5th English Project

JUSTIFICATION
Education is an essential component to build a better society. Shaping future generations of responsible and
informed individuals who can contribute positively to society has become a priority. However, teachers, school
administration, and parents have a difficult task to achieve since students’ needs have changed throughout time.
For this reason, finding new teaching methods and strategies that better meet students’ needs is a necessity that
ABBA Padre Bilingual School is pursuing. With this in mind, all of the school’s stakeholders will dive into
Project-Based Learning (PBL) as an initiative to enhance the quality of education.
Project-Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for
an extended period of time to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge. Students will demonstrate their knowledge and skills by creating a public product or
presentation for a real audience, while having a complete leading role in their own learning process.
There are relevant benefits that Project-Based Learning provides to students, making them better prepared with
life skills that set them up for future success. Implementing PBL in a school setting can offer various
justifications and profits:
 Collaboration: Relationships formed during collaboration is a huge part of PBL. Not only do students
learn how to work better in groups—providing their own input, listening to others, and resolving
conflicts when they arise—they build positive relationships with teachers, which reinforces how great
learning is.
 Problem Solving: Students learn how to solve problems that are important to them, including real
community issues, more effectively—even learning from failure and possibly starting over.
 Creativity: Students apply creative thinking skills to innovate new product designs and possibilities for
projects.
 In-Depth Understanding: Students build on their research skills and deepen their learning of applied
content beyond facts or memorization.
 Self-Confidence: Students find their voice and learn to take pride in their work, boosting their agency
and purpose.
 Critical Thinking: Students learn to look at problems with a critical thinking lens, asking questions and
coming up with possible solutions for their project.
 Curiosity: Students get to explore their curiosities, ask questions and form a new love for learning.
 Empowerment: Students take ownership over their projects, reflecting on and celebrating their progress
and accomplishments.
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ABBA Padre Bilingual School is committed to providing a high-quality education that benefits the students by
offering them the latest instructional innovation, and there is no doubt that PBL will set the path toward the
attainment of said goal.
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CONTENTS
4
st
1 TERM
5
st
1 project
The human body and its connection with nature
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ABBA PADRE BILINGUAL SCHOOL
LONG RANGE PLANS 2024
PROJECT-BASED LEARNING
PROJECT # 1
Subject: English Grade level: 5th Duration: 5 weeks (From March 4th to April 12th) Term: I
Project Title: The Human Body and its connection to Nature.
Final Product: Role Play: “I am an important organ”
Driving Questions:
 Have you ever seen how waste is thrown at home?
 Have you ever thought of how you throw your body waste?
 Do you know how many systems work inside our bodies?
 Do you know that there are organs shared by the different systems of the body?
Objectives/Learning Skills:
 Explore and draw specific parts of the human body and their location in the body.
 Study how the excretory, urinary and reproductive systems work.
 Express facts about one’s body.
 Learn pronunciation through the songs and chants.
 Spell given words.
 Develop listening skills.
 Review common and proper nouns.
 Write the plural of the nouns.
 Use appositives to specify.
 Identify and read words with same pronunciation.
 Read grade level passages and demonstrate comprehension.
 Support ideas using facts from passages.
Subjects Content
Speech “The Alphabet Chant”
“Homophones” song
Lisa’s Cats
Spelling The Alphabet
Homophones
Grammar Common and Proper Nouns
Singular and plural Nouns
Possessive
Appositive
Science Human Systems:
Excretory system,
Urinary system.
Reading Lisa’s cats.
Marcia’s Phone
Mike the Paper Boy
Gold coins and a selfish man (1st mini project work)
PROJECT STEPS
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ACTIVATION Watch video about the excretory system (1.23 minutes):
WEEK 1 https://youtu.be/7_D7XyStBZs
Ask the Driving questions, leave the children with some doubts that can make them
want to clarify.
Watch a second video about reproductive system (5.12 minutes):
https://youtu.be/cDT1efvCfuM
Talk about the project, its relevance, clarify the objectives.
Make working groups (no bigger than four students)
Explain the process they are going to go through to finish the project.
As the project is on science, they will work on it during science class.
Explain the other topics they are going to work in class.
RESEARCH Speech:
WEEKS 1 – 3  Watch and listen to The Alphabet chant https://youtu.be/1WCiBzYwTk4, sing
it out loud.
 Say the alphabet in order.
 Listen to the song about homophones: https://youtu.be/JWHQ5J-D6LE and
read the information on the portfolio.
 Look for homophones on the internet and write three pairs of them down on the
notebooks with a picture of each.
 Learn and say the poem “Lisa’s cats”. (Oral quiz)
Spelling:
 Say the letters the teacher shows to the student. (Use the video beam, write on
the board or use a poster)
 Spell the words the teacher asks for.
 Read the homophones they found out loud.
Grammar:
 Read about proper and common nouns on the portfolio.
 Look for 5 proper and 5 common names on the texts about the project and write
them down on the notebooks.
 Watch the video about singular and plural https://youtu.be/BI1Syz9I2n0
 Complete the printable activity on the portfolio.
 Watch the video about possessive nouns https://youtu.be/1WCiBzYwTk4
 Play the game on possessive nouns
https://wordwall.net/resource/1765741/possessive-nouns-game
 Quiz.
 Read about appositives on the portfolio.
 Read the text “Appositives Hunt” and do the assignment.
Science:
 Read the text about the Human systems.
 Answer the questions on your notebook.
 Read about the Excretory System.
 Answer the printable
 Read about the Urinary System.
 Write down the doubts, points that need more investigation.
 Let the students know how to investigate and what they need.
 Investigate the system each group has to.
 Classify information to get what is relevant.
Reading:
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 Read the text about Lisa’s cats.
 Write down the homophones on the notebooks and illustrate them.
 Read the text about Marcia’s phone.
 Read the text about Mike the Paper Boy
 Answer the printable.
 Read the text about Gold Coins and a Selfish Man
 Write down the values of a good person on the notebook.
DEVELOPMENT Assign a role for the students in the group.
WEEKS 3 - 4 Plan the steps to reach the objectives.
Do all the activities need to get the objectives: drawings, descriptions of the parts of
the system.
Supervise the work of the groups to solve problems or help them with any doubt or
complication.
Be in constant communication with the students, and the students among themselves.
Practice the spelling.
Practice the speech.
Evaluate the work of the students in their groups and individually (appreciation)
DISSEMINATION In class, play the role of the system studied and its parts, explaining to the class the
WEEK 5 function and location of each one, and spelling the name of the organs studied.
Speech
DESCRIPTION EVALUATING EVALUATING EVALUATING TYPE OF
INSTRUMENT TECHNIQUE TOOL EVALUATION
The Alphabet Chant Singing Hetero evaluation Observation Formative
The Homophones
Singing Hetero evaluation Observation Formative
song
Homophones’ poem Oral quiz Hetero evaluation Rating scale Summative
Spelling
The Alphabet
Spelling Hetero evaluation Observation Summative
activity
Homophones’
Notebook work Hetero evaluation Written work Summative
activity
Grammar
Common and proper
nouns activity
Singular and plural
Printable Hetero evaluation Written work Summative
nouns activity
Possessive nouns
On-line game Hetero evaluation Observation Formative
game
Possessive nouns
Printable Hetero evaluation Worksheet Summative
activity
Appositives’ activity Notebook work Hetero evaluation Written work Summative
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Science
Human Systems
Notebook work Hetero evaluation Written work Formative
Activity
Excretory system
activity
Urinary system
Notebook work Hetero evaluation Observation Summative
activity
Project investigation Investigation Hetero evaluation Observation Formative
Reading
Lisa’s Cats activity Notebook work Hetero evaluation Written work Summative
Marcia’s Phone
activity
Mike the paper boy
activity
Gold Coins and a
selfish man activity
Project
Project Project Hetero evaluation Rubric Summative
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Subject: Speech
Songs:
The Alphabet chant.
A – b – c – d – e -f – g A – b – c – d – e -f – g
H–i–j–k–l–m–n H–i–j–k–l–m–n
O–p–q–r–s–t–u O–p–q–r–s–t–u
V–w–x–y–z V–w–x–y–z
Good job! Great!
Faster? OK Faster?!
A – b – c – d – e -f – g A – b – c – d – e -f – g
H–i–j–k–l–m–n H–i–j–k–l–m–n
O–p–q–r–s–t–u O–p–q–r–s–t–u
V–w–x–y–z V–w–x–y–z
OK! Now I know my ABCs
Faster?!
Activities on the chant

Sing the chant.
Say the letters and spell the words the teacher indicates.
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The Homophones song
Some words
That sound the same
Have another meaning
And are spelt differently
And these words
Are called
HOMOPHONES
Their list goes on and on
So remember this song
Round 1 Round 2
Their – there Blue – blew

To – two Write – right
Where – wear Wait – weight
Which – witch Here – hear
Be – bee See – sea
New – knew Night – knight
Activities on The Homophones Song:

Sing the song.
Read out loud the homophones you found in the spelling class.
Declamation:
Lisa’s Cats (On Reading)
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Subject: Spelling
1st Topic
The alphabet
The alphabet is a group of 26 letters took from Latin that help us write in English. The English Alphabet is:
The letters of the alphabet are classified as:

Vowels: a, e, i, o, u.
Consonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, x, z.
Semi-consonants or semi-vowels: w, y.
Activity: Spelling practice with homophones.
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2nd Topic
Homophones
Activity on Homophones: Look for homophones on the internet and write three pairs of them down on the
notebooks with a picture of each.
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Subject: Grammar
Nouns review
1st Topic
Proper and common nouns
Activity on Proper and Common nouns: Look for 5 proper and 5 common names on the texts about the project
and write them down on the notebooks.
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2nd Topic
Singular and plural nouns
When a noun refers to one person, animal, thing or place it is singular.

If the noun refers to two or more people, animals, things or places, it is plural.
Activities on Singular and Plural Nous:

Watch the video about singular and plural
https://youtu.be/BI1Syz9I2n0
Complete the printable activity on the portfolio:
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3rd Topic
Possessive Nouns
Activities on Possessive Nouns:

Watch the video about possessive nouns https://youtu.be/1WCiBzYwTk4
Play the game on possessive nouns https://wordwall.net/resource/1765741/possessive-nouns-game
Answer the printable activity on the portfolio.
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4th Topic
Appositives
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Activity on Appositives: Printable Appositive Hunt.
Appositives
A Word or phrase that follows a noun
(⌂ )
and explains the noun
Commas (,) set off many appositives from the
rest of the sentence.
Example:
The great Serum Race began in Nome, a city
in Alaska.
Example:
The city had several cases of diphtheria, a
fast-spreading disease
APPOSITIVE HUNT
An appositive phrase provides additional details about a noun or pronoun in a sentence. Example: The florist’s
eldest daughter, Lilly, smelled the rose.
Read the paragraph below. Rewrite the sentences that have appositives on your notebook, and underline the
appositive phrases.
The local florist and his wife had a sense of humor when naming their children,
three daughters and a son. Their eldest daughter, Lilly, didn’t mind being named
after a flower. Sylvia, her best friend, agreed that Lilly was a normal girl’s name.
By the time their second daughter was born, the florist and his wife, a creative
couple, used an unusual name. They named her after the Chrysanthemum, the
florist’s favorite flower. Although it was a different name, she didn’t really mind
it either. Most of her friends just called her Chrissy. By the time daughter number
three arrived, her parents decided to be truly unique. They named her
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Delphinium. This youngest daughter, a future biologist, was called Della by her friends. When they had their
last child, a son, they scratched their heads and didn’t know what to do. They couldn’t think of a good blooming
plant name for a boy. Looking around the floral shop, the florist’s eyes alit on something that gave him an idea.
The unlikely plant, a cactus, made the florist think of a name more suited for a boy. They brought their newborn
son, Saguaro, home and showed him to his three sisters. Saguaro, youngest of the florist’s children, turned out
to be a handsome young man with no thorns at all!
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Subject: Science
Developing of the Project
1st Topic:
Human systems
The human body contains 11 major organ systems: immune, digestive, endocrine, nervous, urinary,
cardiovascular, lymphatic, respiratory, integumentary (skin), muscular, and skeletal. Each system includes one
or more organs or structures that work together to maintain a given function. For example, the urinary system
consists mainly of the kidneys, bladder, ureters, and urethra, all of which work together to remove wastes and
excess water from the body.
However, though groups of organs are classified into different body systems, these systems do not work in
isolation. Although each system has a primary role, all the systems work together to keep the body healthy and
maintain balance, or homeostasis.
Some body systems work together to achieve a particular goal. The nervous system and endocrine system work
together to control almost all of the body’s processes. The respiratory system and cardiovascular system work
together to provide the body with oxygen and to rid the body of carbon dioxide. Other systems share a common
organ that performs multiple tasks. For example, the pancreas serves both the digestive system and the
endocrine system.
A disorder in one system can cause other systems to malfunction. For example, the cardiovascular system
transports oxygen and nutrients to the tissues and removes carbon dioxide and other wastes. The kidneys work
with the cardiovascular system by filtering wastes from the blood; they also remove excess water and regulate
salt levels. The “clean” blood returns to the heart and the wastes and excess water are excreted in urine. If the
kidneys become damaged, wastes and excess water will build up in the blood. This can damage the heart and
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blood vessels, making it harder for them to supply nutrients and remove wastes. This can further damage the
kidneys and can cause multiple organs to malfunction.
Activity on the human systems:

Answer the following questions on the notebook:
1. How many major organ systems does the human body have?
2. Name the different systems.
3. What does each system include?
4. Why do all the systems work together?
5. What can cause a disorder in one system?
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Excretory system
Excretion is the process of removing wastes and excess of water from the body. Nonetheless, the excretory
system is made up by different organs that belong to other systems in the body: the skin, the liver, large
intestine, lungs and kidneys. They don’t work together, but independently in certain way.
The skin is part of the integumentary system, but plays a role in the excretion through the production of sweat,
which eliminates excess of water and salt and maintain temperature of the body (it helps cooling it).
The liver can transform toxins in the blood that can be excreted through other organs like kidneys and large
intestine.
The large intestine is the last organ of the digestive system. Its function is to eliminate the solid waste.
The lungs eliminate the gaseous wastes, like the carbon dioxide.
The kidneys eliminate excess water and wastes from the bloodstream and the lymph.
Activity on the excretory system: Answer the worksheet.
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Name: ______________________________________________________ Date: ____________________
WORKSHEET
Write the information of the organ in the pictures: Name and function.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Urinary system:
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The urinary system filters blood and creates urine to throw waste production.
The organs involved in this system are: Kidneys, ureters, bladder,
urethra.
Kidneys: Filter the blood and remove the wastes. People have two
kidneys.
Ureters: There are two. They are tubes that carry the urine from the
kidneys to the bladder.
Bladder: Located in the lower abdomen, it expands to store the
urine and contracts to empty it through the urethra.
Urethra: A tube to allow urine to pass outside the body.
Activity on the urinary system:

On the notebook, draw the system and write down the name of each organ that belongs to it.
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Subject: Reading
Lisa’s Cats
Activity on Reading: Write down the homophones on the notebooks and illustrate them.
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Marcia’s Phone
Marcia says that all of her friends have a cell phone, but Marcia’s mom
doesn't want to buy her one. Marcia's mom doesn't want Marcia to play
video games either. What is more, the Internet scares her. Marcia's mom
says, “If Marcia has a cell phone, how do we know whom she is talking
to? Video games are bad for you. The Internet is dangerous and
uncontrolled. It’s like having a gun in the house. We should just ban her
from using the computer, and I'm not buying her a cell phone until she is
eighteen. This is the only way we can be sure that Marcia is safe."
Marcia’s dad disagrees with Marcia's mom. Although he agrees that there
are some dangers to it, he likes the Internet, and finds it to be very useful. “The trouble is,” he says, “We just
can’t stop Marcia from using the Internet, as this would put her at a disadvantage. What is more, I like video
games. I think that, when played in moderation, they are fun. Obviously, it is not good to play them without
restraint or self-control. Finally, I think Marcia needs a cell phone. We can’t take these things away.”
Read the paragraph and answer the questions
1) Which of the following best describes the difference between Marcia's mom and Marcia's dad?
A. Mom wants to ban Marcia from using the computer, while dad likes to play video games.
B. Mom thinks technology is dangerous, while dad thinks it can be useful.
C. Mom cares little about Marcia's future, while dad is very supportive.
D. Mom is very strict while Dad is open minded.
2) Which of the following best describes the similarity between Marcia's mom and
Marcia's dad?
A. Mom and dad both like technology.
B. Mom and dad both think video games are bad.
C. Mom and dad both think the internet is dangerous.
D. Mom and dad both care about Marcia's wellbeing.
3) In paragraph 1, Marcia's mom says, "It's like having a gun in the house." She says this in order to
A. support the idea that the Internet is dangerous
B. reject the claim that guns can be safe if used responsibly
C. encourage Marcia's dad to purchase a gun
D. explain why the Internet is uncontrolled
4) In paragraph 2, Marcia's dad says, "We just can’t stop Marcia from using the Internet, as this would put her at
a disadvantage." What does Marcia's dad mean by this?
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A. Marcia needs to learn how to use the internet if she wants to have friends in the future.
B. Marcia should not stop using the internet because this will seriously
slow her learning.
C. If a person's ability to use the internet becomes important in the future,
Marcia will be at a loss.
D. If Marcia does not learn to use the internet on her own, then she will
never learn to recognize its dangers.
5) In paragraph 2, Marcia's dad says, "Finally, I think Marcia needs a cell phone." Given what you know about
Marcia’s mom’s concerns, what is the best reason Marcia's dad can provide to convince Marcia's mom that
Marcia needs a cell phone?
A. Marcia can use her cell phone to talk to her friends, instead of needing to borrow one of ours.
B. Having a cell phone will teach Marcia how to use new technology.
C. Because all of her friends have one, it would be unfair to disallow Marcia to have a cell phone.
D. If Marcia's is in trouble, she can use her cell phone to call for help.
6) Which of the following describes a level of game play that Marcia' dad would disapprove of?
A. On Saturday, Marcia plays video games all evening. The next day, she wakes up early and goes for a walk
through the woods near her house. When her friend calls Marcia, they talk about the what they are going to
wear to school on Monday.
B. Marcia plays video games for an hour or two. Then she eats lunch and meets her friends at the skating rink.
That night, Marcia and her friends go to see a movie.
C. Marcia plays video games all morning. When her friends ask her to come play outside, Marcia tells them that
she is too busy and continues to play.
D. Marcia plays video games for an hour every day for five days straight. During these days, she does not watch
any TV.
7) Which of the following would be the best way for Marcia to change the way her mom thinks about
technology?
A. Read her a newspaper article that talks about the importance of technology.
B. Provide her an instruction manual detailing how the latest cell phone functions.
C. Take her to the library and show her the top five most popular internet websites.
D. Spend the weekend playing video games with her.
© Copyright Read Theory LLC, 2012. All rights reserved.
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Mike The Paper Boy
This story is about a boy named Mike who wants to buy a video game, but
he doesn’t have the money to buy it. He sits and thinks and thinks of how
to get the money. Mike decides that he will get a job, so he gets a job at a
recycling company. He is happy because he knows that his neighbor has
stacks of newspapers in her garage. The first thing he does is go to her
and offer to help her get rid of her newspapers; because, that is his job
now. She gives the newspapers to him. After that, Mike decides to walk through the neighborhood, and offers to
help several persons to get rid of the junk they had in their garages and around the house. Each time he picks up
the papers, the cans, or the plastic bottles, he goes to the recycling center and sells them. Every time he collects
the money, he counts it and saves it in his bank at home. Mike is happy because he sees that he is reaching his
goal. Mike is determined to continue working, until he gets the amount, he needs to purchase this video game
and many more things.
I.- Read the story about Mike the Paper Boy again and underline the following verb phrases in the story. Write a
sentence with each verb phrase.
1. Wants to __________________________________________________
2. To help __________________________________________________
3. Get rid of __________________________________________________
4. Walk through _________________________________________________
5. Picks up __________________________________________________
6. Goes to __________________________________________________
7. Is reaching __________________________________________________
8. Doesn’t have _________________________________________________
II.- Fill in the blanks with the appropriate words from the box.
recycling company around the neighborhood money goal collects
Mike ________________________ and saves his money.

