Physical Response activities when the class needs a “stretch” break;
4.
sharing information about and stories from their culture;
5.
setting up an Información center where Spanish speakers can tell classmates the
Spanish names for classroom objects or pictures in books.
TPR - Total Physical Response
Just as you employ a variety of instructional strategies during a lesson, we, too, will be using several
techniques to engage our students. One strategy that might not be familiar to you is Total Physical
Response (TPR). TPR is an effective way of helping students acquire a second language in a stress-free
environment because it does not force the learner to speak before he/she is ready. Such a technique makes
sense when you consider that as we learned our first language we understood and physically responded to
language before we spoke even single words. The idea behind TPR is that the right brain—believed to
specialize in images, music, and spatial concepts—can be employed by students as they physically respond
to requests, directions, and commands. So when the Spanish teacher gives and follows a direction in
Spanish like, “draw a line,” the students will do the same. Over time children will feel that they “know”
Spanish. For example, think of the toddler who stops trying to pull down the Christmas tree when the word
no is heard and then two months later, after physically responding to “no” many times, responds with “no”
when you say, “Eat your cereal.”
You’ll participate in TPR activities during the Acciones del día segment of some lessons. The class should do
what the Spanish teacher says, and if the students wish to repeat what is heard, they may do so.
Commands will be repeated often and you may hear classroom management directions that can be used as
part of your routine. Using siéntense in place of “sit down, class” may be a welcome change. When you are
comfortable, you, too, should use the Spanish that you are learning (Asher, J. J., 1972, 1977, 1982, 1983,
1986).
Enjoy the role of being a student during the Spanish lessons!
Grades 3-4
394
REFERENCES
Asher, J. J. 1986. Learning Another Language through Actions: The Complete Guidebook (Expanded 3rd Edition). Los
Gatos, Calif., Sky Oaks Productions, Inc.
Asher, J. J. 1977. Learning Another Language through Actions: The Complete Guidebook. Los Gatos, Calif., Sky Oaks
Productions, Inc.
Asher, J. J. 1983. “Comprehension Training: The ‘outrageous’ hypotheses that works.” JALT (The Japan Association of
Language Teachers Newsletter), Vol. VII, Nos. 9 and 10, September 1, 1983.
Asher, J. J. 1981. “The Total Physical Response: Theory and Practice.” In Native Language and Foreign Language
Acquisition. H. Winitz (ed.), Vol.. 379, 324 - 331. The Annals of the New York Academy of Sciences, 1981.
Asher, J. J. 1972. “Children’s First Language as a Model for Second Language Learning.” The Modern Language Journal,
56 (3), 133-139 (b).
Carpenter, J. A. and Torney J. V. 1974. Beyond the Melting Pot. In P. M. Markhum, (Ed.) Childhood and
Intercultural Education (pp. 14 - 23). Washington, D.C.: Association for Childhood Education International.
Curtain, H. A. 1990. Foreign Language Learning: An Early Start. ERIC Digest, Washington, D.C.: ERIC
Clearinghouse in Languages and Linguistics. December, 1990.
Curtain, H. A. and Pesola, C. A. 1988. Languages and Children - Making the Match. Reading, MA: Addison Wesley Publishing Co.
Fuschen, M. 1989. “Starting Language Early: A Rationale.” FLESNEWS, 2 (3), 1, 6-7.
Gradisnik, A. 1981. “Helping Parents Learn a Second Language with Their Children: Spanish.” Milwaukee, WI:
Milwaukee Public Schools, (ERIC Document Reproduction Service No. ED 208 688).
Johnson, J. and Newport, E. 1991. “Critical Period Effects in Second Language Learning: The Influence of
Maturational State on the Acquisition of ESL.” Cognitive Psychology, Vol. 21, 60-99.
Hamayan, E. 1986. “The Need for Foreign Language Competence in the United States.” ERIC Digest. Washington,
D.C.: ERIC Clearinghouse on Languages and Linguistics.
Organization for parents and teachers of elementary school foreign language programs (publishes
a newsletter):
•
Grades 3-4
Advocates for Language Learning (ALL)
P.O. Box 4962
Culver City, CA 90231
Tel: (310) 398-4103
Fax: (397) 398-3443
395
Curriculum & Instruction
Grades 3 and 4
397
Elementary School Foreign Language
Program Types and Goals
We at the Elementary Spanish Program are strongly committed to providing a quality foreign language
program that adheres to the goals and objectives of a Content-enriched FLES program.
PROGRAM TYPE
PERCENT OF CLASS TIME
SPENT IN FL PER WEEK
GOALS
TOTAL
IMMERSION
Grades K - 6
(continuous)
50 - 100%
(Time spent learning subject matter
taught in foreign language:
language per se incorporated as necessary throughout
curriculum)
To become functionally proficient
in the foreign language (to be
able to communicate on topics
appropriate to age almost as well
as native speakers).
To master subject content taught
in the foreign language.
To acquire an understanding of
and appreciation for other
cultures.
PARTIAL
IMMERSION
Grades K - 6
(continuous)
Approximately 50%
(Time spent learning subject
matter taught in foreign language;
language learning per se
incorporated as necessary
throughout curriculum)
To become functionally proficient
in the foreign language (to a
lesser extent than is possible in
total immersion).
To master subject content taught
in the foreign language.
cultures.
CONTENT ENRICHED
FLES
(continuous)
12 - 50%
(Time spent learning language
per se as well as learning subject
matter in the foreign language)
To acquire proficiency in listening
and comprehension of the foreign
language (degree of proficiency in
speaking varies with the program).
To comprehend subject content
taught in the foreign language.
cultures.
FLES
5 -15%
per se)
To acquire proficiency in listening
and speaking (degree of proficiency varies with the program).
cultures.
To acquire some proficiency in
reading and writing (emphasis
varies with the program).
