Friday, 17 February 2017

Integrating Language Skills – Sample Lesson

This is a lesson for a grade 2 science class. The students have been learning about “Air and Water in the Environment”. They have already conducted and observed experiments that has exposed them to the appropriate science vocabulary for this unit. In this lesson students will get introduced to the water cycle.

Curriculum Expectations:
Overall Expectations:
2. - investigate the characteristics of air and water and the visible/invisible effects of and
changes to air and/or water in the environment;

Specific Expectations:
2.4 - investigate the stages of the water cycle, including evaporation (e.g., heat water in a kettle), condensation (e.g., collect the water vapour from the kettle on an overturned mirror), precipitation (e.g., allow the water vapour on the overturned mirror to collect, cool, and drop), and collection (e.g., let the dripping water accumulate in a container)

2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication

Key Vocabulary:
-       Evaporation
-       Condensation
-       Precipitation
-       Collection
-       Cycle

Lesson Plan:
1.    Have students join you on the carpet.
2.    Write down the word “Cycle” on the Smartboard.
3.    Think-Pair-Share: Review expectations for group work/working with a partner first:


Have students discuss what they think the word “cycle” means, think of examples of cycles.
4.    Discuss answers. Explain that a cycle is a series of events that regularly repeat in the same order. “A cycle is something that keeps repeating”.
5.    Write down “Water Cycle” on the Smartboard.
6.    Think-Pair-Share: Have students discuss what they think a “water cycle” is.
7.    After sharing, watch the video:

The Water Cycle Song

8.    Go over the vocabulary of the water cycle. Have students repeat the words after you.
9.    Activate Prior Knowledge- Think-Pair-Share: When did we use these words before? Any experiments? Examples/explain. Take up.
10. Jigsaw activity: Put students into groups of 4. Provide each student with a handout (double sided) with information about the water cycle. Assign each person from the original “home” group to focus on one part of the cycle. Have them read or look over the information themselves first for a couple of minutes and then have students meet with their expert group (students with the same part of the cycle). In expert groups, have students ask each other questions, share thoughts about the reading. Have them research their topic even more in the books provided and/or by using the iPads (watching videos, looking at pictures). Have students return to their “home” group and take turns sharing the information they learned.

Jigsaw Instructions:


11. Whole-Group Instruction: Summarize the learning, putting emphasis on the vocabulary. Watch the video again.
12. Follow-up activity: Student independently complete the Water Cycle Worksheet, labelling each part of the cycle with the correct vocabulary word: evaporation, condensation, precipitation and collection. Once done labelling, student can colour in their page. Take this time to talk check in with students one-on-one.





Extension/Accommodation:
-       Create a water cycle in a bag and hang on the classroom window.


-       Create an anchor chart with the class.
-       Students will create a comic strip outlining the life cycle of a water drop.
-       Provide students with a graphic organizer.
-       Create success criteria with the students.
-       Provide sentence starters, and possible prompts for comic strip.
-       Show an exemplar of the assignment.
-       Create sequence cards for students to put in the correct order.

Integrated Learning:
Listening
- Listen to instructions
- Listen to partners during Think-Pair-Share and Jigsaw activity
- Listen to classmates’ opinions during class discussion
- Listen to song

Speaking
- Speak in small groups during Think-Pair-Share and
- Speak during class discussion

Reading
- Read handout about water cycle
- Read words during song (video)
- Read text in books and iPad
- Read vocabulary words to label the picture on follow

Writing
- Write down the vocabulary words when labeling during follow up activity


The Classroom
This is a mainstream class that has ELL students, with one at the beginner level. Beginner level accommodations include:
-       personal science picture dictionary, the student will have a picture of the water cycle in their dictionary
-       word box on handout
-       text about water cycle in L1 and L2
-       Anchor charts
-       Word wall
-       During comic strip activity, I would scribe and/or prompt the student.
-       I would provide the text in the student’s first language as well.
-   Oral and visual instructions






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