Mike is happy because he is reaching his ______________________________
Mike picks up newspapers and other things _________________________________
Mike gets a job at a ________________________________________
Mike doesn’t have the _____________________________ to buy the video game.
GOLD COINS AND A SELFISH MAN
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BY SHREYA SHARMA
Once upon a time, there lived a greedy and selfish man named David. He always wished to have loads and loads
of money and never hesitated to cheat on others to make money. David never desired to share anything with any
of his family and friends. He used to pay very low wages to his workers.
One day, a small bag full of gold coins was missing. The bag contained 50 gold coins in it. David became
restless and became very worried. He searched inside and out for the bag, but all in vain. David’s friends and
neighbors decided to help him. However, they could not find it.
After a few days, a ten-year-old daughter named Tina found the bag. Tina was the daughter of one of the
workers of David. As she saw the bag, she immediately ran to her father and told him about the same. Her
father at once identified the missing bag. He decided to give it back to the rightful owner. So, he went to his
master.
He delivered the bag back to David and asked him to check whether the bag had 50 gold coins. David was
overjoyed to get the coins bag back. Because of his greedy nature, he decided to play a trick with his poor
worker.
He screamed at his worker, “There were 75 gold coins in this bag. But you gave me only 50! Where are the
other coins? You have stolen them! You are a thief.” The worker was shocked to hear this. The poor man
pleaded for his innocence. The worker told the whole story in his defense. But David did not accept his story
and decided to take the matter to the court.
The judge was known for his intelligence. He patiently heard both the sides. He questioned the daughter and the
worker about the number of coins they had found in the bag, and they assured it was only 50. The judge then
cross-questioned David. To that, David answered “Yes, my lord, I had 75 gold coins in my bag, but they have
refunded me only 50. Therefore, it is quite clear that they have stolen 25 coins!”
The judge then examined, “Are you sure that the bag had 75 gold coins?” To
this, David nodded firmly. The clever judge knew that David was lying.
Everyone in that place knew about David and his nature. Soon, the judge
made his judgement.
“Since David lost a bag that had 75 gold coins and the bag found by Tina had
just 50 coins, it is obvious that the bag that was found does not belong to
David. It was lost by someone else. If anyone finds a bag of 75 gold coins, I
will declare that it belongs to David. As there are no complaints about the
loss of 50 coins, I order the girl and her father to take those 50 coins as a
token of appreciation for their honesty!”
MORAL OF THE STORY: Honesty will always be rewarded and the greed
is meant to be punished.
Activity: Write down on your notebook the values a good person has to show.
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PROJECT
ROLE PLAY: I AM
To do the project, the students, after the setting of the groups have to choose an organ of excretion. They have
to investigate about it during the science class and discuss what is the most relevant information they have to
talk about the function and the location of the organ in the body. Then choose what they are going to say, and
who is going to say what part of the information. All of them have to speak.
On a cardboard, the students have to draw the organ and color it.
The day of the Role Play, the students, showing the picture they made, have to say: “I am the (name of the
organ), spell the name. I (function of the organ) and I am located (where it is). Example: I am the liver, L-I-V-
E-R, I transform toxins in the blood that can be excreted through other organs like kidneys and large intestine. I
am located on top of the stomach, right kidney and intestines.
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RUBRICS FOR THE PROJECT
Speech
Item 4 3 2 1 Grade
Fluency The student There are a few There are some The student makes
speaks without pauses during the pauses during the long pauses and
pauses presentation presentation stutter
Vocabulary The student uses The student uses The student uses The student uses
the appropriate an appropriate some appropriate common words
vocabulary vocabulary, but a vocabulary that do not have to
according to the few words that do with the subject
subject don’t have to do
with the subject
Pronunciation The student has no The student has The student has The student has
mistakes in one or two three or four more than five
pronunciation mistakes mistakes mistakes
pronouncing pronouncing pronouncing
Content The student shows The student shows The student shows The student does
complete sufficient some knowledge not manage the
knowledge of the knowledge of the of the topic content.
topic topic
Eye contact The student The student The student The student does
maintains eye maintains eye maintains eye not have eye
contact with the contact with the contact with the contact with the
class during all the class for most of class for many class
presentation the presentation moments of the
presentation
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Spelling
Item 4 3 2 1 Grade
Spelling The student spells The student spells The student makes The student
the word well and the word well but some mistakes cannot spell the
without pauses slowly spelling and does word
not spell fluently
Words The word spelled The word spelled The word spelled The word spelled
by the student has by the student has by the student has by the student has
complete relation relation with the little relation with no relation with
with the topic topic the topic the topic
topic topic
presentation
Presentation The student’s The student’s The student’s The student’s
visual aid visual aid is visual aid has visual aid is not visual aid has not
completely some mistakes well recognizable relation to the
recognizable with and has mistakes presentation and
well written words in spelling has serious
mistakes in
spelling
35
Grammar
Item 4 3 2 1 Grade
Grammar The student has no The student makes The student shows The student
grammar very little some grammar commits serious
mistakes. grammar mistakes mistakes essential grammar
mistakes
Nouns The student writes The student writes The student writes The student writes
correctly all the correctly the correctly the the nouns with
nouns according nouns, with two or nouns, with four many mistakes
to their number three mistakes, or five mistakes according to their
and if they are according to their according to their number and if they
common or number and if they number and if they are common or
proper. are common or are common or proper.
proper. proper.
topic topic
presentation
Presentation The student’s The student’s The student’s The student’s visual
visual aid visual aid is visual aid has visual aid is not aid has not relation
completely some mistakes well recognizable to the presentation
recognizable
36
Science
Item 4 3 2 1 Grade
Management of The student The student The student gives The student gives
information transmits clearly transmits the the information the information
the information, information in a with little logical without any
with a correct good way, with a sequence logical sequence
sequence little failure in
sequence
topic topic
with the subject
presentation
recognizable presentation
37
Reading
Item 4 3 2 1 Grade
knowledge of the knowledge of the of the topic, content, showing
topic, showing topic, showing showing they have they have a poor
they have an they have a good a little comprehension of
excellent comprehension of comprehension of the reading.
comprehension of the reading. the reading.
the reading.
grammar mistakes very little some grammar commits serious
grammar mistakes mistakes essential grammar
mistakes
sequence
presentation
recognizable presentation
38
LIST OF REFERENCES
The alphabet meaning recovered from Wikipedia.com on January 17th, 2024.

Homophones recovered from: https://englishingeneral.com/homophones-and-homonyms-in-english/ on January
18th,2024.
“Lisa’s cat”, recovered from Pinterest.com on January 17th, 2024.
Appositives Hunt, recovered from https://www.k12reader.com/worksheet/appositive-hunt/view/ on January
19th, 2024.
Human Systems recovered from https://kids.britannica.com/students/article/human-body/630116 ob February
25th, 2024.
Excretory system recovered from: https://flexbooks.ck12.org/cbook/ck-12-college-human-biology-flexbook-
2.0/section/18.2/primary/lesson/organs-of-excretion-chumbio/ on January17th, 2024.
Urinary system recovered from: https://www.hopkinsmedicine.org/health/wellness-and-prevention/anatomy-of-
the-urinary-system#:~:text=The%20organs%20of%20the%20urinary,%2C%20ureters%2C%20bladder%20and
%20urethra. on January 17th, 2024.
Appositives information, recovered from Pinterest.com on January 19th, 2024.
Possessive Nouns printable, recovered from Pinterest.com on January 19th, 2024.
Proper and common nouns information, recovered from Pinterest.com on January 19th, 2024.
Lewis, Patricia “TPRS New English Adventures. Level 5”. Psycho Tools Inc, 2 nd ed., Panama City, November,
2010. Pp 92, 93, 96.
Gold coins and the selfish man recovered from https://www.bedtimeshortstories.com/gold-coins-and-a-selfish-
man on January 29th, 2024.
39
nd
2 MINI PROJECT
Panama decides: the future is in your

hands
40
MINI PROJECT # 2
Subject: English Grade level: 5th Duration: 1 week (From April 15th to 19th) Term: I
Project Title: Panama Decides: The future is in your hands.
Final Product: Poster: How do you decide?
Driving Questions:
 At home, can you choose the clothes you are going to wear?
 When there is an important decision, do your parents ask you for your opinion?
 If you want to do something, do you ask your parents for their opinion?
 Have you ever seen a political election?
 What do you think an election works for?
 How do you make your decisions?
 Know how to decide when choosing a favorite candidate.
 Study the society and its relation with the environment.
 Know the environmental institutions that protect the environment.
 Express needs, likes, desires, preferences.
Subjects Content
Speech Video: A difficult decision.
Spelling Root word and word families.

Prefixes (in, im) and suffixes (able, ment).
Grammar Structures: need to, want to, like to, prefer to.
Science Institutions that protect the environment.

Society and environment.
Reading Environment
41
PROJECT STEPS
ACTIVATION Ask the Driving questions. Discuss a little about the topic.
Watch a video about why voting is important (2.44 minutes):
https://youtu.be/GrG7zBUDiqQ
Talk about the project, its relevance, clarify the objectives.
RESEARCH Speech:
 Watch and listen to the video A difficult decision (3.50 min.)
https://youtu.be/2aUxNi4c2fk
 Speak about you. How do you make your own decisions?
 Write down on your notebook the tips you consider better to help you make
your decision.
Spelling:
 Read about the prefixes and suffixes.
 Using the suffixes and prefixes studied, on your notebook, change the words
given.
Grammar:
 Read about the verbs that are followed by other verbs in infinitive.
 Write sentences about your likes and preferences, about your desires and needs
on your notebook.
Science:
 Watch the video about how to take care of the environment (3.40 min.):
https://youtu.be/X2YgM1Zw4_E
 Investigate which are the institutions in Panama that are in charge of taking
care of the environment
Reading:
 Environment
DEVELOPMENT Assign a role for the students in the group. Explain how the poster must be structured.
Plan the steps to reach the objectives.
Do all the activities need to get the objectives: put in order the information, drawings.
complication.
Continue doing the activities of the different subjects.
DISSEMINATION Hang the posters on the walls and corridors to help the other students make their own
decisions.
42
Speech
Video: A difficult
Speech Hetero evaluation Observation Summative
decision
Video: A difficult
decision
Spelling
Prefixes and
suffixes activity
Grammar
Grammar activity Notebook work Hetero evaluation Written work Summative
Science
Science activity Investigation Hetero evaluation Written work Summative
Reading
Environment
Drawing Hetero evaluation Rating scale Summative
activity
Project
Project Project Hetero evaluation Rubrics Summative
43
Subject: Speech
Activity 1: Watch the video and speak about how you make your own decisions.
Activity 2: On your notebook, write down the tips you consider are better to help you make decisions.
Subject: Spelling
1st Topic
Prefixes and suffixes
ROOT WORDS AND WORD FAMILIES

A “root” word is a common noun to which you can add prefixes and suffixes to change its meaning. In other
words, if you add a prefix or a suffix or both to a noun, you can change its meaning.
There are many prefixes and suffixes. Among the you can find:
PREFIX SUFFIX
In_ _able
Im_ _ment
Prefixes are added in front of the root word. The prefixes “in” or “im” mean not. Both mean the same, but “im”
is written in front of words beginning in b, p or m. Examples:
Inactive, income, indirect Impossible, import, immobilize.
Suffixes are added at the end of the word. The suffix “able” means capable of being and “ment” means action or
process. Examples:
Believable Announcement
Adjustable Replacement
Activity on prefixes and suffixes:
Name: _______________________________________________ Date ________________________
44
WORKSHEET
1.- Complete the sentences by rewriting the correct prefix at the beginning of the underlined word:
Walking on water is not possible. It is ____________________________
That answer is not correct. It is __________________________
Their work was not perfect, it was __________________________
The rabbit was noy visible during the magic trick, it was completely _______________________
He did not use the adequate tool. It was ___________________________
Her behavior is not mature at all! She is __________________________
The explanation was not credible at all. It was ______________________________
Johnny is never patient. He is _________________________
We cannot measure the love of a mother for her children, it is ______________________________
That mechanic is not experienced. He is _______________________________
2.- Write the word that matches each definition: printable, adorable, government, likable, believable,
announcement, comfortable, adjustable, adornment, replacement.
Make public ___________________________
Providing physical relaxation __________________________
Substitute ___________________________
Can be adjusted ___________________________
Can be printed ___________________________
Easy to like ___________________________
Runs a nation, state or city ____________________________
Decoration ___________________________
Can be believed ___________________________
Cute ___________________________
Easy to adapt ___________________________
Subject: Grammar
Need to, want to, prefer to, like to.
There are many verbs in English that can be followed by other verbs in infinitive (to). Remember that the
infinitive in English is made adding “to” before the verb. Example: to write, to come, to read.
Some of the verbs that can be followed by the infinitive are need, want, prefer, like. Examples:
I need a new bag, mine is broken.
He wants a piece of cake. It looks delicious!
Jenny likes chocolate and strawberries, but she prefers to eat chocolate cake.
I don’t like to eat carrots.
Activity on grammar: On your notebook, write about your likes, preferences, what you want and what you need.
45
Subject: Science
Watch the video about the environment and how to take care of it.
Activity on Science: Investigate about the institutions in Panama that are in charge of taking care of the
environment, write down their names and functions. Show it to the class.
Subject: Reading
Read the text about the environment.
ENVIRONMENT
All the physical surroundings on Earth are called the environment. The environment includes everything living
and everything nonliving.
The nonliving part of the environment has three main parts: the atmosphere, the hydrosphere, and the
lithosphere. The atmosphere is the air—the layer of nitrogen, oxygen, and other gases that surrounds Earth. All
the oceans and other bodies of water on Earth make up the hydrosphere. The hydrosphere includes the water in
the air, such as that in clouds. The lithosphere consists of the outer layer of Earth. This includes the crust and
the solid outermost layer of the upper mantle. The lithosphere also includes the rocks and soil on the surface of
Earth. People, animals, plants, and all other living things rely on the nonliving parts of the environment to
survive. The part of the environment where life happens is called the biosphere.
The biosphere is made up of many ecosystems. These are communities of living things and the nonliving things
that they rely on.
Changes in the environment therefore affect living things. Some changes are natural. They include weather
conditions; the wearing away, or erosion, of rocks and soil; and natural disasters such as earthquakes.
People make changes in the environment, too. Many of these changes are harmful to living things. Around the
world, human activities have resulted in air and water pollution. People also have destroyed the habitats of
many animals. In addition, some scientists believe that people’s use of oil, coal, and natural gas has led to a
dangerous condition called global warming. This is a rise in the temperature of Earth’s surface.
Today many people are working to protect the environment. These people try to conserve, or save, natural
resources. They also try to recycle, or reuse, products to avoid waste and pollution.
Activity on Environment: In a white paper sheet, letter size, draw a Panamanian ecosystem you know. Draw a
page border and write your name on the right lower side outside the border.
46
PROJECT
POSTER: “HOW DO YOU DECIDE?”
To make the poster, first the student in the Speech class have to discuss how they make decisions and write
down what they considered the best tips to make a decision. The teacher has to lead the discussion and help the
students get conclusions.
Each group has to decide which tips they are going to use.
The poster will be done on a cardboard in which they draw a person, a face or something that shows someone
taking a decision in the middle; and around it, as a mental map, write clockwise the different tips they chose.
To finish the project, the posters will be hung on the corridors of the school, so the other students can read them
and help themselves make their own decisions.
47
Speech
Item 4 3 2 1 Grade
Discussion The student was The student The student The student did
active in the participated in the participated in the not participate in
discussion and discussion and discussion, but the discussion
gave good ideas gave some ideas gave no new idea
with the subject
Content The student uses The student uses The student uses The student does
the tips chosen in most of the tips some of the tips not use the tips
class chosen in class chosen in class chosen in class
Poster The student The student The student The student
designed the changed a little the changed a lot the changed
poster as was told structure of the structure of the completely the
to, using their own poster proposed poster proposed structure of the
creativity. by the teacher by the teacher poster
Elaboration of The student The student The student did The student did
the poster showed great showed attention not organize the not organize or
attention on the on the elaboration material well and combine colors at
elaboration combining colors, could be more all
combining colors but the material is accurate in using
and organizing not well organized colors
well the material
48
Spelling
Item 4 3 2 1 Grade
Orthography There are no There is one or are There are three or There are five or
mistakes on the two mistakes on four mistakes on more mistakes on
poster. The the poster. The the poster. The the poster. The
student uses student uses the student uses the student does not
correctly the prefixes or prefixes or use correctly the
prefixes or suffixes suffixes prefixes or
suffixes containing the containing the text suffixes
containing the text. with mistakes. containing the
text. text.
with the subject
well the material
49
Grammar
Item 4 3 2 1 Grade
mistakes, using grammar mistakes, using essential grammar
the verbs with the mistakes, using the verbs with the mistakes, not using
infinitive when the verbs with the infinitive when the verbs with the
needed infinitive when needed, having infinitive when
needed, having three or four needed.
one or two mistakes
mistakes
the appropriate an appropriate some appropriate common words that
vocabulary vocabulary, but a vocabulary do not have to do
according to the few words that with the subject
with the subject
designed the changed a little the changed a lot the changed completely
poster as was told structure of the structure of the the structure of the
to, using their own poster proposed poster proposed poster
creativity. by the teacher by the teacher
Elaboration of The student The student The student did The student did not
the poster showed great showed attention not organize the organize or
well the material
50
Science
Item 4 3 2 1 Grade
Management of The student wrote The student wrote The student wrote The student wrote
information clearly the the information in the information the information
information, in the a good way, with a with little logical without any
correct sequence little failure in sequence logical sequence
sequence
with the subject
well the material
51
Reading
Item 4 3 2 1 Grade
Reading The student read The student read The student read The student did
and organized the the information, the information, not seem to have
information with but organized the but did not read the
no mistake information with a organize it clearly information and
failure in sequence did not organize it
in a clear sequence
with the subject
well the material
52
LIST OF REFERENCES
Prefixes and suffixes image recovered from https://www.thehansindia.com/hans/young-hans/prefixes-suffixes-

554277 on January 22nd, 2024
Root words, prefixes, suffixes and root word family information:
2010. P. 7.
Environment recovered from https://kids.britannica.com/kids/article/environment/399445 on January 22nd,
2024.
53
nd
2 PROJECT
Ancestral voices:
Present echoes
54
PROJECT # 2
Subject: English Grade level: 5th Duration: 5 weeks (From April 22nd to May 24th) Term: I
Project Title: Ancestral voices: Present echoes.
Final Product: Music Show
Driving Questions:
 Did you know there were so many rhythms on black ethnic group music?
 Do you like music?
 Do you know about the contribution of the black ethnic group to music in Panama and the rest of Latin
America, not only in the past with traditional songs, but modern rhythms too?
 Would you like to know?
 Investigate about the contribution to music of the black ethnic group in Panama and the rest of
America.
 Learn how rhythms were influenced or created.
 Express facts about the black ethnic group contribution to music.
 Express facts about music influence in past, present and future simple and present perfect.
 Know the helping verbs.
 Review numbers to speak about the dates when the rhythms developed.
 Use the contractions of the negative forms studied.
 Identify synonyms and antonyms.
 Read passages about the evolution of music and demonstrate comprehension.
Subjects Content
Speech Boom Chicka Boom song
Project work
The simple tense song
Grammar Verb tenses:
Present, past, future simple
Helping verbs
Present perfect
Spelling Numbers review
Negative contractions
Synonyms and antonyms
Science Human factors that destroy the environment
Simple machines
Reading Feel the beat: African influence in modern music
Do you think that black American music will continue to be at the heart of popular
music trends in the future?
PROJECT STEPS
ACTIVATION Watch video about History of African American music (10 min.)
55
WEEK 1 https://youtu.be/Mbk8jy_bVNo
Ask the Driving questions, discuss about them.
Talk about the project, clarify the objectives.
As the project is on pronunciation, they will work on it during speech class.
Explain the other topics they are going to work in class.
RESEARCH Speech:
WEEKS 1 – 3  Watch the video, listen to and act out the “Boom, Chicka Boom” song
https://youtu.be/69f9sCwhwYk
 Work on project: In the groups, choose a kind of music of their preference.
Investigate if it has black ethnic roots.
 Choose a song of that style (the message of the song must be respectful, no bad
words), show the teacher to be accepted.
 Watch and sing the video about Simple tenses https://youtu.be/bMVqZdtmaOk
Spelling:
 Watch the video on big numbers (2.33 min.) https://youtu.be/DZ7fxH0C54Y
 Write down on the board different big numbers, so the students have to say
them: 23,410,900- 187,003,712- 9,802,100- 123,098,574- 102,589,003-
961,230,045- 21,548,920- 90,876,321- 732,501,499- 200,803,716, you can
write a number for each student.
 Do the practice on the notebook
 Explain that in English there are many contractions. Name the negative ones.
 Read the information about negative contractions.
 On the notebooks, write the sentences with the contraction of the negatives.
 Synonyms and antonyms
 Do the on-line quiz on https://www.usingenglish.com/quizzes/38.html
Grammar:
 Watch the video about the simple tenses (5.20 min.)
https://youtu.be/0lH6x_3MSeM
 Answer the printable worksheet
 Read the information about helping or auxiliary verbs on the portfolio.
 Answer the printable worksheet about helping verbs
 Read the information about present perfect tense.
 Answer the activity on present perfect tense on the notebook.
 Read about present perfect tense
 Play “The liar game” in class. Tell the student to write down two sentences in
present perfect, one true and one false, then they have to tell the class their
sentences and the classmates have to decide which one is the lie.
Science:
 Play the game about human impact on nature.
 Discuss the results in class.
 Read the text about simple machines and clarify doubts.
 Do a booklet about the simple machines that content the meaning of simple
machines, the different machines and their use with an image of each.
Reading:
 Read the text “Feel the beat: African influence in modern music”.
 On your notebook, draw a chart of the different verb tenses (present simple,
56
past simple, present perfect, helping verbs), fill it with the verbs in the text.
 Answer the printable activity
 Read the article “Do you think that black American music will continue to be at
the heart of popular music trends in the future?”.
 Recognize the verbs in present and future simple and copy them on the
notebook. Write the tense beside them.
WEEKS 3 - 4 Plan the steps to reach the objective.
Do all the activities need to get the objectives: investigation, choosing of the song.
complication.
Practice the songs.
Do the work on the other subjects that could not be done on the past weeks.
DISSEMINATION In class, each group will sing the song that they chose. It can be a Capella or with a
WEEK 5 karaoke track.
57
Speech
Boom Chicka Singing, acting
Hetero evaluation Rating scale Summative
Boom song Oral quiz
Simple Tenses
song
Spelling
Big numbers
activity
Negative
contractions Notebook work Hetero evaluation Written work Summative
activity
Synonyms and
On-line quiz Hetero evaluation Quiz Summative
antonyms activity
Grammar
Simple tenses
activity
Simple tenses
Printable Hetero evaluation Quiz Summative
second activity
Helping verbs
activity
Liar Game Speech Hetero evaluation Observation Formative
Present perfect
activity
Science
Human impact in
On-line game Hetero evaluation Observation Formative
Nature activity #1
Human impact in
Discussion Hetero evaluation Observation Summative
Nature activity #2
Simple machines
Booklet Hetero evaluation Rating scale Summative
activity
Reading
Reading 1 Notebook work Hetero evaluation Written work Summative
Reading 2 Notebook work Hetero evaluation Written work Summative
58
Project
59
Subject: Spelling
Boom Chicka Boom song by Learning Station
I said a "Boom chicka boom" Uh-huh (Uh-huh)
(I said a "Boom chicka boom") Oh, yeah! (Oh, yeah!)
I said a "Boom chicka boom" One more time! (One more time!)
(I said a "Boom chicka boom") Janitor style!
I said a "Boom chicka rocka chicka rocka chicka I said a "Broom push a broom"
boom" (I said a "Broom push a broom")
(I said a "Boom chicka rocka chicka rocka chicka I said a "Broom push a broom"
boom") (I said a "Broom push a broom")
Uh-huh (Uh-huh) I said a "Broom push a mop a push a mop a push a
Oh, yeah! (Oh, yeah!) broom"
One more time! (One more time!) (I said a "Broom push a mop a push a mop a push a
Baby style! broom")
(I said a "Boom chicka boom") Elvis style!
I said a "Boom chicka rocka chicka I said a "Boom chicka boom"
rocka chicka boom" (I said a "Boom chicka boom")
(I said a "Boom chicka rocka chicka I said a "Boom chicka boom"
rocka chicka boom") (I said a "Boom chicka boom")
Wah, wah (Wah, wah) I said a "Boom chicka rocka chicka
Goo, goo (Goo, goo) rocka chicka boom"
One more time! (One more time!) (I said a "Boom chicka rocka chicka
Cowboy style! rocka chicka boom")
(I said a "Boom chicka boom") Underwater style!
I said a "Boom chicka rope-a chicka rope-a chicka I said a "Boom chicka boom"
boom" (I said a "Boom chicka boom")
(I said a "Boom chicka rope-a chicka rope-a chicka I said a "Boom chicka boom"
boom") (I said a "Boom chicka boom")
Ya, hoo! (Ya, hoo!) I said a "Boom chicka rocka chicka rocka chicka
Yee-ha! (Yee-ha!) boom"
One more time! (One more time!) (I said a "Boom chicka rocka chicka rocka chicka
Motorcycle style! boom")
I said a "Vroom chicka vroom" Oh, yeah! (Oh, yeah!)
(I said a "Vroom chicka vroom") Alright! (Alright!)
I said a "Vroom chicka vroom" One more time! (One more time!)
(I said a "Vroom chicka vroom") It's time get me out of the water
I said a "Vroom chicka rocka chicka rocka chicka Is there a boat around here somewhere?
vroom" I can't swim very good
(I said a "Vroom chicka rocka chicka rocka chicka Hello, people in the boat
vroom")
Activity on Boom Chicka Boom song: Sing and act out the Boom Chicka Boom song.
60
The Simple Tense Song by MC Grammar
Past and present and future tense And one more time:
Yesterday, today, tomorrow makes sense Everybody jump!
I rapped “Wiggle” in the future tense is
I rap 3-2-1 Will wiggle!
I will rap “Hop” in the future tense is
Simple tense is simply that 3-2-1 Will hop!
The main function of a verb “Waved” is the past tense
Is to indicate when the action What is the present?
Happens that’s how we 3-2-1 Wave!
Get tense Wave! Wave!
I’ll say a word And one more time:
Then the tense Everybody wave!
You’ll show the answer Past and present and future tense
So it makes sense! Yesterday, today, tomorrow makes sense
Okay grammar gang I rapped
Are you ready to join in? I rap
YEAH! I will rap
Let’s do this! Simple tense is simply that
3-2-1 Go! The main function of a verb
“Dance” in the past tense is Is to indicate when the action
3-2-1 Danced! Happens that’s how we
“Shake” in the past tense is Get tense
3-2-1 Shook! I said a word
“Jumped” is the past tense Then the tense
What is the present? You showed the answer
3-2-1 Jump! And now it makes sense!
Jump! Jump!
Activity on the simple tense song: sing it out loud.
Simple Tenses
61
Subject: Spelling
1st Topic
Big numbers
Activity on big numbers:

On your notebook, copy the following numbers and express them in written form:
10,742,020 37,219,543
252,430,005 57,432,098
1,230,450 3,542,789,601
78,908,573 98,675,320
885,993,221 750,304,005
62
2nd Topic
Negative Contractions
Activity on negative contractions:

On your notebook, rewrite the following sentences with the contraction form:
Example: I have not been to Rome. I haven’t been to Rome
1. Peter is not at home now. 9. We must not disobey.
2. You should not play near that pond. 10. I did not finish my assignment.
3. Lory cannot ride a bike. 11. He had not said a word, till now.
4. They will not travel to Turkey next year. 12. You would not do that!
5. She has not done the homework yet. 13. They are not doing the test.
6. The children were not paying attention. 14. I do not know the answer.
7. I could not bring my book. 15. It was not a good day!
8. The dog does not eat fish.
63
3rd Topic
Synonyms and Antonyms
Activity on synonyms and antonyms:

Take the on-line quiz https://www.usingenglish.com/quizzes/38.html
Do it, show the teacher your result.
64
Subject: Grammar
1st Topic
Present, past and future simple
WHAT ARE SIMPLE TENSES?

