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English to Creoles & Pidgins (French-based Other): Classroom library: Teacher’s guide (Educa Vision Inc.)
Source text - English Classroom library: Teacher’s guide (Educa Vision Inc.)
Students in “l’Ecole fondamentale” begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade develop ideas and skills to explain more complex phenomena in the four disciplines as they progress to higher.
The lessons in this program assist teachers to use the classroom library to help students formulate answers to questions such as:
- Where do animals live and why do they live there?
- What happens if you push or pull an object harder?
- What is the weather like today and how is it different from yesterday?
Students are expected to :
- develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.
- apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution.
- develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.
The concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas.
Students are expected to use these practices to demonstrate understanding of the core ideas, ask questions, develop and use models, plan and carry out investigations, gather data, analyze and interpret data, design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information.
UNIT 1: BASIC NEEDS OF PLANTS AND ANIMALS
Interdependent relationships in ecosystems: animals, plants, and their environment
Use observations to describe patterns of what plants and animals (including humans) need to survive.
- Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.
- Examples of plants and animals changing their environment could include a rat digging in the ground to hide food and tree roots ability to break concrete below a house.
- Examples of relationships could include that goat eat buds and leaves, therefore, they usually live in places where there are grasses; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
Lesson 1 Plant and animals have needs
Based on the book: Ki sa plant yo ak bèt yo bezwen (Educa Vision)
Explores the basic survival needs of humans and animals.
Key Vocabulary: basic needs, air, water, food, shelter
Essential question: What do animals need to survive?
Lesson 2 How Do Plants Grow?
Based on the book: Ki jan plant yo grandi (Educa Vision)
This book describes the life cycle of a plant.
Guided Reading Level: I
Lexile Level: 350
Key Vocabulary: leaves, roots, soil, stems, sunlight, water
Essential questions: What are the parts of plants? What do plants need to survive?
Lesson 3 Animals Collaboration
Based on the book: Animals Together (Educa Vision)
Compares how some animals depend on each other for survival while others remain solitary.
Guided Reading Level: G
Lexile Level: 250
Key Vocabulary: habitat, predators, solitary, species, survive
Essential question: How do animals depend on each other to survive?
Lesson 4 ANTS
Based on the book: Foumi (Educa Vision)
This book describes how ants live and work together to survive.
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Explores ants as insects, how they live, what they eat, and where they lay their eggs.
Guided Reading Level: D
Lexile Level: 100
Key Vocabulary: aphids, colonies, honeydew, insects, larva, pupa, stinger
Essential question: How can ants change the environment to meet their needs?
Lesson 5 Animal Habitats
Based on the book: Animal Habitats (Educa Vision)
The book defines habitat and describes various animal habitats.
Guided Reading Level: H
Lexile Level: 300
Key Vocabulary: equator, grasslands, habitat, oceans, shelter, tropical, wetlands
Essential question: How can animals change their habitat to meet their needs?
Lesson 6 Helping Habitats
Based on the book: Pwoteje Abita (Educa Vision)
This book describes animals and how they adapt to their habitats.
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Lexile Level: 450
Key Vocabulary: adapting, bamboo, coral reef, greenhouse gases, habitats, overfishing
Essential question: How can we help animal habitats?
How can we help animals survive?
Lesson 7 Habitat Homes
Based on the book: Kote bèt yo kapab rete (Educa Vision)
This book describes what a habitat is and which animals live in each habitat.
Key Vocabulary: desert, tropical, arctic, woodland
Essential question: Why do plants or animals (including humans) select a place to live?
Lesson 8 Growing Up Green
Based on the book: Pran swen planèt la (Educa Vision)
The book describes what we can do to take care of our world and to help keep it clean.
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Guided Reading Level: J
Lexile Level: 400
Key Vocabulary: trash, compost pile, recycle, reuse carbon dioxide, fossil fuels
Essential question: How can we make better choices to help the environment?
Lesson 9 Earth Friendly Lunch
Based on the book: Byen manje san gaspiye (Educa Vision)
Explains how to make an Earth friendly lunch and what kids can do to help preserve our natural resources.
Guided Reading Level: J
Lexile Level: 400
Key Vocabulary: compost pile, decompose, landfills, recycled, reusable
Essential question: How can a green lunch be healthy for you and the environment?
Lesson 10 Cleaning Up The Earth
Based on the book: Netwaye yon planèt (Educa Vision)
Describes what we can do to take care of our planet and keep it clean.
Guided Reading Level: J
Lexile Level: 400
Key Vocabulary: atmosphere, carbon dioxide, chemicals, environmentalists, groundwater, landfills
Essential question: How can we protect our planet and help clean up the Earth?
UNIT TWO: FORCES AND INTERACTIONS, PUSHES AND PULLS
Lesson 11 GET MOVING TO GET HEALTHY
Based on the book: Mouvman bon pou sante (Educa Vision)
The book provides information about the importance of keeping your body healthy and gives examples of ways to keep your body moving while having fun.
Key Vocabulary: body, flop, healthy, row, strong, wimpy
Essential question: How do you apply strength to push or pull an object?
Lesson 12 STOP, GO, FAST, SLOW
Based on the book: Kanpe ak Derape, Vit ak Dousman (Educa Vision Inc.)
A book about forces and motion. Readers learn it takes energy to push or pull an object to make it go fast or slow.
Guided Reading Level: D
Lexile Level: 100
Key Vocabulary: pull, push, seesaw, spins, straight, zigzag
Essential question: How do you change the speed of an object with a push or pull?
Lesson 13 PLAYGROUND SCIENCE
Based on the book: Lasyans nan rekreyasyon (Educa Vision)
Introduces the concept of forces and interactions in the playground.
