The adverb of means conveys a sense of "how" or a sense of "by what means" in relationship to the verb in the sentence. The adverb of means is an adverb in the phrase of the sentence which answers the questions "where" and "how".
The girl carried her books in her backpack. How? In her backpack. The horses ate their food in the stalls. Where? In the stalls. Cindy and Lynn found clothes in Belks. Where? In Belks. Mother cooked potatoes in a pot. Where? In a pot. The girl put in her hearing aids by herself. How? By herself.
II Content Area
Living things need each other
Food chain - (Concept #1) Living things need each other because they live off each other. How do they live? Off each other.
Exchange of gases - Oxygen and carbon dioxide - Plants take carbon dioxide from things (people, animals, etc.) around them and give off oxygen to the things around them (people, animals, fish, etc.) AT THE SAME TIME: people, fish, animals, etc. take oxygen and give off carbon dioxide to plants.
Five Sentence Examples
People can take oxygen from the air. Where do they take oxygen from? The air.
The fish get oxygen in the water through their gills. How do they get oxygen? In the water, through their gills.
When a person talks to a plant, they help it live by providing carbon dioxide gas. How does a person help a plant live? By talking and providing carbon dioxide gas.
The frog and tadpole can get their oxygen from both water and air. Where do the frog and tadpole get their oxygen? From both water and air.
Birds eat the fish in the pond. Where are the fish that the birds eat? In the pond.
III Core Activities
Graphic Organizer of the Food Chain -
Experiment with the tadpole - Show the students that a tadpole gets oxygen from the water until it becomes a frog. Then when the tadpoles are grown, the students will see how a frog gets oxygen from the air.
Plant Experiment - The teacher uses 2 plants that are the same. One is put under a glass case, away from air and people. The other plant stays out in the class, and every day the students take turns talking to it. This shows that plants need the carbon dioxide or else they will die.
IV Lesson Plan
The students will discuss and assess what will happen in the experiment presented in class by writing a sentence in their journal, and announcing to the class what they think will happen. (One of the plants will be under a cover, the other plant the students will talk to every day for two weeks.
FOCUS AND REVIEW
Teacher enters the classroom and says, "Wow, look what I have. I brought the plants here in my car. They are African Violets."
Question: "What did I bring here in my car?"
Response: plants or African Violets.
Teacher will review yesterday's discussion about what plants need to grow. Teacher will ask class to list the items needed to live, such as food, water, sunlight and carbondioxide.
Teacher will tell class they need to pay close attention to the experiment they will be doing.
STATEMENT OF OBJECTIVES
Today we will be performing a science experiment on plants.
"We will have two plants. One will have all of the items necessary for survival, which we have discussed. The second will not. For this experiment, you will be required to examine the plants every day, and write in your journals any changes you see in the plants. You will now need to listen closely to how I will tell you to make your journal entries, because we will be using our new language goal for this week."
Teacher will use the adverb of means during her explanation of the experiment.
We will put the first plant on this table. Where will we put the first plant? On this table.
With the watering can, we will water the first plant every day. How will we water the plant? With the watering can.
The second plant will be convered with this clear plastic bag. How will this plant be covered? With a clear plastic bag.
Every day we will come to class and see what is happening to the plants and then write in our journals what we see. What will we do when we come to class? We will chenc to see what has happened to the plants and write in our journals what we saw.
Teacher will remind students of the sentences she used in her explanation. She will have those sentences already written on the overhead.
Each student, as a part of the whole class focus, will make up 5 examples using the adverb of means, similar to the sentences on the board, with the teacher's help.
Teacher will ask the students to give an example of an adverb of means that they used in class today. Teacher will help guide students to remember the sentences discussed.
Return to Index