A tense is the form of a verb that is used to show when the verb happened. In English there are 3 main tenses:
 simple past
 simple present
 simple future
In this article we will look at the simple forms, past, present and future.
Simple Present Tense
The simple present tense (or present simple) is the easiest to understand. It is for things that happen in the
present. (But aren’t currently happening). It is used to express things such as habits and things done on a regular
basis.
I work in a factory.
I like chocolate.
We see each other every day.
When we use a third person singular (he, she, it etc) the ending to the verb changes and we add an ‘s‘:-
He works in a factory.
She likes chocolate.
Tom sees them every day.
Simple Future Tense
The simple future tense (or future simple) is used to describe events that will happen in the future. The verb
has the same form as the simple present tense but we have to add the word ‘will’ before it:
I will go to work later.
She will eat chocolate.
65
They will travel to America.
In the simple future tense, we don’t add an ‘s’ after third person singulars.
Simple Past Tense
The simple past tense (or past simple) is used to describe things that have already happened in the past. For a
lot of verbs (called regular verbs) the way to make the form is by adding ‘ed’ to the end.
The pronunciation for this ‘ed’ ending changes depending on the word. For more information, read this article
on ‘ed’ endings.
I worked yesterday.
They called a taxi.
He kicked the ball.
The simple past form of irregular verbs is a little more difficult.
Some stay the same:

I cut wood on Thursdays. I cut the wood yesterday.
Some of these irregular verbs are spelled differently altogether:
I see them sometimes. I saw them yesterday.
Here is a list of some of the most common irregular verbs in English:
Simple present forget → forgot

Simple past tense
tense get → got
go → went
is → was have → had
are → were hear → heard
become → became know → knew
begin → began lose → lost
break → broke make → made
bring → brought pay → paid
build → built run → ran
buy → bought say → said
choose → chose see → saw
come → came sell → sold
do → did sleep → slept
draw → drew speak → spoke
drink → drank swim → swam
drive → drove take → took
eat → ate teach → taught
fall → fell tell → told
feed → fed think → thought
feel → felt understand → understood
fight → fought write → wrote
find → found
fly → flew
Watch video about simple tense
66
https://youtu.be/0lH6x_3MSeM
67
Activity on Simple tenses:
Name: __________________________________________________ Date: _______________________

WORKSHEET
1.- Fill in the blanks using the correct form of the (verb):
1. He ________________ off his bike. (fall)
2. She ___________________ to the post office next week. (go)
3. They ___________________ to go to the cinema but it was closed. (want)
4. He _____________________ the class tomorrow. (teach)
5. Jim _____________________ football on Tuesdays. (play)
6. I ____________________ that tv show… until it got bad. (like)
7. I __________________ them arguing, it didn’t sound nice. (hear)
8. We _________________ a lot tomorrow, it’s my birthday! (drink)
9. It’s true, she _________________ me herself. (tell)
10. She _________________ to work by bus every day. (travel)
2.- Change the simple present tenses into past and future:
Peter works in an office.
_________________________________________________________
_________________________________________________________
The students carry their bags.
_________________________________________________________
_________________________________________________________
My sister goes work by car
_________________________________________________________
_________________________________________________________
That cat chases mice
_________________________________________________________
_________________________________________________________
We are very good students
_________________________________________________________
_________________________________________________________
68
2nd Topic
Helping verbs
69
Activity on helping verbs
Name: _________________________________ Date: _____________________

Finding Helping Verbs Worksheet
 A helping verb is used with an action

verb
 The main verb usually comes after the
helping verb, and states the action.
 Examples of some helping verbs: will,
would, can, could, may, might, should,
are, is, am, was, were, have, has, had
Read the sentences. Circle the helping verb and underline the main verb. Example: She was eating lunch when
the earthquake struck.
1. Your brother is growing fast!
2. She will play a song on the piano.
3. Jenny would enjoy watching the musical.
4. My mom might drive me to the concert.
5. Isaac should listen to his teacher in class.
6. She could smell the flowers from the hallway.
7. Brandon was holding a flashlight
8. Kaitlyn was reading a book this afternoon.
9. The game will cost a lot of money
70
3rd Topic
Present Perfect Tense
Activity for Present Perfect Tense

Read the paragraph
My Life
71
I am 50 years old, and I have had a very interesting life. I am a photographer and I have been to many countries
doing my job. I love taking pictures of nature, so I have visited Africa many times. I have seen lions, zebras,
giraffes, hippos, rhinoceros, tigers, apes and many more animals. I have taken pictures of all of them. I have
also visited India a couple of times, and the Amazonia. In the jungle, there are many beautiful and interesting
animals. I have seen unique toads, dangerous snakes, big spiders, and many interesting insects and vertebrates.
I have had many incredible experiences, I have been in danger, I have met very kind people. My life has been
very interesting and exciting!
Write down the verbs in present perfect tense on your notebook and underline the auxiliary or helping verb in
red and the action verb in blue. Write H under the helping verb and A under the action verb. Example:
Have had
H A
72
Subject: Science
1st Topic
Human Factors that Destroy the Environment
Human factors that destroy the environment:

Game in https://education.nationalgeographic.org/resource/human-impacts-environment/
After playing the game, next class, discuss about the results.
2nd Topic
SIMPLE MACHINES
Read the text
WHAT ARE SIMPLE MACHINES?

Simple machines are devices which alter the direction or force of a certain object, making it easier to move. A
simple machine makes it easier and reduces the time it takes to complete a job.
Simple machines can help build skyscrapers or make it easy to chop vegetables - there's no end to the number of
uses for them. They've made life easier for humans in loads of different ways, and it's hard to imagine we'd have
developed this far without them.
Many of the complex designs and tools we use today stemmed from simple machines of the past - they're a key
stepping stone towards complex machinery.
Simple machines can work in a variety of ways. They can transfer a force from one place to another, change the
direction of a force, increase a force's magnitude, or increase the distance or speed of a force.
EXAMPLES OF SIMPLE MACHINES
Here are some examples of simple machines - objects which have helped humans achieve engineering on
incredible scales.
Pulley
A pulley is a simple machine which features a grooved wheel and rope to raise, lower or move
a load.
Lever
A lever is a hard bar that rests on support to help lift or move heavy loads.
73
Wedge
A wedge is an object that features at least one sloping side with a hard edge to cut apart materials.
Wheel and Axle
A wheel with a rod through the center and helps to lift or move loads.
Inclined Plane
An inclined plane features a slanted surface that connects a higher level to a
lower level.
Screw
A screw is an inclined plane which is wrapped around a pole. It holds things together and can
lift materials.
Watch the video https://youtu.be/fvOmaf2GfCY
Activity on simple machines:

Create a booklet about the simple machines with the meaning of simple machines, images and explanation of
each machine.
74
Subject: Reading
Reading 1
FEEL THE BEAT: AFRICAN INFLUENCE IN MODERN MUSIC
Anyone who listens to music on the radio or streams it on Spotify or Apple Music has experienced the
influence and impact of African music. Music from around the globe, such as samba, salsa, rhumba, gospel,
hip-hop, reggae and R&B music all have a common ancestor — African music.
WHERE IT ALL BEGAN?
Africa boasts a rich, varied landscape of musical styles that

transcends borders. Some, like Nigerian fuji and Ghanaian
highlife, which melded with other influences to create the popular
Afrobeat genre, boast complex intersecting rhythms and percussion
that can be heard in funk and jazz as well. Meanwhile, lovers of
Afropop should recognize the percussion elements of Nigerian jùjú
and the grooves of Congolese ndombolo in electronic and pop music
across Europe, North America, and parts of Asia. Even characteristics culled from African sacred music, like
the expert beating of drums, call and response vocalization, and the meticulous layering of rhythms make
people instantly recognize African musical elements in styles from all over the world, from gospel to techno.
African musical influence spans beyond borders and traditional African music. It's been shaping music
around the world for centuries. It began with the dispersion of millions of Africans around the world during
the slave trade. It continued through the 20th and 21st centuries as people traveled to and from Africa. Now
today, as the world gets smaller with the internet and more listeners get exposed to new African artists, the
evolution continues. Without Africa and the African diaspora, music across the globe wouldn't be what it is
today.
PUSHING BEYOND AFRICAN BORDERS
Take calypso, a genre of Caribbean music. When French planters

arrived in Trinidad and Tobago, they brought enslaved people
with them. Among them were West Africans whose tribal songs
championed the griot, or storyteller singer, as well as a steady
driving rhythm and elements of call and response. When the
settlers banned slaves from participating in carnival, they created
their own celebration and called it canboulay. It was during
canboulay that calypso flourished into the genre people know and
love today, largely due to the integration of those distinct African
hallmarks. Years later, during World War Two, the unmistakable sound of the steel band developed on these
same islands. By combining African percussion traditions with used oil drums, musicians found they could
produce unique tones with bamboo sticks. Naturally, they played their captivating calypso music using these
new sounds.
75
NEW GENRES IN A NEW WORLD
Musical traditions from Africa influenced music in the United States,

too. Jazz music, blues music, and gospel music all grew from African
roots. Spirituals, work calls, and chants coupled with makeshift
instruments morphed into blues rhythms and ragtime. Ragtime paved the
way for jazz, and elements from all these styles influenced rock and roll
and hip hop music.
This far-reaching African influence wove its way into some strange
places. For instance, "Dixie" was a song beloved in the American
South and a favorite tune of many, including Abraham Lincoln. The
Confederacy even adopted it as their national anthem during the
American Civil War. Little did many of the people whistling its tune
realize it originated in the minstrel shows of the 1850s, which imitated Black music.
THE AFRICAN SPIRIT IN LATIN AMERICA
Just as the United States' musical landscape wouldn't exist without African contributions,
nor would Brazilian music. Fans of samba might not realize its infectious rhythms grew out
of African religious traditions that originated in places like the Congo. Because samba is so
catchy and uplifting, it became a huge part of Brazilian celebrations and serves as a
symbol of the country today.
THE AFRICAN LEGACY ENDURES
These examples are just a few that show the effect of the African diaspora on the world's music. From ska
and reggae to country and rock, there are glimpses of Africa hiding in plain sight in tunes everywhere. The
next time you listen to your favorite song, imagine how drastically different music would be without it.
Activity on Reading 1: On your notebook, draw a chart of the different verb tenses (present simple, past simple,
present perfect, helping verbs), fill it with the verbs in the text.
76
Reading 2
Do you think that black American music will continue to be at the heart of popular music trends in the future?
Black culture has always been at the heart of American popular music.
From ragtime, to Jazz, to the Blues, early Rock, Disco, rap, and now
trap, it seems like American black culture is at the heart of what is
generally "popular" at the time. Do you think this will always be the
case? I think, because black communities are primarily urban in the US,
they will always be more connected to pop music (which is an urban
phenomenon) in the way that, say, country music couldn't be.
That being said, maybe there is the possibility that America's waning
global influence could extend to the music sphere and some other style
could end up eclipsing American pop music. Perhaps after trap, or whatever the black community moves into
after that, their influence could be eclipsed by global music forms from Korea, China, Europe, etc.
I don't see this happening any time soon, but I could see the historical dominance that black musicians and
culture have had over the landscape lessening with time for a few reasons. Maybe black communities become
more conservative over time (with the youth sticking to rap, while more popular young forms of music take
off), or maybe they get eclipsed by a rising Latin American population in the US.
As well, the black community in the US has had issues with oppression which has created a strong anti-
authoritarian and rebellious streak in their communities, which I think is a big influence in creating a youthful
attitude towards music, which drives musical art forms forwards. The statistic of an absence of black fathers
might have something to do with this.
While 74.3 percent of all White children below the age of 18 live with both
parents, only 38.7 percent of African-American minors can say the same.
Without that parental influence on music, perhaps the black community is less
inclined to rest on its laurels, as it changes musical styles quicker than white
communities do.
Now, writing this it is clear that there are many, many exceptions to this idea: the
British invasion, Krautrock, punk, new wave, hair metal, grunge, indie rock, etc.
are largely "white" art forms. But it seems like for only 13% of the US population,
the black musical culture has had the greatest impact upon the musical landscape,
especially when it comes to mainstream music.
Regardless, I find the influence of black musicians over American music to be interesting, and would like to
hear thoughts about it.
Activity on Reading 2: Recognize the verbs in present and future simple and copy them on the notebook. Write
the tense beside them. Example: Think – Present simple. Will continue – future simple.
PROJECT
MUSIC SHOW: BLACK ETHNIC GROUP’S INFLUENCE IN MODERN MUSIC
77
To prepare the show, the students must choose, in groups of three or four, a modern musical rhythm and
investigate about its roots.
If the kind of music they chose has black ethnic roots, they have to make an abstract about its evolution and
choose a song they are going to sing in the show.
The group must decide how they are going to dress up to present the show.
In the show, the group introduces themselves, talks about the rhythm they chose, history or evolution, and then
sing the song.
78
Speech
Item 4 3 2 1 Grade
Voice volume The student sings The student sings The student sings The student sings
the song in an the song a little too low or too so low that cannot
adequate volume, lower or louder high be heard or so
without than required. loud that cannot
screaming be understood.
Pronunciation The student sings The student sings The student sings The song is not
clearly clearly clearly understandable
(understandably) (understandably) (understandably)
through the entire through the most only a part of the
song of the song (80%) song (50%)
class during all class for most of class for many class
the presentation the presentation moments of the
presentation
Presentation The student uses The student uses The student does The student does
the space of the the space of the not use most of not use the space
stage and moves stage, but does not the space and does and does not move
easily move comfortably not move on the scenery
frequently
Staging The student The student The student made The student did
dressed up dressed up not changes on the not dress as the
according to the completely attire decided group decided.
decisions made according to the
by the group decisions of the
group
79
Spelling
Item 4 3 2 1 Grade
Lyrics The student knows The student makes The student makes The student does
the words of the 1 or 2 mistakes 3, or 4 mistakes not know the
song without any when singing when singing words of the song
mistake
Pronunciation The student sings The student sings The student sings The song is not
clearly clearly clearly understandable
(understandably) (understandably) (understandably)
through the entire through the most only a part of the
song of the song (80%) song (50%)
presentation
frequently
decisions made by according to the
the group decisions of the
group
80
Grammar
Item 4 3 2 1 Grade
and uses the tenses grammar mistakes mistakes and uses essential grammar
perfectly. and uses the tenses the tenses with mistakes and does
in a good way. many mistakes. not use the tenses
well.
topic topic
presentation
frequently
Staging The student The student The student made The student did not
dressed up dressed up not changes on the dress as the group
according to the completely attire decided decided.
group
81
Science
Item 4 3 2 1 Grade
topic topic
Voice volume The student sings The student sings The student sings The student sings
the song in an the song a little too low or too so low that cannot
adequate volume, lower or louder high be heard or so
without screaming than required. loud that cannot
be understood.
presentation
frequently
group
82
Reading
Item 4 3 2 1 Grade
topic topic
sequence
presentation
frequently
group
83
LIST OF REFERENCES
Big numbers image recovered from https://artfulmath.com/how-to-read-big-numbers/ on January 24th, 2024.

Negative Contractions chart recovered from
https://wisdomenglishathome.blogspot.com/2013/12/contractions.html on January 24th, 2024.
Synonym and antonym chart recovered from https://www.teacharesources.com/product/english-poster-set-
synonyms-antonyms-and-homophones/ on January 24th, 2024.
What are the simple tenses? And activity on simple tenses Recovered from
https://englishxp.co.uk/grammar/simple-tenses/ on January 23rd, 2024.
Activity for helping verbs recovered from www.englishlinx.com on January 23rd, 2024.
Present perfect tense information recovered from https://www.woodwardenglish.com/lesson/present-perfect-
tense/ on January 23rd, 2024.
Simple machines recovered from https://www.twinkl.com.pa/teaching-wiki/simple-machines on January 23rd,
2024.
Feel the beat: African influence in modern music, recovered from
https://thediasporacollective.com/blogs/celebrate/how-african-music-impacted-tunes-around-the-
world#:~:text=Jazz%20music%2C%20blues%20music%2C%20and,roll%20and%20hip%20hop%20music. On
January 23rd, 2024.
Article Do you think that black American music will continue to be at the heart of popular music trends in the
future? recovered from
https://www.reddit.com/r/LetsTalkMusic/comments/8kxqqr/do_you_think_that_black_american_music_will/?
rdt=55230 on January 23rd,2024.
84
nd
2
TE
RM
85
st
1 project
THE MAGIC OF NATURE: A SUSTAINABLE