Guided Reading Level: Q
Lexile Level: 700
Key Vocabulary: effort, energy, gravity, inclined.
Essential question: How does motion and energy change the movement and balance of an object?
Lesson 14 SIMPLE MACHINES
Based on the book: Mwen itilize machin senp (Educa Vision)
This book describes simple machines that we use every day. Real world examples are given for each simple machine.
Guided Reading Level: D
Lexile Level: 100
Key Vocabulary: lever, pulley, ramp, screw, wedge, wheel
Essential question: How do you use simple machines to compare the effects of different strengths and directions applied to an object?
Lesson 15: WHAT IS SCIENCE?
Based on the book: Koze lasyans (Educa Vision)
Explores the nature of science and introduces students to the characteristics of
scientific inquiry.
Guided Reading Level: C
Lexile Level: 75
Key Vocabulary: collecting, comparing, counting, looking closely, measuring, trying things out, wondering.
Essential question: How do people use tools to observe, analyze data and design solutions?
Lesson 16 SCIENTIST I KNOW
Based of the book: Mwen konnen yon syantis (Educa Vision)
The book will help students recite the lyrics of a song on the lives of two scientists, to learn about science.
Key Vocabulary: Scientific Method, question, hypothesis, experiment, conclusion
Essential question: How can you use the Scientific Method to determine if a design solution works as intended?
Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects.
Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.
UNIT 3: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Examples of human impact on the land could include cutting trees to produce charcoal. Examples of solutions could include replanting trees to replace those that are cut.
Lesson 17 OUR SUN BRINGS LIFE
Based on the book: Solèy nou an Bay Lavi (Educa Vision)
This book looks at how the Sun helps our planet.
Make observations to determine the effect of sunlight on Earth’s surface.
Examples of Earth’s surface could include sand, soil, rocks, and water.
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Examples of structures could include umbrellas, canopies, and tents
that minimize the warming effect of the sun.
F & P Guided Reading Level: D
Lexile Level: 100
Key Vocabulary: Earth, fruits, sky, star, Sun, water
Essential question: How does sunlight bring life to Earth?
Lesson 18 DAY AND NIGHT
Based on the book: Lannuit ak Lajounen (Educa Vision)
In this book students will learn about the Sun and the Moon and what makes day and night.
F & P Guided Reading Level: E
Lexile Level: 150
Key Vocabulary: day, moon, night, planet, slice, Sun
Essential question: How does the movement of the Earth cause day and night?
Lesson 19 CALENDAR: THE SEASONS
Based on the book: Kalandrye: Sezon (Educa Vision)
Identifies the four seasons of the year.
Use and share observations of local weather conditions to describe patterns over time.
Guided Reading Level: E
Lexile Level: 150
Key Vocabulary: spring, summer, autumn, winter
Essential question: What are the seasons of the year? How seasons help you describe patterns over time?
Lesson 20 AIR AROUND US
Based on the book: Lè nou respire a (Educa Vision).
Explores the attributes of air, how humans rely on air, and the effect air has on the world around us.
Introduces young readers to the importance of air for breathing, how it can move things, and its effect on the weather.
Guided Reading Level: G
Lexile Level: 250
Key Vocabulary: air, exhale, inhale, wind
Essential question: How does air have an impact on weather conditions?
Lesson 21 SCIENCE TOOLS
Based on the book: Zouti lasyans (Educa Vision)
Introduces safety rules used in the lab or during experiments.
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Guided Reading Level: E
Lexile Level: 150
Key Vocabulary: beaker, hand lens, microscope, ruler, scale, timer
Essential question: How can we use science tools to conduct experiments?
Lesson 22 EARTH DAY
Based on the book: Selebre planèt latè
Recite the lyrics of a song and learn how we can all work together to take care of the Earth.
Key Vocabulary: recycle, Earth Day, planet, green
Essential question: How can we all work together to take care of the Earth?
How can we protect ourselves from the warming effects of the sunlight?
Lesson 23 WHEN IT RAINS
Based on the book: Lè lapli tonbe
This book explores aspects of weather and introduces readers to the effects of rain on their environment.
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Guided Reading Level: D
Lexile Level: 150
Key Vocabulary: clouds, flood, lightning, plants, rainbow, raincoats, umbrella
Essential question: What happens when it rains? How can we prepare for severe rainy weather?
Lesson 24 THE WEATHER TODAY
Based on the book: Ki tan li fè jodi a? (Educa Vision)
This book looks at various types of weather and how weather changes. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Use and share observations of local weather conditions to describe patterns over time.
Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month.
Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.
Lexile Level: 450
Key Vocabulary: clouds, energy, hurricane, lightning, rainbow, thunder, tornado, weather
Essential question: What is weather? How can we prepare for severe weather?
SAMPLE LESSON UNIT 1 Lesson 1 What Is Science?
MATERIALS NEEDED:
For teacher:
Teacher’s User Guide
For students:
Book What is Science? Educa Vision Inc. in Haitian Creole
Per Group:
Paper, pencils, colors, magnifying glass, measuring tape
Strategies:
Word meaning, context clues, matching, picture walk, questioning, comparing, classifying, realia, projects, Bloom’s Taxonomy (recall)
Book Summary: What is Science? explores the nature of science and introduces students to the characteristics of scientific inquiry.
Guided Reading Level: C
Lexile Level: 75
Key Vocabulary: collecting, comparing, counting, looking closely, measuring, trying things out, wondering
STANDARD (summarized from the MENFP curriculum)
- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
- Observe, collect and analyze the data to determine if a design solution works as intended.
- Communicate effectively in order to function in a variety of situations and for multiple purposes.