FLEX
Grades K - 6
(non-continuous)
Approximately 5%
and about language - sometimes
taught mostly in English)
To develop an interest in foreign
languages for future study.
To learn basic words and phrases
in one or more foreign languages.
To develop careful listening skills.
To develop cultural awareness.
Adopted and adapted by Educational Systems Programming Foreign Languages Initiative from: Curtain, H. A. and Pesola. C. A. (1988).
Languages and Children - Making the Match. MA: Addison - Wesley. Originally adapted from Nancy Rhodes, Center for Applied Linguistics.
Grades 3-4
399
Language Essential Skills Statement
Elementary Spanish for Grades 1-2, 3-4, and Grades 5-6 will specifically address goals selected from the
Arizona Essential Skills Language Document (February 1992) within the context of content-based thematic
units or centers. The spiral nature of the general elementary curriculum is replicated in our scope and
sequence of language learning skills. This learning spiral allows for the systematic reinforcement of
previously presented units and prepares for transition to the upcoming thematic units. Such a contentbased learning spiral also exposes students to immediately applicable language related to people, places,
and things around them. These recurring themes parallel topics from the general elementary curriculum.
Among the many teaching methodologies and strategies to be employed are the Natural Approach and
Total Physical Response, which research and field studies have shown to be effective foreign language
teaching/learning methods. Using these approaches, each level will include many opportunities for
students to participate in listening, speaking, reading, and writing activities designed to teach
communication skills in Spanish in a non-threatening, stimulating environment.
Participating schools will receive the Learning Partner Guidelines to facilitate the classroom teacher’s planning
process. This resource is designed to outline the content of each thematic unit and help our teaching
partners foster a positive attitude toward language learning.
Interdisciplinary Curriculum Statement
Our program is designed to develop a functional use of Spanish for communicative purposes and to
increase student knowledge of Hispanic cultures. Our approach is one of meaningful interaction between
the students and teacher within the context of the elementary content curricula. We believe that as children
learn Spanish, this interdisciplinary approach will lend itself to the creation of an integrated and enriched
elementary curriculum.
The study of a foreign language also provides many opportunities for the development of critical thinking
skills. Among the thinking skills are naming, comparing and contrasting, clarifying, analyzing, classifying,
and estimating.
Among the content areas integrated into and recycled through these thematic units are social studies,
sciences, health, mathematics, language arts, and fine arts. The thematic units of each level will provide
opportunities for students to participate in activities related to several of the content areas and language
goals and objectives.
Grades 3-4
400
About the Standards for Foreign Language Learning
The Standards for Foreign Language Learning were developed as a joint project of the American Council on
the Teaching of Foreign Languages, American Association of Teachers of French, American Association of
Teachers of German, and the American Association of Teachers of Spanish and Portuguese. The creation of
these standards represents a giant step forward in foreign language education. Teachers everywhere in the
nation now have a well-developed set of guidelines for the creation of curricula which will allow students all
over the country to learn languages in a communicative atmosphere and with a common set of goals.
The standards are designed to be used at all grade levels, and the intention is that they will be reached over
time as part of a process that begins in the elementary grades and extends over the lifetime of the learner.
Therefore, they will not be “met” in one course, rather, they should be worked toward continuously
throughout the student’s language learning experience.
Specific objectives have been stated in our curriculum for each unit. For each objective, the corresponding
standards we are working toward are given by number. The standards themselves are spelled out with their
corresponding numbers and are listed under their goal areas (along with the specific goal of each of these
areas) on the page titled “Standards for Foreign Language Learning.”
Foreign language essential skills (listening, speaking, reading, writing, and culture) and other elements of
the core curriculum have been integrated by the standards in a unique, innovative way. Emphasis is also
placed on students using the language in settings outside the classroom and in their becoming lifelong
learners. Given that our program is taught through distance learning, we can only suggest that classroom
teachers find ways to expose their students to the language outside of the classroom. It is hoped that
teachers will make use of electronic correspondence and other networks if contact with native speakers is
not possible in their own communities.
We seek to motivate our students so that they will continue to pursue proficiency in the language. However,
we also depend on our learning partners, that is, the classroom teachers who facilitate the use of our
program for our students, to aid us in this endeavor. We encourage you to make use of the suggested
extension activities and the wonderful imaginations with which teachers are endowed to make our program
live beyond the broadcasts in your classrooms and in the minds of your students.
The standards are a powerful tool when placed in capable hands. We look forward to sharing your students’
success and to seeing them achieve as many of the goals as possible.
Grades 3-4
401
National Standards for Foreign Language Learning
(As developed by the National Standards in Foreign Language Education Project, a collaborative effort of
the American Council on the Teaching of Foreign Languages, American Association of Teachers of French,
American Association of Teachers of German, and the American Association of Teachers of Spanish and
Portuguese)
COMMUNICATION
Goal: Students will communicate in languages other than English.
Standard 1.1: Students will engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Standard 1.2: Students will understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students will present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Goal: Students will gain knowledge and understanding of other cultures.
Standard 2.1: Students will demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2: Students will demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
CONNECTIONS
Goal: Students will connect with other disciplines and acquire information.
Standard 3.1: Students will reinforce and further their knowledge of other disciplines through the foreign
language.
Standard 3.2: Students will acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures.
Grades 3-4
402
COMPARISONS
Goal: Students will develop insight into the nature of language and culture.
Standard 4.1: Students will demonstrate understanding of the nature of language through comparisons of
the language studied and their own.
Standard 4.2: Students will demonstrate understanding of the nature of culture through comparisons of
the culture studied and their own.
COMMUNITIES
Goal: Students will participate in multilingual communities at home and around the world.
Standard 5.1: Students will use the language both within and beyond the school setting.
