South America Grade Level:

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1 South America Grade Level: Written by: Length of Unit: 2 nd Grade Geography Cindy Green and Jill Allen, Elbert County Charter School, Elizabeth, CO Seven lessons (30-45 minutes each) I. ABSTRACT This unit focuses on the location of the countries on the continent of South America. Students use map skills to gain knowledge of the location and spend some time exploring the cultures. This unit includes a look at the Amazon River and rain forest, and the Andes Mountains. II. III. OVERVIEW A. Concept Objectives 1. Develop an awareness of relative location within our world. (CO State Geography Standard #1) 2. Develop an awareness of diversity of culture in different regions. (adapted from CO State Geography Standard #2) B. Content from the Core Knowledge Sequence 1. Review the continents, four major oceans, and the equator 2. Brazil: largest country in South America, Amazon Rain Forest 3. Peru and Chile: Andes Mountains 4. Locate Venezuela, Colombia, and Ecuador 5. Bolivia: named after Simon Bolivar The Liberator 6. Argentina: the pampas 7. Main Languages: Spanish and Portuguese C. Skill Objectives 1. The students will be able to locate and label on a map, South America and the major oceans surrounding the continent. 2. The students will be able to locate and identify the equator. 3. The students will use map skills to locate Brazil and the Amazon River. 4. The students will be able to locate the region of the Amazon Rain Forest. 5. The students will become familiar will interactions of plants, animals, and humans in the rain forest. 6. The students will demonstrate knowledge of places and environments that affect the future. 7. The students will be able to locate and label the Andes Mountains, Chile and Peru on a map. 8. The students will be able to locate and label Colombia, Venezuela, and Ecuador on a map. 9. The students will create a festive headdress representative of Ecuador. 10. The students will locate and label Bolivia on a map. 11. The students will have knowledge of Simon Bolivar and be able to write three facts about his accomplishments. 12. The students will locate and label Argentina on a map. 13. The students will have an understanding of the culture in Argentina, such as the pampas and the gauchos that live there. BACKGROUND KNOWLEDGE A. For Teachers 1. What Your Second Grader Needs to Know, by E.D. Hirsch 2. A True Book, South America, by David Petersen 2nd Grade, South America 2002 Colorado Summer Writing Institute 1

2 B. For Students 1. Basic map skills 2. Knowledge of the seven continents and four major oceans. IV. RESOURCES A. A True Book South America, by David Petersen B. Countries of the World, Brazil, by Michael Dahl C. National Geographic Kids Video - Really Wild Animals-Totally Tropical Rain Forest D. The Amazon, by Michael Pollard E. Count Your Way Through Brazil, by Jim Haskins F. A New True Book Chile, by Karen Jacobsen G. Peru, Faces and Places, by Marycate O Sullivan H. Senor Cat s Romance, by Lucia Gonzalez I. A New True Book Bolivia, by Karen Jacobsen J. A Picture Book of Simon Bolivar, by David Adler K. A True Book Argentina, by Michael Burgan L. My Mama s Little Ranch on the Pampas, by Maria Cristina Brusca V. LESSONS Lesson One: Introduction to South America A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of relative location within our world. (CO State Geography Standard #1) 2. Lesson Content a. Seven continents b. Four major oceans c. Equator 3. Skill Objective(s) a. The students will be able to locate the seven continents and the four major oceans surrounding the continents. b. The students will be able to identify the location of the equator. B. Materials 2. Wall map of the world 3. Individual world map for each student, Appendix A 4. A True Book, South America 5. Rulers 6. Crayons 7. South America Notebook, Appendix B for each student B. Key Vocabulary 1. Equator - an imaginary line that divides the world into two equal parts 2. Hemisphere - half of the world C. Procedures/Activities 1. Ask students to look at the world map on the wall and locate Canada, United States, Mexico, Central America, and the major oceans. 2. Ask for a volunteer to locate South America. 3. Use a globe and or map, to demonstrate and discuss the meaning of hemisphere and equator. 4. Pass out an individual world map to each student. Instruct the students to label the northern and southern hemispheres, Pacific Ocean, Atlantic Ocean, North America, and South America. Ask the students to color all land (continents) 2nd Grade, South America 2002 Colorado Summer Writing Institute 2