PRACTICE
1. Vocabulary Activities at different proficiency levels
- Beginning Level: Students will use what they already know about science and will classify science tools. (Activity sheets)
- Intermediate Level: Students will use vocabulary learned in What is Science? to match words with actions. (Activity sheets)
- Advanced Level: Students will be able to identify vocabulary words by filling in the missing words in that better describe the action in the picture. (Activity sheets)
2. Journal Activity
Students will write one sentence about their favorite scientific tool.
HOME-SCHOOL CONNECTION
Students will compare shape, size, color, and texture of two objects two objects from home.
FURTHER READING AND RESOURCES
Educa Vision’s Science Encyclopedia Volume 9 – Technology
ESSENTIAL QUESTION
How do people use tools to observe, analyze data and design solutions?
LESSON PROCEDURES:
BUILDING BACKGROUND
During this stage of the lesson, teachers determine prior knowledge and build upon
this knowledge to support the theme. Here, vocabulary is reviewed to ensure that
students have an understanding of key vocabulary words.
Introduction of What is Science?
- Have students look at the cover photo and start a discussion about what they know about science.
- Define all of the key vocabulary words with students. Use the glossary to review the meaning of key vocabulary words. Provide visual resources, such as flashcards. Create a Word Wall with the new words in alphabetical order.
- Have students create pictures for each word.
- Suggested questions to facilitate introductory conversation:
• Page 5: What are the children doing? (counting, trying things out, collecting, comparing, measuring, wondering, and looking closely)
• Page 4: What do you think they are observing? Why? (comparing, collecting, looking closely, and wondering).
Suggested questions:
• Page 2: looking closely – What is the girl looking closely at? Why is she looking closely at the pig?
• Page 8: What are the children doing?
Students will communicate effectively in order to function in a variety of situations and for multiple purposes.
ENGAGEMENT
Here the teacher presents an event or questions to engage students.
Connections are established between what students know and can do.
- Explain to students that during this lesson they will be learning about how science can help us observe, gather information, analyze data and design solutions to problems.
- Have students recall relevant information from experiences. For example, talk about experiences in collecting things, measuring, and comparing.
- Take a walk through the book. Ask students to describe and find familiar words and phrases such as collecting, wondering, and looking closely. Keep these words on the board or posted throughout the lesson as a reference.
- Ask students to provide examples of how science tools help us collect, measure, or look closely at things.
- Ask: • Do you like to collect things? Give some examples.
- Bring a measuring tape to class; if possible bring magnifying glass, or microscope. Show students how to use these scientific tools to observe something or to measure something.
Have students look at page 3.
Ask:
What are children comparing?
How do you compare things?
EXPLORATION
Theme is explored. Hands-on activities take place, with guidance.
- Tell students that science is everywhere.
o Say, "Science is everywhere!" Science is in earthquake, hurricanes, tornadoes, plants, rainbows, and the sky. It is all around us.
o Take students to the playground. Have students describe what they see and provide them with small magnifying glasses. Have them observe insects.
o Ask questions like: How many feet do insects have? Students will explore further by collecting objects from the playground and discussing their findings in the classroom.
- Students will explore, observe, and compare two objects in the classroom.
Ask:
• Do you think these two objects are different?
• How are they different?
• Do they have different colors, shapes, textures?
Continue asking questions in order to get information or clarify something that is not understood.
- Have students sort tools.
o Explore matching words with illustrations.
o Students will be able to match pictures with the correct words that describe the action.
o Ask students which tools could help them understand how an object changes direction when being pushed or being pulled.
o Have students repeat the comparison exercise by providing them with a chart to complete at home.
EXPLANATION and ELABORATION
Teachers seek student’s understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
- Explain to students that science is counting, collecting, comparing, and wondering.
o Have students use their senses to observe and describe different objects throughout the classroom.
o Ask them to describe what they see, how it feels to the touch, and how it smells.
o Explain to students that scientists use many tools to conduct an experiment.
ask:
• What do you use to measure something? (measuring tape, ruler)
• What do you use to look at something very small? (magnifying glass)
- Have students discuss their home-school project charts.
Ask:
What objects did you compare? How were they different and alike?
After conducting this comparison, ask students:
• What is science?
• How does science help us?
Provide tools to describe and compare the physical properties of objects.
For example, use a simple balance scale to see which of two objects weighs more.
Make several demonstrations to show students how scientists use scientific tools to analyze data and come up with solutions to a problem.
After conducting several demonstrations, have students answer the essential question:
How do scientists use scientific tools to analyze data and design solutions?
CLOSURE
1. Provide students with time to explain their experiences during their class activities.
2. Direct students to share with the class what they learned during the comparison activity chart.
3. Have students answer the essential question: How do scientists use scientific tools to analyze data and design solutions?
HOMEWORK EXTENTION
Homework and practice activities are provided to extend the lesson. Additional resources are also available for further research and support.
EVALUATION
Teachers evaluate students’ knowledge, skills, and abilities. Rubrics are used to assess student development and lesson effectiveness.
Use the following performance rubric for assessing student work.
Performance Indicators:
_______ Collaborates with the group during mini lab time.
_______ Works well with team members while carrying out assignments.
_______ Explains what science is and how scientists use scientific tools.
Translation - Creoles & Pidgins (French-based Other) Bibliyotèk nan klas: Gid pou pwofesè (Educa Vision Inc.)
Elèv ki nan "nivo fondamantal" kòmanse devlope yon konpreyansyon sou kat disiplinè debaz yo: syans fizik; syans lavi; syans latè ak syans nan lespas; epi tou jeni, teknoloji, ak aplikasyon pou lasyans. Depi nan pi piti klas yo, elèv yo kòmanse konprann epi reponn kesyon sou tout bagay ki antoure yo. Nan fen senkyèm ane ya, elèv yo kapab montre yo alèz pou yo ranmase, dekri, epi itilize enfòmasyon sou mond natirèl la ou byen ki envate. Pèfòmans nap tann pou elèv genyen nan nivo fondamantal fè devlope lide ak konpetans pou yo eksplike fenomèn ki pi konplèks nan kat disiplin yo pandan y ap monte nan nivo ki pi wo yo.
