Glastonbury Foreign Language > Curriculum > Spanish

Glastonbury Foreign Language Program
Spanish Curricular Unit: Los insectos y otros animalitos
Grade: 2
Subject/Topic Area(s): Los insectos

Key Words:

el insecto, la mariposa, la avispa, la abeja, la hormiga, la mariquita (o la chinita o la catarinita), el mosquito (o el zancudo), es un carabajo, el grillo, los saltamontes, la esperanza, la mosca, la libélula, la luciérnaga, (muy) pequeña/o, la cabeza, la tórax, el abdomen, las patas, las antenas, el aguijón, el huevo, la oruga, el capullo, la crisálida, la mariposa monarca, la seda, el miel, la colmena, la criatura

buena suerte, vuela(n), salta(n), camina(n), arrastra(n), canta(n), pica(n), chupa(n)

sonido bzzzzzzzzzzzz

Designed by: Monica Shuler

Standards:

Major standards— 1.1 1.2 2.1 3.1 4.1 5.1
Supporting standards— 1.3 2.2 4.2 5.2

Brief Summary of Unit (including curricular context and unit goals):

Students will identify and name the above insects.
Students will identify and name the body parts of an insect.
Students will read the vocabulary presented in the unit.
Students will write descriptions of insects.
Students will describe the life cycle of the butterfly.
Students will complete one to three activities/projects- find the hidden picture of and insect and other little creatures and label them, sequencing pictures of the life cycle of the butterfly and label each stage, min-book on insects of their choice.

Number of days for activity: Four weeks

Materials and resources (including technology and multimedia):

_ Finger puppets
_ Pictures of insects
_ Flash cards with names of different insects
_ Materials for project and example
_Songs and poems
_Bugs Life video tape (Disney) if available

Identifying Desired Results

• What essential questions will guide this unit and focus teaching/learning?

What is an insect?
What do insects look like and how do we describe them?
What do insects give us?
What sounds do insects make?
Where do insects live?

What enduring understandings are desired?

Students will understand…

That an insect can live in various parts of the world.
That an insect is a small creature with three body parts and six legs.
That certain insects give us valuable products.
That certain insects go through a metamorphosis before becoming adults.
That insects come in different shapes and sizes.
That insects can move from place to place in different ways.
That certain insects are considered good luck – cricket in Chile and in China , ladybug in Chile and in the U.S.A. , praying mantis in the U.S.A.

What key knowledge and skills will students acquire as a result of this unit? (include all relevant structures, grammar, vocabulary, etc)

The students will know the names of insects.
The students will know how to describe insects.
The students will know how to describe the life cycle of the butterfly.
The students will know what products come from insects.
The students will know the sounds that certain insects make.
The students will know the difference between insects and other animals.
The students will know how to read and write common Spanish words.

Structures:

Este es un insecto.
¿Qué es? Es un insecto.

Un insecto tiene seis patas, y su cuerpo está divido en tres partes: la cabeza, el tórax y el abdomen.
¿Cuántas partes tiene el cuerpo de un insecto? ¿Cuáles son? El cuerpo de un insecto está dividido en tres partes, la cabeza, el tórax y el abdomen
¿Cuántas patas tiene un insecto? Un insecto tiene seis patas.

Esta es la/una avispa.
¿Qué insecto es? Es la/una avispa.

Los insectos son de muchos colores y formas.

¿De qué color es la mariposa? La mariposa es _____________.

¿De qué tamaño es la hormiga? La hormiga es muy pequeña.

Tengo una_____________ que es ________________.

Aquí tenemos la mariposa, la avispa, la abeja y la hormiga
¿Qué tienen en común? ¿Por qué están agrupadas juntas? Son insectos. Tienen seis patas y el cuerpo está dividido en tres partes, la cabeza, el tórax y el abdomen

Aquí tenemos el gato, el perro, y la vaca.
¿Qué tienen en común? ¿Por qué están agrupados juntos? Son mamíferos. El cuerpo está cubierto de pelo, tienen cuatro patas.

Algunos insectos hacen sonidos. La abeja hace un sonido que suena así: bzzzzzzz
¿Qué sonido hace la abeja? La abeja hace bzzzzzzzzzz.

Algunos insectos nos dan productos que son de mucho valor para los seres humanos Por ejemplo, la abeja nos da miel que guarda en una colmena que es como su “ casita”.
¿Qué producto nos da la abeja? La abeja nos da miel.
¿Cómo se llama la “casita” de la abeja? Se llama la colmena.

Algunos insectos vuelan, otros caminan y otros saltan. La mariposa vuela, la hormiga camina, el saltamontes salta. ¿Qué insecto salta?¿Vuela?¿Camina? El saltamontes salta. La mariposa vuela. La hormiga camina.