FUTURE FOR EVERYONE
86
87
PROJECT # 1
Subject: English Grade level: 5 Duration: 5 weeks (From June 17th to July 19th)
th
Term: II
Project Title: The Magic of Nature: A Sustainable Future for Everyone.
Final Product: Repurposed Material Exhibition
Driving Questions:
 Do you remember our game in last project about human impact in nature?
 What do you think of people contaminating the environment?
 Do you throw many wastes at home?
 Do you reuse or repurpose things at home?
 Do you save water or electric power?
 What do you know about the climate change?
 Do you know about the efforts to clean the planet?
 Do you know what happened to nature when we were on quarantine?
 Do you know the meaning of 4Rs?
 Investigate about the renewal of nature.
 Learn about the 4 Rs: Reduce, reuse, recycle, recover.
 Express opinion through the messages in songs and videos.
 Spell given words.
 Develop listening skills through songs and videos.
 Review numbers.
 Solve problems.
 Use common abbreviations.
 Use the dictionary.
 Use subject and object pronouns.
 Write family words.
 Compare different things.
 Know to use prepositions.
 Express obligation.
 Learn about the ecosystem and its elements.
 Know about energy, its sources.
Subjects Content
Speech “Yesterday’s Dream” song
“Try, try, try” poem
Videos about reusing
Spelling Subject and object pronouns
Numbers review, solving problems
Common abbreviations
Using the dictionary
Grammar Root word, word family
Adjectives, comparatives and superlatives
Prepositions
Prepositional phrases
Expressing obligation: have/has to, don’t/doesn’t have to
Science Ecosystems
Abiotic and biotic factors
Trophic levels, ecological niche
Energy
Energy of matter
Energy sources 88
Renewable and non-renewable resources
Reading Fruits
Waste Hierarchy: What are the 4 Rs?
89
PROJECT STEPS
ACTIVATION Start asking the Driving questions but the last one
WEEK 1 Show a video about Impact of quarantine in nature (11.03 min.)
https://youtu.be/TZZVv937-D4
Discuss what happened to nature when people were not contaminating.
But we need to do more: ask the last question, speak a little about the 4R.
Talk about the project.
Make groups no more than four students.
RESEARCH Speech:
WEEKS 1 – 3  Watch and listen to Yesterday’s Dream song (3.37 min.)
https://youtu.be/jO5zHkU6_XM
 Discuss about how we make the future today, helping each other, team work.
 On the notebook, draw your dreams for the future.
 Watch the video about repurposing plastic bottles (4.43 min.)
https://youtu.be/0ZLEJ8QXDrA
 Talk about the ways to repurpose plastic containers, tell them to look for more
examples of repurposing plastic and tell the rest of the class.
 Watch a video about repurposing cardboard (5.37 min.) https://youtu.be/-
fvlyHqSbZQ
 As with plastic containers, talk about repurposing cardboard and ask them to look
for more examples to show to the rest of the class.
 Show pictures of other repurposing materials
https://miro.medium.com/v2/resize:fit:720/format:webp/1*dFJWccAEc-
V3U3ncEel0RA.jpeg (plastic bottles and cans),
https://www.wisebread.com/files/fruganomics/imagecache/605x340/blog-images/
egg_carton_seeds.jpg (egg cartons),
https://hips.hearstapps.com/hmg-prod/images/recycled-crafts-for-kids-toilet-paper-
bird-feeder-1648482074.png?
crop=1xw:0.9879227053140096xh;center,top&resize=980:* (toilette paper roll).
 Tell the students to look for more examples and show to the class.
 Ask the project groups to decide what handcraft they are going to do.
 Read out loud the poem “Try, try, and try”
 Discuss about never giving up, about the excitement of reaching a difficult goal.
Spelling:
 Read about the dictionary.
 Tell the students to look for the words they do not understand at the Britannica kids
dictionary on-line https://kids.britannica.com/kids/browse/dictionary
 Make a vocabulary of 20 words extracted from the reading of Ecosystems, with an
image of each. They must make the book with white paper sheets folded in four.
 Look at the information on subject and object pronouns on the portfolio.
 Answer the on-line activity number 1 in
https://www.englishlearnsite.com/grammar/subject-and-object-pronouns/ Check
the result of the students.
 Read about solving Math problems on the portfolio.
 Solve the problem on the printable.
 Watch the video on abbreviations https://youtu.be/J-KSg1Bq2fA
90
 Ask the students to write them down on the notebook. Pause the video so they can
copy.
Grammar:
 Read about root words and word families on the portfolio.
 On a paper sheet, letter size, draw five circles with five lines emerging from them.
In the circle write a root word you choose and at the end of the lines write five
words derived from it.
 Read about comparative and superlative adjectives on the portfolio.
 Play “The Chain Game” with the students to practice.
 Look at the prepositions on the portfolio.
 Do mimic of the prepositions with the students, then let them do the mimic on their
own: say the preposition and the student act it out.
 Answer the on-line worksheet https://www.liveworksheets.com/w/en/english-
second-language-esl/1342359
 Read about the prepositional phrases on the portfolio.
 Answer the printable worksheet.
 Read about expressing obligation on the portfolio.
 On-line activity https://www.liveworksheets.com/w/en/english-second-language-
esl/836401
Science:
 Read the text about the ecosystems.
 Activity related to the one in Spelling about the dictionary
 Read on line the text on Energy in https://www.eia.gov/kids/what-is-energy/energy-
basics.php
 1st day: What is Energy: Forms of Energy.
 Activity: On your notebook, answer the questions
 2nd Day Energy Sources and Using and Saving Energy.
 Discussion in class about the Renewable and non-renewable energy. And how to
use and save energy.
 3rd Day: Games and Activities: Slang.
 Write on the notebook 10 sentences with the words read.
Reading:
 Read the text about Fruits and Vegetables.
 Answer the questions on the notebooks.
 Read the text Waste Hierarchy: What are the 4 Rs?
 Read the text Sharon’s Homework Experience
 Answer the worksheet
 Read the text The Field Trip
 On your notebook, draw the part of the text you liked the most
Do all the activities need to get the objectives.
complication.
Make the handcraft.
Work on the other subjects as said before
91
DISSEMINATIO At the school field, show the product of the repurposed material and demonstrate how you
N made it.
WEEK 5
92
Speech
Yesterday’s Dream
Discussion Hetero evaluation Observation Formative
Song activity 1
Yesterday’s Dream
Song activity 2
Try, try, and try
Oral quiz Hetero evaluation Rubric Summative
poem activity 1
Try, try, and try
poem activity 2
First video on
repurposing
Second video on
repurposing
Spelling
Dictionary and
Vocabulary Hetero evaluation Rubric Summative
Ecosystems activity
Subject and object
On-line activity Hetero evaluation Observation Summative
pronouns
Math Problems Solving math
Printable Hetero evaluation Formative
activity problems
Abbreviations
activity
Grammar
Word Family
Notebook work Hetero evaluation Observation Summative
activity
Comparative and
Game Hetero evaluation Observation Summative
superlative activity 1
Prepositions of
Mimic Hetero evaluation Observation Formative
direction activity 1
Prepositions of On-line
Hetero evaluation Observation Summative
direction activity 2 worksheet
Prepositional
phrases activity
Science
93
Energy activity 1 Notebook work Hetero evaluation Written work Summative
Energy activity 1 Discussion Hetero evaluation Observation Formative
Energy activity 1 Notebook work Hetero evaluation Written work Summative
Reading
Fruits and vegetables
activity
Sharon’s Homework
Experience activity
My Field Trip
activity
Project
94
Subject: Speech
1st Topic
Yesterday’s Dream song
We are the children of yesterday’s dreams

We are the promise of the future we bring
Waving the banner of love to all
To every nation, the rich and the poor
We are the world of the restless and young
And we need a hand to guide us
Helping each other, build each other
As long as we’re together, you and me
For together we stand, divided we fall
Together we climb to the top of the world
We can be what we want for the world to see
That we are the children of yesterday’s dreams
We have the yearning to do what is best
Be someone special from all for the rest
Nation and brothers in unity
Building tomorrow for you and for me
We are the world of the restless and young
And we need a hand to guide us
Helping each other, build each other
As long as we’re together, you and me
(We are the dream come true)
We are the children of yesterday’s dream.
First activity on the song: Discuss about the topic of the song.
Second activity on the song: Draw on your notebook your dreams for the future.
95
2nd Topic
Repurposing
1st Activity
Video on repurposing plastic.
https://youtu.be/jO5zHkU6_XM
Activity on reusing plastic: Talk about the ways to reuse plastic containers, tell them to look for more examples
of reusing plastic and tell the rest of the class.
2nd Activity
Video on repurposing cardboard.
https://youtu.be/0ZLEJ8QXDrA
Activity on reusing cardboard: As with plastic containers, talk about reusing cardboard and ask them to look for
more examples to show to the rest of the class.
3rd activity
Look at the pictures about reusing
Cans and plastic bottles to plant Toilette paper roll bird feeder
Egg carton to start seedlings

Activity on pictures: Look for more examples and show to the class. Speak about them.
In your project groups choose a handcraft to do on your project
96
3rd Topic
Try, try and try” Poem
First activity on the poem: Read it out loud.

Second activity on the poem: Discuss about never giving up, and the excitement of reaching a difficult goal.
97
Subject: Spelling
1st Topic
The Dictionary
98
Activity for the dictionary: After reading the information about the dictionary, underline the unknown words
and look for them on the Britannic Kids Dictionary on-line https://kids.britannica.com/kids/browse/dictionary
99
2nd Topic
Subject and Object Pronouns
Activity on subject and object pronouns: Answer the on-line activity 1

https://www.englishlearnsite.com/grammar/subject-and-object-pronouns/ and show the teacher the results.
100
3rd Topic
Common Abbreviations
Activity on abbreviations: copy on your notebook the abbreviations that you see in the video.
101
Subject: Grammar
1st Topic
Root words and Word Family
Root words Meaning Derivative word families

Zoo Animal Zoologist, zoological
Loc Place Location, located, locate
Audio To hear Audiology, audible, audition
Phono Sound, voice Earphone, cell phone, telephone, phonograph
Cent One hundred Centimeter, centigrade, cent, centipede
Circum Around Circumference, circle, circular, circus, circulatory
Tele Far away Telegraph, television, telescope
Anti Against Antibiotic, antidote, antisocial
Aqu Water Aquarium, aqueduct, aquatic, aquarius
Pict Paint, make a picture Picture, pictorial, pictograph, picturesque
Sat/satis Enough Satisfaction, saturate, satisfy, saciate
Spect To see, observe Spectator, spectate, spectacular, spectrum
Vid/vis To see Video, visible, visual, visit, invisible
Activity on Root words and word family:

On a paper sheet, letter size, draw five circles with five lines emerging from them. In the circle write a root
word you choose and at the end of the lines write five words derived from it. Example:
circumference
circle
circular
circum
circulatory
circus
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2nd Topic
Adjectives, comparative and superlative
First activity on Comparatives and Superlatives:
The Chain Game

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This simple game to practice comparatives is a great warm-up activity to introduce or review comparative
adjectives. All you need for this game is a timer. To begin, brainstorm some comparative adjectives and write
them on the board. Then choose a topic that has many nouns, such as ‘animals. Then write a comparative
sentence on the board comparing two animals. For example, ‘Elephants are bigger than cats.’.
Now the game can begin. The aim of the game is to make as many ‘comparative chains’ as possible. To make a
chain, students must make a comparative sentence starting with the last noun of the previous sentence.
So, for example, if the first sentence is ‘Elephants are bigger than cats.’, then the next sentence must start with
‘Cats’ (e.g., ‘Cat’s are smarter than pigs.’), and the sentence must start with ‘Pigs’ (e.g., ‘Pigs are fatter than
dogs.’), and so on. Give the first team 1 or 2 minutes to make as many comparative chains as possible, and then
change the topic (e.g., food) for the next team.
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3rd Topic
Prepositions of direction
Activity on Prepositions: Answer the on-line worksheet and show the results to the teacher.
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4th Topic
Prepositional Phrases
Activity on Prepositional Phrases:
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5th Topic
Expressing Obligation
Activity on Expressing obligation: Answer the on-line activity https://www.liveworksheets.com/w/en/english-

second-language-esl/836401
and show the results to the teacher
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Subject: Science
1st Topic
ECOSYSTEMS
An ecosystem is made up of all of the living and nonliving things in

an area. This includes all of the plants, animals, and other living
things that make up the communities of life in an area. An
ecosystem also includes nonliving materials—for example, water,
rocks, soil, and sand. A swamp, a prairie, an ocean, and a forest are
examples of ecosystems.
An ecosystem usually contains many different kinds of life. A
grassland, for example, is an ecosystem that contains more than just grass. It includes other plants, mammals,
insects, earthworms, and many tiny living things in the soil.
Three Roles
Each living thing in an ecosystem has a role to play—as a producer, a consumer, or a decomposer. Green plants
are producers. They make their own food through a process called photosynthesis. Animals, including humans,
are consumers. They eat, or consume, plants or other animals. Bacteria and other living things that cause decay
are decomposers. Decomposers break down the waste products and dead tissue of plants and animals. They
return nutrients to the soil, where new plants grow. The way that producers, consumers, and decomposers
provide nutrients for one another is called a food chain.
Feeding Levels
A food chain describes the order in which matter and energy move through the
feeding levels of an ecosystem. The levels of a food chain are essentially the
same across all ecosystems. The first level is the producers. After that is the
consumers. Sometimes consumers are further divided into primary consumers,
secondary consumers, and tertiary consumers. The final link in all food chains
is the decomposers, which break down dead organisms and natural waste.
The consumers at the top feeding level of a food chain are called top predators.
They have no predators. Instead, their population size is controlled through competition.
Energy Flow
The main source of energy in almost all ecosystems is the Sun’s energy. As energy moves through the
ecosystem, much of it is lost at each feeding level as heat. This is the main reason why few food chains have
more than five feeding levels. Diagrams called energy pyramids are used to show the flow of energy from one
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feeding level to the next in a food chain. Most ecosystems have more than one food chain. Food chains overlap
and connect to form a food web.
Recycling Nutrients
Water, carbon, nitrogen, and other elements constantly circulate through an ecosystem. Carbon and oxygen
from carbon dioxide as well as nutrients from soil enter into plant tissues. When consumers eat the plants, the
nutrients enter the consumers’ tissues. Consumers that are eaten transfer the nutrients on to the predator at the
next feeding level. Consumers that are not eaten die and transfer nutrients in their decaying tissues to the
decomposers that feed on them. The decomposers recycle these nutrients back into the ecosystem. They transfer
the nutrients back into the soil and air, where the nutrients become available to producers.
A Delicate Balance
An ecosystem’s health depends on a delicate balance among all its
members and the environment. If something disturbs the balance, the
ecosystem and all its members may suffer. Natural things that can
disturb ecosystems include a changing climate and natural disasters.
Human activities that can disturb ecosystems include polluting and
clearing land for farms or buildings.
Humans also are responsible for many invasive species. An invasive
species is a living thing that spreads through an ecosystem where it did
not exist before. Invasive species can threaten the plants and animals that
originally made up the ecosystem. For example, Burmese pythons were brought to Florida as pets. Some
pythons escaped and began reproducing in the wild. Their skill at hunting has decreased the number of wood
rats and storks in the area.
Activity on Ecosystems: Underline the words you do not know and look for them on the on-line dictionary.
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2nd Topic
Energy
Read the texts on Energy in https://www.eia.gov/kids/what-is-energy/energy-basics.php
1st day: What is Energy: Forms of Energy. On your notebook, answer the following questions:
 What is energy?
 Name the basic categories of the forms of energy.
 What is potential energy?
 What are the kinds of potential energy? Name them.
 What is Kinetic energy?
 What are the kinds of Kinetic energy? Name them.
2nd Day Energy Sources and Using and Saving Energy.

Discussion in class about the Renewable and non-renewable energy. And how to use and save energy.
3rd Day: Games and Activities: Slang. On your notebook, write down sentences with 10 words you choose from
the activity. Example: That farm has a large digester to process muck.
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Subject: Reading
1st Reading
Types of Fruits and vegetables
Fruits and vegetables form an important part of our daily diet. They contain essential vitamins and minerals
which keep us healthy and protect us from diseases. At least five servings of vegetables and two servings of
fruits are recommended daily.
What is a fruit?
A fruit is a seed-bearing structure and develops from a flowering
plant. A fruit is a sweet and fleshy product of a tree or a plant and can
be eaten as food, without cooking.
 Apples and pears
 Citrus – oranges, grapefruits, mandarins and limes
 Stone fruit – nectarines, apricots, peaches and plums
 Tropical and exotic – bananas and mangoes
 Berries – strawberries, raspberries, blueberries, kiwifruit and passion fruit
 Melons – watermelons, rock melons and honeydew melons
 Tomatoes and avocados.
What is a vegetable?
A vegetable is any part of a plant that is eaten as food such as roots, stems,
leaves and even flower buds.
Some common types of vegetable are:
 Leafy green – lettuce, spinach and silver beet
 Cruciferous – cabbage, cauliflower, brussels sprouts and
broccoli
 Marrow – pumpkin, cucumber and zucchini
 Root – potato, sweet potato and yam
 Edible plant stem – celery and asparagus
 Allium – onion, garlic and shallot.
Activity on Fruits and vegetables:
Answer the following questions on your notebook:

Did you know the difference between fruit and vegetable?
Did you know that tomato is not a vegetable?
What is your favorite fruit? Why?
Draw your favorite fruit.
What is your favorite vegetable? Why?
Draw your favorite vegetable.
2nd Reading
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Waste Hierarchy. What are the 4 Rs?
Reduce, Reuse, Repurpose/Upcycle, Recycle

These 4 Rs are extremely important when it comes to sustainable living and help manifest environmentally
responsible consumer behavior. They all aim to reduce the amount of waste we create, which will not only save
money but conserve natural resources and energy as well.
Reduce
Reduce comes first in the waste hierarchy and is the most effective way to prevent waste from being generated
in the first place. From production to transportation, every single product that we own uses up large amounts of
raw materials and energy, which poses as a detriment to the environment through resource depletion and
pollution creation.
Tips on Reducing
 Only buying what you need
 Buy in bulk, click here to learn the basics of bulk buying
 Buy used items from thrift stores or consignment shops
 Borrow, rent or share items that are used infrequently like Halloween costumes, party decorations, pool
toys
 Printing double sided
 Avoid buying non-recyclable products
Reuse
Reuse is a great way to give an item an elongated life span by using it more than once. This means that none of
the components of the product are wasted and can be used again for the same purpose.
Tips on Reusing
 Using a reusable grocery bag instead of a getting a new plastic bag at the store
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 Using reusable utensils and water bottles
 Reusing plastic or glass jars as storage containers (e.g. glass honey jars to store flour or sugar)
 Repair items like clothes, shoes, tires, electronics or appliances instead of throwing and replacing them
 Donate unwanted items to charity organizations like Goodwill or Habitat for Humanity and help those in
need
Repurpose
Repurposing and upcycling are often used interchangeably but they are actually slightly different. Repurposing
is using one product to serve a different purpose and creating a new use for an old product. Examples include
making plant pots out of egg cartons or making tea lights out of bottle caps.
Tips on Repurposing
 Look for inspiration on creative ways to repurpose items: blogs
 Repurposing can be a fun arts-and-craft activity to do with children
 Works really well during holidays like Halloween and Christmas, where you can make decorations and
costumes from old and used items at home
Upcycle
Upcycling on the other hand is enhancing or upgrading a product to better serve the same purpose through the
addition of paint, ad-ons, decorations etc. An example is painting over your old table to transform it into a new
pretty one.
Tips on Upcycling
 Look for inspo on creative ways to repurpose items: blogs, YouTube
 Utilize items at home that might be outdated such as old clothes to use as rags and towels for your
project
Recycle
Recycle comes last in the waste hierarchy and should also be the last option you choose if you exhaust all the
other choices from reduce, reuse and repurpose/upcycle. This is because it is still creating materials and using
up energy during the recycling process. Recycling aims to close the loop on resource consumption and preserve
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them for continued use by turning them into new products. For example, milk jugs and other plastic containers
can be made into new bottles and containers, or even furniture and playground equipment. Paper can be
recycled into toilet paper and tissues, and thin cardboard boxes and cartons.
Tips on Recycling
 Only put items accepted by your waste hauler in your blue recycling bin
 Make sure your recyclables are generally clean and dry
 Putting contaminated items into the blue bin can contaminate the entire recycling load and deem it
unusable
 Never bag recyclables in plastic bag
 Mixed material items such as chip bags cannot be recycled because there is no process to separate the
items
 Keep electronics and hazardous waste items out of your blue bin
 Visit WasteFreeSD.org to find out where you can recycle other items like electronics and batteries
Activity on 2nd Reading:

Discussion
Did you know about the 4 Rs?
Do you practice any of the 4 Rs? Which one(s)?
What do you think is more important for sustainable living?
3rd Reading
Name: _____________________________________________________ Date: ___________________
Sharon’s Homework Experience
There is a girl whose name is Sharon. She is rushing to eat breakfast before her school bus arrives. Suddenly her
Mom says, “The bus is here.” On the bus Sharon realizes that her homework is not in her bag. She cannot find
her homework. Sharon begins to think of what she will tell the teacher. First, she thinks, I will tell the teacher:
“The power went out at my house and I couldn’t do any work.” Then she thinks “No, I will tell her I did my
homework but my brother took it out of my bag and destroyed my books.” Finally, she thinks, I will tell the
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teacher the truth: “I was rushing this morning, so I left my homework on the table.” When Sharon gets off the
bus, her Mom is standing at the door of the school with her homework copybook. Sharon is very happy that she
doesn’t have to tell the teacher anything. She hugs her mother and thanks her for bringing her copybook.
Choose the answer by using the correct letter:

1. Before the bus comes, Sharon is:
a. Preparing her books.
b. Eating breakfast.
c. Talking to her mother.
2. Her mother tells her:
a. “Go to the bus.”
b. “The bus is coming.”
c. “The bus is here.”
3. Sharon goes to the bus and:
a. She takes all of her books.
b. She takes all of her bags.
c. She leaves her homework.
4. She realizes that she left her homework while:
a. Outside of the house.
b. At school.
c. In the bus.
5. The first she thinks of saying is:
a. The computer went down.
b. The lights went out.
c. I couldn’t find it.
6. The second thing she thinks of saying is:
a. “My father took it out of my bag.”
b. “My mother took it out of my bag.”
c. “My brother took it out of my bag.”
7. Finally, she decides to say:
a. “I left my homework on my desk.”
b. “I didn’t bring my homework.”
c. “I was rushing and left it on the table.”
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8. Sharon was surprised when she saw:
a. Her father is standing at the school door.
b. Her mother is standing at the school door.
c. Her brother is standing at the school door.
Answer “True” or “False”. Make the false statements true.

1. _____ Sharon realizes at school that she forgot her homework at home.
______________________________________________________________________________
2. _____ She couldn’t do her homework because the lights went out.
______________________________________________________________________________
3. _____ Sharon’s brother took her homework out of her bag.
______________________________________________________________________________
4. _____ Sharon forgot her homework because she was rushing.
______________________________________________________________________________
5. _____ Sharon knows she should prepare her school bag the night before.
______________________________________________________________________________
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4th Reading
The Field Trip
by Trenton Barnes
I remember that cold rainy day at school. It was a Monday when I was in year 11 and my science class were all
going on a school trip to the zoo. When we got to the zoo, the class screamed. It was loud, too loud almost
deafening. I was nearly trampled when getting out of the bus.
A few friends and I ran to see the monkeys first. By the time we got to the monkeys, they were asleep. As soon
as we saw that our faces changed. It was disappointing, but we put that behind us and didn’t let it ruin our day.
As we walked to the dingoes, it started to rain. My uniform was slowly getting wet and my shirt was going see-
through. All of the class were bagging me out, that moment made it the worst day of my life. It was
embarrassing! Thankfully though, the same thing started to happen to others. I felt a lot better because I wasn’t
alone.
Throughout the day, the rain got heaver and heaver and I was cold. I
even had a jumper on. But it wasn’t warm enough.
My friends and I got lost. We didn’t know where we were. I saw a
rusty old shed and shouted to run over there. We ran as fast as we
could and I just made it without over-heating. I got to the old shed to
keep out of the rain. In the shed, I met a zoo keeper who was in
charge of caring for little baby chickens. We told her that we were
lost. She immediately gives us warm jumpers and hot chocolate. She said, “That should help keep you warm.”
To help us out, the zoo keep rang our science teacher. The bus came to get us from the shed. We got on the bus
that afternoon and went home.
Read the paragraph again and answer on your notebooks:
1. Where did the science class go?
2. Were the monkeys asleep when the children arrived?
3. Did it rain when they were at the zoo?
4. Was it cold that day?
5. What happened to the boy and his friends?
6. Where did they ran to?
7. Who did they meet in the shed?
8. What did the zoo keeper give them?
9. Who did the zoo keeper ring?
10. When did they get on the bus to go back home?
PROJECT: REPURPOSED MATERIAL EXHIBITION
118
After watching a couple of videos and pictures about repurposing waste materials, the students in groups must
look for more examples and choose one thing to repurpose. The activity must be easy to do at school and need
no many expenses.
At the end of the project, the students must show their products on the school spaces, with a new material, show
the lower grades’ students how they can get the product, and explain the spectators why it is important to
repurpose, reduce, reuse and recycle.