Leson yo nan pwogram sa a ap ede pwofesè yo pou yo kapab itilize bibliyotèk ki an klas la pou ede elèv yo reponn yon seri kesyon tankou:
- Ki kote bèt yo ap viv epi poukisa yo rete la?
- Sa k ap pase si w pouse oubyen ou rale yon bagay pi fò?
- Ki tan li fè jodiya epi ki diferans ki genyen ak tan li te fè yè ya ?
N ap tann pou elèv yo:
- devlope konpreyansyon yo sou sa plant yo ak bèt yo (ki gen ladann moun tou) bezwen pou yo viv epi relasyon ki genyen ant bezwen yo ak kote y ap viv la.
- degaje yon konpreyansyon konsènan efè diferan fòs oubyen diferan direksyon lè n pouse oubyen rale sou mouvman yon objè pou n ka analize solisyon an.
- devlope konpreyansyon yo sou karakteristik ak varyasyon kondisyon metewolojik lokal yo ak previzyon metewolojik yo tou pou yo prepare epi reyaji lè gen move tan.
Konsèp modèl yo; kòz ak efè yo; sistèm yo ak modèl sistèm yo; entèdepandans diferan syans yo, jeni, ak teknoloji; api enfliyans jeni, teknoloji, ak syans sou sosyete a ak mond naturèl yo, tout eleman sa yo utilize pou òganize disiplinè debaz sa yo.
Elèv yo dwe itilize pratik sa yo pou yo montre konpreyansyon yo sou lide debaz yo, pou yo poze kesyon, devlope ak itilize modèl yo, pou planifye ak fè envestigasyon, pou rasanble done, pou analize ak entèprete done yo, pou avizaje yon solisyon, pou jwenn, evalwe epi kominike enfòmasyon.
INIT 1: PREMYE BEZWEN PLANT AK BÈT YO
Relasyon entèdepandans ekosistèm nan: bèt, plant, ak anviwònman
Itilize obsèvasyon w pou dekri kòman plant ak bèt yo (moun yo ladann tou) viv.
- Kòm egzanp, nou ka di bèt yo bezwen pran manje ya, men plant yo pa ka fè l; tout bèt yo pa manje menm bagay; plant yo bezwen limyè; epi tout sa ki vivan bezwen dlo.
-Pami egzanp ki montre kijan plant ak bèt yo ka chanje anvirònman an, nou ka pran yon rat ki fouye yon trou poul sere manje epi yon plant ki fann yon kay ak rasin li
- Pou egzanp relasyon yo, nou ka di kabrit manje zè, yo renmen rete kote ki gen zèb. Zèb yo bezwen limyè solèy la pou yo pouse. Donk bèt yo, plant yo ak anvirònman an se yon system.
Leson 1 Bezwen plant ak bèt yo
Baze sou liv ki rele: Ki sa plant yo ak bèt yo bezwen (Educa Vision)
Eksplore premye bezwen moun ak bèt.
Vokabilè Kle: Premye bezwen yo, lè, dlo, manje, kay
Kesyon esansyèl : Kisa bèt yo bezwen pou yo?
Leson 2 Kijan Plant yo grandi?
Baze sou liv ki rele: Ki jan plant yo grandi (Educa Vision)
Liv sa a dekri sik lavi yon plant.
Nivo Lekti Gide : I
Nivo Leksik: 350
Vokabilè Kle: fèy, rasin, tè, tij, limyè solèy, dlo
Kesyon esansyèl: Ki divès pati yon plant genyen? Kisa plant yo bezwen pou yo viv?
Leson 3 Kolaborasyon Bèt yo
Baze sou liv ki rele: Bèt yo Viv Ansanm (Educa Vision)
Konpare ki jan kèk bèt bezwen yon lòt pou yo viv poutan gen lòt ki rete pou kont yo.
Nivo lekti Gide: G
Nivo Leksik: 250
Vokabilè Kle: abita, predatè, solitè, espès, siviv
kesyon Esansyèl: Ki jan bèt yo depann de yon lòt pou yo viv?
Leson 4 FOUMI
Baze sou liv ki rele: Foumi (Educa Vision)
Liv sa a dekri kijan foumi viv ak travay ansanm pou yo ka siviv.
Konstwi yon agiman ak prèv pou montre kijan plant yo ak bèt yo (ki gen ladan moun tou) ka chanje anviwònman an pou satisfè bezwen yo.
Eksplore foumi yo tankou ensèk, ki jan yo viv, sa yo manje, ak kote yo mete ze yo.
Nivo Lekti Gide: D
Nivo Leksik: 100
Vokabilè Kle: afid, koloni, myèl, ensèk, lav, poup, stenje
Kesyon Esansyèl: Ki jan nou ka chanje anviwònman an pou nou satisfè bezwen nou?
Leson 5 kote bèt yo rete
Baze sou liv ki rele: Kay bèt yo (Educa Vision)
Liv la defini kisa abita a ye epi li dekri divès kalite abita pou bèt yo.
Nivo Lekti Gide: H
Nivo Leksik: 300
Vokabilè Kle: ekwatè, preri, abita, oseyan, abri, twopikal, marekaj
Kesyon Esansyèl: Ki jan bèt yo ka chanje abita yo pou yo kapab satisfè bezwen yo?
Leson 6 Ede Abita yo (Pwoteje Abita)
Baze sou liv ki rele: Pwoteje Abita (Educa Vision)
Liv sa a dekri bèt ak fason yo adapte yo ak abita yo.
