Acquiring English through Children's Science Books
Eloise Gomez, Bassett High School
Initial Publication Date: June 4, 2021
Summary
During a 10-week unit study of basic Earth Science concepts, students will read and translate children's books on related Earth Science topics.
Context
Audience
6-12 grade beginning and beginning Intermediate level English Language Students.
Skills and concepts that students must have mastered
For the target population (newcomers) this unit is intended for, a mastered skill set is very hard to require with consistency or reliability as most Beginning and Beginning Intermediate students arrive to U.S. schools with a variety of general science preparation and skill levels which are representative of several factors of literacy and schooling in general. Their range can be anywhere from 3rd grade literacy levels to 11th grade literacy levels. Instructors need to be prepared to allow for lesson differentiation.
It is hoped that when delivering this lesson, instructors can also work with this group of students in another English development class to monitor and provide general English Language Development support curriculum. This intervention at its best. This unit has a heavy emphasis on acquiring and learning in the English language via Earth Science content and curriculum.
How the activity is situated in the course
Curriculum for English Language Learners (10-week unit)
Goals
Content/concepts goals for this activity
Using SDAIE methods, Experiential Learning, and Project Based Learning, to engage students to promote inquisitiveness and curiosity about the origins and limits of life on Earth using mandated standards to teach students. Later, have them develop projects based on their interests and questions of curiosity and wonderment. An example of a project would be to have students develop a Children's Book they could share and present to their classmates and eventually to their family members, especially their younger siblings to encourage their scientific thinking and literacy skills.
The following spells out the general learning goals and the sequence of those instructional objectives. These weeks' content are fluid and can be adjusted in their sequence depending on the textbook used and students' prior knowledge. Although there is five weeks of lessons shown below, these should be used as guides and some lessons may last more than one week, depending on progress of students.
Week 1: Describe Earth's four major sphere's, differentiate among the three parts of the geosphere and state the value of the Theory of plate tectonics to Earth sciences. Representing Earth's surface: Locate points on Earth surface by their latitude and longitude, Explain what makes topographical maps different from other maps
Week 2: The Rock Cycle: Define"rock" and Identify the major types of rock and explain how they differ. Explain the rock cycle. List the forces that power Earth's rock cycle. Describe igneous, sedimentary and metamorphic rock and the processes involved in their formations.
Week 3:Earth's Layered Structure: List and describe the layers of Earth based on composition and physical properties. Continental Drift: Describe the hypothesis of continental drift and evaluate the evidence in support of the theory. Plate tectonics: Explain the theory of plate tectonics. Describe the lithospheric plates and identify the three types of plate boundaries.
Week 4: Testing Plate Tectonics: Explain how seafloor spreading and continental rifting cause formation of new lithosphere, describe subduction zones, divergent and convergent boundaries. Describe magnetic reversals providing evidence in support of the plate tectonics theory. Evaluate how earthquakes, ocean drilling, and hot spots provide evidence to support plate tectonic theory.
Week 5: Discovering Earth's History: Explain how rocks allow geologists to interpret Earth's History. Explain how uniformitarianism helps explain Earth's features. List the key principles of relative dating and describe how geologists use relative dating in their work.
Project Based Learning: During week 5, students will be assigned the translation of three of the Children's books in the Joides Resolution Website. During week 10 they will be assigned to create an original children's book. In actuality, the author spent 10 weeks delivering the unit.
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description and Teaching Materials
5-week Earth Science Introductory Unit for English Language Learners (Can be executed in live instruction or Distance Learning Formats)
Earth Four Sphere's (Week 1)
Student Level and Population Focus
High School 9-12, Beginning Newcomer and Beginning Intermediate English Language Learners. These lessons are focused on English Language Acquisition through Science, Regular or Block schedule.
Standards
NGSS standards HS-ESS3-5, HS-ESS3-6, California ELD Standards Collaborative, Interpretive and Productive Goals Section 1, 9-10 gr. 11-12 gr.
Materials
Earth Science Textbook Prentice Hall, Videos, Students Interactive Notebook
Objectives
2050 Science Framework Habitability and Life on Earth. Describe Earth's four major sphere's, differentiate among the three parts of the geosphere and state the value of the Theory of plate tectonics to Earth sciences. Representing Earth's surface: Locate points on Earth surface by their latitude and longitude, Explain what makes topographical maps different from other maps
Setting the Stage
Students are presented with examples of the ever-changing world and evolution with comparisons of present life and the past life on Earth.