Standard 5.2: Students will show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
Grades 3-4
403
Grades 3-4
Unit 6 • Mis amigos y yo
OBJECTIVES AND APPLICABLE STANDARDS
Students will:
• speak using culturally-appropriate greetings and farewells both in the classroom and in other settings
(1.1, 2.1, and 5.1);
recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1);
compare the vowels and consonants in Spanish and English (4.1);
•
•
•
•
•
•
•
•
•
•
recognize the presence of gender in adjectives in Spanish (4.1);
exchange and interpret both oral and written information in response to common greetings and
courtesies (1.1 and 1.2);
identify certain colors in the target language (1.1);
recognize both the spoken and the written forms for days, months, and numbers in the target language (1.2);
identify cognates among words in Spanish and English (4.1);
•
•
•
•
•
•
•
•
•
read a content-related book in the target language (1.2);
recognize both the spoken and the written forms for certain body parts in the target language (1.2)
provide and obtain information about the calendar in the target language (1.1 and 3.1);
respond to commands in the target language (1.2);
share what they have learned about from the unit with their families and friends (5.1);
play Lotería with friends in settings outside the classroom (5.1 and 5.2).
•
•
•
•
•
•
•
•
ACTIVITIES/TOPICS/MATERIALS
Practice greetings/farewells with other students,
teachers, friends, family, etc.
Songs about greetings and farewells
Class discussion, dictation activities, videos,
scrambled words, and word search activities
Activity sheets
Bulletin boards, activity sheets, videos,
dialogues
Visuals, activity sheets
Question and response activities, activity
sheets
Class discussion, activity sheets, dictionary
exercises
Un libro curioso de colores
TPR activities, Simón dice, activity sheets
Calendar activities, activity sheets
TPR activities, Simón dice
Send home activity sheets
Encourage students to teach their friends
how to play
404
Grades 3-4
Grades 3-4
405
•
•
•
•
•
•
•
•
•
•
•
•
•
do simple math problems in the target language (1.1 and 3.1);
recognize and use common units of metric measure in the target language (1.1 and 3.1);
convert English system measurements into metric measurements in the target language (3.1);
recognize the metric system as the system used in most Spanish-speaking countries (2.1);
provide and obtain information about the calendar in the target language (1.1 and 3.1);
use the system for writing dates used in Spanish-speaking countries (2.1);
recognize basic vocabulary for telling time (1.1 and 3.1);
recognize the relationships among different units of time in the target language (3.1);
develop awareness of the Aztec calendar (2.2);
explore the customs and traditions associated with El Día de los Muertos in Mexico and compare the
holiday to Memorial Day in the United States (2.1, 2.2, 3.2, and 4.2);
share what they have learned about from the unit with their families and friends (5.1);
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Students will:
(1.1, 2.1, and 5.1);
• recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1);
• compare the vowels and consonants in Spanish and English (4.1);
• recognize the presence of number and gender in adjectives in Spanish (4.1);
• exchange and interpret both oral and written information in response to common greetings and
courtesies (1.1 and 1.2);
• identify the seasons in the target language (1.1);
• recognize both the spoken and the written forms for numbers in the target language (1.2);
• identify cognates among words in Spanish and English (4.1);
Grades 3-4
Unit 7 • ¿Cuánto y cuándo?
Practice greetings/farewells with other
students, teachers, friends, family, etc.
Dictation activities, videos, activity sheets
Activity sheets,
Bulletin boards, activity sheets, videos,
dialogues
Videos, activity sheets
Class discussion, activity sheets, dictionary
exercises
Activity sheets
Measuring/Weighing activities, activity sheets
Activity sheets
Class discussion
Calendar activities, activity sheets
Class discussion, practice writing dates
TPR activities
Time-telling activities, Gato
Class discussion, activity sheets
Videos, books, poems, recipes, calacas cutouts,
analysis of altar decor
Send home activity sheets
how to play
Grades 3-4
Unit 8 • Familias del mundo hispano
•
•
Activity sheets, questioning activities
Videos, books, spelling activities
Practice greetings/farewells with other students,
teachers, friends, family, etc.
Songs, dialogues
•
•
•
•
Students will:
(1.1, 2.1, and 5.1);
• recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1);
• exchange and interpret both oral and written information in response to common greetings (1.1 and
1.2);
• recognize the Spanish possessive de in its written form and begin to apply it correctly in speech (4.1);
• recognize the letters which are unique to the Spanish alphabet and recite the alphabet for an audience
(1.2, 1.3, 3.1, and 4.1);
sound out letter combinations in the target language (1.2);
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
identify the members of a nuclear family as well as aunts and uncles, grandparents, and cousins and
differentiate them by gender (3.1 and 4.1);
recognize both the spoken and the written forms for family and geography vocabulary introduced in
the unit (1.2 );
identify cognates among the new vocabulary words related to the family and geography (4.1);
provide and exchange information about themselves and others with reference to family relationships
(1.1 and 1.3);
provide information about their families in the target language to an audience of their peers (1.3);
•
•
•
•
identify Spanish-speaking countries on a map and the flags that correspond to each country (3.1);
learn about cultural and historical facts which are unique to certain Spanish-speaking countries and
compare them to the same kinds of facts about their own cultures and histories (2.1, 2.2, 4.1, and
4.2);
explain the concept of extended family and compare the importance of extended family in Spanishspeaking countries to the importance placed on it in their own communities (2.1 and 4.2);
share what they have learned about families and the community with their families and friends (5.1);
express a desire to visit countries of the target culture in order to experience firsthand the content
of the unit (5.2);
Send home activity sheets, parent letters, etc.
