![]() What do we already know about animal migration and how humans impact it?.Ask students to discuss the following questions with a partner and then share their responses with the class:.Record students’ responses and display them in the classroom. Use the process below to elicit students’ ideas and questions related to the unit, which can be revisited over time.This will develop a sense of ownership and help guide student work over the course of the unit. As a class, create a Know & Need to Know chart based on students’ understanding and questions about the unit. ![]() Encourage students to pair up and explain to each other what they need to do to have a successful unit project.Explain that students will also present an argument supported by empirical evidence to convince stakeholders to implement recommended solutions. After a few volunteers have shared, introduce students to the unit project: Student groups will create a multilayered paper map that shows a particular animal’s migration pattern, how its migration is impacted by humans, ecosystem effects of migration, and recommended solutions to mitigate human impacts on migration.Drawing on the gallery walk and students’ reactions to the images, elicit student responses to the unit driving question: How can we help solve the problems faced by animals on the move?.Keep the sticky notes associated with their respective image, as they will be reused later in the unit.Bring students back together as a class and invite volunteers to share their ideas and feelings about each photograph.Again, students should stick their notes on the wall next to the photograph. On this sticky note, students should record their responses to the images after reading the captions. Sticky note color number two: Next, direct students to revisit the gallery walk and read the captions on the underside of the photographs.Sticky note color number one: Students will examine each photograph in the gallery walk and answer the following question on their sticky note: What is depicted in the photograph (e.g., highway) and how might it impact a migrating animal? They should stick their note on the wall next to the photograph.Mention to students that the completed sticky notes will be kept and reused later in the unit. Distribute a supply of two different colors of sticky notes to each student.Emphasize that students’ perspectives about the photos will likely change or expand over the course of the unit. Direct students’ attention again to the Human Impacts Photo Gallery hanging around the classroom.Big yellow riding hood (cambiar el cuento, personajes, and introduce errors)įive Senses Unit “Let´s have fun” Ponente: Mónica López Pisano C.R.A.We have them.Seeing, hearing, touching,Tasting and smelling.There are five. Five Senses(Tune: Where is Thumbkin) Five senses, five sensesWe have them. I have two ears to hear with, And a tongue to say 'good day!' And two red cheeks for you to kiss,And now I'll run away. Rhymes I have two eyes to see with,I have two feet to run, I have two hands to wave with, And nose I have but one.Internet web pages Games on line 1 Games on line 2 Games on line 3 Smelling sense 1 Smelling sense 2 Taste sense Sight sense ICT: Power points Five senses with sounds ICT: Power points What are the five senses? ICT: Power points Body Awareness: Me and My 5 Senses Power Points/ Internet web pages 2.Activities 3.Conceptual maps 4.Music 5.Story tales 6.Final students project Five Senses Unit “Let´s have fun” Ponente: Mónica López Pisano CP Padre Claret Email: de la Presentación 0.Flashcards 1.ICT.
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