7. Read the notes to explain the first object, then make notes to explain the ones you chose. Have students work in their same pairs. Then draw students’ attention to the information on the first card and read it aloud together. Tell them to work on the notes they can make about the other two objects they draw in Activity 6. Give them some minutes as you monitor walking around and check their work. 8. Present your exhibit to your group. Tell students they are going to use their notes to present their exhibit to a new group. Give them some time to prepare and then divide them into groups of three or four. Monitor and offer praise. Note down any inaccuracies or language needed. Once everyone has described their exhibit, go over your notes on the board. Ask students to discuss the question: Can you think of any benefits of using the older version of these things? Ask students if they would enjoy using any of the items in the exhibit and what some of the advantages might be; e.g.: need to take more time, concentrate and think more, do less, but more focused . Product: Museum cards In this lesson, students will make notes about their exhibit. Monitor and offer positive and corrective feedback. Make note of recurring errors to provide feedback and corrections to the whole class. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
6 Look at the object exhibited.What is it? What other objects would be presented? Draw two more.
7 Read the notes to explain the first object, then make notes to explain the ones you chose.
Spacesuit • is a one-person spacecraft • protects from dangers: extreme weather conditions, impacts, etc. • has several parts: helmet, dorso, arms, torso, etc. • has liquid cooling and ventilation on back-thruster jets
Reader Can you think of any benefits of using the older version of these things? (pp. 72-73)
8 Present your exhibit to your group.
Step 4
Museum Cards
• Make notes on something you want to include in an exhibit from this unit. • Check your notes. Copy them onto a piece of paper. Self-evaluation (Check the boxes.) I can write the information about a topic I like on a card. I can share its information. Tip: If you can’t, go back to Activities 6, 7, and 8.
63 Unit 6
Achievements • Register information. • Share information from museum cards. Teaching Guidelines • Present their exhibit to others. • Offer brief spoken explanation about the objects in the exhibit. Development 6. Look at the object exhibited. What is it? What other objects would be presented? Draw two more. As a guide, direct students to the spacesuit shown. Elicit its name and purpose. Have students discuss these questions in pairs. Then ask them to think about other two objects that could be exhibited so that later they can register information. Ask them to draw the objects in the spaces provided. Monitor to offer help if necessary. Differentiated Instruction For this activity you can use the Gather Background Information while you monitor to make notes about students’ exhibits in Activity 5. As students work in groups for Activity 6, make comments on their exhibits.
Unit 6 • Activity Book p. 63
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