Show films and pictures from Spanish-speaking
countries, interview native speakers
how to play
Para echar suertes rhyme, activity sheets,
discussion
Videos, activity sheets, bulletin boards, family
trees, books
Question and response activities, dialogues,
videos, activity sheets
Dialogues, sharing of family trees, activity
sheets
Oral presentations using posters done with
drawings or photographs
TPR activities
Map activities, activity sheets
Interviews with members of the target cultures,
videos, class discussions, books, photographs,
realia
Books and photographs of extended families
from the target cultures
•
•
•
•
406
Grades 3-4
Grades 3-4
407
Students will:
(1.1, 2.1, and 5.1);
• speak providing information about how they are feeling in response to ¿Cómo estás? both in the
classroom and other settings (1.1 and 5.1);
• recognize and identify the parts of the plant in the target language and the things plants need to
grow (1.1 and 3.1);
• order the steps in the target language for planting a seed (3.1);
• interpret written language describing the process of planting a seed using visual and context clues
(1.2);
• recognize and identify the names of some common vegetables, grains, and fruits in the target
laguage and recognize them as plant products (1.1 and 3.1);
• classify lettuce, the potato, and broccoli as vegetables in the target language, classify the apple, the
orange, the banana, grapes, the tomato, and the avocado as fruits in the target language, and classify
rice and corn as grains in the target language (1.1 and 3.1);
• be aware of the presence of gender in the articles used to describe the foods presented in the unit
and the presence of gender in the articles that precede the parts of the plant and the things plants
need to grow (3.2 and 4.1);
• become aware of the use of plants for other types of useful products and name those products in the
target language (1.1 and 3.1);
• identify the part(s) of the plant which correspond to the vegetables, fruits, and grains studied (3.1);
• relate certain plants to their habitats in the target language (3.1);
• respond to commands in the target language (1.2);
• participate in the reading of a content-related book in the target language (1.2);
• recite a content-related rhyme in the target language (1.2);
• prepare a dish made from plant products which is enjoyed in some of the target cultures (2.2);
• expand their flower/plant vocabulary in the target language and share it with parents (5.1 and 5.2).
Grades 3-4
Unit 9 • Hábitats de las plantas
TPR, Natural Approach activities, visuals,
realia, videos
TPR, Natural Approach activities, visuals,
realia, videos
Activity sheets
Realia, books, visuals, activity sheets
Activity sheets, questioning activities, videos
TPR activities
Los tres chivos vivos
Sal, solecito
Prepare guacamole
Class picture dictionary shared with parents
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use greetings on a daily basis in the classroom
and with family members
Songs and videos about greetings and
farewells
TPR, Natural Approach activities, realia, visuals,
videos, activity sheets
Planting activity, activity sheet
Activity sheet, planting activity
•
Grades 3-4
Unit 10 • Hábitats de los animales
•
•
•
•
Activity sheets, books
De colores and Los pollitos songs
Use greetings on a daily basis in the classroom
and with family members
Songs and videos about greetings and
farewells, dialogue practice
Dictation activities, word searches, puzzles
TPR, Natural Approach activities, activity
sheets
Visuals, videos, books, questioning activities,
team games
Realia, visuals, class discussion
•
•
Bulletin boards, videos, activity sheets
•
Bulletin boards, drawings, dioramas
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Students will:
(1.1, 2.1, and 5.1);
• speak providing information about how they are feeling in response to common greetings both in
the classroom and other settings (1.1, 1.2, and 5.1);
compare the English and the Spanish sound systems (4.1);
recognize and identify various animals in the target language (1.1 and 3.1);
•
•
•
•
De colores and Los pollitos songs
Tengo, tengo, tengo
El patito feo, Los tres cochinitos, La gallinita roja, etc.
Send student work home to help parents
encourage student sharing
Huella de la mano activity sheet
Discussion of Cinco de Mayo, activity
sheets
Make a student-illustrated class dictionary
•
•
classify animals as either mammals, reptiles, amphibians, fish, insects, or other types of animals in
the target language (1.1 and 3.1);
recognize and identify animal habitats in the target language (1.1 and 3.1);
recognize and identify the physical characteristics of certain animals in the target language
(1.1 and 3.1);
count animals in the target language (1.1 and 3.1);
learn and reproduce the sounds some animals are said to make in the target language and compare
them to the sounds the animals are said to make in English (3.2 and 4.1);
be aware of the presence of gender and number in the articles used to describe the animals presented
in the unit (3.2 and 4.1);
present what they have learned sharing labeled artwork of animals and their habitats with an
audience of their peers and/or their parents (1.3 and 3.1);
sing songs which include vocabulary from the unit (1.2);
recite poems from the target cultures which are related to animals (1.2);
read stories about animals in the target language which are familiar to them in English (1.2);
share the new animal vocabulary with their parents when appropriate (5.1 and 5.2);
•
•
share a holiday poem in the target language with their parents (5.1 and 5.2);
learn about the historical background of a holiday which is celebrated by some Hispanics in the
United States (2.1);
continue to learn about more animal names and habitats through teacher guidance (5.2).
•
408
Grades 3-4
Answer Keys for the Activity Sheets
&
Order Forms
Grades 3 and 4
Units 6-10
409
¿Qué dices?
Saludos
Directions:
Fill in the blanks with the vocabulary from the answer key.
nombre
nombre
KEY
Buenos días.
Buenas tardes.
Buenas noches.
Estoy bien.
Estoy más o menos.
Estoy mal.
How do you greet people before
lunch?
Buenos días.
_______________________________
How do you greet people in the
afternoon?
Buenos tardes.
_______________________________
Directions:
Select one of the phrases from above to answer the following questions.
What do you say…
How do you greet people in the
1.
…if your best friend is going to race in a track meet at school?
2.
…if you want someone to share something with you?
evening?
Buena suerte.
Por favor.
Pérdon/Lo siento.
Gracias.
Buen provocho.
De nada.
_______________________________________________________________________________________
Buenas noches.
_______________________________
_______________________________________________________________________________________
3.
…if you accidentally break a toy that belongs to your brother?
4.
…if your older sister helps you with your homework so that you get a good grade?
5.
…if you go to your friend’s house and they are eating dinner?
6.
…if you help your teacher pass out books in class and she says “gracias” to you?
_______________________________________________________________________________________
¿Cómo estás?