3 brown, and the water blue. Walk around and monitor the students work for understanding. 5. When the students have finished this activity they can turn it in to the teacher. 6. Pass out the pre-made South American notebooks and explain that they must keep these notebooks in his or her desk. At this time, write the definitions on the board for the students to record in his or her South America notebook. D. Assessment/Evaluation 1. Students must complete the first page in the South American notebook. This page asks students to label the equator, and the northern and southern hemisphere. Collect this notebook to assess the map for labeling and the vocabulary words. Lesson Two: Brazil A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of relative location within our world. (CO State Geography Standard #1) 2. Lesson Content a. Brazil b. Amazon River-Amazon Rain Forest 3. Skill Objective(s) a. The students will learn to locate Brazil on a map. b. The students will be able to locate The Amazon River on a map, and be able to locate the region of the Amazon Rain forest. B. Materials 1. Wall map of the world 2. Wall map of South America 3. Countries of the World, Brazil, by Michael Dahl 4. Map in South America notebook 5. Overhead projector 6. Transparency of South America, Appendix C C. Key Vocabulary 1. Amazon River - second longest river in the world 2. Rain forest - forest of tall trees that grow where it is warm and rainy all year D. Procedures/Activities 1. Instruct students to look at the wall map of South America. Ask them to identify the largest country in South America. 2. Ask the students to get his or her South America notebook and label Brazil. Model this by labeling Brazil on your transparency using an overhead projector. 3. Read Countries of the World, Brazil, by Michael Dahl. 4. Ask students what they learned in the book. Ask leading questions: How does the Amazon River compare to the Mississippi River? What types of food are common in Brazil (the tropical rain forest area)? Why? 5. Label the Amazon River and Rain forest with the students by modeling it on the overhead projector. 6. Write the definitions of Amazon River, and rain forest on the board for students to record in his or her South American notebook E. Assessment/Evaluation 1. Collect students notebooks and check the map for accuracy in labeling. 2nd Grade, South America 2002 Colorado Summer Writing Institute 3

4 Lesson Three: Brazil - The Rain Forest A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of diversity of culture in different regions. (adapted from CO State Geography Standard #2) 2. Lesson Content a. Rain forest b. The Amazon River c. Language spoken 3. Skill Objective(s) a. Students will become familiar with interactions of plants, animals, and humans in the rain forest. b. Knowledge of places and environments that affect the future. B. Materials 1. National Geographic Video - Really Wild Animals: Totally Tropical Rain Forest 2. South America map 3. The Amazon, by Michael Pollard 4. Handout on Brazil - Appendix E for each student 5. Count your way through Brazil, by Jim Haskins C. Key Vocabulary None D. Procedures/Activities 1. Review location of the Amazon River and the rain forest. 2. Read and discuss pages in The Amazon, by Michael Pollard. 3. Read a few pages from Count Your Way Through Brazil, to illustrate that the language spoken in Brazil is Portuguese. 4. Watch the video- Really Wild Animals: Totally Tropical Rain Forest. Tell students that they need to be prepared to answer questions about the video when it is finished. 5. When the video is finished, ask students if anyone has questions or if there was anything that needs to be clarified. Ask the students a question that encourages them to think about the consequences if the rain forest is destroyed. What would happen if we continue to destroy the rain forest? 6. Pass out the worksheet questions, Brazil, Appendix E. E. Assessment/Evaluation 1. Collect the worksheet questions for a grade. Lesson Four: Chile and Peru: The Andes A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of relative location within our world. (CO State Geography Standard #1) b. Develop an awareness of diversity of culture in different regions. (adapted from CO State Geography Standard #2) 2. Lesson Content a. Chile, Peru, The Andes Mountains 3. Skill Objective(s) a. The students will be able to locate and label the Andes Mountains, Chile and Peru on a map. B. Materials 1. South America wall map 2nd Grade, South America 2002 Colorado Summer Writing Institute 4

