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Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms Bringing the Biodiversity of Ecuador to Spanish Immersion

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Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms Bringing the Biodiversity of Ecuador to Spanish Immersion Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms BY DIANE J. TEDICK AND CONSTANCE L. WALKER WITH SpaNISH IMMERSION TEacHERS CARLA Working Paper #22 by Diane J. Tedick & Constance L. Walker with & Constance L. Walker by Diane J. Tedick S panish I mmersion Teachers This CARLA working paper is available for free download from the CARLA Website. www.carla.umn.edu/resources/working-papers/ BRINGING THE BIODIVERSITY OF ECUADOR TO SPANISH IMMERSION CLASSROOMS Diane J. Tedick and Constance L. Walker, University of Minnesota with teachers from: Adams Spanish Immersion (St. Paul): Denise Anderson, 3rd grade Concha Fernández del Rey, 5th grade Dayna Laber, Kindergarten Andrea Marcy, 2nd grade Melissa Richards, Kindergarten Highland Park Jr. High Spanish Immersion Program (St. Paul): Andrew Burfeind, 7th-8th grade science Emerson Spanish Immersion Learning Center (Minneapolis): Janet Helmberger, 7th & 8th grade Robbinsdale Spanish Immersion (Robbinsdale): Amy Egenberger, 3rd grade Montserrat Recarte, 2nd grade Tanya Reynolds, 1st grade The Center for Advanced Research on Language Acquisition University of Minnesota, Minneapolis July 2002 Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms First Edition, Second Printing © 2002, 2013 by the Board of Regents of the University of Minnesota. All rights reserved. Produced by Center for Advanced Research on Language Acquisition University of Minnesota 140 University International Center 331 17th Ave SE Minneapolis, MN 55414 USA 612.626.8600 [email protected] http://www.carla.umn.edu TABLE OF CONTENTS INTRODUCTION ..................................................................................................................... 1 The Project ............................................................................................................................ 1 ECUADOR: BACKGROUND AND INTRODUCTION .......................................................... 9 Major Themes for Understanding Ecuador ............................................................................ 9 Geography .......................................................................................................................... 11 Climate and Vegetation ....................................................................................................... 12 Environmental Issues .......................................................................................................... 13 Population and Settlement .................................................................................................. 13 History ................................................................................................................................ 15 Government ........................................................................................................................ 18 LAS LECCIONES PARA KINDER Y EL PRIMER GRADO ................................................... 21 Primera Lección .................................................................................................................. 23 Segunda Lección ................................................................................................................. 25 Tercera Lección ................................................................................................................... 27 Cuarta Lección .................................................................................................................... 29 LAS LECCIONES PARA EL SEGUNDA GRADO ................................................................ 31 Primera Lección .................................................................................................................. 34 Las Estaciones .......................................................................................................................... 35 Segunda Lección ................................................................................................................. 37 Tercera Lección ................................................................................................................... 39 Cuarta Lección .................................................................................................................... 41 Récord de Temperaturas .......................................................................................................... 43 Quinta Lección .................................................................................................................... 44 Las Frutas y Los Vegetales de Minnesota .................................................................................. 45 Sexta Lección ...................................................................................................................... 46 Séptima Lección .................................................................................................................. 47 Octava Lección .................................................................................................................... 48 La Rúbrica Final – Segundo Grado ...................................................................................... 49 Recursos .............................................................................................................................. 50 LAS LECCIONES PARA EL TERCER Y EL CUARTO GRADO ........................................... 51 Tabla de Reflexión ................................................................................................................... 54 Primera Lección .................................................................................................................. 55 Segunda Lección ................................................................................................................. 57 Tercera Lección ................................................................................................................... 59 Tarjetas de juego ...................................................................................................................... 61 Cuarta Lección .................................................................................................................... 63 Recursos .............................................................................................................................. 64 Rubrica del proyecto investigativo de ciencias ..................................................................... 66 LAS LECCIONES PARA LOS GRADOS 5 A 8 ..................................................................... 67 Actividades ............................................................................................................................... 71 La Rúbrica para Evaluar el Projecto Final .................................................................................. 76 Bibliografía y Recursos .............................................................................................................. 77 ECUADOR: AN ANNOTATED BIBLIOGRAPHY ................................................................ 79 ACKNOWLEDGEMENTS We wish to thank our esteemed colleagues in Ecuador, Jose Suarez-Torres, M.D., M.P.H., Ph.D. and Dolores Lopez, M.A., from the Centro de Medio Ambiente y Salud (CIMAS). We turned to them when we first had thoughts of a study-abroad project for Spanish immersion teachers, and their enthusiasm, leadership, and coordination of the Ecuador component of the project was critical to the success of our endeavor. The CIMAS staff, always accommodating, helped us with concerns large and small. The community organizations, individuals, and agencies with which we visited in Ecuador, and the wonderful energy they share about the legacy and the critical importance of biodiversity in Ecuador were an inspiration to us. The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota provided the support and guidance so necessary for a project of this kind. Our thanks to Karin Larson and Suzanne Hay, who have shepherded this effort to its final outcome. Support for this project, Developing Content Curriculum for Language Immersion Education: A Group Studies Abroad Project to Develop Science Curriculum for U.S. Spanish Immersion Programs, was received through a Fulbright Group Projects Abroad Program, U.S. Department of Education, during the summer of 1999. Tara Fortune contributed greatly to the predeparture process of this project and we thank her. Thanks to Concha Fernandez del Rey for editing the Spanish in the final reading of the curriculum. Our thanks to Cathy Zemke, Department of Curriculum and Instruction, for word processing support. BRINGING THE BIODIVERSITY OF ECUADOR TO SPANISH IMMERSION CLASSROOMS Introduction to the Project This project involved 10 teacher participants in the development of science content materials in Spanish for second language immersion programs at the elementary and middle school levels in the Twin Cities metro area in Minnesota. With funding support from the United States Department of Education’s Fulbright-Hays Group Projects Abroad Program, elementary and middle school immersion teachers were selected from metro-area Spanish immersion schools to travel to Ecuador to participate in a four-week study abroad curriculum development program directed by teacher education faculty in Second Languages and Cultures Education from the University of Minnesota. The program was developed in
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