¿Cómo estás?
¿Cómo estás?
_______________________________________________________________________________________
_______________________________________________________________________________________
Estoy bien.
Estoy mas o menos.
Estoy mal.
_______________________________________________________________________________________
Cognados
El calendario
Directions:
1. Fill in the blanks to complete the calendar.
2. Fill in the dates, saying the numbers as you write them down.
nombre
Directions:
Match the word in Spanish to its English cognate.
KEY
martes
jueves
miércoles
sábado
lunes
domingo
viernes
octubre
nombre
1. inteligencia
May
2. letra
music
3. regular
automobile
4. mayo
intelligence
el mes
los
días
de la
semana
ANSWERS WILL VARY.
ANSWERS WILL VARY.
lunes
Grades 3-4
5. nación
television
6. suéter
minute
7. música
bicycle
8. voto
letter
9. banco
nation
10. automóvil
action
11. oficina
guitar
12. común
vote
13. televisión
sweater
14. minuto
experiment
15. acción
common
16. bicicleta
bank
17. guitarra
office
¿Cuándo es tu cumpleaños?____________________________________________________
18. favor
telephone
¿En qué día cae tu cumpleaños? ____________________________________
19. experimento
regular
20. teléfono
favor
411
Rueda de colores
Adjetivos
Directions:
Write the adjective from the key to describe the people in the pictures.
Directions:
nombre
1. Color the wheel using the colors indicated.
2. Label and color the spaces in between the primary colors with the colors you get when you combine
the adjacent primary colors.
nombre
KEY
joven
baja
gorda
vieja
alto
delgado
rojo
joven
alto
delgado
______________________________
______________________________
______________________________
morado
anaranjado
amarillo
azul
vieja
baja
gorda
______________________________
______________________________
verde
______________________________
Extension activity:
Have a friend describe to you in Spanish what type of person to draw. See if you can draw that person.
KEY
KEY
anaranjado
verde
morado
3. Color each rectangle with the color named in it.
blanco
Las partes del cuerpo
Directions:
1. Label the parts of the body on the line provided using the key.
2. Complete the word search at the bottom of the page, using the key provided.
café
negro
Las partes de la cabeza
nombre
Directions:
1. Label the parts of the head on the lines provided, using the key.
2. Unscramble the words below, using the key.
nombre
cabeza
cabello
Las partes
del cuerpo
Las partes
de la
cabeza
brazos
manos
KEY
KEY
manos
boca
cabeza
ojos
brazos
piernas
pies
ojos
orejas
nariz
KEY
KEY
nariz
piernas
boca
cabello
orejas
pies
buscapalabras
Palabras revueltas
esroja
joos
razin
bellaco
obac
zaceba
Grades 3-4
412
orejas
ojos
nariz
___________________________
cabello
boca
___________________________
cabeza
___________________________
___________________________
___________________________
___________________________
¿Qué unidad de medida usas para medir…?
Sumando y restando
Directions:
1. Complete the addition and subtraction problems below.
2. Say the problem and answer out loud in Spanish.
Directions:
nombre
1. Use the key to identify which unit of measurement you would use to measure the following things.
2. Write the answer in the blank.
nombre
Sumando
1.
4
cuatro
+
más
3
tres
=
son
2.
30
treinta
+
más
7
siete
=
son
3.
13
trece
+
más
8
ocho
=
son
4.
25
veinticinco
+
más
12
doce
=
son
7
37
_________________
21
_________________
3
7
_________________
_________________
1. ¿Qué unidad de medida usas para
medir el largo de un lápiz?
________________________
medir la distancia a la luna?
_____________________
medir la altura de un elefante?
_______________
Restando
8
ocho
menos
5
cinco
=
son
6.
17
diecisiete
menos
7
siete
=
son
7.
11
once
menos
2
dos
=
son
8.
27
veintisiete
menos
9
nueve
=
son
5.
3
10
_________________
9
_________________
1
8
_________________
8
-1
37
-8
24
-6
7
29
18
36
29
51
8
+7
4
15
42
- 35
20
+ 16
20
7
36
- 16
57
- 28
metro
kilómetro
3. Fill in the correct unit of measurement.
kil____________.
ómetros
4. De Washington a Los Ángeles son 4200
centímetros
5. Un libro de matemáticas mide 34
3. Read the following problems out loud and say the answer in Spanish.
Please note if the problem is addition or subtraction.
2
+2
kilómetro
KEY
KEY
metro
centímetro
_________________
centímetro
______________________.
metros
6. La mesa mide 2
______________________________.
32
+ 19
* When the sum or the difference equals 1, the answer (=) is read es instead of son.
¿Qué unidad de medida usas para pesar…?
Gato
Directions:
nombre
1. Use the key to identify which unit of measurement you would use to weigh or measure the following things.
2. Write the answer in the blank.
1. ¿Qué unidad de medida usas
para pesar un lápiz?
______________________
para pesar una mesa?
_______________________
4. ¿Qué unidad de medida
usas para pesar una pluma?
________________________
KEY
kilogramo
la una
media hora
las doce
la hora
gramo
ocho y
media
KEY
kilómetro
gramo
kilogramo
centímetro
5. el largo de una nariz
_____________________________________
6. la altura de un árbol
_________________________________
dos y
cuarto
tres cuarenta
y ocho
un cuarto de hora
•
un minuto
•
las doce
•
la una
•
media hora
•
una hora
•
ocho y media
•
dos y cuarto
•
tres cuarenta y cinco
faltan quince para las cuatro
2. Now make your own game by gluing pictures or drawings or writing words you want to learn or review.
metro
kilogramo
7. el peso de una silla
____________________________________
8. el peso de un chicle
_________________________________
9. la distancia entre dos ciudades
Grades 3-4
un cuarto
de hora un minuto
kilogramo
metro
nombre
KEY
gramo
____________________________
para pesar un elefante?
centímetro
Directions:
1. You must give the hour or indicate the amount of time highlighted
in Spanish to place your marker on the spot you want.