Speech
Item 4 3 2 1 Grade
Voice volume The student The student The student The student
explains in an explains a little explanation is too explains so low
adequate volume low and cannot be low that cannot be that cannot be
that can be heard heard by the ones heard by most of heard by anyone.
by everyone on the back. the students.
Pronunciation The student The student The student The explanation is
speaks clearly speaks clearly speaks clearly not understandable
through the entire (through the most (only a part of the
explanation of the explanation explanation (50%)
(80%)
other students other students for other students for students
during all the most of the many moments of
presentation presentation the presentation
Presentation The student The student The student The student
demonstrates demonstrates how demonstrates how cannot
clearly how they they obtained the they obtained the demonstrate how
obtained the product, but with product, but with they obtained the
product one or two three or four product.
mistakes mistakes
Content The student The student shows The student shows The student does
shows complete sufficient some knowledge not manage the
topic topic
119
Spelling
Item 4 3 2 1 Grade
Pronunciation The student The student The student The explanation is
speaks clearly speaks clearly speaks clearly not understandable
through the entire (through the most (only a part of the
explanation of the explanation explanation (50%)
(80%)
Spelling The student uses The student uses The student uses The student does
the pronouns the pronouns few pronouns not use pronouns
accurately
mistakes mistakes
topic topic
120
Grammar
Item 4 3 2 1 Grade
mistakes, using grammar mistakes, using essential grammar
the prepositions in mistakes, using prepositions with mistakes, or using
an accurate way. the prepositions in many mistakes. the prepositions in a
a good way. wrong way.
with the subject
Presentation The student The student The student The student cannot
demonstrates demonstrates how demonstrates how demonstrate how
clearly how they they obtained the they obtained the they obtained the
obtained the product, but with product, but with product.
product one or two three or four
mistakes mistakes
topic topic
121
Science
Item 4 3 2 1 Grade
sequence
with the subject
mistakes mistakes
topic topic
122
Reading
Item 4 3 2 1 Grade
Reading The student read The student read The student read The student did
and organized the the information, the information, not seem to have
information with but organized the but did not read the
no mistake information with a organize it clearly information and
failure in sequence did not organize it
in a clear sequence
with the subject
mistakes mistakes
topic topic
123
LIST OF REFERENCES
Poem “try, try and try” recovered from https://www.champak.in/poems/try-try-and-try on January 25th, 2024.
Subject and object pronouns recovered from https://www.englishlearnsite.com/grammar/subject-and-object-
pronouns/ on January 25th, 2024.
Object pronouns recovered from https://www.woodwardenglish.com/lesson/object-pronouns-in-english/ on
January 25th, 2024.
Solving Math problems recovered from https://www.mathcoachscorner.com/2021/04/what-is-problem-solving/
on January 25th, 2024.
What are abbreviations? Recovered from https://slideplayer.com/amp/13807726/ on January 25th, 2024.
Information about the dictionary recovered from https://es.slideshare.net/Flong1985/how-to-use-a-dictionary-
171828278 on January 25th, 2024.
2010.
Superlative adjectives recovered from https://www.slideserve.com/richardsonjames/foreign-language-chair-
slide-lecture-theme-comparative-and-superlative-adjectives-powerpoint-ppt-presentation on January 26th, 2024.
The Chain Game recovered from
https://games4esl.com/comparative-and-superlative-activities/#google_vignette on January 26th, 2024.
Prepositions of direction recovered from pinterest.com on January 26th, 2024.
Prepositional Phrases recovered from Pinterest.com on January 26th, 2024.
Expressing obligation recovered from https://englishstudyhere.com/grammar/have-to-vs-dont-have-to/ on
January 26th, 2024.
Ecosystems recovered from https://kids.britannica.com/kids/article/ecosystem/433377 on January 26th, 2024.
Types of fruits and vegetables recovered from https://mocomi.com/types-of-fruits-and-vegetables/ on January
26th, 2024.
Waste Hierarchy: What are the 4Rs? recovered from https://cleansd.org/2021/02/26/waste-hierarchy-what-are-
the-4-rs/ on January 26th, 2024.
2010. Pp 118, 119, 121.
The Field Trip recovered from https://www.write4fun.net/view-entry/153978 on January 26th, 2024.
124
nd
2 PROJECT
CULTURAL DIVERSITY OF
INDIGENOUS PEOPLES
125
PROJECT # 2
Subject: English Grade level: 5th Duration: 5 weeks (From July 22nd to August 30th) Term: II
Project Title: Cultural Diversity of Indigenous People.
Final Product: Book: “Our Indigenous in Panama: (name of the indigenous group)”
Driving Questions:
 How many indigenous groups are the in Panama?
 Can you name them?
 Have you ever visited a “Comarca”?
 Do you know their languages?
 Have you ever heard their songs or stories?
 Investigate about the native people of Panama.
 Learn about native people culture.
 Learn pronunciation through the readings.
 Develop listening skills through videos.
 Review numbers.
 Solve problems.
 Learn about digraphs and blends.
 Use reflexive pronouns.
 Use relative pronouns
 Use proper adjectives.
 Know the difference between good and well.
 Know the difference between say and tell.
 Learn about the ecosystems in Panama.
 Learn the difference between intraspecific and interspecific relationships.
 Study how the reproductive system is.
Subjects Content
Speech Music of the Indians of Panama: The Kuna (Tule) and the Chocoe (Embera) Tribes.
The Washer Woman song.
Video: Episode 3: Threads of Culture: The Indigenous People of Panama. (13.47 min)
The Lazy Frog Poem
Indigenous Communities in Panama with videos.
Spelling Blends and Digraphs.
Digraph with H
Consonant blends with R
Consonant blends with L
Numbers review, solving problems
Grammar Reflexive pronouns
Relative pronouns.
Proper adjectives.
Good, well
Say, tell
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Science Ecosystems of Panama
Intraspecific and interspecific relationships
Reproductive system
Reading Indigenous People of Panama
Ngäbe-Buglé Story: Uncle Kinko and Uncle Tiger
127
PROJECT STEPS
ACTIVATION Start asking the Driving questions.
WEEK 1 Show the video about the Kuna dance https://youtu.be/9hhZJa9elng
Speak a little about the Indigenous culture of Panama.
Make groups no more than four students and choose one Indigenous group for each.
RESEARCH Speech:
WEEKS 1 – 4  Tell the students to read the information about the music of Kunas and
Chocoes. Read the text and listen to some songs
 https://folkways.si.edu/music-of-the-indians-of-panama-the-cuna-tule-and-
chocoe-embera-tribes/american-indian-world/album/smithsonian
 Speak about the experience
 Watch and listen to the video Washer Woman
https://youtu.be/1k2aD2XGXwM
 Sing and act out the song.
 Read and learn the poem The Lazy Frog
 Oral quiz: say the poem by heart.
 Read about Indigenous Communities in Panama and watch the videos
https://www.tourismpanama.com/things-to-do/indigenous-communities/
 Work on project, discuss what to write, doubts, decisions.
Spelling:
 Read about digraphs and blends.
 Play the game.
 Read the digraphs with H. Watch the video get up and dance to the
diagraphs (2.16 min.) https://youtu.be/iezVO-X0feI
 Do the activity on digraphs
 Read the blends with R.
 Watch the video (2.06 min.) https://youtu.be/pQgJnpE7IL8
 Sing the song
 Read the blends with L.
 Sing the song
 Quiz on digraphs and blends.
 Solving Math problems.
 Do the printable activity.
Grammar:
 Read about Reflexive Pronouns
 Read about Relative Pronouns
 Answer the on-line activity and show results to the teacher.
 Read the information about Proper Adjectives
 Read about the difference between good and well.
 Answer the on-line exercise and show the teacher the results
https://www.english-4u.de/en/grammar-exercises/good-well.htm
 Read about the difference between say and tell
 Answer the on-line quiz and show the results to the teacher
https://www.englishclub.com/vocabulary/cw-say-tell_quiz.php
128
Science:
 Read the text about ecosystems and Biodiversity in Panama.
 Underline the unknown words
 On the notebooks, write down what is your favorite ecosystem and describe
it.
 Watch the video about interspecific and intraspecific relationships.
 Draw examples of the relationships on the notebook.
 Read about the Reproductive System.
 Answer the questions in your notebook.
Reading:
 Read the text “Indigenous People of Panama”.
 Answr the Questionnaire.
 Read the Emberá’s story “Uncle Kinko and Uncle Tiger”.
 Answer the questions on the notebook.
Do all the activities need to get the objectives: drawings, descriptions, territory, etc.
complication.
Be in constant communication with the students, and the students among
themselves.
Continue working on the objectives of the other subjects.
DISSEMINATION Show the book and explain how they made it.
WEEK 6 Speak about the information in the book.
129
Speech
Kunas and Chocoes’
music activity
The Washer Woman
Singing Hetero evaluation Observation Summative
video activity
The Lazy Frog Poem
Declamation Hetero evaluation Oral quiz Summative
activity
Indigenous
Communities in Discussion Hetero evaluation Observation Formative
Panama activity
Spelling
Digraphs and blends
Game Hetero evaluation Observation Formative
activity 1
Digraphs’ activity Notebook work Hetero evaluation Rating scale Formative
Blends with R
activity
Blends with L
activity
Solving Math
Problems activity
Grammar
Reflexive Pronouns
activity
Relative Pronouns
On-line activity Hetero evaluation Worksheet Summative
activity
Proper Adjectives
activity
Good-well activity On-line activity Hetero evaluation Worksheet Summative
Say – tell activity On-line quiz Hetero evaluation Quiz Summative
Science
Ecosystems and
Notebook
Biodiversity in Hetero evaluation Written work Formative
activity
Panama activity
Interspecific and Notebook Hetero evaluation Rating scale Summative
intraspecific activity
130
Relationships’
activity
Reproductive
Notebook work Hetero evaluation Questionnaire Summative
System activity
Reading
Indigenous People of
Printable Hetero evaluation Questionnaire Summative
Panama activity
Uncle Kinko and
Notebook work Hetero evaluation Questionnaire Summative
Uncle Tiger activity
Project
131
Subject: Speech
1st Topic
Music of the Indians of Panama: The Kuna (Tule) and the Chocoe (Embera) Tribes
"The Cuna or Tule, who call themselves the ‘Golden People,’ live principally in the Archipelago of San Blas
and the mouth of the Bayano and Chucunaque rivers in Panama. Although the Cuna are technically
‘Panamanian’ citizens, they have achieved one of the most positive arrangements of any indigenous people in
the world today by having almost complete sovereignty over their own lands and affairs. The Chocoe live in the
Darién province of Panama and in the Department of Chocó in Colombia. They are basically a nomadic people
but have established permanent residences in various locations..."
David Blair Stiffler
Various artists.
Activity on the page: Go to the page to play the tracks. Discuss about what you heard
132
2nd Topic
The Washer Woman
Watch and listen to the video Washer Woman
https://youtu.be/1k2aD2XGXwM
Activity on the song: Sing and act out the song.
3rd Topic
The Lazy Frog Poem
Activity on the poem: Declamation
133
4th Topic
Indigenous Communities in Panama
Learn about tradition and nature through the eyes of Panamá’s

7 indigenous communities. Most of them live in protected territories,
located all over the country. In these, Panamá’s 7 native ethnic groups
(Guna, Naso Tjër Di, Ngäbe, Buglé, Bri bri, Emberá and Wounaan)
practice ancestral forms of government, preserve dances and songs, and
hold on to their deep cosmological beliefs and cultural expressions.
The Panamanian indigenous communities are composed of expert craftsmen who produce exquisite wood
carvings, wonderful miniatures from the hard-ivory palm seed, beautiful baskets, masks, bags woven with
vegetable fiber and colorful clothes like the Mola.
It is possible to visit them whether their location is by the sea, like the Gunas, in
high mountains, like the Ngäbe, or nestled deep into the rainforest like
the Emberá. These indigenous communities enjoy sharing their culture with
visitors on an equal basis.
Go to the page and watch the videos https://www.tourismpanama.com/things-to-do/indigenous-communities/
Activity on topic: Discussion about the communities and the work of the project.
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Subject: Spelling
1st Topic
Digraphs and Blends
When two consonants together make a single distinct sound, it is called a consonant digraph. There are still two
letters, but you can only hear one sound. The most common are combination of letters with H. For example: ch
– church, sh – shirt, th – the, wh – what.
When there are two or three consonants together and each makes its own sound, it's called a consonant blend.
Consonant blends are more common than you think — you probably read and say hundreds of them a day!
Examples of consonant blends are: bl – blow, gr – grab, sk – skate.
Activity on digraphs and blends: Game: In groups, on a sheet of paper, write as many words as you can with the
digraph or blend the teacher tells you. Wins the group tat has more words.
Digraph H
Watch the video

https://youtu.be/iezVO-X0feI
Activity on Digraphs: The teacher spells different words with digraphs and the students draw a picture of the
word and write it on the notebook.
Consonant Blends with R
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Activities on Consonant Blends with R
Watch the video
https://youtu.be/pQgJnpE7IL8
Sing the song
What is a blend?
What is a blend? What is a blend?
Let’s learn together what is a blend
A blend is two letters that begin words
But each letter’s sound can be heard
Like b says /b/, r says /r/
Blend them together and you get /br/
Like in brain, brave, bring, breeze.
Like c says /k/, r says /r/
Blend them together and you get /kr/
Like in cracker, crayon, crop, cream.
Like d says /d/, r says /r/
Blend them together and you get /dr/
Like in dragon, dream, dress, drum.
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Like f says /f/, r says /r/
Blend them together and you get /fr/
Like in freeze, fresh, frog, fruit.
What is a blend? What is a blend?
Let’s learn together what is a blend
Consonant Blends with L
Activities on Consonant Blends with L

Watch the video
https://youtu.be/tvAHnCI--JU
Sing the song

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Consonants Blends. The Letter L
Join together, we can blend the letters

/b/ /l/ /bl/
Blab, bleed, blip, blop, blup
Let’s go faster
/p/ /l/ /pl/
Play, pleat, ply, plot plum
Let’s go faster
/g/ /l/ /gl/
Glade, glee, glide, glow, glum
Let’s go faster
/k/ /l/ /kl/
Clap, clef, clip, cloak, club
Let’s go faster
/f/ /l/ /fl/
Flag, fleet, fly, float, flux
Let’s go faster
Let’s go faster
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2nd Topic
Numbers and Math Problems
Activity on Math problems: Printable
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Name: ____________________________________________ Date:__________________
Solving Math Problems
Read and solve the following math problems:
How many Indigenous inhabitants are there in Panama, if its total population is 4,502,633 inhabitants, and 12%
of them are native?
If there are 50,000 Kuna inhabitants in Panama. What percentage of the population do they represent?
Remember the total population of Panama is 4,502,633 inhabitants.
If the total population of Panama is 4,502,633 inhabitants, and 12% of them are native. How many non-
Indigenous inhabitants are there?
If there are 25,000 Embera and 2,400 Wounaan inhabitants in Panama. What percentage of the population do
they represent together? Remember the total population of Panama is 4,502,633 inhabitants.
If Comarca Embera-Wounaan occupies 4,393.9 Km2; Comarca Kuna-Yala, 2,358.2 Km2; Comarca Ngäbe-
Bugle, 6,814 Km2; Comarca Naso Tjer Di 1,606.3 Km2 and the Corregimientos Kuna de Madungandi, 2,075
Km2 and Kuna de Wargandi, 956.4 Km2. How many Km2 of the Panamanian territory do they occupy?
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Subject: Grammar
1st Topic
Reflexive Pronouns
Reflexive pronouns are used when the subject and the object of a sentence refer to the same person or thing.
They end in “-self” for singular forms and “-selves” for plural forms. Here are the reflexive pronouns in
English:
Singular: myself, yourself, himself, herself, itself
Plural: ourselves, yourselves, themselves
Singular: myself, yourself, himself, herself, itself
Plural: ourselves, yourselves, themselves
Activity on Reflexive Pronouns:
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Name:______________________________________
Reflexive Pronoun Match

Draw a line to complete the sentence.
1.
He dressed A picture of myself.
2.
They enjoyed B proud of yourself.
3.
You should be C shoes by myself.
4.
They blamed D for ourselves.
5.
We made lunch E Bags yourselves?
6.
We must clean up F Its tail by itself.
7.
I can tie my G himself today.
8.
The dog chased H after ourselves.
9.
Did you pack your I Themselves so much.
10.
I can draw a J Themselves for the mess.
©http://worksheetplace.com Score: /10

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2nd Topic
Relative Pronouns
Relative pronouns are used to introduce relative clauses, which provide additional information about a noun or
pronoun in the main clause. They connect the main clause to the relative clause.
Activity on Relative Pronouns: Answer the on-line worksheet and show the teacher the results.
https://www.liveworksheets.com/w/en/english-second-language-esl/97784
3rd Topic
Proper Adjectives
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Activity on Proper Adjectives:
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Name ________________________________________________ Date _________________________
PROPER ADJECTIVES WORKSHEET
A proper noun is the name of a specific person, place, or thing, and always begins with a capital letter.
For example: George Washington, Chicago, Apple computers
A proper adjective comes from a proper noun.
For example: Plays written by Shakespeare are Shakespearean. Something made in Italy is Italian.
In the sentences below, change the proper nouns in boldface into proper adjectives.
Look for the adjectives on-line.
1. When I go to France, I will eat a big, long roll of delicious ___________________ bread.
2. China is the most heavily populated nation on Earth because over one billion ________________________
people live there.
3. People who live in Australia speak English, but it’s a very _________________________ kind of English.
4. I never understood why ______________________ cheese had so many holes in it, so I took a trip to
Switzerland to find out.
5. The time that Queen Victoria ruled Great Britain in the 1800s is now called the
______________________________ Era.
6. I wonder if ____________________________ jumping beans really come from Mexico.
7. I’m reading a new book about the planet Mars because I love anything _____________________.
8. This little store sells folk art from Peru, and I just bought some _______________________ ceramics.
9. The new chef in my cousin’s restaurant comes from Ireland and can cook a fabulous
__________________________ stew.
10. Ana was born in Spain. She is a ________________________ citizen
4th Topic
Good and Well
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Activity on Good and Well: Answer the on-line exercise and show the teacher the results https://www.english-
4u.de/en/grammar-exercises/good-well.htm
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5th Topic
Say and Tell
Activity on Say and Tell: Answer the on-line quiz and show the results to the teacher
https://www.englishclub.com/vocabulary/cw-say-tell_quiz.php
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Subject: Science
1st Topic
Ecosystems and Biodiversity in Panama
Panama is home to many different ecosystems and has an amazing amount of biodiversity. Biodiversity refers
to all the different types of living things (plants, animals, etc.) in a certain area. In Panama, a few hectares (the
size of about a couple of soccer fields) may be home to more species of plants, fungi, animals and
microorganisms than all the U.S. and Canada combined! Why do you think Panama has so much biodiversity?
Well, over three million years ago, Panama rose up through volcanic activity and created a bridge between
North America and South America. This allowed land and marine life to migrate from north to south and south
to north! For this reason, many people call Panama the “biological corridor”. In Panama City, there is a whole
museum dedicated to the biodiversity in Panama called Biomuseo. A couple common ecosystems in Panama are
tropical islands, tropical dry forests and tropical mountain forests. There is plenty of wildlife both on land in and
in the water. Let’s start with the islands!
Two of my favorite island regions in Panama are San Blas and Bocas del Toro. These are both found on the
Caribbean side of the country and have beautiful clear water, white sand, palm trees and lots of marine life!
There are sharks, dolphins and hundreds of species of fish. In terms of food supply, there are plenty of coconuts,
fresh tropical fruits like pineapple, fish like snapper and sea bass and other seafood like lobster. The oceans are
also home to beautiful coral reefs. In San Blas, we visited a “sunken island”. It was a place in the middle of the
ocean that had sand raised up high enough that you could walk around and see starfish.
The rural Los Santos region of Panama (for example, Tonosi, where I do my research) is mostly made up of
tropical dry forests. It is called this because the ecosystem has huge changes between the wet and the dry
season. In the wet season, around May to December, it rains almost every day. The landscape is lush and green.
In the dry season, around December to April, there can be droughts and the land turns from green to brown.
Like most places in Panama, there is a lot of wildlife. Whenever we go to Tonosi, I always see monkeys playing
in the trees. I have also seen a lot of snakes, lizards and spiders there, too.
One of my favorite cities in Panama is called Boquete. It is in a tropical mountain forest. While there are still
wet and dry seasons, the land does not dry up as much as in the tropical dry forests. Boquete and other tropical
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mountain forests in Panama are amazing for hiking, seeing waterfalls, bird-watching and swimming in rivers.
Volcan Baru, the highest point in Panama, is found in this region. Another great thing about the tropical
mountain forest of this region is the coffee growth! The volcanic soil and proper amount of rainfall help
produce some of the best coffee in the world! (I am a little bit biased.)
What ecosystem of Panama would be your favorite?
Activity on Ecosystems and Biodiversity in Panama: On your notebooks, write down what is your favorite
ecosystem and describe it.
2nd Topic
Interspecific and Intraspecific Relationships
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150
Activity on interspecific and intraspecific relationships: On the notebook, draw an example of each interaction.
3rd Topic
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Reproductive System
Also known as genital system, is made up by the organs involved in delivering new life. In humans, the organs
involved are different in men and women:
Male Reproductive System

In men the main reproductive organs are the testes. The two oval-shaped testes sit behind the penis in a pouch
called the scrotum. The testes make the male sex cells, called sperm. Sperms are too tiny to see without a
microscope. They are shaped like tadpoles with long tails. The sperm travels through a tube toward the penis.
They mix with other fluids to form a liquid called semen. During sexual intercourse a small amount of semen
passes through the tip of the penis into the woman’s body. This semen contains between 200 and 300 million
sperm. The sperm then travel toward the woman’s sex cell, or egg.
Female Reproductive System

In women the main reproductive organs are the ovaries. The two almond-shaped ovaries sit inside the lower
belly. When a girl is born her ovaries contain up to 500,000 egg cells. Two tubes, called fallopian tubes, connect
the ovaries to the uterus. The uterus is a muscular organ that holds a growing baby.
Beginning when a girl is about 12 years old, one ovary releases an egg once a month. This process is called
ovulation. The egg travels from the ovary through the fallopian tube to the uterus. If the egg does not meet a
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sperm cell on its journey, it dies. The egg and some blood then pass out of the uterus and through the vagina, a
muscular tube that leads out of the body.
Activity on Reproductive System: On the notebook, answer the following questions:

1. What is the other name of the Reproductive System?
2. Are the Reproductive Systems of women and men equal or different?
3. What are the main reproductive organs in men?
4. What are the main reproductive organs in women?
5. How are sperms shaped?
6. How many sperms are contained in a small amount of semen?
7. What is the shape of the ovaries?
8. How many egg-cells do ovaries contain?
9. What is the uterus?
10. When does ovulation begins approximately?
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Subject: Reading
1st Reading
Indigenous People of Panama
Panama is home to six indigenous groups – the Ngöbe-Buglé, Emberá-Wounaan, Naso (Teribe), Guna
(Kuna), Bri Bri, and Bokata. According to the 2000 census, these groups had a total population that reached slightly
over 285,000, some 5-8% of the total Panamanian population. Despite the creeping influence of modern society,
many of these groups continue to hold strongly onto their traditional culture and language.
Indigenous groups
Most indigenous groups in Panama still live on ancestral

lands in semiautonomous reservations called comarcas.
The three largest comarcas – the Ngöbe-Buglé, Emberá-
Wounaan, and Guna Yala – are the equivalent of a
province, while the two smaller comarcas – Madungandí
and Wargandí – are considered municipalities.
Indigenous people tend to make a living through a
combination of subsistence farming, fishing, hunting, and the sale of handicrafts. Some groups are
beginning to experiment with tourism (especially ecotourism), and have had varying degrees of success. The
most experienced are undoubtedly the Guna, as they have allowed tourists to visit their pristine archipelago
in the Caribbean for several decades.
Still, most indigenous groups in Panama are extremely poor. It is estimated that 95% live in extremely
poverty, trying to get by on just $1 a day. As such, their infrastructure is basic and largely consists of
materials harvested from the natural landscape. Illiteracy and health problems persist, as
many comarcas lack steady financial support from the Panamanian government. Potable water is generally
not available, and as a result water-borne disease is rampant and widespread.
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Guna
The Guna (pop. 62,000) live along the eastern Caribbean coast in the
picture-perfect San Blas Archipelago. The unbelievable natural beauty of
this place has drawn tourists for decades, and as such, the Guna are one
of the most visible indigenous groups in Panama. Their territory not only
includes this string of 400 islands but also a mountainous strip of forest
on the mainland. This area runs along the Caribbean slope of the Darién
all the way to Colombia.
The Guna go by many names. Until only recently they were referred to as
the Kuna, but in 2011 their name was officially changed to better reflect
their native tongue, which lacks a “K” sound. Somewhat comically, the Guna don’t refer to themselves as
Guna – it’s just the name they let huaga (foreigners) call them. Within their own circles, they are known as
the Tule (pronounced TOO-lay).
The Guna are a fiercely independent people. They have fought wars with the Spanish and Emberá-
Wounaan, and in 1925 won a revolt against the Republic of Panama, earning them the semiautonomous
status that they enjoy today. Indeed, outsiders have been trying to steal their home for centuries, so it’s not
surprising that the Guna are somewhat wary of outsiders. This is reflected today in their attitude towards
tourists, which is somewhat mixed. Many welcome the economic opportunity of tourism, but hold strong to
their belief that visitors should pay for the privilege of visiting their comarca (even taking a photo of a Guna
will cost you $1). This reticence, however, has helped preserve their culture, and with the right amount of
respect and understanding visitors can get a wonderful glimpse into their world.
Most Guna live on the islands in the archipelago, although a sizeable number still live on the mainland in
the Darién forest. The mainland Guna, who live in the comarcas of Madungandí and Wargandí, see fewer
visitors than the island Guna, as they live in remote areas and have an even stronger suspicion of outsiders.
They are more traditional than the island Guna and cling tightly to their ways.
It’s easy to recognize the female members of the Guna tribe, as their traditional dress is beautiful and
ornamental. The most notable feature is the mola, an intricately woven cloth panel that decorates both the
front and back of the woman’s blouse. Art collectors around the world prize these molas for their colorful
designs and intricate patterns. Travelers can buy molas in Guna territory or at markets in Panama City. The
women also wear tight strings of beads around their legs and forearms, as well as gold rings in their nose.
Interestingly enough, the Guna are also the second-shortest people in the world (after the pygmies of Africa)
and have the highest rate of albinism in the world. The reason for this is not known and has fascinated
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scientists for years. The albinos, who are known as “moon children,” are seen as special within the Guna
culture, but have one of the highest rates of skin cancer and tend to live shorter lives.
Ngöbe-Buglé
The largest indigenous group in Panama is the Ngöbe-Buglé (pop. 188,000). The Ngöbe-Buglé (pronounced
NO-bay BOO-glay) is actually comprised of two different, but culturally similar, groups – the Ngöbe and
the Buglé. There are some ethno-linguistic differences between the two, but by and large the distinction is
small, so they are often referred to in conjunction with one another. Traditionally this group was known as
the Guaymí, but the name is used less nowadays.
The Ngöbe-Buglé won the rights to an enormous comarca in 1997, which is formed from parts of the
Chiriquí, Veraguas, and Bocas del Toro provinces. Most members of the group live in the mountains in
western Panama.
Similar to the Guna, the Ngöbe-Buglé have largely resisted outside influence and has done well to preserve
their culture. This is in part because their communities are scattered along huge, undeveloped tracts of land.
Also like the Guna, they have maintained political autonomy while also enjoying representation in the
Panamanian legislature.
The Ngöbe-Buglé survive on subsistence agriculture. The men use slash-and-burn techniques to produce
corn, rice, bananas, plantains and cassava. During the coffee season, many men travel to plantations near
Boquete to help with the harvest and bring back income to their families. The women raise the children and
make handicrafts. Two of the most common handicrafts are the naguas (a hand-sewn, traditional dress made
of appliqué) and the chacara (a bag woven from plant fibers). These crafts can often be found in markets
and shops throughout the Chiriquí province.
Emberá-Wounaan
Similar to the Ngöbe-Buglé, the Emberá-Wounaan is comprised of two groups who are culturally similar
but speak different languages. Although they are lumped together into one group these days, they were
originally different people with different languages; some within the group still prefer to be thought of as
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separate peoples. They number around 29,000 and live mainly in comarcas along the Caribbean and Pacific
slopes of the Darién. Anthropologists believe that the two groups (the Emberá and Wounaan) emigrated
from the Chocó region of Colombia thousands of years ago.
The Emberá-Wounaan survive on subsistence agriculture and fishing. Historically they were slash-and-burn
farmers and hunters, but these days that practice is restricted due to their residency within a national park.
Rice and maize plantations have popped up in the Darién in recent decades, thus allowing members of the
group to work as seasonal laborers.
The Emberá-Wounaan have strong political autonomy in Panama, although they are beginning to feel the
force from outside influences. Latinos are beginning to settle on their lands, and loggers are destroying
much of their rainforest. What’s more, there is pressure to finish the Interamerican Highway all the way to
Colombia. Their cultural cohesion will ultimately depend on whether this highway is completed. If it
happens, it will be difficult for the small groups living within the forest to avoid assimilation. There are,
however, a number of roadblocks (including environmental issues and border conflicts with Colombia), and
it doesn’t look like the highway will be finished anytime soon.
In the last few decades, some Emberá-Wounaan moved from the Darién to communities along the banks of
the Río Chagres, which empties into the Panama Canal near the Gatún Locks. Many of these communities
welcome tourists (most notably Parara Puru). Although the people living still here cling to traditional ways,
some communities can feel put-on and kitschy. Visits to rural communities in the Darién can be made as
well, but says in these communities are certain to be bare bones, bug-friendly affairs.
The Emberá-Wounaan are renowned for their artistic ability, particularly their baskets and carved statues.
The baskets are crafted from the leaves of the chunga (black palm) and often contain geometrical patterns or
scenes with animals. Some baskets are black-and-white, while others use vivid natural dyes. The highest
quality baskets are woven so tightly that it’s said they can hold water. Both tagua nuts (a seed from tropical
palm trees) and cocobolo (a type of rosewood) are carved into statues depicting forest animals. They make
fantastic gifts.
The Emberá-Wounaan occasionally decorate themselves with temporary tattoos made from the black dye of
the jagua fruit. The liquid from the fruit’s pulp is painted onto the skin in geometric patterns from the waist
up. At first it is clear, but as it dries it becomes black and the tattoo emerges. Nowadays most Emberá-
Wounaan only use the jagua tattoos for special events, but will offer the tattoos to visiting tourists. The
tattoos are undoubtedly unique, but be warned: the dye doesn’t wash off for at least a week.
Naso
The Naso are a small indigenous group that lives in the
northeastern reaches of Panama in the Bocas del Toro
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region. They are spread out in eleven communities along the Río Teribe, and are one of the last indigenous
groups in the Americas that have a traditional monarchy.
According to records from the colonial Spanish empire, the Naso were present in mainland Bocas when the
explorers arrived in the 16th century. Not surprisingly, conflicts arose, and the Spaniards drove the Naso off
their land and into the highlands near the Costa Rican border.
It is estimated that there are only a few thousand Naso remaining in Panama, although some live in southern
Costa Rica as well. The Naso have remained isolated and relatively autonomous for decades, but these days
their culture is threatened by youth migration, missionary activity, the encroachment of tourism, and a
massive hydroelectric project.
Unlike other indigenous groups in Panama, the Naso have not been granted their own comarca. This is
serious because two forces are currently threatening their ancestral land – a developing ecotourism scene in
Parque Internacional La Amistad (where many Naso live) and the construction of a massive hydroelectric
project along the Río Teribe. The hydroelectric dam is a major source of controversy within the Naso
community. Many members fear that it will mean the disintegration of their culture, while others favor it as
a source of income. The current king, who is recognized by the Panamanian government, favors the project.
The Naso are also referred to as the Teribe, or Tjër Di. Tjër is the Naso’s principal god. Her name means
Grandmother Water and forms the root of the word Teribe, the name of river that runs through this region.
Naso homes are built on stilts and have thatched roofs. Families often share a house or a cluster of houses,
and cook simple meals of rice, beans, and some type of vegetable. Visitors to these communities will likely
be offered small crafts – animal figures, jewelry, and small baskets. Most Naso are bilingual, speaking Naso
and Spanish, and wear Western-style clothing. Many older Naso hold strong to traditional beliefs, although
nowadays most Naso practice some form Christianity.
Bri Bri
The Bri Bri are another indigenous group that live within the Bocas del Toro region of Panama. This group
originated in the Talamanca reserve of Costa Rica and some
made their way to northern Panama; many Bri Bri, however,
still live in Costa Rica. Only a few thousand live in Panama,
and they speak both Bri Bri and Spanish. Most live without
running water or electricity, and survive on a mix of
subsistence agriculture, hunting and fishing. Their relative
isolation has allowed them to maintain their cultural
identity, but has also resulted in less access to education and health care.
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The Bri Bri live in clans that are composed of their extended family. The clans are matrilineal, which means
that a child’s clan is determined by which clan his mother belongs to. Women have an important role in Bri
Bri society, and are the only ones who can inherit land or prepare cacao, a sacred drink that is used in rituals
and ceremonies. As with other indigenous groups in the area, the cacao tree has a special place in Bri Bri
culture. It is believed that their god, Sibö̀ , turned a woman into the tree, and these days cacao branches are
never used for firewood. Aside from its use in ceremonial practices, Bri Bri women also use cacao to make
organic chocolate, an additional source of income.
Bokata
The final, and smallest, indigenous group in Panama is the Bokata. They number just under a thousand and
live in eastern Bocas del Toro and northwest Veraguas. The Bokata maintain their own language and culture,
and until the late 1970s, there were virtually no roads through Bokata territory. However, the push of modern
society is making it increasingly difficult for the Bokata to retain their cultural traditions and customs. Every
year the Bokata become more assimilated with the local Mestizo population.
Activity on Indigenous people of Panama: Answer the questions.
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Name: ______________________________________________ Date: _______________________
QUESTIONNAIRE
Answer the questions:

1.- How many indigenous people are there in Panama?
________________________________________________________________________________________
2.- Name the indigenous people of Panama.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.- How many people approximately are there in these groups?
________________________________________________________________________________________
4.- What are “Comarcas”?
________________________________________________________________________________________
5.- Where do Kuna live?
________________________________________________________________________________________
6.- What are “molas”?
________________________________________________________________________________________
7.- Who are the Ngöbe-Buglé?
________________________________________________________________________________________
8.- Where is Ngöbe-Buglé’s Comarca located?
________________________________________________________________________________________
9.- Are the Emberá-Wounnaan one only group? Explain your answer.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
10.- Who are the Naso?
________________________________________________________________________________________
11.- Where do the Bri Bri group live?
________________________________________________________________________________________
12.- Who are the Bokatai?
________________________________________________________________________________________
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2nd Reading
Uncle Kinko and Uncle Tiger
I am going to speak about uncle “Kinko”. In our culture, in our communities, we say that those people that tell
lies never get fat. And besides, we call them “Kinko”, because the “kinko” is a big liar. So, every liar is called
“Kinko”: “Ah, this is “kinko” or “murasi”, we say too. So, I am going to tell you about uncle Kinko, this story
was told by my great-grandmother. It is said that one day uncle Kinko was thirsty and water had dried all over
the place, there was no water at all, and uncle Kinko needed to drink water, he was dying of thirst! The only one
who had water was uncle Tiger; so, uncle Kinko had to go to uncle Tiger’s, but uncle Tiger wanted to eat uncle
Kinko because all of the bad things that he had done. When he approached, uncle Tiger was to eat him, so he
held a big stone. Uncle Tiger asked:” Why do you hold that big stone?” –Oh, uncle Tiger, please give me water,
because the world is going to end; yes, it is going to end and we all are going to die, all” “Then – says uncle
Tiger – What do you want me to do?” – “Please, hold this stone, give me water and hold the stone. I am holding
it to avoid the world to end.” Uncle Tiger held the stone and gave water to uncle Kinko, but this one escaped.
Uncle Tiger remained there holding the stone and waiting uncle Kinko to return for a long time. Uncle Tiger
asked himself:” do I drop it or not? do I drop it or not?” “If I l drop it, the world will end, I cannot drop it.”, and
remained longer holding the stone. Tired, he dropped the stone and nothing happened, the world did not end.
Uncle Tiger said: What a liar is uncle Kinko, now I am going to eat him!”
Story told by Lucho Castillo, 70 years old, from Hato Rincón, Nedri region, February 29th, 2020.
Activity on Uncle Kinko and Uncle Tiger:

On the notebook, answer the questions.
1.- What does Kinko mean?

2.- Who told the story to the narrator?
3.- Who had water in the story?
4.- How did uncle Kinko cheat uncle Tiger?
5.- Can you tell a similar story? Write it down.
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PROJECT
CREATING A BOOK ABOUT INDIGENOUS PEOPLES IN PANAMA.
In groups, after choosing one of the indigenous groups of Panama, investigate about that group: Where they are
located, quantity of kilometers of each territory or “comarca”, quantity of inhabitants in each group, clothes,
economic activity, music, language, food and/or drinks…
When the students have all the information, design the book: book cover, images, distribution of the
information, index.
On the dissemination day, the students must show their books, explain how they made it and talk about the
community they wrote about.
Speech
Item 4 3 2 1 Grade
with the subject
Content The book contains The book does not The book does not The book has poor
all the information have one or two have three or four information about
recovered topics of topics of the community
information information
presentation
Book The book is well The book is well The book is The book is not
presentation structured, with no structured, with structured with well structured,
mistakes or blank some mistakes or some mistakes, with many
spaces. blank spaces. and blank places. mistakes and
blank places.
162
Spelling
Item 4 3 2 1 Grade
Spelling The student writes The student writes The student writes The student writes
the words and the the words and the the words and the the words and the
digraphs well, digraphs with two digraphs with four digraphs with
with no mistakes or three mistakes to six mistakes many mistakes
with the subject
presentation
blank places.
163
Grammar
Item 4 3 2 1 Grade
Grammar The book has no The book has very The book has The book has
grammar little grammar some grammar serious essential
mistakes. The mistakes. The mistakes. The grammar mistakes.
student uses the student uses the student uses the The student uses the
pronouns and the pronouns and the pronouns and the pronouns and the
verbs in an verbs in a proper verbs in a good verbs in a wrong
accurate way. way, with one or way, but with way.
two mistakes. three or four
mistakes.
with the subject
presentation
mistakes or blank some mistakes or some mistakes, with many mistakes
spaces. blank spaces. and blank places. and blank places.
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Science
Item 4 3 2 1 Grade
with a correct good way, with a sequence. logical sequence.
sequence. little failure in Connecting some With no
Connecting it with sequence. of it with the connection with
the science topics Connecting most science topics the science topics
of it with the
science topics
with the subject
presentation
blank places.
165
Reading
Item 4 3 2 1 Grade
all the informationhave one or two have three or four information about
mistakes
with the subject
presentation
blank places.
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LIST OF REFERENCES
Episode 3: Threads of Culture: The Indigenous People of Panama recovered from

https://youtu.be/VZsRWBCEYn0 on January 29th, 2024.
Information on Panama total population and indigenous population for math problems recovered from
https://www.worldometers.info/world-population/panama-population/ and https://www.nativatours.com/the-
native-indians-2/ on January 29th, 2024.
Story Uncle Kinko and Uncle Tiger recovered from
https://ru.atheneadigital.filos.unam.mx/jspui/bitstream/FFYL_UNAM/7118/1/Populares_37_2020_Torres_9-
53.pdf on January 29th, 2024.
Consonant’s blend recovered from https://www.yourdictionary.com/articles/consonant-blends-examples on
January 29th, 2024.
Reflexive and relative pronouns recovered from https://www.acadlly.com/reflexive-and-relative-pronouns/ on
January 29th, 2024.
Ecosystems of Panama recovered from
https://www.reachtheworld.org/carlyns-journey-panama/journal/ecosystems-and-biodiversity-panama?page=2
on January 29th, 2024.
Reproductive system recovered from https://kids.britannica.com/kids/article/reproductive-system/353707 on
January 18th, 2024.
Poem The Lazy Frog recovered from https://studyvillage.net/english-poem-for-class-5/ on January 29yh, 2024.
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3rd
TERM
168
st
1 project
PANAMA: A COUNTRY OF TRADITIONS
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PROJECT # 1
Subject: English Grade level: 5th Duration: 5 ½ weeks (From September 25th to October Term: III
30th)
Project Title: Panama: a Country of Traditions.
Final Product: Crosswords and Puzzles Book: “Knowing our Traditions”
Driving Questions:
 What’s your favorite traditional food?
 Do you like dancing typical music?
 Do you enjoy dressing in typical clothes?
 How much do you know about our traditions?
 Have you ever done a puzzle or a crossword?
 Do you know what puzzles and crosswords are?
 Do you think you can make people know Panamanian traditions through those games?
 Do you think you can make crosswords and puzzles about traditions?
 Investigate about the traditions of Panama.
 Learn about Panamanian culture.
 Know the verbs used in kitchen.
 Speak about school time.
 Know about traditional food.
 Learn about objects used at home.
 Know the difference between good and well.
 Know the difference between say and tell.
 Learn about the conservation of the environment.
 Learn about recycling.
Subjects Content
Speech My mother Poem.
Pollution Poem.
The Feelings Song
Spelling Kitchen verbs.
School time.
Foods
Grammar Adverbs
Complete subject and predicate
Simple subject and simple Predicate
Compound subject and compound predicate
Conjunctions
Simple and compound sentences
Science Conservation of the environment.
Recycling.
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Reading Cultural Melting Pot
My Healthy Breakfast
Typical Food of Panama
171
PROJECT STEPS
ACTIVATION Start showing the video traditions of Panama https://youtu.be/aBEm766Sb0A
WEEK 1 Ask the driving questions.
Speak a little about the traditions of Panama.
Make groups no more than four students and choose one Topic on traditions: food,
dances, typical instruments, typical clothing, typical music…
RESEARCH Speech:
WEEKS 1 – 4  Read and practice the poem My Mother.
 Read the poem out loud.
 Read the poem Pollution.
 Write a new stanza for the poem.
 Listen to The Feelings song
 Sing it out loud.
 Speak about the project investigations, discuss your research.
Spelling:
 Watch the video on Kitchen Words (4.44 min.) https://youtu.be/Fxox39rgj-o
and say them out loud
 Write the vocabulary on the notebook and draw an image for each.
 Watch the video on School Supplies.
 Read the vocabulary on School Subjects.
 Read the vocabulary on School Places.
 Write sentences on the notebook.
 Read the vocabulary on Food.
 Spell the words on the chart.
Grammar:
 Read about adverbs.
 Answer the printable activity.
 Read about Complete subject and predicate.
 Answer the on-line worksheet and show the teacher the results.
 Read about the simple subject and simple predicate.
 Answer the printable activity.
 Read about compound subjects and compound predicates.
 Answer the on-line worksheet and show the teacher the results.
 Read the information about conjunctions.
 Do the activity on the notebook.
 Read about simple and compound sentences.
 Answer the printable worksheet.
Science:
 Read about the Conservation of the environment.
 Watch the video about recycling.
 Draw a mind map about the products that can be recycled and into what they
are transformed.
Reading:
 Read the text Cultural melting pot.
 Answer the questions about the text on the notebook.
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 Read the text My Healthy Breakfast and answer the questions
 Read about the typical food of Panama.
 Carry on class research to see what dish is the favorite of the classmates.
Do all the activities need to get the objectives: Investigate, choose the words, choose
the game and build the game with the words chosen, write the instructions. Plan the
explanation of the making of.
complication.
DISSEMINATION Show the book and explain how they made it.
WEEK 6 Speak about the information in the book.
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Speech
My Mother Poem
Reading Hetero evaluation Observation Formative
activity
Pollution Poem Writing and
Hetero evaluation Observation Formative
activity reading
The Feelings song
Printable Hetero evaluation Observation Summative
activity
Spelling
Kitchen words
Notebook Work Hetero evaluation Rating scale Formative
activity
School Time activity Notebook work Hetero evaluation Written work Formative
Food activity Spelling Hetero evaluation Observation Summative
Grammar
Adverbs activity Printable Hetero evaluation Written work Summative
Complete subject
On-line
and predicate Hetero evaluation Observation Summative
worksheet
activity
Simple subject and
predicate activity
Compound subject
On-line
and predicate Hetero evaluation Observation Summative
worksheet
activity
Conjunctions
activity
Simple and
compound sentences Printable Hetero evaluation Written work Summative
activity
Science
Conservation
activity
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Recycling activity Mind map Hetero evaluation Rating scale Summative
Reading
Cultural Melting Pot
activity
My Healthy
Breakfast activity
Typical Food of
Research Hetero evaluation Written work Formative
Panama activity
Project
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Subject: Speech
1st Topic
My mother by Ann Taylor
Who fed me from her gentle Who taught my infant lips to pray,
breast, And love God's holy book and day,
And hush'd me in her arms to And walk in wisdom's pleasant way?
rest, My Mother.
And on my cheek sweet kisses And can I ever cease to be
prest? Affectionate and kind to thee,
My Mother. Who wast so very kind to
me,
When sleep forsook my open eye, My
Who was it sung sweet hushaby, Mother.
And rock'd me that I should not cry? Ah! no, the thought I cannot
My Mother. bear;
Who sat and watch'd my infant head, And if God please my life
When sleeping on my cradle bed, to spare,
And tears of sweet affection shed? I hope I shall reward thy
My Mother. care,
When pain and sickness made me cry, My Mother.
Who gaz'd upon my heavy eye, When thou art feeble, old, and gray,
And wept, for fear that I should die? My healthy arm shall be thy stay,
My Mother. And I will soothe thy pains away,
Who drest my doll in clothes so gay, My Mother.
And taught me pretty how to play, And when I see thee hang thy head,
And minded all I had to say? 'Twill be my turn to watch thy bed,
My Mother. And tears of sweet affection shed,
Who ran to help me when I fell, My Mother.
And would some pretty story tell, For God, who lives above the skies,
Or kiss the place to make it well? Would look with vengeance in His eyes,
My Mother. If I should ever dare despise,
My Mother.
Activity on poem: Read it out loud with the correct entonation.
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2nd Topic
Pollution Poem
Aditi, 13 years
Jharkhand
Activity on pollution poem. Write a new stanza for this poem and read it to the group.
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3rd Topic
The Feelings Song
You know ______ make me so happy, happy, happy, happy

Happy when I’m here with you
You make me so happy, happy, happy, happy
Happy cause I’m here with you
Oh oh oh oh oh oh…
Well ____’m hap hap happy to be here
I’m just taking it day by day
But if everyone keeps staring
I might feel a different way
Sometimes I get scared or worried
But I know that I’m ________
It’ll all be over soon
And the I’ll feel so happy, happy, happy, happy
Yeah, but sometimes things are ______
And that’s when I feel sad
You can see it on my _______
My smile’s all out of place
You feel up, but I feel ________
I feel completely turned around
Maybe I should take a walk
I’m trying
But then you make me so happy, happy, happy, happy
But then you make me so happy, happy, happy, happy
Sometimes I get angry
When things don’t go ______ way
Everything feels hot and red
When I have a bad ______
When we’re feeling angry
There’s something we can do
Just close _______ eyes and breathe
And then ______’ll feel so happy, happy, happy, happy
Activity on Feelings song: Complete the song.
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Subject: Spelling
1st Topic
Kitchen Verbs
Watch the video (4.44)

https://youtu.be/Fxox39rgj-o
Say the words
Activity on Kitchen words: write the words on the notebook and draw an image for each
2nd Topic
School Time
School supplies
Watch video
https://youtu.be/nVdteH89iQI
School subjects
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School Places
Activity on School time: on your notebook, write down the subject, the supplies you use for that subject and the
place where you study that subject.
Example: Physical Education: uniform, ball. School yard.
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3rd Topic
Food
Activity on food: Spell the words in the image.
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Subject: Grammar
1st Topic
Adverbs
Activity on Adverbs: answer the worksheet
183
184
2nd Topic
Complete Subject and Predicate
WHAT IS THE SUBJECT IN A SENTENCE?

