El Parque Manuel Antonio

Last name:  Zuckerman

First Name:  Diana

E-Mail:  dianazuck@yahoo.com

School:  Rondout Valley Central School District

Lesson Title:  El Parque Nacional Manuel Antonio    

Brief Description:  Students will learn about Manuel Antonio National Park and other natural environments in Costa Rica through interactive reading comprehension activities.  Students will increase their knowledge about the natural environment.

Topic:  Physical Environment

         Subtopic:  Travel

Keywords:  National Parks and Preserves, brochures (folletos), educational láminas, localización, antecedentes, información general, atractivos sobresalientes, clima y tiempo, recomendaciones, datos de interés, flora y fauna. 

Language:  Spanish

Skills Targeted:  Reading, Writing, Speaking, Listening, Culture

Model:  Shrum and Glisan Interactive Reading Comprehension Model   

Class Level:  Middle School  - 7th grade

Targeted Standards:  
                        1.1                  
                        1.2                  
                        1.3
                        2.1                  
                        2.2                  
                        3.1                  
                        3.2                  
                        4.1                  
                        4.2      

Date:  July 30, 2008

Lesson URL:  http://www.newspeedway.com/dianazuckerman/elparque.html

I.  OBJECTIVES:    
                        1.  Students will be able to identify and discuss cultural products, practices and perspectives related to national parks and nature.  (1.1, 2.2)
                        2.  Students will engage in conversations, provide and obtain information about parks in the US and Costa Rica, and will exchange opinions about the natural environment.  (1.1, 3.1)
                        3.  Students will understand and interpret information pertaining to nature, climate, places and animals from the Manuel Antonio Park brochure.  (1.1, 1.2, 3.2)
                        4.  Students will be able to identify and discuss climate and weather from the brochure.  (1.2, 3.1, 3.2)
                        5.  Students will be able to identify and communicate about animals.  (1.2, 3.1)
                        6.  Students will identify a variety of geographical places.  (1.2, 3.1, 3.2)
                        7.  Students will demonstrate an understanding of culture through comparing and contrasting the natural environment in the US and Costa Rica.  (1.1, 3.2, 4.2)
                        8.  Students will create and present an advertisement for Manuel Antonio Park.  (1.3, 2.2)
                        9.  Students will research, create and present their own brochures related to national parks, preserves and nature in Costa Rica.  (1.1, 1.3, 2.2)
                        10. Students will demonstrate an understanding of the importance of the Manuel Antonio Park brochure and of tourism in general for the Costa Rican people.  (1.1, 2.2, 3.2)
                        11. Students will demonstrate an understanding of the importance of protecting the environment and increasing awareness about nature in Costa Rica.  (2.1, 3.2)
                        12. Students will reinforce and further their knowledge of geography, social studies and science.  (3.1)
                        13. Students will better understand the nature of language through the cognates in the brochure.  (4.1)

II.  MATERIALS:
     
                        1.  Manuel Antonio Park brochure in Spanish (Appendix A) (Costarricense de Turismo, www.visitecostarica.com)
                        2.  Elmo document projector
                        3.  Screen
                        4.  Class map of the US
                        5.  Laptop Computer
                        6.  Smart board
                        7.  Table 1 - Parks and Preserves of the US and Costa Rica (Appendix B)
                        8.  Weather Posters (Appendix C) (www.posterpals.ca)
                        9.  Educational láminas of animals (Appendix D) (Mundi Chicle, www.Maravillasdeaprender.com)
                        10. Costa Rica Parks map (Appendix E) (Toucan Maps, Inc., www.costa-rica-guide.com)
                        11. Digital movies, "Manuel Antonio Park" and "La Naturaleza of Costa Rica"
                        12. CD Player
                        13. Simbiosis CD - piano music by Manuel Obregón with sounds of the rainforest (www.papayamusic.com)
                        14. Table 2 - Manuel Antonio Park Categories (Appendix F)
                        15. List of Manuel Antonio Park information (Appendix G)
                        16. Educational láminas of parks of Costa Rica (Appendix H) (Mundi Chicle, www.Maravillasdeaprender.com)
                        17. Computer lab or laptop cart
                        18. Internet
                        19. Computer printer
                                               