ANSWERS WILL VARY
gramo
kilómetro
_____________________
413
¿Cuántos ___ hay en un ___?
Crucigrama
Directions:
1. Fill out this sheet.
2. Keep it for future reference.
nombre
Directions:
1. Fill in the words for the clues using the key to help you.
2. Solve the puzzle below.
Down
60
60
24
7
28
llueve
primavera
caen hojas
otoños
nieva
En un minuto hay _______________________________________
segundos.
1.
En primavera ________________.
En una hora hay ________________________________________
minutos.
2.
Llueve en ________________.
En un día hay __________________________________________
horas.
3.
En otoño ________________
En una semana hay _____________________________________
días.
4.
Caen hojas en ________________.
5.
En invierno ________________.
En un mes hay más o menos _____________________________
semanas.
Across
En un año hay __________________________________________
días.
a.
4
365
12
En un año hay __________________________________________
meses.
3. Find the hidden words below.
m
e
m
l
e
a
i
k
e
d
m
t
r
a
l
s
í
s
i
n
g
ñ
c
a
í
c
a
n
a
h
o
y
n
s
e
g
u
n
d
o
c
a
s
e
l
t
a
e
b
e
a
ñ
o
h
o
r
a
e
r
invierno
minuto
semana
hora
mes
kilógramo
verano
invierno
Nieva en ________________.
d.
La unidad de medida que usamos para medir el largo de un
Valeria
Juan
e.
abuela
mamá
hermana
hija
abuelo
papá
hermano
hijo
B.
Directions:
1. Write the answers from above in the blanks.
2. Read the words in the box going down to find out
what we will be studying this unit.
Grades 3-4
metro
metro
calor
En verano hace ________________.
p
l
c
r
l
u k i l o gra mo
e
m t
e
ve r an o i nv i e r no
e
v ñ
h
i
e o
o
e
j
m e t ro
v
a
ca l o r a
s
día
El árbol genealógico
Directions:
nombre
1. Study the relationships among the family members on the family tree.
2. Using the key, fill in the blanks below.
3. Draw your family tree on a separate sheet of paper, showing as many of your family members as you can.
Directions:
Fill in the blanks using the vocabulary provided.
La familia Suazo
abuelo
mamá
papá
hermano
hijo
abuela
hija
hermana
1.
Don Sabino es el _____________
de Carlos y Luisa.
2.
Valeria es la _________________
de Luisa y Carlos.
3.
Juan es el____________________
de Luisa y Carlos.
4.
Carlos es el __________________
de Luisa.
5.
Carlos es el __________________
de Valeria y Juan.
6.
Doña Rosana es la ____________
de Carlos y Luisa.
7.
Luisa es la ___________________
de Juan y Valeria.
8.
Luisa es la __________________
de Carlos.
Carlos
Luisa
KEY
KEY
kilogramo
elefante es el ________________.
nombre
Don Sabino
otoño
c.
Miembros de la familia
Doña Rosana
verano
Hace calor en ________________.
año
A.
primavera
La unidad de medida que usamos para pesar un elefante
KEY
KEY
segundo
llueve
caen hojas
b.
e
m
calor
nieva
es el ________________.
Buscapalabras
a
KEY
KEY
________________ (2 palabras).
días, según el mes.
31
En un mes hay entre _______________ y ___________________
s
nombre
Doña Rosana
Don Sabino
Rosa
Damián
Juan
Valeria
Cristina
Manuel
Luisa
Carlos
1. Don Sabino es __________ de Carlos.
abuelo
mamá
papá
hermano
hijo
abuela
hija
hermana
2. Valeria es __________ de Carlos.
3. Luisa es __________ de Carlos.
4. Doña Rosana es __________ de Carlos.
5. Damián es __________ de Carlos.
6. Rosa es __________ de Carlos.
7. Don Sabino es __________ de Damián.
8. Manuel es __________ de Rosa.
9. Luisa es __________ de Valeria.
10. Manuel es __________ de Cristina.
11. Manuel es __________ de Carlos y Luisa.
12. Cristina es __________ de Carlos y Luisa.
414
el abuelo
la madre/mamá
___________________________
la hermana
la abuela
___________________________
el tío
___________________________
la tía
___________________________
el padre/papá
___________________________
el hijo
___________________________
la hija
___________________________
el hermano
___________________________
el primo
___________________________
la prima
___________________________
___________________________
___________________________
KEY
KEY
la abuela
el abuelo
la mamá
el papá
la hermana
el hermano
la tía
el tío
la prima
el primo
la hija
el hijo
Mapa y bandera de México
Mapa y bandera de España
Directions:
1. Use a resource book to find the mountains and oceans of Spain.
2. Color the mountains brown and the oceans blue.
3. Color the rest of the land green.
4. Color the flag of Spain, using a resource
book to find the correct colors.
Directions:
1. Use a resource book to find the mountains and oceans of Mexico.
2. Color the mountains brown and the oceans blue.
3. Color the rest of the land green.
4. Color the flag of Mexico, using a resource
book to find the correct colors.
nombre
nombre
green white red
red
yellow
red
Mapa y bandera de Paraguay
Mapa y banderas del Caribe y Centro América
Directions:
1. Write the name of each country in its corresponding place.
2. Color the flags of the Caribbean and Central America,
using a resource book to find the correct colors.
Directions:
1. Color in Paraguay on the map of South America.
2. Color the flag of Paraguay, using a resource book to find the correct colors.
nombre
nombre
Puerto Rico
Cuba
Belize
Guatemala
El Salvador
República
Dominicana
Honduras
Nicaragua
Paraguay
Costa Rica
Panamá
Costa Rica
Guatemala
Panamá
Cuba
Honduras
Puerto Rico
El Salvador
Grades 3-4
red
white
blue
Nicaragua
Belice
República
Dominicana
415
* See if you can
find the names
of the other
South American
countries.
