Introduction:
Every aspect of learning is contingent upon the quality of communication which transpires between parties. Therefore by recognizing that in deed English and the languaage arts is part of the humanities approach to study, understand and appreciate the language acquisition, English is a means to failitate learning in all content areas. In regard to learning concepts related to land use issues, students will be exposed to and reinforce their knowledge of the content as a means of expanding their schema base, vocabulary development, and undergo the reading, writing, and thinking process in education.
Time Allotment:
50 minutes
Materials:
Procedure:
Define analogy. According to Webster’s New World dictionary: College edition, they are similarities (in some respects) between things otherwise unlike; partial resemblance. In biology, they are similarities in function between parts dissimilar in origin and structure. In linguistics, it is the process by which new or less familiar words, construction, or pronunciations conform with the pattern of more familiar words. Example: a calculator is to the human brain as a candle is to a light bulb. Explain that certain logic or critical thinking questions ask students to find the analogy or similar pattern in given groups of words. Such as: Rome is to Italy as London is to England (capitals)
Washington is to the apple as Georgia is to the peach (state fruits)
boy is to girl and man is to women (opposites)
dog is to cat as snake is to a mongoose (opposites)
money is to bank as books are to a library (similarity)
Given the following topics, students will complete the analogies:
A tree is to habitat as___________ is to ___________
A nut is to a squirrel as a__________ is to __________
A dam is to a beaver as a_________ is to ___________
A cocoon is to a butterfly as a__________ is to _________
Dirt is to a worm as a __________ is to ___________
Go over student responses and have them point out the similarities.
Hands-on Activity:
Students could fin similarities in other things such as similarities between animals, sports, natural disasters, staple crops in different warm, hot, cold regions.
Introduction to Scientific Principle:
The Earth has various zones which requires different adaptation and skills for species to survive. Species also adapt to various climates and habitats and conditions. Certain patterns, conditions or models are present for adaptation and survival.
Related activities and concepts:
Students could view videos on natural habitats from Wild life series or from the National Geographic Society. Students will express certain similarities, patterns or analogies found from examples given.
Connect to every day examples:
Students could use analogies to compare teacher, schools, relatives, neighborhoods, celebrities.
Summary: Analogies is a critical thinking exercise which students should understand and use to compare similarities and or differences between things.Home activity/parental involvement:
Explain how mom is to dad as student is teacher. (Interconnection/interrelationships: rights and responsibilities.)
Assessment:
Students will be able to find patterns and give reasons for answers to analogies which they find in their readings.
Extension Activity:
Students can find other analogies from library resources.
Objective:
Students will develop familiarity using figurative language and symbolism.
Time Allotment:
50 minutes
Materials:
Procedure:
rose man path rabbit robin a deer brook firewind lightning cat apple tree owl fish dog snowtiger butterfly snake sun snail turtle beaver antchickenHands-on Activity:
Related Activity & Concept:
Students can find and explain symbolism in other things such as the flag, schools, police, valentines, president, library, books, certain colors, etc.
Concept to other every day examples:
People express themselves in different ways through their use of speech, etc. They also express themselves through their selection of clothing, color, etc. Students might explain what their style means to say
.Summary:
Figurative language and symbolism extend one’s ability to use language to create interest. Nature is a source for figurative language and symbolism.
Home activity/parental involvement:
Students could find things at home which symbolize values or beliefs such as crosses, rosaries, pictures, trophies, or ask their parents what is the significance of certain things.
Assessment:
Students will find and explain the use of figurative language and symbolism.
Extension activity:
Students will explain the meaning of the following phrases:
Objective:
Students will develop knowledge of place settings and activities which pertain to given settings. Students will develop creative writing skills.
Time Allotment:
50 minutes
Materials:
Procedure:
Divide the class into groups. Groups will be given a specific place settings. Each group will define their settings and create an action adventure scene in descriptive prose. Then the group will read their scenes and explain why that action could not have happened else where. Settings may be: desert, arctic, mountains, ocean, urban setting, tropical, swampy, beach
Hands-on activity:
Read excerpts of adventure stories such as Call of the Wild; Moby Dick; Indiana Jones etc. and have students discuss the action and setting which was written.
Related activity & concept:
Students will read news articles and describe the place setting where that story took place.
Connect to other every day examples:
People’s opportunities are broadened or restricted by the resources available to them. Land or place settings play a part in human behavior and values.
Summary:
This concept is important in the reading and writing of literary works. It explains basic human activities and values having to do with cultural traditions, lifestyles etc.
Home activity/Parental involvement:
Discuss the different places the family has traveled for vacation or visited or moved and also discuss how life was different or similar in each location.
Assessment:
Given book reports, students will identify the place settings and specific activities which take place related to natural resources, opportunities and limitations.
Objective:
Students will develop sequencing or chronological order skills.
Time Allotment:
50 minutes
Materials:
Advanced procedure:
copy selection for students
Procedure:
Hands-on activity:
Students could chart and estimate for one week the amount and types of garbage collected in the classroom. Have students decide what should go into a landfill. Why couldn’t other materials go to a landfill? Where should those materials go?
Connect to other every day examples:
Our land use and availability is affected by man’s actions. Garbage disposal is a current issue because of limited or contaminated landfills. Land is a scarce resource which man should protect. Students could find new articles about landfills, dumping, land contamination and report to the class.
Summary:
Land use is a valuable concept where interconnection is made globally between all living organisms because land is now becoming a shrinking & endangered commodity through its contamination and misuse through time.
Home activity/parental involvement:
Have students chart and estimate for one week the amount and type of garbage collected at home. Have student decide what should go into a landfill. Why couldn’t other materials go into a landfill? Where should those materials go?
Assessment:
Students will put story lines in sequence or in chronological order.
Extension activity:
Students will put their life stories in chronological order.
Objective:
Students will write diamantes using land use topics. Students will identify parts of speech.
Time Allotment:
50 minutes
Materials:
Procedure:
Explain that a diamante is a poem shaped in the form of a diamond. Students must use specific parts of speech to complete a description or expression about land use. The pattern is as follows:
nounadjective adjectiveparticle particle particlenoun noun noun nounparticle particle particleadjective adjective nounGive an example using student response on the board. Then give students topics to write their diamantes such as: desert, prairie, valley, lake front, mountain, plains.
Hands on activity:
Students could write other poems with or without form about those topics.
Connect to other every day examples:
Students should recognize that there are varieties of ways of expression, description, and explanations about nature.
Home activity/parental involvement:
Students could read and write their poems with members of the family.
Summary:
Land use should be recognized as a valuable resource to mankind. Students could/should broaden their perspective about how land uses are valuable and beautiful. Land forms as place setting s in literature have formed many fascinations about foreign places and can actually lead to other interests and travel.
Assessment:
Students will define and write diamantes