III.  PROCEDURES:

A. Preparation:

                        1.  Using the Elmo document projector, show the cover of the Manuel Antonio Park brochure (in Appendix A).  Ask the students where we are going today and what type of place it is.
                        2.  Prior knowledge discussion:  Students will brainstorm national and state parks and nature preserves in the US, in New York and in our local area.  Refer to the class map of the US.  They can specify if they have visited any of the places mentioned.
                        3.  Provide each student with a copy of Table 1: Parks and Preserves of the US and Costa Rica (Appendix B).  In groups of 3-4, the students will fill in as much information as they can.  Students should use the Spanish weather posters (Appendix C) and the educational láminas of animals (Appendix D) to write responses in Spanish.  Students share their information with the class, take turns filling in Table 1 on the Smart board and add information to their own individual tables. 
                        4.  Using the questions below, students will write a brief paragraph using vocabulary pertaining to weather and animals about places such as: forest, sea, beach, desert, mountains, and/or plains.  A. ¿Te gusta el bosque, mar, playa, desierto, montañas, llanura?  Me gusta ... B. ¿Por qué?  Porque (no) hace/hay (tiempo).  Porque (no) hay (animales).  They should also include why they think parks are important in English.  Students will share their responses with the class.
                        5.  Explain that we are taking a virtual trip by plane to San José, Costa Rica.  Show students the Costa Rica Parks map (Appendix E).  Highlight the National Parks of Costa Rica shown on the map.  Next, explain that we are going to take a bus to Manuel Antonio Park.  What do they notice about the park from the map?  Highlight that a large area of the park is in the Pacific Ocean.
                        6.  Show digital movie, "Manuel Antonio Park".  Teacher will softly play Simbiosis CD of piano music by Manuel Obregón with sounds of the rainforest in the background.

B.  Comprehension:
                        1.  Using the Elmo document projector, show the cover of the Manuel Antonio brochure again.  Look at the title together.  Students answer the questions:  ¿Cómo se llama el parque?  ¿Qué tipo de parque es?  ¿Dónde está?  Encourage any other comments that the students may have.
                        2.  Give each student a copy of the brochure.  Students will look at the photos.  What do the students notice?
                        3.  Focus on the map in the brochure.  Ask students to find specific spots on the map, i.e., ¿Dónde están las playas?  ¿Dónde están los servicios sanitarios?, etc.
                        4.  Look at the subtitles (categories) in the brochure.  What information might they find in the different categories?
                        5.  Give students Table 2: Manuel Antonio Park Categories (Appendix F) with the subtitles from the brochure.  Also give students the List of Manuel Antonio Park information (Appendix G).  Students will skim the article in groups of 2-3 to categorize the sentences from the list into the appropriate or possible section in Table 2.  Each student will write the sentences into Table 2.  When the groups begin finishing, they will share their responses and the reasons for them with the class.

C.  Interpretation:
                        1.  With a partner, students will read the sections of "Localización", "Clima", and the last two paragraphs in the "Flora y fauna" section.
                        2.  With their partner, students will fill in the information in Table 1 for Manuel Antonio Park.  Students can also add information from the brochure into the "Localización", "Clima", and "Flora y fauna" sections of Table 2.
                        3.  Students will share their responses from the Tables with the group and add responses to their own Tables.  What differences and/or similarities are there between Manuel Antonio Park and some of the parks in the US that they had previously mentioned in Table 1?
                        4.  Discussion:  What would make them want to visit Manuel Antonio Park (or not)?  What makes this brochure important to the Costa Rican people?  Why do they think Costa Rica has so many parks and nature preserves?
D.  Application:  Create an advertisement for Manuel Antonio Park
                        1.  Working in the computer lab or with the laptop cart and a printer, students will work with a partner to create an advertisement for Manuel Antonio Park.  Students can use my photos from the school common drive (and/or they can find photos of Manuel Antonio on the internet).  They can print out 1-2 photos they will use.  Their advertisement should include information from the "Localización", "Clima" and "Flora y fauna" sections of the Manuel Antonio Park brochure.  They should write 1-2 sentences about each of those 3 sections to include in their advertisement.  They can also include additional information from other sections of the brochure.  Teacher will softly play Simbiosis CD in the background while they are working.
                        2.  Presentation:  Students will present their advertisements to the class.  What is the importance of the advertisements?  How can these advertisements influence tourism?