Mapa y banderas de América del Sur
El mundo hispano
Directions:
nombre
1. Write the name of each Spanish-speaking country in its corresponding space.
2. Color the flags of each country, using a resource book to find the correct colors.
Colombia
Directions:
Match the name of the country to its corresponding place on the map.
Venezuela
nombre
KEY
KEY
Estados Unidos
de América
Ecuador
México
E
H
Perú
España
Cuba
F
C
Panamá
Paraguay
B
Bolivia
Chile
Paraguay
Uruguay
Chile
D
Perú
G
Colombia
Argentina
I
Argentina
Ecuador
Bolivia
Perú
A
Paraguay
(B) ________________________________
México
(D) ________________________________
España
(F) ________________________________
Perú
Estados Unidos de América
(H) ________________________________
(A) ____________________________________
(C) ____________________________________
Chile
(E) ____________________________________
Uruguay
(G)____________________________________
Colombia
Chile
Venezuela
(I) ____________________________________
La familia en el mundo hispano
Directions:
1. The Suazo Family is traveling all over the Spanish-speaking world.
2. Draw a line from the family member to the country he or she is visiting.
Doña Rosana
Rosa
nombre
Don Sabino
Europa
América
del Norte
Damián
Juan
Valeria
Océano
Atlántico
Cristina
Manuel
Luisa
Carlos
Océano
Pacífico
1.
El abuelo de Luisa y Carlos va a México.
2.
La mamá de Cristina va a España.
3.
El tío de Luisa va a Panamá.
4.
El hermano de Luisa va a Paraguay.
5.
La hija de Valeria va a los Estados Unidos de América.
6.
La prima de Luisa y Carlos va a Cuba.
América
del Sur
Extension activity: Make up your own statements to try on your
classmates.
Grades 3-4
416
Panamá
Colombia
Cuba
Las partes de la planta
Cómo sembrar una semilla
Directions:
nombre
1. Write the correct plant part name from the key on the line next to its number.
2. After you finish, color the plant as you wish. Think about the names of the colors in Spanish.
Directions:
Fill in the missing words to complete the story on how to plant a seed.
la flor
el pétalo
las semillas
3 ____________________
la planta
4 ____________________
la hoja
5 ____________________
6 ____________________
el tallo
7 ____________________
la raíz
nombre
1 ____________________
3
1
2
5
tierra
Primero, ponemos la ___________________ en un vaso y hacemos un
2 ____________________
semilla
hoyo. Segundo, sembramos la ___________________ en el hoyo y la cu-
agua
brimos con la tierra. Tercero, regamos la semilla con________________ .
sol
4
Luego, ponemos la semilla en una ventana donde recibe ______________
bióxido de carbono
6
y ________________________________________________ .
KEY
KEY
la hoja
KEY
KEY
el tallo
7
la flor
tierra
la planta
sol
el pétalo
semilla
la raíz
bióxido de
carbono
las semillas
agua
¿Qué alimentos obtenemos de las plantas?
Directions:
1. Unscramble the vocabulary words.
2. Draw a line to the illustration of that word.
Otros alimentos que obtenemos de las plantas
nombre
Directions:
Match the name of the vegetable to the part of the plant from which it comes.
nombre
suav
uvas
lechuga
_______________________________
jaranan
la flor
las semillas
papa
naranja
_______________________________
etacagua
apio
aguacate
_______________________________
la hoja
tápnola
arroz
el tallo
plátano
_______________________________
bróculi
trufas
frutas
_______________________________
maíz
zamanan
manzana
_______________________________
otmeta
Extension activity: See if you can think of
other foods we obtain from plants and
decide what part of the plant they are.
tomate
_______________________________
Grades 3-4
417
la raíz
Cosas correspondientes y buscapalabras
Directions:
1. Match the vocabulary word to its picture.
2. Find each word in the letters below.
Hábitats de las plantas
nombre
Directions:
Match the plant on the left to its habitat on the right.
nombre
algodón
medicina
madera
el cactus
el bosque
el árbol
el desierto
la ninfea
el océano
el alga marina
la charca
oxígeno
especias
caucho
chicle
Flores y árboles
Directions:
nombre
1. Fill in the missing words using the clues.
2. Read the word going down to find out what we all need to understand to protect the environment.
1.
Directions:
nombre
1. Fill in the word in the spaces provided.
2. Read the word in the box going down to discover what we will be studying this unit.
1
flores
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
árboles
2.
2
3
KEY
KEY
pino
rosa
girasol
roble
flores
3. La rosa y el girasol son ________________________________.
aves
a n f i b i o s
i n s e c t o s
m a m í f e r o s
charca
r e p t i l e s
peces
bosque
árboles
4. El roble y el pino son __________________________________.
5.
6.
roble
6
pino
flores
árboles
gírasol
KEY
KEY
anfibios
aves
bosque
charca
rosa
Grades 3-4
7
418
insectos
mamíferos
peces
reptiles
8
4
5
¿Cuántos animales hay?
Palabras revueltas
Directions:
1. Unscramble the words from today’s lesson.
2. Draw a line to the animals they name.
león
caballo
vaca
_______________________
gato
_______________________
_______________________
mamíferos
_______________________
perro
_______________________
tigre
ólne
_______________________
ballaco
_______________________
cava
toga
fímaermso
prero
regit
Directions:
nombre
1. Answer the questions by counting how many of each animal you find in the picture.
nombre
1. ¿Cuántos osos hay?
3
3
2
________________________________________
4
________________________________________
________________________________________
2. ¿Cuántos castores hay? ________________________________________
KEY
3. ¿Cuántos caballos hay?