5 2. A New True Book Chile, by Karen Jacobsen 3. Peru, Faces and Places, by Marycate O Sullivan 4. Overhead projector 5. Transparency of South America C. Key Vocabulary 1. Mestizos - people who are partly Indian and another race 2. Alpaca - an animal that has thick wooly fur and lives in the Andes Mountains in Peru D. Procedures/Activities 1. Locate Peru and Chile on the wall map of South America. 2. Locate the Andes Mountains on the wall map of South America. Point out that the range is about 4,500 miles long, along the coast. 3. Ask students to label the map in his or her South American notebook. Model this on the transparency with the overhead projector. 4. Write the vocabulary on the board for the students to record in his or her South America notebook. 5. Read pages 5-18 in A New True Book Chile. 6. Show students the pictures in Peru, Faces and Places. This book has pictures of an alpaca and pictures of the traditional dress found in Peru. 7. Pass out the worksheet Love a Llama to each student, Appendix K. E. Assessment/Evaluation 1. Collect the worksheet for a grade. Lesson Five: Venezuela, Colombia, and Ecuador A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of diversity of culture in different regions. (adapted from CO State Geography Standard #2) 2. Lesson Content a. Venezuela, Colombia, and Ecuador 3. Skill Objective(s) a. Students will be able to locate and label Venezuela, Colombia and Ecuador on a map. b. Students will create a festive headdress representative of the region. B. Materials 1. South America wall map 2. Overhead projector 3. Transparency of South America 4. South America notebooks 5. Senor Cat s Romance, by Lucia Gonzalez 6. Appendix F for craft supplies to make the festive headdress C. Key Vocabulary None D. Procedures/Activities 1. Locate Venezuela, Colombia and Ecuador on the wall map of South America. 2. Ask students to label and locate Venezuela, Colombia, and Ecuador in his or her South America notebook. Model this by labeling the transparency map with the overhead projector. 3. Choose and read a story from Senor Cat s Romance, by Lucia Gonzalez. These are short fables. 4. Pass out supplies to make the festive headdress. See Appendix F. 2nd Grade, South America 2002 Colorado Summer Writing Institute 5

6 E. Assessment/Evaluation 1. Collect the South America notebooks to check the maps for labeling and the vocabulary words. Lesson Six: Bolivia - Simon Bolivar A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of relative location within our world. (CO State Geography Standard #1) 2. Lesson Content a. Bolivia b. Simon Bolivar- The Liberator 3. Skill Objective(s) a. Students will locate Bolivia on a map. b. Students will have knowledge of the significance of Simon Bolivar. c. Students will write three facts about Simon Bolivar in a complete sentence. B. Materials 1. South America wall map 2. Transparency of South America 3. South America notebook 4. A New True Book of Bolivia 5. A Picture Book of Simon Bolivar, by David Adler C. Key Vocabulary 1. Liberate - to free D. Procedures/Activities 1. Locate Bolivia on the South America wall map. 2. Ask students to label Bolivia on his or her map in the South America notebook. 3. Model this by labeling the map on the transparency with the overhead projector. 4. Read A New True Book of Bolivia-pages Read A Picture Book of Simon Bolivar, by David Adler. E. Assessment/Evaluation 1. Collect the sentences that the students wrote about Simon Bolivar for a grade. Students must write in complete sentences. Lesson Seven: Argentina A. Daily Objectives 1. Concept Objective(s) a. Develop an awareness of diversity of culture in different regions. (adapted from CO State Geography Standard #2) 2. Lesson Content a. Argentina b. Gauchos c. Pampas 3. Skill Objective(s) a. Students will locate Argentina on a map of South America. b. Students will have an understanding of the culture in Argentina. B. Materials 1. South America wall map 2. Transparency of map of South America 3. Notebook on South America 2nd Grade, South America 2002 Colorado Summer Writing Institute 6

