Thematic Unit-Costa Rican Geography

Melissa Baker-Barrios

New London Local Schools

Class level-II, Chapter 7

Standards Addressedó1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2

Day 1

Previous Homework-none

Objectives- Students willÖ

Discuss the differences between ëbosquesí and ëselvasí.

Locate Costa Rica on a map of the Americas.

ÝÝÝÝÝÝÝÝÝÝÝ Locate and identify the 7 provinces of Costa Rica.

ÝÝÝÝÝÝÝÝÝÝÝ Identify the geographical features of the provinces of Costa Rica.

Standards-1.1, 1.2, 1.3, 3.1, 4.1

Procedures-

1. I will start class by announcing that we will have a story at the beginning of class.Ý I will show them the cover of the book.Ý Ask what they think will happen in the story.Ý I will read the story showing pictures and focusing on words they may not know.

2. After the story talk about the differences between ëbosquesí and ëselvasí.ÝÝÝ Ask where you can find them.Ý Using a globe, I will point out all the places that are named.Ý When they hit on Central America we begin to focus on Costa Rica.

3. I will use the ëinvisible mapí (aka Joe Moore) to locate the main cities, San JosÈ, Heredia, Alajuela, LimÛn, Puntarenas, and to locate the 7 provinces.

4. I will give students a simple map to locate and label the 7 provinces.

5. Using a large map on the bulletin board, students will name the geographical features they already know (Probably ëmontaÒaí, ërÌoí, ëplayaí maybe a few others) I will give them a handout with a picture of labeled landforms.Ý We will review pronunciation of terms.Ý Using the map on the bulletin board, students will point out where they think the mountains, rivers, volcanoes, etc are located.

6. Divide students into 7 groups and assign each group one of the provinces.Ý Using guidebooks, fliers, maps, and photographs, each group will make a list (in form of a blank map of the province, which they will fill in) of the geography of each province.

7. Each group appoints a spokesperson to tape their section of the map to the board and briefly review the features of the province.

8. Wrap-up.Ý With all pieces up, we will review as a class.Ý First, using map of the Americas, have a student point out where Costa Rica is.Ý Using the student created map, review the names and locations of the provinces.Ý Using map on bulletin board, we will review geography vocabulary.

9. Pass out homeworkóa word search on which they also have to write the names of the places in Spanish.

Materials-

Bulletin board with oversized map of Costa Rica with removable landforms

and city names.

Story book Vamos al Bosque by Roser Rius

Globe

Map of the Americas

Work sheets-

Blank map of provinces from Costa Ricaís Coloring and Activity Book,

by Annemarie & Lupita Weiler

Work sheet of picture with geography terms from Costa Rica en el

ÝMundo:Ý Atlas Didactico Jitan.Ý JimÈnez & Tanzi. 2001

Word search from Costa Ricaís Coloring and Activity Book

Guide books, fliers, photographs and maps of Costa Rica for group work (if you have Internet access in your room you could have web sites pre-loaded for viewing)

Day 2

Previous Homework-word search

Objectives- Students willÖ

ÝÝÝÝÝÝÝÝÝÝÝ Link names of places with their geography. (Arenal-volc·n)

ÝÝÝÝÝÝÝÝÝÝÝ Locate each place in the proper province.

ÝÝÝÝÝÝÝÝÝÝÝ Correctly use the conditional to talk about what they ìwould see, would doî in different places.

Standards-1.1, 1.2, 2.1, 3.1, 4.1

Procedures-

Bell ringer: When students come in there will be a matching activity on the overhead with names of places in Costa Rica and geographical vocabulary.Ý Students will complete sheet while I check homework.

