Drawing a llama Art/PE/Music individual Provide students with a model, preferably a drawing of a llama (see resources for pictures or clipart) that you are able to project from a transparency. Provide students with color pictures or let them look at llama sites on the Internet to gain an idea of llamas’ different colorings. Ask students to draw their own llama, ask them to color it and cut it to shape. Collect artwork (students might need to finish the project at home) Make copies (in color if available) to use in future counting activities. Hang or return student artwork. Counting llamas according to colors Arts/PE/Music, Math class Have students bring their colored llama (see Drawing a llama activity) or hand out pictures or clipart of llamas for students to cut and color according to naturally-occurring colors in llamas. Create an empty floor space in the classroom, big enough so that students can move around a ”no walk-in zone”. Have students put all their colored cutouts together to make a bar graph, on the floor, according to colors. Help them count how many brown llamas there are, how many black and white, etc. Drawing a full-scale model llama Science class Draw, or have a higher-grade student draw, a life-size llama on butcher paper. It can be a realistic or a stylized llama. What is of importance is that the proportions be respected so as to bring the reality of a llama into the classroom. You may cut the shape out and glue it to a cardboard support, or you can tape it to the wall. You may want to leave it as is, or cutout the llama shape in felt or another fabric that will allow you to Velcro, or stick smaller cutouts inside the life-size llama shape. Reconstructing a full-scale llama in Spanish Language Arts, Science class Draw, or have a higher-grade student draw, life-size llama body parts, and cut them out. They must closely correspond to the life-size llama made in the Drawing a full-scale model llama teacher activity above. The day of the activity, holding them up for students to see, identify the llama body parts in Spanish, orally as well as in written (you can write the body part name on the body part cutouts themselves or on the board). Go over the words several times. Review expressions in Spanish such as “más abajo” (lower), ”más alto” (higher), “más a la derecha” (more to the right), “más a la izquierda” (more to the left), etc. Ask students to help you place the cutout body parts on the life-size drawing of the llama (see Drawing a full-scale model llama teacher activity above). You will only understand commands given to you by the students in Spanish using the vocabulary you have reviewed and you will not understand commands given in English: “¿Aquí? ¿La oreja? ¿o la boca? ¿Más abajo?.” etc. Another variation of this game, once students have had enough practice of the vocabulary, is to ask self-selected, blindfolded students to follow other students’ commands and place the different body parts where they belong on the life-size llama. Measuring a life-size llama with standard shapes Math, Science class, individual Give each student 3 llama body parts sheets to cut out (this can be done at home). Identify each body part with students, in English and in Spanish. Ask students to predict how many of one particular body part will be needed to measure the entire life-size llama (see Drawing a full-scale model llama). Write student predictions on the board. Have students place one particular type of body part (i.e. the neck of the llama) onto the life-size llama shape and next to each other to fill the llama’s body. More of the same shape may be needed to fill out the life-size shape. Once the whole body is filled with one type of shape, have students count, in Spanish, how many necks, for example, went into the llama’s body. Get back to the students’ predictions and help them select the one(s) that were closest to the actual number. Repeat with other body parts to practice estimating and counting. Making a 2-D llama with individually-decorated llama body parts Math, Science, Art/PE/Music pair Pair students and give each pair a life-size llama body part (see Reconstructing a full-scale llama in Spanish activity above). If there are more pairs of students than there are body parts, duplicate the body parts to make 2 llamas. Provide students with a selection of fabrics and materials to decorate their body parts. They must strive to recreate the aspect of wool, using their imagination and their creativity. Collect the artwork and assemble the body parts with round head brass fasteners. Hang the life-size llama(s) and take a digital picture to upload on the class website or students’ individual folders. Predicting how many cutouts fit into a shape Math, Social Studies class, individual Give students a sheet of llama cutouts; ask them to color them and cut them out. On the wall, project a map of the Americas. Ask the students where Perú is located (North, Central or South America?). Show a bigger, labeled map of Central/South America, and ask students to locate Perú. Finally show a map of Perú in isolation and identify it as Perú in the Andes. Make sure that the map of Perú is quite enlarged on the wall. Ask students to predict how many llama cutouts (of one size/color) will fit into the map. Record students’ predictions on the board. Have students tape/tack llamas cutouts on the map of Perú. Help students count taped llamas in Spanish, and compare with their predictions. Remove taped llamas from the map and repeat the activity with different size llama cutouts. Measuring a classroom wall with llamas Art/PE/Music, Math class, individual Choose a long classroom or hallway wall and clear it from desks and other obstacles. Trace a light horizontal line or use a piece of masking tape on the classroom wall. Give each student one identical cutout image of a llama. If the wall is very long and/or if there are few students in the class, you may have to give more than one llama cutout per student. Tape the first llama cutout to