A subject of a sentence may be a person, thing, or else that is doing the action or which a sentence is focused
on.
The subject is either a word or group of words that perform some action or doing something. It may be a noun
or a pronoun that satisfies the needs of a subject.
WHAT IS A PREDICATE?
The predicate is the rest part of a sentence that modifies a subject, or it shows what a subject is acting. A
predicate is also called the object of a sentence.
Activity on complete subject and predicate: Answer the on-line worksheet and show the results to the teacher
https://www.liveworksheets.com/w/en/grammar/321572
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3rd topic
Simple Subject and Simple Predicate
SIMPLE SUBJECT AND SIMPLE PREDICATE

The simple subject and the simple predicate are the two most important
parts of a sentence.
WHAT IS A SIMPLE SUBJECT?
The simple subject is the core of a sentence. It is the noun or pronoun that
the sentence is primarily about. In other words, it represents the main
element of the sentence that the predicate (the action or description) is connected to. Identifying the simple
subject helps us pinpoint the “who” or “what” the sentence is focusing on.
Examples of Simple Subjects:
 The cat (The cat sat on the windowsill.)
 She (She enjoys reading novels.)
WHAT IS A SIMPLE PREDICATE?
The simple predicate, on the other hand, is the main verb in a sentence. It represents the action, state, or
occurrence associated with the subject. In essence, it tells us what the subject is doing or what is happening to it.
Identifying the simple predicate helps us answer the question, “What is the subject doing?”
Examples of Simple Predicates:
 The cat sat on the windowsill.
 She enjoys reading novels.
IDENTIFYING THE SIMPLE SUBJECT AND THE SIMPLE PREDICATE
To identify the simple subject and simple predicate in a sentence, ask yourself the following questions:
 Who or what is the sentence about? This is the simple subject.
 What does the subject do? This is the simple predicate.
Examples:
 The dog barked at the mailman.
Simple subject: dog Simple predicate: barked at the mailman
 The students wrote their essays.
Simple subject: students Simple predicate: wrote their essays
Activity on Simple subject and simple predicate: worksheet
Name: ____________________________________________________ Date: ___________________
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Subjects and Predicates
A simple Subject is the subject without any modifiers. A simple predicate is just the verb
or verb phrase that tells what the subject is or does, and it doesn’t include any modifiers.
Example: The little girl enjoyed holding the baby lamb at the petting zoo.
Circle the simple subjects, and underline the simple predicates.
1. My friend is coming to the party.
2. The children cleaned the attic.
3. Daniel shoved the snow.
4. The old man walked slowly.
5. The Carnival will begin next week.
6. The sixth-grade students visited the park yesterday.
7. The big traffic sign reminds the motorists to drive slowly.
8. Suddenly, the boy heard a strong noise.
9. The neighborhood library opens at 9 in the morning.
10. Craig is at a hotel.
4th Topic
Compound Subject and Compound Predicate
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Activity on Compound Nouns and Compound Predicate: Answer the on-line worksheet and show the results to
the teacher https://www.liveworksheets.com/w/en/english-language-arts-ela/428327
5th Topic
Conjunctions
Conjunctions are those words which connect two parts of a sentence to join ideas, nouns, or verbs together 188
Read the following examples:
The Most Used Conjunctions

Conjunction Case
And Joins two equal parts of speech (two nouns, verbs, adverbs, etc.).
But Is used to express contrast.
Or Is used to express choices.
So Is used to show a result.
Because Is used to state the reason for a specific action. It answers the question Why?
Activity on Conjunctions: On your notebook, copy the following sentences:

1.- Holly is looking for a dog or a cat to be her pet.
2.- Does she have or hasn’t the money to buy it?
3.- She gets the money, so she goes to the pet shop.
4.- She is ready to assume all the responsibilities to having a pet, because she really likes it.
5.- Her mother gives her fifty dollars only, but her grandparents give her a hundred dollars.
II. Circle the conjunction in each sentence.

III. Write the function of the conjunctions next to the sentences.
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6th topic
Simple and compound sentences
A sentence that expresses one complete thought is a simple sentence. Two or more simple
sentences can be combined to make a compound sentence.
The words and, but, and or are usually used to combine the sentences. Joined by conjunctions,
your sentences are more interesting. A compound sentence gives more information and sounds
better.
Remember to use a comma (,) before the conjunction and between the combining words.
Example:
Jack worked with the secret clue.

Simple Tony observed what Jack did.
sentences
Amy and Mary are observing too.
Use and to
create a Jack worked with the secret clue, and Tony, Amy, and Mary
compound observed him.
sentence
Activity on Compound sentences: answer the worksheet.
190
Name: _________________________________________________ Date: _______________________
WORKSHEET
I.- Identify the following sentences as a simple sentence or a compound sentence. Write SS or CS besides the
sentences:
 The students are playing. ____
 Jack had a secret clue, and Tony had a secret magic trick. ____
 The story is very long, but the students still like to read it. ____
 The story is about secret clues. ____
 The children like to play with secret clues. ____
II.- Use the correct conjunction to make a compound sentence. Rewrite the compound sentence.
 Pictures can be black and white. Pictures may be in color.
____________________________________________________________________________________
 Some of the children were happy. Some looked sad.
____________________________________________________________________________________
 Jack told Tony about the secret clue. He shared it with him.
____________________________________________________________________________________
 Would you prefer Jack’s secret clue? Would you choos Tony’s secret clue?
____________________________________________________________________________________
 I like to read stories. The stories are too long.
____________________________________________________________________________________
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Subject: Science
1st Topic
Conservation of the Environment
Conservation is the protection of things found in nature. It requires the

sensible use of all Earth’s natural resources: water, soil, minerals,
wildlife, and forests. People who care about conservation try to preserve
natural resources so they will still be around in the future. They also try
to keep the environment clean and healthy.
Types of Resources
Some resources are renewable, which means they can be replaced.
Living things, such as plants and animals, are examples of renewable
resources because they can reproduce themselves. But renewable resources can still be damaged or destroyed.
For example, people might catch too many of one type of fish. If not enough fish are left to reproduce, that type
of fish might die out. Conservation helps people manage renewable resources so they are kept in good supply.
Other resources are nonrenewable, which means they cannot be replaced. Fossil fuels, such as coal and
petroleum (oil), are examples of nonrenewable resources. Minerals, such as iron ore, also are nonrenewable
resources. People can conserve nonrenewable resources by using them carefully. They can also look for other
resources that serve the same purpose. For example, people can use less petroleum by using other types of fuel
instead.
Water is one of Earth’s most important natural resources. Water is used for drinking, cooking, washing, bathing,
and irrigation. It is also used to produce electricity and in other manufacturing processes. As Earth’s population
grows, water conservation has become necessary. People need to be careful about how much water they use and
be sure not to waste any. This is especially true during long periods of drought. Water will not be available for
irrigation if a drought lasts for several weeks or months. As a result, no crops will grow, and a famine may
occur.
Conservation Challenges
Conservation can be hard because it can require people to give up some conveniences. For example, cars make
travel easy, but they also produce a lot of air pollution. To have cleaner air, people can choose to drive less and
walk more. Such changes can be hard when people have gotten used to a certain way of living.
Money is another reason why conservation can be a challenge. For example, a timber company might be able to
protect forest animals by limiting the number of trees it cuts. But the company might not be willing to do this
because it will make less money. Also, factories might not want to spend the money to clean up the messes they
make.
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Conservation Solutions
Everyone can contribute to conservation in one way or another.
People can recycle paper, plastic, glass, and other materials.
Recycling saves resources by reusing materials that would otherwise
be thrown away. Industries can limit the amount of pollution they
create. Governments can make laws that help to keep the air and
water clean. Governments have also set aside land as national parks.
These parks protect land and animals in their natural state.
Activity on Conservation of the environment: On your notebooks, write five actions you can take as a child to
help conserving the environment. Discuss in class. See how many students think like you.
2nd Topic
Recycling
Watch the video
https://youtu.be/71DmyhloazQ
Activity on recycling: On a sheet of paper, draw a mind map of recycling.

In the middle draw the recycle loop, around it draw the materials that can be recycled, and around these, draw
the materials into what they are recycled.
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Subject: Reading
1st Reading
Cultural Melting Pot
As a meeting point in the history of the countries of Latin America, Panama is a country forged by various
cultures and traditions that come together to create a unique complexity and exotic environment. The country’s
ethnic diversity is reflected in the traditional products, such as woodcarvings, ceremonial masks and pottery, as
well as in its architecture, cuisine and festivals.
To visit Panama is to dazzle the senses, where indigenous and European cultures combine to create a country
without equal. Panama’s architecture is a reflection of the different groups that make their home there. The
Guna Yala region, home to the Guna Indians with their traditional huts, stands in contrast to the homes built by
Swiss, Yugoslavian, Swedish, German and American immigrants in the styles unique to their respective
countries.
Casco Antiguo, A World Heritage Site

The ancient city of Panama, currently undergoing restoration, is a site of great historical and architectural
importance, and was declared a World Heritage site by UNESCO on December 6, 1997. Visitors to the site can
see homes built at the beginning of the last century, narrow lanes with ancient ruins, beautiful colonial churches,
the National Theater, the Church of San Jose, with its famous golden altar that was saved from the greed of the
pirates and the ruins of the convent of Santo Domingo and its famous Low Arch, which is over 300 years old.
Panama City also has several museums, such as the Canal Museum, the History Museum and the Reina Torres
de Arauz Museum, which focuses on the anthropology of the isthmus -the Art Museum and the Museum of
Natural Sciences – among others.
Panama’s Rich Cuisine

Panama is an ideal place to enjoy local cuisine, which varies from region to region. Some
of the local dishes include sancocho de gallina (chicken stew), carimañolas (deep fried
meat rolls), new corn fritters, fried pork rinds and jerked beef, a delicacy for any
discriminating diner. Fish and seafood are prevalent in several areas, including the famous
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dish known as “Fu-Fu”–a soup made from coconut milk, green plantains and fish with a pinch of a distinctive
spicy condiment called “chombo” chile.
Dance, a Symbol of the Diverse Cultures That Come Together in Panama

The local folklore can be experienced through a multitude of festivals, dances and traditions that have been
handed down from generation to generation. The beautiful “Pollera” is the typical dress for the Panamanian
women. The “Pollera” is embroidered on fine weave fabric with intricate, brightly colored designs that take
over a year to complete. The men’s finery consists of embroidered, long-sleeved shirts, three-quarter length
pants and the traditional “Montuno” straw hat.
The different festivals reflect the influence of the different ethnic groups that make
up the country. To the north, in Colon Province, one can observe traditions of
African influence, such as Congo drums dating back to the era of slavery and the
Black Christ feast. In contrast, the May Pole ceremony is found in Bocas del Toro,
which is a European tradition. Throughout the country year-round festivals take
place in each town in honor of the Patron Saint of each town.
The Panamanian Carnival, which is held before Ash Wednesday and the beginning
of Lent, is world famous for its processions, bands and singers – which, together
with the rich folklore of street musicians and beautiful women dressed in the
traditional “polleras” and adorned with gold jewelry – make it a colorful celebration of the mix of different
customs of all the ethnic groups.
The artisan pottery offers visitors a great variety of designs to choose from. Styles range from imitations of Pre-
Colombian motifs to folk images and of varied uses –from dishes to planters. The Panamanian Institute of
Tourism (IPAT), is a governmental entity that promotes Panama’s various travel products such as ecotourism,
sport/adventure tourism, archaeological tourism, historical tourism and meetings and conventions on a global
scale.
Activity on Cultural melting pot: On your notebook, answer the following questions:
1.- When was Casco Antiguo declared a World Heritge site by UNESCO?
2.- What can visitors see in Casco Antiguo?
3.- What are some of the local dishes in Panama?
4.- How is the men’s finery?
5.- Can you name a traditional dance or festival with African influence?
2nd Reading
My Healthy Breakfast
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3rd Reading
TYPICAL FOOD OF PANAMA
196
Panama has a very large tradition in cuisine. We are going to see some dishes Panamanians taste at home.
1.- Sancocho de Gallina (Chicken stew)

Sancocho de Gallina; Photo credit: WIKIRAICES
This is the signature dish of Panama. And while it might sound crazy to
eat chicken stew in such a hot climate, it is the perfect meal for almost
every occasion (and known as an excellent cure for hangovers and colds).
Slowly cooked chicken, corn, and root vegetables such as ñame, yuca, and
otoe, flavored with their secret ingredient, a herb called culantro. This is a
little similar in flavor to cilantro and it’s very common in Panamanian cooking.
They normally eat sancocho with white rice, served on the side.
2.- Hojaldre or hojaldra
Almost every culture has some kind of fried dough recipe. The version in Panama is
called hojaldre, and it’s an egg and flour-based dough, normally left overnight to rise
and fried fresh in the morning. A typical breakfast with salchichas (sausages) or eggs
and local cheese.
There’s also a sweet version with powdered sugar, and I have to say it’s delicious either
way.
3.- Ropa Vieja (“Old Clothes” Shredded Beef Stew)
The name of this dish comes from a legend where a poor man had to provide food for
his family and he had no choice but to cook some of his old clothes as a stew, which
miraculously turned to a delicious meal.
Shredded beef with culantro, cumin, and black pepper makes this dish mouthwatering.
It is normally serve with rice and fried plantain.
4.- Arroz con Guandú (Rice with Pigeon Peas)

Photo credit: Pinterest
Panamanians eat a lot of rice, and this recipe is probably one of my favorites. Another
traditional dish around Christmas time, the rice is cooked together with guandú, oil,
cumin, salt, and, of course, culantro.
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It is a side dish, but as it has a lot of protein, can be eaten on its own too.
5.- Chicheme
Chicheme is a drink/dessert made from corn, milk, and spices. Corn is one of the most
common ingredients in Panama, and while a milky corn drink might sound weird, it’s very
filling and very nice.
The preparation includes cooking broken corn kernels with evaporated milk, sugar, and
spices such as nutmeg, cinnamon or vanilla. The home of Chicheme is said to be a small
town an hour away from Panama City, La Chorrera.
6.- Tortillas
Panamanian corn tortillas are small, thick and disc shaped. They are either deep fried or
toasted on a grill. They are typically enjoyed for breakfast accompanied by eggs or the
local white cheese.
7.- Ensalada de Papas (Potato Salad)

Photo credit: Aleat88
Another piece of the Christmas/holiday ensemble, this potato salad cannot be missed out of
the festive table. Boiled potatoes are mixed with eggs, mayo, and boiled beetroot, giving it
its typical pink color. As well as Christmas, it is popular at weddings and all kinds of ferias
(celebrations).
8.- Porotos con Rabito (Red Beans with Pig Tail)
Photo credit: La Tapa Del Coco
What parts of an animal are eaten varies from culture to culture around the world. And why?
Well, delicacy for one thing, curiosity for another. Pig tails are something usually cooked at
home by mums and grandmas.
This recipe is from the interior of the country. The pig tails and beans are cooked together in
a stew with tomato paste. It is served with rice and fried plantain.
9.- Plantinta (Plaintain Tart)

Plantinta; Photo credit: Aleat88
This sweet pastry is very traditional in the Caribbean area of Colón. The dough is made
from mature plantains and flour, and it’s filled with lemon flavored cream.
10.- Ceviche (Raw Seafood/Fish Coctail)
198
With 2,857 km of coastline, Panama is heaven for seafood lovers.
Ceviche is very popular around the beaches. This refreshing seafood or fish cocktail is
often served with ‘soditas’, traditional salty crackers. As well as mixed seafood, another
popular ceviche in Panama is made with corvina fish.
11.- Bollo de Maiz (Cooked Corn Dough)
Photo credit: Jdvillalobos
Bollo is a simple yet tasty dish made from corn cooked in banana leaves. The flavor and
texture depend on the corn: there are bollos from tender corn (bollo de maiz nuevo) for a
creamier, sweeter flavor or from dried corn, where the dough is more dense and has a
less sweet taste.
There are several versions of bollo, including the bollo relleno, filled with cooked
minced meat.
12.- Raspado (Shaved Ice Dessert)
Photo credit: Twitter
Another dish on the sweet side, Raspado is basically shaved ice, topped with evaporated
milk and fruit juice. Raspadura, artisanal, unrefined cane sugar is used to sweeten the mix,
hence the name. Very refreshing in the tropical heat.
Activity on Typical food of Panama: on the notebook, write a list of the typical food. Walk
around the classroom and ask your classmates if they like those dishes: Do you like …? Tick the dish your
classmate answers affirmatively. At the end, count the ticks you marked, see what dishes got the most, and
report which of them are the favorite of the class: The favorite dishes of the class are…
199
PROJECT:
CROSSWORD AND PUZZLE BOOK: “KNOWING OUR TRADITIONS”
After watching the video and discussing the questions, the student must make groups, no bigger than four
students. Each group must investigate every aspect of tradition: dances, clothes, music, musical instruments,
foods and drinks, celebrations, pottery and handcrafts, etc.
Working together, the students must choose the words of each aspect that they want to use in the games. Then,
they have to create the puzzles or crosswords to put in the book. Then they have to make the book and show it
to the other students. They have to explain the process they went through to obtain the product.
PROJECT RUBRICS
Speech
Item 4 3 2 1 Grade
with the subject
presentation
200
Spelling
Item 4 3 2 1 Grade
Spelling The student writes The student writes The student writes The student writes
the words well, the words with the words with the words with
with no mistakes two or three four to six many mistakes
mistakes mistakes
the vocabulary an appropriate some appropriate other words that
chosen for the vocabulary, but a vocabulary do not have to do
games few words don’t with the
have to do with vocabulary chosen
the chosen ones
blank places.
201
Grammar
Item 4 3 2 1 Grade
Grammar The book has no The book has very The book has The book has
grammar few grammar some grammar serious essential
mistakes. The mistakes. The mistakes. All the grammar mistakes.
sentences are well sentences are sentences are not The sentences do
written, with written, with written, with not have or subject
subject and subject and subject and or predicate, and the
predicate, and the predicate, and the predicate, and the adverbs and
adverbs and adverbs and adverbs and conjunctions are not
conjunctions are conjunctions are conjunctions are used correctly
used accurately. used but with one used but with
or two mistakes some mistakes
the vocabulary an appropriate some appropriate other words that do
chosen for the vocabulary, but a vocabulary not have to do with
games few words don’t the vocabulary
have to do with chosen
the chosen ones
mistakes or blank some mistakes or some mistakes, with many mistakes
spaces. blank spaces. and blank places. and blank places.
202
Science
Item 4 3 2 1 Grade
the information. information in a with little logical without any
good way. sequence logical sequence
presentation
blank places.
203
Reading
Item 4 3 2 1 Grade
all the informationhave one or two have three or four information about
mistakes
Instructions The instructions The instructions Not all the The instructions
are clear and easy are clear, but one instructions and are not clear at all
to understand is a little clear and
confusing understandable
blank places.
204
LIST OF REFERENCES
My Mother poem recovered from https://digital.library.upenn.edu/women/taylor/ta-mother.html on January 30th,

2024.
Pollution Poem recovered from https://www.champak.in/poems/pollution on January 30th, 2024.
The Feeling song recovered from https://youtu.be/axu6BhJfS8A on January 30th, 2024.
Cultural Melting Por recovered from https://www.vacationtopanama.com/travel-guide/cultural-melting-pot/ on
January 30th, 2024.
Overview of traditions and culture in Panama recovered from
st
https://internationalliving.com/countries/panama/traditions-and-culture-in-panama/ on January 31 , 2024.
Complete subject and predicate recovered from https://onlymyenglish.com/examples-of-sentence-subject-and-
predicate/ on January 31st, 2024.
Subject and predicate activity recovered from www.tutoringhour.com on January 31st, 2024.
Simple subject and simple predicate recovered from https://www.wordscoach.com/blog/simple-subject-and-
simple-predicate/ on January 31st, 2024.
2010. Pp163, 205, 206.
Panamanian Typical food recovered from https://www.chefspencil.com/top-25-foods-of-panama/ on January
31st, 2024.
205
nd
2 PROJECT
LET’S TRAVEL TO THE SOLAR