Sèvi ak yon modèl pou reprezante relasyon ki genyen ant bezwen diferan plant oswa bèt (tankou moun) ak kote y ap viv la.
Nivo Leksik: 450
Vokabilè Kle: adaptasyon, banbou, resif koray, gaz efè sèr, abita, peche twòp pwason.
Kesyon Esansyèl: Ki jan nou ka ede abita bèt?
Ki jan nou ka ede bèt yo pou yo viv pi byen?
Leson 7 Kay Habita
Baze sou liv ki rele: Kote bèt yo kapab rete (Educa Vision)
Liv sa a dekri sa abita a ye ak ki bèt kap viv nan abita a?
Vokabilè Kle: dezè, twopikal, atik, kote ki gen bwa
Kesyon Esansyèl: Poukisa plant yo oswa bèt yo (ki gen moun ladan n tou) chwazi kote pou yo viv?
Leson 8 Grandi vèt
Baze sou liv ki rele: Pran swen planèt (Educa Vision)
Liv sa a dekri sa nou ka fè pou nou pran swen mond nou an epi kenbe l pwòp.
Kominike solisyon ki ap diminye enpak moun yo sou tè a, dlo yo, lè a, ak lòt bagay k ap viv nan anviwònman lokal yo.
Nivo Lekti Gide: J
Nivo Leksik: 400
Vokabilè Kle: fatra, konpòs, resiklaj, reyitilizasyon gaz kabonik, enèji fosil
Kesyon Esansyèl: Ki jan nou ka fè pi bon chwa pou n ede anviwònman an?
Leson 9 Latè ya se zanmi manje
Baze sou liv ki rele: Byen manje san gaspiye (Educa Vision)
Eksplike kijan pou nou fè pou tè ya ka zanmi manje epi kisa pou n fè pou nou prezève resous natirèl nou yo.
Nivo Lekti Gide: J
Nivo Leksik: 400
Vokabilè Kle: konpòs, dekonpoze, depotwa, resikle, reyitilizab
kesyon Esansyèl: Ki jan yon manje vèt ka bon pou sante epi pou anviwònman an tou?
Leson 10 netwaye tè a
Baze sou liv ki rele: Netwaye yon planèt (Educa Vision)
Dekri sa nou ka fè pou n pran swen planèt nou an epi kenbe li pwòp.
Nivo Lekti Gide: J
Nivo Leksik: 400
Vokabilè Kle: atmosfè, gaz kabonik, pwodwi chimik, pwotektè anviwònman, dlo anba tè, depotwa
kesyon Esansyèl: Ki jan nou ka pwoteje planèt nou an epi ede netwaye tè ya?
INIT DE: FÒS AK ENTÈRAKSYON , POUSE EPI RALE
Leson 11 FÈ MOUVMAN POU KA GEN YON BÒN SANTE
baze sou liv ki rele: Mouvman bon pou sante (Educa Vision)
Liv la bay enfòmasyon sou enpòtans ki genyen pou kenbe kò ou an sante epi li bay egzanp sou fason pou kenbe kò wa oubyem deplase pandan w ap pran plezi.
Vokabilè Kle: kò, flop, sante, ranje, fò, fèb
kesyon Esansyèl: Kijan ou aplike fòs pou pouse oswa rale yon objè?
Leson 12 KANPE, ALE, VIT, DOUSMAN
Baze sou liv ki rele: Kanpe ak Derape, Vit ak Dousman (Educa Vision Inc.)
Yon liv sou fòs ak mouvman. Lektè ya aprann li bezwen enèji pou l pouse oswa rale yon objè pou fè li ale oubyen dousman.
Nivo Lekti Gide: D
Nivo Leksik: 100
Vokabilè Kle: rale, pouse, balanse, vire, tou dwat, zigzag
Kesyon Esansyèl: Kijan w chanje vitès nan yon objè ki gen yon bouton pouse oubyen rale?
Leson 13 SYANS NAN JWÈT POU TIMOUN
Baze sou liv ki rele: Lasyans nan rekreyasyon (Educa Vision)
Entwodwi konsèp fòs ak entèraksyon nan jwèt pou timoun.
Nivo Lekti Gide: K
Nivo Leksik: 700
Vokabilè Kle: efò, enèji, gravite, enkline.
Kesyon Esansyèl: Kijan deplasman ak enèji chanje mouvman ak ekilib yon objè?
Leson 14 MACHIN SEMPLE
baze sou liv ki rele: Mwen itilize machin senp (Educa Vision)
Liv sa a dekri machin senp nou itilize chak jou. Gen egzanp konkrèt pou chak machin senp.
Nivo Lekti Gide: D
Nivo Leksik: 100
Vokabilè Kle: levye, pouli, ranp, vis, kwen, wou
Kesyon Esansyèl: Kouman ou sèvi ak machin senp yo pou ka konpare efè diferan fòs ak direksyon sou yon objè?
Leson 15: KISA LASYENS YE?
Baze sou liv ki rele: Koze lasyans (Educa Vision)
Eksplore nati lasyans epi montre elèv yo karakteristik yon
rechèch syantifik.
Nivo Lekti Gide : C
Nivo Leksik: 75
Vokabilè Kle: kolekte, konpare, konte, gade byen, mezire, eseye , mande.
Kesyon Esansyèl: Kouman moun yo itilize zouti pou yo obsève, analize done epi propose yon solisyon?
Leson 16 SCIENTIFIK MWEN KONNEN
Baze sou liv ki rele: Mwen konnen yon syantis (Educa Vision)
Liv la pral ede elèv yo resite paròl yon chante sou lavi de syantifik, aprann sou lasyans.
Vokabilè Kle: Metòd syantifik, kesyon, ipotèz, eksperyans, konklizyon
kesyon Esansyèl: Ki jan ou ka itilize Metòd la Syantifik detèmine si solisyon nou t ap tann nan mache jan n te panse ya?