the wall, starting with the llama’s behind (or its nose if measuring from left to right) at the corner of the wall. Then tape your second llama cutout “head-to-behind”, following the traced straight line on the wall. Ask students to continue taping their llama cutouts, each in turn, head-to-behind in as straight a line as possible (using the horizontal line or the masking tape as a guide). Once they have reached the other corner of the room, ask students to silently count the number of llamas that were taped down and to write down that number. Ask one self-selected student to count aloud the llamas on the wall, in Spanish if proficient enough, or count them chorally as a class. You might also have students predict how many llamas it will take to measure the wall before the activity and compare the final number of taped llamas to their prediction at the end of the activity. Estimating numbers of llamas Math class, individual, pair Give individual or groups of students a set of precut llamas (each student should have a different number of llamas). Ask students to estimate in Spanish whether they have more or less llamas in their set than: their neighbor; the teacher; a determined number. Once students have shared their estimates, have them count the llamas in their sets and confirm or refute their estimations. Matching llamas Math class, individual, pair Give groups or individual children a set of llamas, and ask them to match them in terms of color; size; color and size. If they cannot find matches for some of their llamas, ask them to go around the classroom and ask for a matching llama in Spanish: for example “¿Tienes un llama de color blanco?” or ” ¿Tienes un llama largo?” or ¿Tienes un llama blanco y largo?” Sorting llamas Language Arts class Place a pile of llama cutouts between two mats labeled “small” and “big” (or mats of different colors, or lengths). Show two or three examples by asking students to identify the big or small llamas and place them on the appropriate mat. Then ask each child in turn to pick a llama, decide where the llama belongs, and place it on the right pile. Graphing preference in llama sounds Art/PE/Music, Language Arts, Science class Hand out a color post-it to each student. On the board, make columns with llamas’ sounds, such as orgle, hum, etc. Tell students to listen for their favorite llama sound. Play the different sounds llamas can produce (see resources) a first time, asking students to guess which sound corresponds to which word on the board. Play the sounds a second time, asking students to listen for their favorite sound. Play the sounds a third time, pausing in between sounds to allow students to come to the board as they hear their favorite sound and place their post-it on the white board under the name of that particular llama sound. Ask self-selected students to come and tally each column, and determine the class’ most favorite and least favorite llama sounds. Acting out a pattern Art/PE/Music, Science class, individuals, small groups Assign a particular llama sound per student or have students choose their most favorite llama sound. Ask them to practice reproducing the sounds. Select a few students according to their sound and have them sing a pattern you have chosen. Then ask the other students to continue the pattern; or Ask a few students to create a pattern (give them one minute to decide as a small group) and let them sing it a few times. Then ask the class to reproduce the pattern. Switch groups. Predicting a pattern with llamas Art/PE/Music. Math individual, small groups First in small groups and then individually, students will predict and extend a given pattern using: Llama sounds, Llama cut outs by color and/or size. Estimating size with llamas Math, Science individual, class Using one of the cut llamas (teacher or student made) have students estimate how many llamas tall they are. In turn place each student against the white board or the wall, and mark their height. Then ask them to measure their height using the llama cutouts as a measurement tool Comparing a llama’s size with that of a donkey Math class, individual Ask students to predict whether a donkey (un asno) is bigger or smaller than a llama. “¿Cuál animal es más pequeño? ¿El asno (show a picture of a donkey) or la llama (show a picture of a llama)?” Count in Spanish how many students think a donkey is bigger, and how many students think a llama is bigger. Write numbers on board. Show a life-size llama and life-size donkey next to each other (or scaled-down, proportionate pictures of donkey and llama). Ask again which is bigger and take a second count in Spanish. Write the new number on the board. Ask students how many predictions were correct, and how many were incorrect. This activity can be repeated with other beasts of burden (horse, camel, elephant, etc.) Comparing the size of four animals Math, Science class, individual Give each student a set containing one llama, one vicuña, one alpaca, and one guanaco (see resources for clipart). Ask students to order the four animals according to size, the smallest being on the left and the biggest to the right. Ask for predictions according to the ordering possibilities (how many think that the vicuña is the smallest, then comes the guanaco, then the llama and then the alpaca? Who thinks the llama will be the smallest, the guanaco the next biggest, etc.). In Spanish, count number of students according to each prediction and record them on the board. Show one of the four animals and identify it to the students: “Es una alpaca.” Place it on the desk. Show another animal, identify it: “Es un guacano”. Ask students where this one should go: to the left of the alpaca (“a la izquierda de la alpaca) if it is smaller, or to the right (“a la derecha de la alpaca) if it is bigger. Repeat for the remaining two animals. Ask students how many predictions were correct, and how many were incorrect. Complete the activity by helping students to find the correct size order of animals in Spanish.