Me gusta la chinita.
¿Qué insecto te gusta? Me gusta __________.
Me gusta la chinita porque es bonita.
¿Por qué te gusta la abeja? Me gusta abeja porque es ____________.

Vocabulary: insecto ,mariposa, avispa ,abeja, hormiga, mariquita (o chinita o catarinita), mosquito (o zancudo), escarabajo, grillo, saltamontes, esperanza, mosca, libélula, luciérnaga, (muy) pequeña/o, bonita/o, feo/a, cabeza, tórax, abdomen, patas, antenas, aguijón, huevo, oruga, capullo, crisálida, mariposa monarca, seda, miel, colmena, criatura, sonido bzzzzzzzzzzzzzzz, buena suerte, vuela(n), salta(n), camina(n), arrastra(n),canta(n), pica(n), chupa(n)

What do they already know that will help them learn new information? Where and when did they learn it?

The students know colors, body parts, numbers, some descriptive words, and the name of some animals learned in first grade.

Determining acceptable evidence

• What evidence will show that students understand?

Performance Tasks : Project, class participation, concentration games, songs, poems
Quizzes, Tests, Prompts, Work Samples : Matching activity, insect search (hidden picture), mini-book on insects Unprompted Evidence (observations, dialogues): Question/answer, observation, reciting, singing and reading Student Self-Assessment: Notebook (optional)

Lessons:

Lesson 1

Links to Relevant Web Sites: In Progress

Assessment Blueprint (Performance Tasks)

Task Title: Insect search
Approximate Time Frame: 2 days
Standards: 1.2 1.3 3.1 4.1 5.1 5.2
Purpose: check those that apply

Formative – O
Summative – O

Description of Task:

Task #1 The students will complete the following activity (task #1)- the students will find hidden insects in a picture and will write the names from memory or from a word bank. For example:

Evidence of desired understanding: The students will identify the insects and will label them correctly.

Criteria of judgment: The students identified and labeled the insects correctly.

Evaluative Tools: check those that apply

Analytic Rubric – O
Holistic Rubric – O
Criterion (performance) list – O
Checklist – 4

Checklist for insect search (task #1):
• Follows directions correctly.
• Identifies insects
• Writes the names of insects
• Demonstrates good effort.

Task Title: Life cycle sequence
Approximate Time Frame: 1 day
Standards: 1.3 3.1 5.1
Purpose: check those that apply

Formative – O
Summative – 4

Description of Task:

Task #2: The students will complete the following project (task #2)-the students will sequence pictures of the life cycle of the butterfly and label each stage.

Evidence of desired understanding: The students will arrange correctly pictures of the life cycle of the butterfly and will label each stage accordingly.

Criteria of judgment: The students arranged the pictures of the life cycle of the butterfly and labeled them correctly.

Evaluative Tools: check those that apply

Analytic Rubric – O
Holistic Rubric – O
Criterion (performance) list – O
Checklist – 4

Checklist for life cycle sequence (task #2)
• Follows directions
• Arranges pictures in order
• Labels the stages correctly
• Demonstrates good effort.

Task Title : Insect mini-book
Approximate Time Frame: 4-5 days
Standards: 1.2 1.3 3.1 4.1 5.1 5.2
Purpose: check those that apply

Formative – O
Summative – O

Description of Task:

Task #3 The students will complete the following project (task #3)-the students will choose four insects for their mini-book. The students will draw the insects and will write about them. In the writing the students should include name of the insect, description telling color, size, and body parts. The students should also express an opinion. (Me gusta __ ____________. No me gusta _____________).

Evidence of desire understanding: The students will draw four insects and describe them according to directions.

Criteria of judgment: The students drew and wrote a short paragraph that included name of insect, description telling color, size, and body parts. The students also express an opinion.

Evaluative Tools: check those that apply

Analytic Rubric – O
Holistic Rubric – O
Criterion (performance) list – O
Checklist – 4

Checklist for insect mini-book (task #3)
q Follows directions
• Draws insects
• Writes four paragraphs that tell about insects
• Uses varied vocabulary
• Demonstrates good effort

Assessment Blueprint (Other Evidence)

What is being assessed?

Knowledge of insect vocabulary
Understanding of the life cycle of the butterfly

Describe the assessment:

Oral assessment: Throughout the unit individual students will periodically be assessed on their understanding of the vocabulary and their ability to apply concepts taught in class.

What is the purpose of the assessment?

To see whether the students have learned the vocabulary, concepts and the structures taught in the unit

Criteria of judgment/evaluative tools:

Holistic Scoring (See A Collection of Performance Tasks and Rubrics Foreign Languages by Deborah Blaz)

When the students are asked questions or when asked to participate they…

q Made and effort, but really didn't understand the question.
q Some understanding, but limited.
q Good understanding, but answer not thorough.
q Good understanding, quality answer