Men kèk egzanp sou pwoblèm ki mande yon solisyon ta ka gen ladan deplasman yon mab oswa
yon lòt objè sou yon sèten distans, swiv yon chemen an patikilye, epi fè lòt bagay yo tonbe.
Men kèk egzanp sou solisyon ki ka gen ladan zouti tankou ranp pou ogmante vitès yon objè ak
yon estrikti ki ka fè yon objè tankou yon mab oswa boul vire.
INIT 3: RELASYON ENTÈDEPANDAN ECOSYSTEMS YO
Kominike solisyon ki pral diminye enpak sou moun sou tè a, dlo, lè, ak lòt bagay k ap viv nan
anviwònman lokal yo.
Men kèk egzanp sou enpak moun sou tè a ta ka gen ladan koupe pyebwa pou yo pwodwi
chabon.
Men kèk egzanp sou solisyon ki ka gen ladann rebwazman pou ranplase sa ki te koupe
yo.
Leson 17 SOLÈY NOU WAN BAY LAVI
Baze sou liv ki rele: Solèy nou an Bay Lavi (Educa Vision)
Liv sa a gade kijan Solèy la ede planèt nou wan.
Fè obsèvasyon pou detèmine efè solèy la sou tè ya.
Egzanp sou sifas tè ya ka gen ladan sab, tè, wòch, ak dlo.
Sèvi ak zouti epi ak materyèl pou konsevwa epi bati yon estrikti k ap diminye efè rechofman solèy la nan yon zòn.
Egzanp sou estrikti yo ka gen ladan yo parapli, bwapen, ak tant
Ki ka diminye efè rechofman solèy lanan yon zòn.
Nivo Lekti Gide F ak P: D
Nivo Leksik: 100
Vokabilè Kle: Latè, fwi, syèl, zetwal, Solèy, dlo
kesyon Esansyèl: Kijan solèy la pote lavi sou latè?
Leson 18 LAJOUNEN AK LANNWIT
baze sou liv ki rele: Lannuit ak Lajounen (Educa Vision)
Nan liv sa a elèv yo aprann bagay sou Solèy la ak lalin nan epi sa ki fè lajounen kou lannwit.
Nivo Lekti Gide F ak P: E
Nivo Leksik: 150
Vokabilè Kle: jou, lalin, lannwit, planèt, tranch, Solèy
kesyon Esansyèl: Kijan mouvman Latè a lakòz lajounen kou lannwit?
Leson 19 KALANDRIYE: SEZON YO
Baze sou liv ki rele: Kalandrye: Sezon (Educa Vision)
Idantifye kat sezon yo nan ane a.
Itilize epi pataje obsèvasyon kondisyon metewolojik lokal yo pou dekri modèl yo apre yon sèten tan.
Nivo Lekti Gide: E
Nivo Leksik: 150
Vokabilè Kle: prentan, ete, otòn, ivè
kesyon esansyèl: Ki sezon ki genyen nan ane a? Ki fason sezon yo ka ede nou dekri model sezon yo aprè yon sèten tan?
Leson 20 LÈ KI ANTOURE NOU
baze sou liv ki rele: Lè nou respire a (Educa Vision).
Eksplore kijan lè a ye, kòman nou depann de lè, epi efè lè a genyen sou tout sa ki antoure nou.
Montre jèn lektè yo enpòtans lè a genyen pou nou ka respire, ki
jan
li ka deplase yon bagay, ak efè li sou kondisyon metewolojik yo.
Nivo Lekti Gide: G
Nivo Leksik: 250
Vokabilè Kle: lè, inale (vale lè), respire, van
Kesyon Esansyèl: Ki jan lè gen yon enpak sou kondisyon metewolojik?
Leson 21 ZOUTI LASYANS
Baze sou liv ki rele: Zouti lasyans (Educa Vision)
Entwodwi règ sekirite ki itilize nan laboratwa oswa pandan eksperyans yo.
Sèvi ak zouti ak materyèl pou konsevwa epi bati yon estrikti ki pral diminye efè rechofman planet la sou yon zòn.
Nivo Lekti Gide: E
Nivo Leksik: 150
Vokabilè Kle: goblè, loup, mikwoskòp, règ, echèl, minitri
Kesyon Esansyèl : Ki jan nou ka itilize zouti lasyans pou fè eksperyans?
Leson 22 JOUNEN LATÈ
Base sou liv ki rele: Selebre planèt latè
Resite lirik (paròl) yon chan epi aprann ki jan nou ka travay ansanm pou pran swen tè ya.
Vokabilè Kle: resikle,Jounen Latè, planèt, vèt
Kesyon Esansyèl: Ki jan nou ka travay ansanm pou pran swen Latè?
Ki jan nou ka pwoteje tèt nou kont efè rechofman planèt la?
Leson 23 lè gen lapli
Baze sou liv ki rele: Lè lapli tonbe
Liv sa a eksplore aspè kondisyon metewolojik yo epi li entwodwi lektè yo sou efè lapli genyen sou anviwònman an.
Poze kesyon pou nou jwenn enfòmasyon sou previsyon metewolojik yo pou nou prepare nou, epi reyaji lè gen move tan.
Nivo Lekti Gide: D
Nivo Leksik: 150
Vokabilè Kle: nyaj, inondasyon, zèklè, plant , lakansyèl, lapli, parapli
Kesyon Esansyèl: Kisa k pase lè gen lapli? Kijan nou ka prepare pou lè gen gwo lapli?
Leson 24 KI TAN LI FÈ JODIYA
Baze sou liv ki rele: Ki tan li fè jodi a? (Educa Vision)
Liv sa a prezante divès kalite meteyo epi nan ki kondisyon metewo wa chanje.