E.  Extension:  Create a brochure for another park, nature preserve or natural environment in Costa Rica.
                        1.  Show my digital movie of different parks and nature preserves in Costa Rica, "La Naturaleza de Costa Rica".  Teacher will softly play Simbiosis CD.
                        2.  Working in the computer lab or with the laptop cart and a printer, students will work with a partner to research other parks and/or ecological areas of interest in Costa Rica.  They can use my photos from the school common drive, other brochures that I have collected from Costa Rica, educational láminas on the national parks in Costa Rica (Appendix H), and the internet.  They should choose and print out 3-5 photos.  They should include a title on a cover page and 3 or more categories from Table 2.  They should write 2-4 sentences for each category.  (Some websites to recommend to students include www.costa-rica-guide.com, www.visitecostarica.com, www.costarica-nationalparks.com, www.tourism-costarica.com, www.infocostarica.com, www.photographyincostarica.com ).  Teacher will softly play Simbiosis CD while they are working.
                        3.  Students will present the brochure to the class and tell the class why they should visit.  Students will discuss and comment on each ecological area presented.

IV.  CULTURAL INFORMATION:
                       
1.  Product:  The Manuel Antonio brochure and the natural environment, including geography, climate, and flora and fauna of Costa Rica
                        2.  Practice:  Protecting nature, helping people become aware of the natural environment, tourism and travel in Costa Rica
                        3.  Perspectives:  Brochures attract tourism and promote environmentalism.  Each ecological area has its own beauty and diversity.
 
V.  TECHNOLOGY USED:           
                       
1.  Elmo document projector
                        2.  Screen
                        3.  Laptop Computer
                        4.  Smart board
                        5.  Digital movie maker
                        6.  CD Player
                        7.  Computer lab or laptop cart
                        8.  Internet
                        9.  Computer printer
                                               

 

Appendix A
Manuel Antonio Park Brochure in Spanish

Folleto del Parque Nacional Manuel Antonio (Cover)

Folleto del Parque Nacional Manuel Antonio (Photo)

Folleto del Parque Nacional Manuel Antonio (Photo)

Folleto del Parque Nacional Manuel Antonio (Photos & subtitles)

 

Folleto del Parque Nacional Manuel Antonio (Photos & subtitles)

 

 

Folleto del Parque Nacional Manuel Antonio (Photos & subtitles)

 

          

 

Folleto del Parque Nacional Manuel Antonio (Map)

 

 

 

Appendix B
Table 1 - Parks and Preserves of the US and Costa Rica

Appendix C
Weather Posters

Appendix D
Educational Láminas of Animals


 

Appendix E
Costa Rica Parks Map

Appendix F
Table 2 - Manuel Antonio Park Categories

Appendix G
List of Manuel Antonio Park Information

Lista de información del Parque Nacional Manuel Antonio:
Escribe la información en una categoría apropiada en la Tabla 2.

1.   Llueve mucho en marzo y octubre.

2.   Hay playas pequeñas.

3.   Es un bosque tropical húmedo.

4.   Hay temperaturas altas.

5.   Está en la costa pacífica.

6.   Muchos pájaros diversos, como el pelícano, viven en el área.

7.   El parque se abrió por primera vez en1972.

8.   Los indios, o personas indígenas, vivieron allí antes.

9.   Los monos, mapaches, perezosos, pizotes, serpientes y otros animales viven allí.

10. Los visitantes deberían respetar los animales y las plantas.

11. Camina en los senderos para proteger el parque.

12. Punta Catedral era una isla.

13. Usaron la tierra para cultivar frutas.

14. Puedes nadar, tomar el sol y practicar el buceo (snorkeling).

15. Muchos peces diferentes, como el pez ángel y estrellas de mar, viven en el mar.

16. Hay turismo, agricultura y más actividades.

17. No llueve en enero y febrero.

18. Puedes visitar el parque los miércoles y los domingos, pero los lunes no.

19. Está cerca de Quepos.

20. Hay muchos árboles y otras plantas.

 

Appendix H
Educational Láminas of Parks of Costa Rica