## Que'Ttiempo Hace All?

### Rosalind Mathews

#### Description

Students complete a chart by using Spanish to obtain weather information on cities around the world and report their findings to the class using Spanish phrases. Students may convert temperature from Celsius to Fahrenheit and locate cities on wall map if available.

#### Objectives

The student recognizes and appropriately uses oral syntax (grouping of words into sentences and phrases) and inflection in spoken target language.

The student uses target-language vocabulary or concepts to reinforce knowledge of a related topic studied in another class (e.g., geographical place names, parts of the body, or basic mathematical operations).

The student restates and shares information acquired from written texts in the context of a group discussion.

#### Materials

-One copy of the chart for each student (See associated file)
Teacher may wish to cut off the questions at the bottom of the chart before copying depending on students' vocabulary
-Transparency markers and/or markers are needed to complete report

#### Preparations

1. Make an overhead of the assignment and list of cities.
2. Make copies of the blank chart for students.
3. Make a blank wall chart or a transparency of the summary chart with space for as many cities as you plan to cover.
4. Practice a few math problems.
5. Practice using the Internet site. Go to weather.com and scroll to the bottom of the page, and click on Latin America. Write country or city name in box. You may need to click on [Mas ciudades de America del Sur] before adding the name of the city.

#### Procedures

1. Present or review weather phrases prescribed in text or curriculum using appropriate TPR and/or modeling/repetition methods. Do not give a list of translations.
Ex. Teacher fans self and says: [Hace calor].
Students fan themselves and repeat: [Hace calor].
After several repetitions, teacher asks: [?Que' tiempo hace?] Students reply: [Hace calor].
As more phrases are acquired and more motions are included, teacher can vary the clue before asking: [?Que' tiempo hace?]

2. Review the necessary math formula (F=9/5C+32)(C=5/9(F-32)) for temperature conversion.
Ex.1 If temp is 20C, multiply 20 x 9= 180 and divide by 5= 34 then add 32= 66. Fahrenheit temp is 66 degrees.
Ex.2 If temp is 35 degrees C. multiply by 9= 315, divide by 5 equals 63 plus 32 equals 95 degrees Fahrenheit.
Ex.3 If temp is 40 degrees F, subtract 32 equals 8 X5 =40 divided by 9= 4.5 rounded degrees Celsius.

3. Pass out the handouts: chart and assignment sheet. (See attached file.)

4. Teacher goes to the website www.espanol.weather.com and demonstrates going to one of the cities on the list. He/She demonstrates charting the information.

5. Teacher may have all students practice by going to the same city or race to get the information first on a city he/she has chosen. When he/she is sure the students know how to proceed on their own, he/she goes to step 6.

6. Students begin individual work on Internet.

7. When students finish individual charts, they go to the master chart and fill in appropriate boxes.

8. Teacher leads discussion of report on chart.

#### Assessments

Student charts are turned in for assessment of correct information gathered and correct mathematic solutions.
Student participation in the oral discussion is assessed by teacher for appropriate syntax and pronunciation.

#### Extensions

Students create at least one question relating to the charted information. Students ask each other their questions and answer each other in Spanish.

Design qualities:
CONTENT AND SUBSTANCE
ORGANIZATION OF KNOWLEDGE
PRODUCT FOCUS
CLEAR AND COMPELLING PRODUCT STANDARDS
PROTECTION FROM ADVERSE CONSEQUENCES FOR INITIAL FAILURES
AFFILIATION
NOVELTY AND VARIETY
CHOICE
AUTHENTICITY