Poze kesyon pou nou jwenn enfòmasyon sou previsyon metewolojik yo pou nou prepare nou, epi reyaji lè gen move tan.
Itilize epi pataje obsèvasyon sou kondisyon metewolojik lokal yo pou nou ka di kijan yo ye aprè yon sèten tan.
Egzanp sou obsèvasyon kalitativ yo ka gen ladan yo deskripsyon kondisyon metewolojik yo (tankou lè gen solèy, nwaj, lapli, ak chalè); Egzanp obsèvasyon kantitativ yo ka gen ladan yo konbyen jou ki gen solèy, van, ak lapli nan yon mwa.
Egzanp sou modèl diferan tan yo ka gen ladan yo konparezon tanperati maten ki pi fre ak apremidi ki pi cho, epi konbyen jou ki gen solèy ak konbyen jou ki gen nwaj nan diferan mwa yo.
Nivo Leksik: 450
Vokabilè kle: nyaj, enèji, siklòn, zèklè, lakansyèl, loraj, tònad, move tan
Kesyon Esansyèl : Ki sa ki move tan an? Ki jan nou ka prepare nou pou le gen move tan?
EGZANP YON LESON UNITE 1 Leson 1 Kisa Lasyans ye?
MATERYÈL NESESÈ:
Pou pwofesè:
Gid itilizasyon Pwofesè a
Pou elèv yo:
Liv Ki sa Lasyans ye? Educa Vision Inc. nan lang kreyòl ayisyen
Pou chak gwoup:
Papye, kreyon, koulè, loup, ruban pou mezire
Estrateji:
Siyifikasyon mo yo, endis kontèk yo, korespondans, explwatasyon imaj yo, kesyònman, konparezon, klasifikasyon, relye, pwojè, taksonomi Bloom (rapèl)
Rezime Liv la: Ki sa lasyans ye? eksplore nati lasyans epi entwodui elèv yo sou karakteristik yon rechèch syantifik.
Nivo Lekti Gide: C
Nivo Leksik: 75
Vokabilè Kle: kolekte, konpare, konte, Gade byen, mezire, eseye kèk bagay, mande
STANDARD (rezime kourikoulòm MENFP)
- Poze ak reponn kesyon pou ka chèche èd, jwenn enfòmasyon, oswa klarifye yon bagay ou pa konprann.
- Obsève, kolekte epi analize done yo pou detèmine si solisyon ki te prevwa yo fonksyone.
- Kominike efektivman pou ka fonksyone nan plizyè sitiyasyon epi pou atenn plizyè objektif.
PRATIK
1. Aktivite Vokabilè nan diferan nivo konpetans
- Nivo debitan: Elèv yo pral itilize sa yo deja konnen sou lasyans epi yo pral klasifye zouti syantifik yo. (Fèy aktivite)
- Nivo Entèmedyè: Elèv yo pral itilize vokabilè yo aprann nan Kisa Lasyans ye? Pou asosye mo avèk aksyon. (Fèy Aktivite)
- Nivo avanse: Elèv yo pral kapab idantifye mo vokabilè yo lè yo ranpli mo ki manke yo ki dekri pi byen aksyon ki an imaj la. (Fèy Aktivite)
2. Aktivite Journal
Elèv yo pral ekri yon fraz sou zouti syantifik yo pi renmen an.
KONEKSYON LAKAY-LEKÒL
Elèv yo ap konpare fòm, gwosè, koulè, ak teksti de objè, de objè nan kay la.
LÒT LEKTI AK RESOUS
Ansiklopedi Educa Vision Volim 9 – Teknoloji
KESYON ESANSYÈL
Ki jan moun yo itilize zouti yo pou obsève, analize done epi propoze solisyon yo?
PWOSEDI LESON YO:
BUILDING BACKGROUND
Pandan etap sa a nan leson an, pwofesè yo detèmine konesans elèv yo genyen anvan leson wan epi konesans sa yo itilize pou sipòte tèm nan. Nan kontèks sa, revizyon vokabilè yo pèmèt
elèv yo konprann mo kle yo.
Entwodiksyon Kisa Lasyans ye?
- Fè elèv yo gade foto kouvèti a epi kòmanse yon diskisyon sou sa yo konnen sou lasyans.
- Defini tout mo kle yo avèk elèv yo. Sèvi ak glosè a pou revize siyifikasyon mo kle yo. Bay resous vizyèl, tankou kat memwa. Mete nouvo mo yo sou mi yan nan lòd alfabetik.
- Fè elèv yo fè yon imaj pou chak mo.
- Sigjesyon kesyon pou fasilite konvèsasyon nan entwodiksyon an:
• Paj 5: Kisa timoun yo ap fè? (konte, eseye, kolekte, konpare, mezire, mande, epi gade avèk atansyon)
Page 4: Kisa ou panse y ap obsève? Poukisa? (konpare, kolekte, gade byen, epi mande).
Kesyon sigjere:
• Paj 2: gade byen - Ki sa ti fi a ap gade la a? Poukisa l ap gade kochon an konsa?
• Paj 8: Kisa timoun yo ap fè la a?
Elèv yo ap kominike efikasman pou yo kapab fonksyone nan divès sitiyasyon pou yo atenn plizyè objektif.
ANGAJMAN
pwofesè ya prezante yon evènman oubyen yon kesyon pou angaje elèv yo.
Koneksyon yo etabli ant sa elèv yo konnen ak yo ka fè.
- Eksplike elèv yo pandan leson sa a yo pral aprann ki jan lasyans ka ede nou obsève, ranmase enfòmasyon, analize done epi jwenn solisyon pou pwoblèm yo.