7 4. A True Book Argentina 5. My Mama s Little Ranch on the Pampas 6. Coloring worksheet of gaucho and Spanish words - Appendices G and H C. Key Vocabulary 1. Gaucho - a cowboy who works on a ranch in Argentina 2. Pampas - a great grassy area in Argentina where farmers grow crops and raise sheep and cattle D. Procedures/Activities 1. Locate Argentina on South America wall map. 2. Ask students to label Argentina on his or her map in the South America notebook. 3. Model how to label Argentina on the transparency map with the overhead projector. 4. Read A True Book Argentina, pages 5-17 and page Read My Mama s Little Ranch on the Pampas. 6. Hand out gaucho coloring activity worksheet, Appendices G and H. E. Assessment/Evaluation 1. Collect and assess notebooks for map labeling and vocabulary words. VI. VII. CULMINATING ACTIVITY A. Administer the unit test, Appendix I. B. In advance, buy tropical fruits at the grocery store such as, starfruit, papaya, mango and pineapple. Cut the fruit into pieces and encourage the students to sample the various fruit. Ask the students, Where did this fruit come from? What type of climate is needed to produce this fruit? C. Also, the previous day, bring in a blender to make the drink, Leche Con Platano (Milk with Bananas). Write the name of the drink on the board- Leche Con Platano and ask the students, What language is the title written in? Ask the students to translate the words. Give them clues as you make the drink in front of them. See Appendix J. HANDOUTS/WORKSHEETS A. Appendix A: World Map Activity B. Appendix B: South America Notebook C. Appendix C: Map of South America D. Appendix D: Globe E. Appendix E: Brazil F. Appendix F: Fiesta Headdress G. Appendix G: A Gaucho H. Appendix H: Learning About Argentina I. Appendix I: South America Test J. Appendix J: Leche con Planto VIII. BIBLIOGRAPHY A. Adler, David., A Picture Book of Simon Bolivar. New York: Holiday House, 1992 ISBN B. Brusca, Maria, My Mama s Little Ranch on the Pampas. New York: Henry Holt, 1994 ISBN C. Burgan, Michael. A True Book Argentina. New York: Children s Press, 1999 ISBN D. Dahl, Michael. Countries of the World, Brazil. Minnesota: Capstone Press, nd Grade, South America 2002 Colorado Summer Writing Institute 7

8 E. Gomez, Aurelia. Crafts of Many Cultures. New York: Scholastic Professional Books, F. Haskins, Jim and Benson, Kathleen. Count Your Way Through Brazil. Minneapolis: Carolrhoda, G. Hirsch, E.D., Jr., What Your Second Grader Needs to Know. New York: Dell, 1998 ISBN X H. Jacobsen, Karen. A New True Book Bolivia. Chicago: Children s Press, I. Jacobsen, Karen. A New True Book Chile. Chicago: Children s Press, 1991 ISBN J. O Sullivan, Marycate. Faces and Places Peru. United States: The Child s World, K. Petersen, David. A True Book South America. Chicago: Children s Press, 1998 L. Pollard, Michael. The Amazon. New York: Benchmark Books, 1997 ISBN M. Roraff, Susan. Festivals of the World Chile. Milwaukee: Gareth Stevens, 1998 ISBN N. A Gaucho. The World is our Neighborhood. Chicago: Evan-Moor Corp., 1996 O. Parts of a Globe. Understanding Globes. Sniffen Court Books, 1989 P. National Geographic Kids Video- Really Wild Animals-Totally Tropical Rain Forest 2nd Grade, South America 2002 Colorado Summer Writing Institute 8

9 Appendix A Please label the following (you may use the numbers to show where each item is): 1. Pacific Ocean 2. Atlantic Ocean 3. North America 4. South America 5. Draw in the Equator with a ruler and label it. 6. Label the northern and southern hemispheres 2nd Grade, South America 2002 Colorado Summer Writing Institute 9

10 Appendix B South America Notebook Supplies: -Tag board or thick cardstock (two pieces for each notebook); these will be the front and back covers -Four to six pieces of lined notebook paper -Stapler -Glue -Copies of Appendix C (the South America map) -Copies of Appendix D (the two globes) You will want to assemble these ahead of time, or have a parent volunteer do it for you. Directions: 1. Put the lined paper inside the two pieces of tag board and staple it together down the side. 2. Cut out the map of South America from Appendix C and glue to the front of the notebook. 3. Cut out the two globes from Appendix D and glue to the first page in the notebook. 2nd Grade, South America 2002 Colorado Summer Writing Institute 10

11 4. The rest of the pages are for recording the vocabulary from the unit. You may also have the students record facts from each lesson on the pages as well. 2nd Grade, South America 2002 Colorado Summer Writing Institute 11

12 Appendix C Map of South America 2nd Grade, South America 2002 Colorado Summer Writing Institute 12

13 Appendix D Adapted from Understanding Globes 2nd Grade, South America 2002 Colorado Summer Writing Institute 13

14 Appendix E Brazil 1. After listening to the facts about Brazil, and watching the Rain Forest movie, you need to list two facts about the country that you learned today. 2. Name one of the layers in the Rain Forest: 3. Which language do they speak in Brazil? Spanish French Portuguese 4. Is the weather in the Rain Forest dry or wet? 5. Brazil is the largest in South America. 6. Which river is located in Brazil? Mississippi Amazon Nile 7. What is one of the main threats to the Rain Forest today? 8. Name two of the animals found in the Rain Forest: 2nd Grade, South America 2002 Colorado Summer Writing Institute 14