SYSTEM AND ITS COMPONENTS
206
PROJECT # 2
Subject: English Grade level: 5th Duration: 4 weeks (From October 31st to November Term: III
29th)
Project Title: Let’s Travel to the Solar System and Its Components
Final Product: Space Science Fair
Driving Questions:
 What do you know about the universe?
 Do you know our Solar System?
 Do you want to know more?
 Have you ever thought of being an astronaut?
 Do you like science?
 What if we make science experiments?
 Investigate about the Solar System.
 Learn about Space and science.
 Know the sea animals.
 Know the vocabulary about Earth Day.
 Know about traditional food.
 Learn about space objects.
 Use transition words when writing.
 Use the interjections inn speech.
 Learn about the sentence patterns.
 Change sentences to negative forms.
 Learn about the universe.
 Know about the materials and how they can be transformed.
Subjects Content
Speech The Expanding Universe Poem
The Planets song
Spelling Sea Animals
Earth Day Words
Space Objects Vocabulary
Grammar Transition Words
Interjections
Sentence Patters
Changing to Negative
Science Exploring our Solar System
Transformation of the materials
Project
Reading The Cold Planet
Our Colorful World
207
208
PROJECT STEPS
ACTIVATION Ask the students the Driving questions.
WEEK 1 Show them the video about doing a Galaxy.
Ask them if they know what a galaxy is.
Explain the project.
Make groups of no more than four students.
Show them the page of NASA https://spaceplace.nasa.gov/menu/activities/
Let them think of what they want to work on.
RESEARCH Speech:
WEEKS 1 – 3  Read The Expanding Universe Poem out loud.
 Listen to the Planets song (3.48 min) https://youtu.be/noiwY7kQ5NQ.
 Sing the song out loud.
 Discuss about the project investigations and objectives.
Spelling:
 Look at the Sea Animals chart.
 Read the words out loud
 Spell the words
 Answer the puzzle on Earth Day Words.
 Read the message obtained loudly.
 Look at the Space Objects Vocabulary.
 Read the words out loud
 Spell the words.
Grammar:
 Look at the chart about Transition Words.
 Answer the worksheet.
 Read about Interjections.
 Answer the on-line activity and show the results to the teacher.
 See the chart and watch the video on Sentence Patters (3.09 min.)
 Copy the sentences on the notebook and do the assignment.
 Read the information about Changing to Negative.
Science:
 Read the questions, watch the video Exploring our Solar System (11.54 min.),
take notes.
 Answer the questions on the notebook.
 Read the text Transformation of the materials.
 Work on project.
Reading:
 Read the story The Cold Planet and answer the questions.
 Read the story Our Colorful World and answer the questions.
Do all the activities need to get the objectives: Investigate, choose the experiment, get
all the materials to do the experiment, doo the experiment, divide the work on the
group.
complication.
209
DISSEMINATION Show the experiment to other groups and explain it.
WEEK 4
Speech
The Expanding
Universe Poem Reading Hetero evaluation Observation Formative
activity
Planets song activity Singing Hetero evaluation Observation Summative
Discussion on the
Speaking Hetero evaluation Observation Formative
project
Spelling
Sea Animals activity Spelling Hetero evaluation Observation Formative
Earth Day Words
Printable Hetero evaluation Observation Formative
activity
Space Vocabulary
Spelling Hetero evaluation Observation Summative
activity
Grammar
Transition Words
activity
On-line
Interjections activity Hetero evaluation Observation Summative
worksheet
Sentence Patterns
Notebook Work Hetero evaluation Written work Summative
activity
Changing to
negative activity
Science
Exploring our Solar
System activity
Transformation of
Materials activity
Reading
The Cold Planet
Printable Hetero evaluation Worksheet Formative
activity
My Healthy
Breakfast activity
Project
210
211
Subject: Speech
1st Topic
“The Expanding Universe”
by Buvindu, aged 12
The universe goes on for miles and miles

Never reaching its final size.
The universe is dotted with stars glowing at night

In shades of yellow, blue and white.
Black holes, planets it carries them all.

We’ll never know what all of it is called.
Asteroids, moons and planets like balls

Our solar system contains them all.
Most importantly is the giant sun

Eight planets orbit her in orderly run.
Earth has nature, water and life.

Earth is where we survive.
Mars is the closest planet to us.

May be there’s life yet to discuss.
Jupiter the biggest of all.

May be the scariest of them all.
Sitting here small and looking above.

I wonder what’s out there….
Can they feel?
Can they love?
212
2nd Topic
Planets Song
Watch the video

https://youtu.be/noiwY7kQ5NQ
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune (x2)

Mercury is the closest planet to the sun
Venus comes next, it's the hottest one
Earth comes third the only life that we know
Mars has the largest canyon and volcano
The gassy planet Jupiter, the largest you will find
Saturn has rings around the outside
Uranus is funny cause it spins on its side
Neptune looks blue, the coldest of its kind
Okay get ready
We're going to say all the planets really, really, really fast
Can you keep up?
We're going to say all the planets from the first to the last
Repeat the whole song
213
Subject: Spelling
1st Topic
Sea Animals
Activity on Sea Animals: Read the names out loud and spell the words.
214
2nd Topic
Earth Day
After finding all the words, the leftover letters will spell a hidden message starting from the top row left to right.
When finished, read the message aloud.
215
3rd Topic
Space Objects
Activity on Space vocabulary: Say the words out loud and spell them.
216
Subject: Grammar
1st Topic
Transition Words
Transition Words and Phrases

To give an example For example, to illustrate, the following example
To compare and contrast In comparison, however, again, also, still
Sequence Again, also, and, am then, finally, first, second, third, next, still, too
To show a cause or a reason Because, as a result, then
Summary or conclusion As result, in conclusion, in other words, therefore, to summarize
To show order Above, adjacent to, below, beyond, closer to, far, further on, here,
near, opposite to, there, to the left, to the right
Time After a few days, after a while, as long as, as soon as, at last, at that
time, before, earlier, immediately, in the past, late, now, soon, then,
until, when
Activity on Transition words: Answer the worksheet.
217
Name: ____________________________________________ Date: ____________________
WORKSHEET
Use a transitional word or phrase to add to an explanation of the sentence:
1. Tony asked Jack: “Why do you like that game?” Jack answered: “_____________________ (reason) it
is fun.”
2. Jack knows how to play the game_____________________ (comparison) Tony didn’t know how to
play the game.
3. Jack wanted to explain to Tony how to play the game, so he said:
“____________________________________ (give example) you have to do this.”
4. He gave him some information. Then he said: “___________________________ (give information) you
have to do this and that.”
5. Jack explanations were not clear ___________________ (consequence) the trick didn’t work.
Use the transition words from the word bank to complete the paragraph:
Word Bank
Tony wants to share his game with his friends. ________________________ he goes to a
First
boy named Jack. Jack does not want to play. ______________________ he goes to his
Second
girlfriend. She is willing to play. ________________________ he explains the game.
Finally
_____________________ they play a have a lot of fun.
Next
218
2nd Topic
Interjections
We use interjections to express emotions such as pleasure, surprise, shock and disgust. Most interjections are
just sounds, rather than actual words, and come at the beginning or at the end of what we say. Interjections are
more common in speaking than in writing:
Ouch! it stings. (Expresses pain)
You’re going to the Maldives. That’s a long way, wow! (Expresses surprise and wonder)
Hooray! here comes the bus at last! (Expresses delight)
Ugh! sorry, I can’t eat tomatoes. (Expresses disgust)
Activity on Interjections: Answer the on-line worksheet https://www.liveworksheets.com/w/en/english-

language/990842 and show the teacher your results.
219
3rd topic
Sentence Pattern
Watch the video

https://youtu.be/4uyagMRw2Sc
Activity on sentence pattern: Write the following sentences on your notebook. Underline the subject in blue, the
verb in red, the object in green, the adjective in orange and the adverb in yellow. Depending on the pattern.
Example: Jenny reads
Luis is eating apples.
They run fast.
She is smart.
1. The girl plays volleyball. 11. Peter brought his book.

2. My brother is playing. 12. Rina speaks slowly.
3. He is tall. 13. The player was sad.
4. They will come. 14. You have a dog.
5. They walk quickly. 15. The boy cried loudly.
6. He is reading a novel. 16. The dog barks.
7. Joe is smiling. 17. Jenny was angry.
8. I answered well. 18. I go.
9. We are good. 19. Becky sings beautifully.
10. I watch TV. 20. My mother is happy.
4th Topic
220
Changing to Negative
The negative words change the meaning of the sentences. Practice reading the positive words versus their
negative counterparts. Use a dictionary if you need it.
POSITIVE WORDS NEGATIVE WORDS

Helping verbs (is, can, have,…) Add not (isn’t, can’t, haven’t…)
Someone No one
Somebody Nobody
Something
Anything Nothing
Everything
Everywhere
Nowhere
Somewhere
Always
Never
Ever
Almost Not
One None
Not one
All
No one
Activity on Changing to negative: On the notebook, rewrite these sentences changing them to negative. Observe
the underlined words.
The boy always prepares tricks.

Jack and Tony go everywhere together.
Jack wanted someone to play with him.
Jack’s clue was almost perfect.
The clue is good.
Everyone wanted to guess the clue.
All of the boys tried to guess the clue.
Tony has known the clue.
One of the boys knew the clue.
Jack brought something.
221
Subject: Science
1st Topic
Exploring our Solar System
Watch the video on
https://youtu.be/Qd6nLM2QlWw
Activity on Exploring our Solar System: Before watching the video, read the questions and take note. Then,
answer the questions on your notebook.
1. What does “solar” mean?
2. What does the sun give us?
3. How many planets are there in our Solar System? What are the names of the planets?
4. What planet is the smallest?
5. How long does it take Mercury to revolved the sun?
6. What planet is the hottest?
7. What is the only planet that holds life?
8. What color is Mars? Why?
9. What is the largest planet?
10. How many moons does Jupiter have?
11. What are the rings of Saturn made of?
12. What is the last planet seen from Earth without a telescope?
13. How are Jupiter, Saturn, Mercury, and Neptune called?
14. Why are Uranus and Neptune blue?
15. Is Pluto a planet? How is it called?
2nd Topic
Transformation of materials
Read the text

The substance used to make something is called a material. A school desk, for example, may be made from
wood, plastic, or metal—or a mixture of all three materials.
222
When an object is designed and made, it is important to choose the best material for the job. Materials have
certain qualities, or properties, such as strength, color, and hardness, that have to be considered carefully. Other
factors, such as cost and availability, may also be important.
Types of Materials
Materials may be natural or artificial. They can come from living or nonliving things. A material that has not
yet been changed in any way is called a raw material. Some natural materials will run out one day, so they must
be used carefully and replaced wherever possible. This is described as the sustainable use of natural resources.
Materials from living things
Wood, paper, and cardboard are all made from trees. Leather comes from cow skin, wool comes from sheep,
and cotton comes from plants. Mother-of-pearl is a hard, shiny, and colorful material used for jewelry or to
decorate objects. It comes from the inside of certain shells.
Materials from nonliving things
Metals and precious gems, such as diamonds, are taken from rocks in the ground. Chalk, clay, coal, and sand
are also examples of materials from nonliving things.
Some materials are a mixture of living and nonliving things. Soil is made up of tiny organisms, dead plants,
stones, tiny particles of rock, air, and water.
Properties of Materials
Materials can be described by their properties. Understanding a material’s properties is important when
deciding whether the material is suitable for the use planned for it. Materials may be soft, hard, flexible
(bendable), rigid (stiff), transparent (see-through), opaque (meaning light does not shine through it), rough,
smooth, shiny, or dull.
For example, glass is a transparent, hard, and smooth material. It can be molded into different shapes when it is
being made, it is waterproof, and it breaks easily. It is used to make windows, containers, eyeglasses, and many
more objects. Plastic is another type of material. It is strong, waterproof, and durable (long-lasting). It can be
transparent or opaque. It can be used to make many everyday objects, including bottles, bags, toys, and
computer equipment.
Physical and Chemical Properties
All materials have physical properties. A physical property is one that a person can measure without changing
the material. Color, amount, hardness, and temperature are examples of physical properties.
All materials also have chemical properties. A chemical property tells how a material will change into a
different substance under special conditions. For example, certain metals turn to rust if they sit out in the rain.
How easily a material rusts is a chemical property. Paper and wood burn to ashes if they touch flame. How
easily a material burns is another chemical property.
Manufacturing
223
Manufacturing is the process of making products, or goods, from raw materials by the use of manual labor or
machinery. This process is usually carried out systematically with a division of labor. In a more limited sense,
manufacturing is the fabrication or assembly of components into finished products on a fairly large scale.
The goal of businesses in the manufacturing sector is to sell the products they make to individual consumers or
to other companies. Manufacturers take the raw materials supplied by primary industries and process them into
goods. Raw materials include wood, steel, cloth (textiles), petroleum, natural gas, and many other materials.
Using raw materials, manufacturers produce automobiles, electronics, chemical products, clothing, furniture,
home appliances, machinery, ships, aircraft, and many other goods. Some manufacturers also further process
the goods that other manufacturers have transformed into products.
Activity on Transformation of materials: On the notebook, write a list of 20 things you use daily and next to
each write the material it is made from: plastic, metal, wood, stone, fabric, leather.
224
Subject: Reading
1st Reading
The Cold Planet
Thousands of miles from Earth, on the far side of the universe, is a small
planet, Fliptune. It is dark and cold, far from the sun, behind a much bigger
planet. Little green aliens live there. They use torches to see.
One day, a young alien, Neila, put the wrong batteries in her torch.
Suddenly, there was a dazzling beam of light. It went up into the sky,
around the sun and hit planet Earth.
The light hit a boy called Billy and his dog, Splodge. Neila quickly turned
the torch off, but the pair were sucked up by the light. They flew through
space and landed near Neila. ‘Hello,’ said Billy. Neila waved.
‘Wow!’ said Billy. ‘Everything’s made of ice cream!’ Splodge licked his
paw.
‘The ice cream never melts, and nobody eats it. It’s too cold here,’ said Neila. ‘It will in my tummy,’ thought
Splodge.
Neila looked sad. ‘Can you help us?’ she said. ‘We need sunshine to make things grow.’
‘No problem,’ said Billy. ‘Can you get us home? I have an idea.’
‘Wait there!’ said Neila.
She got her torch, put the wrong batteries in again – ZOOM! Billy and Splodge were speeding back to Earth.
Billy pointed his bedroom mirror between the sun and Fliptune. The sun’s rays bounced off the mirror and up
onto Neila’s planet.
Thanks to Billy, Fliptune is not cold any more. Splodge moves the mirror each day to keep the sun shining
there. Now Neila and her friends sit in the sun and enjoy all that free ice cream.
Watch the story. Circle true or false for these sentences.

a. Fliptune is dark and cold. true false
b. The aliens use torches to see. true false
c. Neila put the wrong batteries in her phone. true false
d. The light hit a boy called Billy and his cat, Splodge. true false
e. They flew through space and landed near Neila. true false
f. Neila said they need sunshine to make things grow. true false
g. Billy pointed his bedroom mirror between the moon and Fliptune. true false
h. Fliptune is not hot any more. true false
nd
2 Reading
Our Colorful World
225
This is Billy and Splodge. Billy and Splodge are in a spaceship. They are looking for
animals in space. Splodge sees a planet. ‘Everything on this planet is red. Look at this
forest. The trees are red and the leaves are red. But there aren’t any animals here.’
Splodge sees another planet. ‘Everything on this planet is yellow. Look at the yellow
sky and the yellow clouds. There is a yellow volcano too. Look at the yellow smoke!
There aren’t any animals here.’ Now Splodge sees another planet. ‘Everything on this
planet is pink. Look at the pink sea. There are pink shells and pink plants in the sea.
There aren’t any animals here.’ Splodge sees another planet. ‘Everything on this planet is blue. This planet is
very hot. There is a big blue sun and a desert with blue sand. And look! There are blue plants. There aren’t any
animals here.’ Splodge sees one more planet. ‘Everything on this planet is green. This planet is very cold. The
clouds are green and the snow is green. There aren’t any anim… Arghhh!’ Billy is in the spaceship. ‘Splodge,
there are animals in space. Let’s go home!’ Splodge sees another planet. It’s planet Earth. The sky is blue and
the sun is yellow. The grass is green and the flowers are red and pink. What colors can you see?
What’s the order? Watch the story and put the sentences in order.
Everything on this planet is pink.
It’s planet Earth.
1 Everything on this planet is red.
Everything on this planet is blue.
Everything on this planet is yellow.
Everything on this planet is green.
Watch the story. Write the missing words in the sentences.
a. Look at this forest . The trees are red and the leaves are red.
b. Look at the yellow _____________________ and the yellow clouds.
c. Look at the pink ___________________________. There are pink shells and pink plants in the sea.
d. This planet is very _____________________. There is a big blue sun and a desert with blue sand.
e. This planet is very ______________________. The clouds are green and the snow is green.
f. The sky is blue and the sun is yellow. The grass is green and the ___________________ are red and pink.
226
PROJECT:
SPACE SCIENCE FAIR
After speaking about the project, the students will divide into groups of three or four.
The class must explore the page of the NASA activities and choose what experiment to do.
In groups, discuss what they are going to bring and choose, what they have to investigate and when they are
going to bring everything to practice the experiment.
The day of the practice, the students must have all the material needed and the information related to the
experiment. They will do the experiment, explain the process and the result, and give the information related to
it.
The day of the final presentation, the students will bring again all the materials and do everything again.
Correcting any mistake, they could have had on the practice.
PROJECT RUBRICS
Speech
Item 4 3 2 1 Grade
with the subject
Experimentatio The experiment The experiment The experiment The experiment
n was carried on in was carried on in does not have a was carried on
order and with the order, but with not good order and with no order and
correct materials all the correct with not all the with not correct
materials correct materials materials
presentation
Results and The results are The results are The results are The results are not
Conclusions shown coherently shown and the shown partially well shown and
and the conclusion conclusion and the conclusion there is no
sustains all the partially sustains does not sustain conclusion.
research. the research. many aspects of
the research.
Presentation The presentation The presentation The presentation The presentation
is formal and is organized does not follow a is not formal or
organized correct order organized.
Spelling
Item 4 3 2 1 Grade
227
Spelling The student makes The student makes The student makes The student makes
no spelling two or three four or five many spelling
mistakes when spelling mistakes spelling mistakes mistakes when
pronouncing the when pronouncing when pronouncing pronouncing the
words the words the words words
with the subject
the research.
228
Grammar
Item 4 3 2 1 Grade
Grammar The student makes The student makes The student makes The student makes
no grammar a few grammar some grammar serious essential
mistakes, the mistakes. There mistakes. There grammar mistakes.
sentences have the are few mistakes are some mistakes The sentences are
correct structure in the structure of in the sentence not well structured
the sentences structure
with the subject
Experimentatio The experiment The experiment The experiment The experiment was
n was carried on in was carried on in does not have a carried on with no
order and with the order, but with not good order and order and with not
correct materials all the correct with not all the correct materials
materials correct materials
the research.
Presentation The presentation The presentation The presentation The presentation is
is formal and is organized does not follow a not formal or
Science
229
Item 4 3 2 1 Grade
the information. information in a with little logical without any
good way. sequence logical sequence
presentation
the research.
230
Reading
Item 4 3 2 1 Grade
topic topic
mistakes, showing grammar mistakes, essential grammar
the perfect mistakes, expressing some mistakes,
comprehension of expressing good comprehension of expressing poor
texts comprehension of texts comprehension of
texts texts
the research.
231
LIST OF REFERENCES
The Expanding Universe Poem recovered from https://www.kidspoetryclub.com/space-and-the-sky-select-

poetry on February 1st, 2024.
The Planets Song recovered from https://youtu.be/noiwY7kQ5NQ on February 1st, 2024.
(11.54 min.) Exploring our Solar System recovered from https://youtu.be/Qd6nLM2QlWw on February 1st,
2024.
Project work in https://spaceplace.nasa.gov/menu/activities/
Lewis, Patricia “TPRS New English Adventures. Level 5”. Psycho Tools Inc, 2nd ed., Panama City, November,
2010. Pp196, 197, 202.
Interjections image https://mycoaching.in/interjection recovered from on February 2nd, 2024.
Interjections information recovered from https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/
interjections-ouch-hooray#google_vignette on February 2nd, 2024.
Sentence Pattern image recovered from https://www.onlinemathlearning.com/sentence-patterns.html on
February 2nd, 2024.
Our Colorful World recovered from https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/short-
stories-our-colourful-world-transcript.pdf on February 1st, 2024
Exploring our Solar System recovered from https://youtu.be/Qd6nLM2QlWw on February 1st, 2024.
Materials recovered from https://kids.britannica.com/kids/article/materials/476293 on February 2nd, 2024.
Manufacturing recovered from https://kids.britannica.com/students/article/manufacturing/605580 on February

2nd, 2024.
232

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JUSTIFICATION

The human body and its connection with nature

Activities on the chant

Their – there Blue – blew

Activities on The Homophones Song:

The letters of the alphabet are classified as:

When a noun refers to one person, animal, thing or place it is singular.

Activities on Singular and Plural Nous:

Activities on Possessive Nouns:

Activity on the human systems:

Activity on the excretory system: Answer the worksheet.

Activity on the urinary system:

Read the paragraph and answer the questions

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recycling company around the neighborhood money goal collects

Mike ________________________ and saves his money.

The alphabet meaning recovered from Wikipedia.com on January 17th, 2024.

Panama decides: the future is in your

Spelling Root word and word families.

Science Institutions that protect the environment.

ROOT WORDS AND WORD FAMILIES

Name: _______________________________________________ Date ________________________

Prefixes and suffixes image recovered from https://www.thehansindia.com/hans/young-hans/prefixes-suffixes-

Activity on the simple tense song: sing it out loud.

Activity on big numbers:

Activity on negative contractions:

Activity on synonyms and antonyms:

WHAT ARE SIMPLE TENSES?

Simple Present Tense

Simple Future Tense

Simple Past Tense

The simple past form of irregular verbs is a little more difficult.

Some stay the same:

Simple present forget → forgot

Name: __________________________________________________ Date: _______________________

Name: _________________________________ Date: _____________________

 A helping verb is used with an action

2. She will play a song on the piano.

3. Jenny would enjoy watching the musical.

4. My mom might drive me to the concert.

5. Isaac should listen to his teacher in class.

6. She could smell the flowers from the hallway.

7. Brandon was holding a flashlight

8. Kaitlyn was reading a book this afternoon.

9. The game will cost a lot of money

Activity for Present Perfect Tense

Human factors that destroy the environment:

Read the text

WHAT ARE SIMPLE MACHINES?

Wheel and Axle

Watch the video https://youtu.be/fvOmaf2GfCY

Activity on simple machines:

WHERE IT ALL BEGAN?

Africa boasts a rich, varied landscape of musical styles that

PUSHING BEYOND AFRICAN BORDERS

Take calypso, a genre of Caribbean music. When French planters

Musical traditions from Africa influenced music in the United States,

THE AFRICAN SPIRIT IN LATIN AMERICA

Name: _______________________ Date

Name: ____________________________ Date: _

Name: _____________ Date: _

Name: ___________________________________ Date: _

Name: __________________________________ Date: _