- Mande elèv yo pou yo eseye sonje enfòmasyon ki enpòtan nan eksperyans yo te fè a. Pa egzanp, pale de eksperyans yo lè yo t ap kolekte, mezire, ak konpare.
- Eksplore liv la. Mande elèv yo dekri epi jwenn mo ak fraz yo konnen tankou kolekte, mande, epi gade ak anpil atansyon. Kite mo sa yo sou tablo wa oubyen afiche yo pandant tout leson an kòm yon referans.
- Mande elèv yo pou yo bay kèk egzanp sou fason zouti syantifik yo ede nou kolekte, mezire, oswa gade byen yon bagay.
- Mande: • Èske ou renmen kolekte done? Bay kèk egzanp.
-Pote nan clas la yon riban pou mezire, si posib pote yon loup, oubyen yon mikwoskòp. Montre elèv yo kouman yo sèvi ak zouti syantifik sa yo pou yo obsève oswa pou mezire yon bagay.
Fè elèv yo gade paj 3.
Mande:
Kisa timoun yo ap konpare?
Ki jan ou ka konpare bagay sa yo?
EKSPLORASYON
Tèm nan se eksplore. Aktivite pratik yo fèt, avèk konsèy.
- Di elèv yo lasyans tout kote.
oDi, "Lasyans tout kote!" Lasyans nan tranbleman tè, siklòn, tònad, plant, rainbows, ak syèl la tou. Li antoure nou.
o Mennen elèv nan lakou lekòl la. Fè elèv yo dekri sa yo wè epi bayo yon ti loup. Fè yo obsève ensèk yo.
o Poze kesyon tankou: Konbyen pye ensèk yo genyen? Elèv yo ap eksplore pi plis lè yo kolekte objè ki soti nan lakou rekreyasyon an epi fè diskisyon sou rezilta yo nan salklas la.
- Elèv yo pral eksplore, obsève, epi konpare de objè nan salklas la.
Mande:
• Èske ou panse de bagay sa yo diferan?
• Kijan yo diferan?
• Èske yo gen koulè diferan, fòm, tèksti?
Kontinye poze kesyon pou ka jwenn enfòmasyon oswa klarifye yon bagay yo pat konprann.
- Fè elèv yo triye zouti yo.
o Eksplore mo ki koresponn ak ilistrasyon yo.
o Elèv yo pral kapab asosye imaj ak mo ki kòrèk la ki dekri aksyon an.
o Mande elèv ki zouti ki ka ede yo konprann ki jan yon objè chanje direksyon lè yo te pouse oswa lè yo te rale.
o Fè elèv yo repete egzèsis konparezon an avèk yon griy pou yo konplete lakay yo.
EKSPLIKASYON AK ELABORASYON
Pwofesè yo mennen envestigasyon sou konsèp ak prosesis konpreyansyon elèv yo. Prezantasyon lòt konsèp ak konpetans yo fèt pandan y ap chèche rann konsèp yo pi klè epi pi koyeran. Aktivite yo pèmèt elèv yo aplike konsèp yo nan kontèks yo, epi devlope oswa elaji konpreyansyon ak konpetans yo.
- Eksplike elèv kijan lasyans konte, kolekte, konpare, epi mande.
o Fè elèv yo itilize sans yo pou yo obsève epi dekri objè diferan nan salklas la.
o Mande yo dekri ki sa yo wè, sa li santi lè yo manyen l, epi ki odè li genyen.
o Eksplike elèv yo ki syantifik ki itilize anpil zouti pou l fè eksperyans.
mande:
• Kisa w itilize pou mezire yon bagay? (riban pou mezire, règ)
• Kisa ou itilize pou w gade yon bagay ki piti? (loup)
- Fè elèv yo diskite sou projè yo gen pou yo fè lekòl la ak lakay yo.
Mande:
Ki objè ou te konpare? Kijan yo te diferan epi kijan yo te sanble?
Apre ou fin fè konparezon sa a, mande elèv yo:
• Ki sa lasyans ye?
• Kijan lasyans ede nou?
Bay zouti pou dekri epi konpare pwopriyete fizik objè yo.
Pa egzanp, sèvi ak yon balans senp pou wè kiyès nan de objè peze plis.
Fè plizyè demonstrasyon pou montre elèv yo ki jan syantifik yo itilize zouti syantifik pou analize done yo epi pou yo jwenn solisyon pou yon pwoblèm.
Apre plizyè demonstrasyon, mande elèv yo reponn kesyon esansyèl la:
Kouman syantifik yo sèvi ak zouti syantifik pou analize done epi propoze yon solisyon?
FÈMTI
1. Bay elèv yo tan pou Yo eksplike eksperyans yo pandan aktivite sa a.
2. Fè elèv yo pataje ak klas la sa yo te aprann pandan aktivite konparezon an.
3. Fè elèv yo reponn kesyon esansyèl la: Kouman syantifik yo sèvi ak zouti syantifik pou analize done yo epi propoze yon solisyon pou rezoud problèm yo?
DEVWA SUPLEMANTÈ
Bay devwa ak aktivite pratik yo pwolonje leson an. Resous adisyonèl yo disponib tou pou plis rechèch ak sipò.
EVALYASYON
Pwofesè ya evalye konesans, konpetans ak kapasite elèv yo. Rubrik yo itilize pou evalye devlopman elèv yo ak efikasite leson yo.
Itilize règ pèfòmans sa yo pou evalye travay elèv yo.
Endikatè pèfòmans:
_______ Kolabore ak gwoup la pandan tan mini laboratwa a.
_______ Travay byen ak manm ekip yo pandan aktivite yo.
_______ Eksplike kisa lasyans ye epi kijan syantifik yo itilize zouti syantifik yo.
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Translation education
Master's degree - University of Montreal
Experience
Years of experience: 20. Registered at ProZ.com: Feb 2019.