4. ¿Cuántos coyotes hay?
perro
2. Graph the number of each animal found in the picture above.
gato
Número de animales
tigre
Número
león
vaca
caballo
5
4
3
2
1
0
mamíferos
oso
castor
caballo
coyote
Tipo de animal
Crucigrama
Pon el animal en su hábitat
Directions:
Draw a line from the animal to the habitat in which it lives.
Directions:
Use the picture clues and the key to fill in the crossword puzzle.
nombre
down
across
águila
1.
a.
2.
b.
3.
c.
4.
d.
correcaminos
el desierto
pato
5.
coyote
el bosque
6.
cisne
KEY
KEY
oso
peces
tiburón
la charca
castor
el océano
Extension activity: Think of other animals that live in these habitats and look up their names in a
Spanish/English dictionary.
Grades 3-4
nombre
419
delfín
trucha
perro
gato
oso
pato
caballo
vaca
d
p e r r o
l
p e c e s
f
a
í
t i b u r ó n
r a
u l
c l
p h o s o
v a c a
t
g a t o
Cinco de Mayo
Directions:
Find the names and places from the Battle of Puebla in the word search.
Cosas correspondientes
Directions:
Match the animal name to the picture of the animal.
nombre
serpiente
serpiente de cascabel
lagarto
tortuga
cocodrilo
sapo
rana
aves
KEY
mamíferos
Puebla
peces
México
Cinco de Mayo
reptiles
Juárez
anfibios
Zaragoza
Maximiliano
Francia
Grades 3-4
420
nombre
Program Information and Copyright
Address Directory
Elementary Spanish Program
Educational Systems Programming
Northern Arizona University
PO Box 5751
Flagstaff, AZ 86011-5751
Phone: (928) 523-9484
Fax: (928) 523-0057
Web site: http://star.ucc.nau.edu/ES
e-mail: [email protected]
For more information about programs,
please call toll-free: (800) 628-6266
Copyright
All copyright for the print, videotape, and CD-ROM materials is held by Northern Arizona University. School
sites who have paid the program site license fees for Thematic Units 6-10 may duplicate print and videotape
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only at their sites.
No use or duplication of any materials is permitted by sites who have not paid program site fees for
Thermatic Units 6-10.
Schools are not authorized to use any print or videotape materials from previous years (1990-1997).
Elementary Spanish Teachers for Units 6-10
• Elementary Spanish Grades 1-2, Curriculum Development: Kathy S. de Cano
• Elementary Spanish Grades 1-2, Television Teacher: Dr. R. Scott Morris, Ed.D.
• Elementary Spanish Grades 3-4 and Grades 5-6 Curriculum Development
and Television Teacher: Dr. R. Scott Morris, Ed.D.
How to Use the Elementary Spanish Program
Please read the “Welcome Letter” and “Program Preview” sections at the front of this Learning Partner
Guidelines - Teacher’s Guide. They have been written specifically to serve as a complete orientation for teachers
and facilitators for successful implementation of the Elementary Spanish program.
Northern Arizona University (NAU)
These Elementary Spanish programs for Grades 1-2, Grades 3-4, and Grades 5-6 are the product of the unit
which was called Educational Systems Programming (ESP) at Northern Arizona University (NAU) in
Flagstaff, Arizona. ESP began its work in 1990 and had as its mission the creation of educational and
training programs in a variety of electronic media to serve a broad base of clients. ESP worked closely with
NAU’s Television Services, a multiple recipient of the U.S. Department of Commerce’s National
Telecommunications and Information Administration grants.
In 1991, ESP began production of the Elementary Spanish program, formerly known as the Foreign
Languages Initiative: Spanish program. Originally produced in a live and interactive satellite format, as well
Grades 3-4
421
as on videotape, and broadcast nationally on The Learning Channel cable network during the 1996-97
school year, the programming migrated to a videotaped format in the fall of 1997. The instructional format
provides teachers and students the option of twice-weekly instruction in Spanish language and the cultures
of Spanish-speaking peoples to elementary students nationwide. In 1995, ESP introduced Geonauts, an
earth and environmental science program for grades 4-6. During its two-year span, Geonauts employed
Grand Canyon National Park and other parks as living laboratories for building critical science and math
skills. Like the Elementary Spanish programs, Geonauts was also broadcast nationally on The Learning
Channel during the 1996-97 school year, and available via satellite and videotaped formats.
These award-winning programs have served hundreds of thousands of students around the country. Past
honors include the Elementary Spanish program being named a 1994 Telecon Award winner in the “Best
Distance Education Program, K-12” category by the United States Distance Learning Association. More
recently, the Geonauts program was recognized when NAU, Grand Canyon Association, and Grand Canyon
National Park Service were named winners of the 1996 National Park Foundation Award for Partnership
Leadership in Education and Interpretation. NAU, in partnership with Oklahoma State University, is also a
past recipient of grant awards from the U.S. Department of Education’s prestigious Star Schools program,
which provided funding for the Geonauts program and a variety of projects designed to increase access to
educational services and resources.
In the fall of 1997, Educational Systems Programming was integrated into the Institute for Learning and
Technology (TILT) at NAU. At this point the decision was made to create a videotape series based on the
years of live-broadcast experience of the Program. Instruction was specifically designed to meet the needs
and interests of students in the identified grade levels utilizing the latest in educational theory and
broadcast technology.
In 1998, Educational Systems Programming was reestablished as an independent entity within NAU. It is
once again at work in creation and production of new programs to provide a resource for the transformation
of learning and teaching through the integration of student-centered instructional development and
information technologies applications.
Grades 3-4
422
Elementary Spanish Order Form
for Thematic Units 1-5 and 6-10
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Grades 1-2
Elementary Spanish Thematic Units*
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Student activity sheets from teacher’s guide
Grades 3-4
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All Grade Levels
ES Gr. 1-6 CD-ROM for Mac/Windows
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El Día de los Muertos en Pátzcuaro y Janitzio
(All Souls’ Day in Patzcuaro and Janitzio)
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Hábitats de los animales

Transcripción

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