1. Review quickly the answers to the bell ringer as well as the homework

2. Use the bulletin board map(with cities and geography features removed) to review names of provinces as a group.Ý Students go to board one at a time to place the cities and geographical features back on the map.Ý As they put it up they have to tell what it is and where itís located [Exp.Ý ìJacÛ es una playa.Ý Est· en Puntarenas(en la costa del PacÌfico)î]

3. Once all the features are re-located, we will talk about things we do for fun.Ý Then what they think people do in Costa Rica.Ý Is it the same, different?Ý Why?Ý Introduce the conditional.Ý If I were in Braulio Carrillo, what would I do? ìYo verÌa el bosque lluvioso.îÝ ìYo oirÌa p·jaros.îÝ ìYo caminarÌa en el bosqueÖîÝ Have several students talk about what they would do in different places.

4. After they are comfortable with the ìyoî form, move on to ìellosî and ìnosotrosî forms.Ý

5. Wrap-up.Ý Review on the board what are the forms of the conditional, what is its equivalent in English and why we use it.

6. Review location of the provinces on the bulletin board.Ý Use the map to review places, ìMonteverde es Ö Cauhita esÖî

7. Pass out homework-Worksheet with forms of the conditional and places in Costa Rica.

Materials-Bulletin board

ÝÝÝÝÝÝÝÝÝÝÝ Bell ringer worksheet

ÝÝÝÝÝÝÝÝÝÝÝ Home work worksheet

Day 3

Previous Homework-worksheet covering conditional and places

Objectives-Students willÖ

ÝÝÝÝÝÝÝÝÝÝÝ Discuss importance of national parks in Costa Rica.

ÝÝÝÝÝÝÝÝÝÝÝ Draw their interpretation of a song and a poem separately.

ÝÝÝÝÝÝÝÝÝÝÝ Discuss what would happen if there were no rainforest, if there were no conservation, etc. using the correct form of the conditional.

Standardsó1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2

Procedure

Bell ringer-sentences that students finish with what they would do in different places.Ý I check student homework while they complete.

1. As a class we will go over the answers to the bell-ringer and the homework.

2. Each student is given a city or a place to put on the bulletin board map.Ý After all places are up, I will put up the national parks.Ý Talk about how many there are.Ý Why are they important?Ý Do we have national parks?Ý What are they? How do you picture them, what do they look like?

3. We are going to do a listening activity.Ý We are going to listen to the sounds of a rain forest(explain that this particular recording is from Braulio Caurrillo and point it out on the map).Ý Each student closes their eyes while they listen for two minutes.Ý While they are listening I give each student two blank sheets of paper and a couple of crayons or colored pencils.Ý After listening, I tell each student to draw what they saw in their minds as they listened.

4. Next we listen to another part of the CD while I read the poem ìLa Tierra Est· Triste.îÝ Again I have students draw what they imagined as they listened.Ý We talk about the comparisons of the two images.Ý Talk again about why it is important to have national parks.Ý What ëwouldí happen if there were no parks?Ý What would happen with the animals?Ý Use Nicaragua as an example, mudslides, floods, etc.

5. Wrap-up.Ý Review the main ideas of why conservation is important.Ý Review places and provinces in Costa Rica.

6. Homework is to study vocabulary and map for quiz.

Materials-ÝÝÝÝÝ

Bell ringer worksheet

Bulletin board-National Parks

Poem-La Tierra Est· Triste

Day 4

Previous Homework-study for quiz

Objectives-Students willÖ

ÝÝÝÝÝÝÝÝÝÝÝ Successfully label the geographical features of a map(in form of a quiz).

ÝÝÝÝÝÝÝÝÝÝÝ Use the irregular forms of the conditional in conversation.

ÝÝÝÝÝÝÝÝÝÝÝ Discuss what is located in each provinces as well as source of income.

Standards-1.1, 2.2, 3.1, 4.1

Procedure

1. Students will take the quiz at beginning of the class.

2. Using the parts of the bulletin board map, we will have a class discussion about what they would do in each different place.Ý After a few minutes, introduce some of the irregular verbs into the conversation.Ý Make a list on the board of all of the irregular forms for students to copy.Ý Try to get students to use each verb in a sentence.