15 Appendix F Fiesta Headdress (adapted from Crafts of Many Cultures) The men in the Andes Mountains region wear fiesta headdresses. Supplies: -Paper grocery bags -Ribbon -Scissors -Feathers -Beads -Markers -Crayons -Buttons Directions: 1. Have an adult cut out the two headdress pieces from the sides of a grocery bag, making sure they will fit over the students heads. 2. Have the students decorate both sides of the headdress with crayons or markers. 3. Decorate the headdress with beads, feathers, buttons, and ribbons, etc. 4. Staple sides together so it will fit the students heads. 2nd Grade, South America 2002 Colorado Summer Writing Institute 15

16 Appendix G 2nd Grade, South America 2002 Colorado Summer Writing Institute 16

17 A Gaucho 2nd Grade, South America 2002 Colorado Summer Writing Institute 17

18 Appendix H Learning About Argentina (adapted from The World is Out Neighbor) Spanish Numbers Uno (oo -no) one Dos (dohs) two Tres (trays) three Cuatro (kwah-tro) four Cinco (seen -koh) five Seis (say -ees) six Siete (see-ay -tay) seven Ocho (oh -choh) eight Nueve (nway -vay) nine Diez (dee-ays) ten Spanish Colors Rojo (roh-hoh) red Azul (ah-sool ) blue Amarillo (ah-ma ree -yoh) yellow Verde (vayr -day) green Anaranjado (a-nah-rahn-hah-doh) orange Rosa (roh-sa) pink Moreno (moh-ray-noh) brown Blanco (blahn -ko) white 2nd Grade, South America 2002 Colorado Summer Writing Institute 18

19 Appendix I-1 Geography Test-South America Choose the best answer for each question. 1. What language do most of the counties speak in South America? a. French b. Portuguese c. Spanish 2. Who liberated Bolivia? a. Simon Bolivar b. George Washington c. James Madison 3. What type of forest would you find in Brazil? a. Pine forest b. Black forest c. Rain forest 4. What animal is important to the people of Chile and Peru? 5. Write three animals you might find in the rain forest of Brazil: 6. Is Argentina north or south of the equator? 7. What is the largest country in South America? 2nd Grade, South America 2002 Colorado Summer Writing Institute 19

20 Appendix I-2 Fill in the blank. Word Bank Equator Amazon River Rain forest Alpaca Liberate gaucho pampas mestizo 8. To someone means to free them. 9. A cowboy that works on a ranch in Argentina is called a. 10. The divides the world into two equal parts. 11. If you were traveling in the Andes Mountains of Peru, you might want an to help you carry your supplies. 12. The grassy area in Argentina where farmers grow crops and raise sheep and cattle is called the. 13. You can find hundreds of plants and animals living in the. 14. The second longest river in the world is the. 2nd Grade, South America 2002 Colorado Summer Writing Institute 20

21 Appendix I-3 Label the map with the following information: Andes Mountains, the Equator, the Amazon River, Colombia, Venezuela, Chile, Peru, Brazil, Argentina, Bolivia, Ecuador, Pacific Ocean, Atlantic Ocean 2nd Grade, South America 2002 Colorado Summer Writing Institute 21

22 Appendix J Leche con Platano (adapted from Festivals of the World: Chile) Beginning with Fiestas Oatrias* and all through the summer, Chileans wnjoy a drink called leche con platano, which means milk with bananas. Supplies: -Very cold milk -Sugar -Bananas -Measuring spoons -Measuring cup -Blender -Small paper cups Directions (for one serving of beverage): 1. Peel banana and break into small pieces. 2. Pour one-cup milk and one tablespoon sugar into the blender. 3. Put the pieces of banana into the blender. Blend on low. (The drink should be thick with some small chunks of banana.) 4. Pour into small paper cups. 2nd Grade, South America 2002 Colorado Summer Writing Institute 22

23 *Fiestas Patrias is a two-day holiday consisting of National Day and Army Day. These two holidays are celebrated on September 18 th and 19 th. National Day is a day remembered, because in September 1818 the Chileans made a step towards self-rule. Army Day is a day to honor all military regiments. 2nd Grade, South America 2002 Colorado Summer Writing Institute 23