Third grade students are currently working on one of their largest units for the year: the community. Student goals for this unit include:
*I can name 3-5 community places.
*I can locate community places on a map.
*I can describe community places.
*I can name 3-5 community members.
*I can match community members to their places of employment
*I can describe the uniforms of various community members (connects to a previous unit on clothing)
*I can name 2-4 geographical features
*I can give and follow directions using the cardinal directions (north, south, east, west)
As part of this unit, students are designing their own cities, including geographical features and different buildings, all labeled in Spanish. In addition to creating the maps, students are using them for a number of different activities to practice speaking with each other in Spanish. These include a simple guessing game to guess a student's "lugar secreto" (secret place) based on a description of location, size, and color; giving directions to a destination using the cardinal directions (norte, sur, este, oeste), and sharing and commenting on sites of interest on their maps. Using an authentic video guide for Puerto Morelos, Mexico as a model, students will also be creating their own advertisement for their city explaining the different points of interest and recreational opportunities. Many different language skills will be put to work in our culminating map activity, in which students take turns as tourists and travel guides in their cities. As travel guides, students will gather information about their visitors, including their name, profession, and city of residence before presenting the different places of interest in their city. As tourists, students have to answer each of the guides questions and also choose an activity or destination within the city, as well ask ask for directions to help them get there.
If you are interested in practicing this vocabulary more with your student, ask them to give you directions from one place to another using the phrase "¿Dónde está ___?". You can also ask them to tell you about the different activities you can do in their city, and where you can do them.
Here are some questions in Spanish to help you start the conversation:
*I can name 3-5 community places.
*I can locate community places on a map.
*I can describe community places.
*I can name 3-5 community members.
*I can match community members to their places of employment
*I can describe the uniforms of various community members (connects to a previous unit on clothing)
*I can name 2-4 geographical features
*I can give and follow directions using the cardinal directions (north, south, east, west)
As part of this unit, students are designing their own cities, including geographical features and different buildings, all labeled in Spanish. In addition to creating the maps, students are using them for a number of different activities to practice speaking with each other in Spanish. These include a simple guessing game to guess a student's "lugar secreto" (secret place) based on a description of location, size, and color; giving directions to a destination using the cardinal directions (norte, sur, este, oeste), and sharing and commenting on sites of interest on their maps. Using an authentic video guide for Puerto Morelos, Mexico as a model, students will also be creating their own advertisement for their city explaining the different points of interest and recreational opportunities. Many different language skills will be put to work in our culminating map activity, in which students take turns as tourists and travel guides in their cities. As travel guides, students will gather information about their visitors, including their name, profession, and city of residence before presenting the different places of interest in their city. As tourists, students have to answer each of the guides questions and also choose an activity or destination within the city, as well ask ask for directions to help them get there.
If you are interested in practicing this vocabulary more with your student, ask them to give you directions from one place to another using the phrase "¿Dónde está ___?". You can also ask them to tell you about the different activities you can do in their city, and where you can do them.
Here are some questions in Spanish to help you start the conversation:
¿Dónde está ____? - Where is _____?
¿Qué color es? - What color is it?
¿Qué tamaño es? - What size is it?
¿Qué forma tiene? - What shape is it?
¿Dónde trabaja ___? - Where does ___ work?
¿Qué color es? - What color is it?
¿Qué tamaño es? - What size is it?
¿Qué forma tiene? - What shape is it?
¿Dónde trabaja ___? - Where does ___ work?
For the full vocabulary list for this unit, please refer to the 3rd grade curriculum document located on the Curriculum Guides page. The vocabulary for community members, community places, and geographical features can be found on pages 4-5 of this document.
Maps and travel guides will be on display in the 3rd grade hallway after we finish our unit in early May, so be sure to stop by to take a look!
Maps and travel guides will be on display in the 3rd grade hallway after we finish our unit in early May, so be sure to stop by to take a look!