3. We will use the blank bulletin board to review provinces.Ý Each student adds a park, geographical feature or city to the bulletin board map.

4. As a group we will talk about what is located in each province using photos and maps to locate important places.Ý Give students a written ëpop quizí to list all the things they can remember in each province.

5. As a class go over ëquizí(not for a grade) and make sure each student has a complete list.Ý We will talk about the main sources of income for each area as well.Ý (What we would buy in each area) Look at some of the things that are exported from Costa Rica, coffee, bananas, wood products and fruits.Ý Look at money and talk about the current exchange rate.ÝÝ Talk about cost of living, wages, etc.

6. Wrap-up.Ý We will review irregular forms of the conditional and the geography and economy of each of the provinces of Costa Rica.

7. Homework-Worksheet with irregular verbs, also write 1 paragraph about where you would visit and what you would do there if you had two weeks and $100,000

Materials-

Quiz using photo from Costa Rica en el Mundo:Ý Atlas Didactico Jitan.

Bulletin board

Examples of Costa Rican goods, money

Current exchange rate

Worksheet with questions in irregular conditional

Day 5-

Previous Homework-Worksheet, paragraph

Objectives-Students willÖ

ÝÝÝÝÝÝÝÝÝÝÝ Read homework paragraph to partner.

ÝÝÝÝÝÝÝÝÝÝÝ Converse with partner and try to convince partner where he/she should go on vacation.

Standardsó1.1, 4.1

Procedure

Bell ringer-sentences with irregular conditional forms.

1. Quickly go over bell ringers and Worksheet answers.

2. Students will get into pairs and read each other their paragraphs.Ý Then they want to try to convince each other to go to their vacation spot.Ý Before they start the activity, we as a group need to talk about convincing phrasesóìme gustarÌaî, ìyo preferirÌaÖporqueî, ìyo recomendarÌa ir aî, ìen mi opinion X serÌa mejor porqueîÖetc.

3. Students spend 5-10 minutes in this conversation, then volunteers ìperformî for the class.Ý If time, all groups perform.

4. If there is time at the end of the period, we will review the provinces and places in Costa Rica.

5. Wrap-up-Explain to students that tomorrow they will do an activity similar to todayís activity that will be taped for a grade.Ý Tomorrowís activity will focus on the places in Costa Rica. Explain the oral assessment, put a copy of the rubric on the overhead and explain where the grade comes from.

6. Homework-study and review the forms of the conditional and places in Costa Rica.

Materials-

Bell ringer worksheet

Copy of rubric

Day 6

Previous Homework-study

Objectives--Students willÖ

Engage in a conversation to convince the other party where they would like to go for vacation.

Correctly use the conditional form.

Correctly place the vacation spots in the various provinces of Costa Rica.

Standardsó1.1, 2.1, 3.1, 3.2, 4.1, 4.2

Procedure

Bell ringer-sentences with conditional.

1. As a class we will quickly review answers to the bell ringer.

2. I will divide students into pairs, explain the oral assessment, put a copy of the rubric on the overhead and review where the grade comes from.

3. Give each pair a set of cards with the situation on it, one is a tourist, one is a travel agent, both have different ideas about what the ideal trip to Costa Rica is.Ý Each tries to convince the other that their idea is best.

4. Each group takes turns going to the tape recorder and recording their conversation (I let them volunteer for order).

5. After each group records, they turn in the situation cards and they have the option of coloring one of the pictures about one of the provinces or reading more about Costa Rica in guide books or on the computer.

6. Wrap-upótalk about how they feel they did on the assessment, what they know they did wrong, what they could do better the next time.

Materials

ÝÝÝÝÝÝÝÝÝÝÝ Situation cards

ÝÝÝÝÝÝÝÝÝÝÝ Copy of Rubric for each student

Worksheets of each province for coloring from Costa Ricaís Coloring and

Activity Book.