Comprehensible Input
You tube Videos Khan Academy and Claredon Learning
Guided Practice
Students take notes and discuss in class the main concepts and questions are taken to check for understanding of main concepts. Think- Pair- Share Activity. Outcome Statements (Kate Kinsella, San Francisco State University)
Monitor and Adjust
Students are given practice sheets to orient themselves to key content vocabulary terms and main concepts to start in class and complete as homework from their Earth Science textbook. Students assigned corresponding reading in textbook.
Assessment
Numbered Heads Together Numbered Heads Together.pdf (Acrobat (PDF) 874kB Jun4 21) (Kate Kinsella, San Francisco State University)
Extension
The Minute Paper- Students answer each question in 1-2 sentences: "What was the most useful or meaningful thing you learned during this session? and "What question(s) remain uppermost in your mind as we end this session?"
The Earth's History (Week 2)
Student Level and Population
High School 9-12, Beginning Newcomer and Beginning Intermediate English Language Learners
Standards
NGSS HS-ESS2-7, HS-ESS3-6, California ELD Standards Collaborative, Interpretive and Productive Goals Section 1, 9-10 gr. 11-12 gr.
Materials
Earth Science Textbook Prentice Hall, Videos, Students Interactive Notebook
Objectives
2050 Science Framework Global Cycles of Energy and Matter; Initiative: Exploring Life and its Origin. The Rock Cycle: Define"rock" and Identify the major types of rock and explain how they differ. Explain the rock cycle. List the forces that power Earth's rock cycle. Describe igneous, sedimentary and metamorphic rock and the processes involved in their formations.
Setting the Stage
Students are asked in the Chat, what 2 things they know on the history of the Earth. Students are given 2 minutes to share in the chat distance learning platform.
Comprehensible Input
You Tube Videos on Crash Course and Claredon Learning , and Khan Academy on History of the Earth
Guided Practice
Students create a K-W-L chart on their impressions after viewing videos and submit in platform or share in class with classmates and teacher. Teacher then assigns group or partnered reading in Earth Science Textbook and then have students fill in the "L" or Learned part of the chart for final submission.
Monitor and Adjust
Teacher reviews the submitted K-W-L charts and discuss learning outcomes with students. Questions and reflections are shared in learning outcome statements in Chat function as exit tickets for participation points.
Assessment
Students take a multiple choice 30 pt quiz from textbook materials.
Extension
Students create a 2 item quiz for classmates via Chat function.
The Rock Cycle Week 3
Student Level and Population
High School 9-12, Beginning Newcomer and Beginning Intermediate English Language Learners
Standards
NGSS HS-ESS1-5, HS-NGSS2-5, California ELD Standards Collaborative, Interpretive and Productive Goals Section 1, 9-10 gr. 11-12 gr.
Materials
Earth Science Textbook Prentice Hall, Videos, Interactive Notebook
Objectives
2050 Science Framework Global Cycles of Energy and Matter. Earth's Layered Structure: List and describe the layers of Earth based on composition and physical properties. Continental Drift: Describe the hypothesis of continental drift and evaluate the evidence in support of the theory. Plate tectonics: Explain the theory of plate tectonics. Describe the lithospheric plates and identify the three types of plate boundaries.
Setting the Stage
Show students samples of igneous, sedimentary and metamorphic rocks and explain they are made up of minerals and represent different sages of the Earth's rock making process.
Comprehensible Input
Show students You Tube Videos Atomic School on minerals, the Periodic Table and the Rock Cycle. Have students use their double entry interactive notebook using markers or colored pencils for images and drawings to the text and written language they are writing.
Guided Practice and Monitor and Adjust
Students upload notes to distance learning platform and teacher checks their work.
Assessment
Students create 10 flashcards with content of lesson and quiz their class partners.
Extension
In pairs, students create Concentration type flash cards and play each other. The list of 15-20 key vocabulary and concepts is chosen by the teacher. The winner is the student with the most correct pairs. Time limit 10 minutes.
Plate Tectonics and Pangea (Week 4)
Student Level and Population
High School 9-12, Beginning Newcomer and Beginning Intermediate English Language Learners
Standards
NGSS HS-ESS1-5, HS-ESS2-5, HS-ESS3-1, California ELD Standards Collaborative, Interpretive, and Productive Goals Section 1, 9-10 gr. 11-12 gr.
Materials
Earth Science Textbook Prentice Hall, Videos, Interactive Notebook
Objectives
2050 Science Framework The Oceanic Life Cycle of Tectonic Plates
Testing Plate Tectonics: Explain how seafloor spreading and continental rifting cause formation of new lithosphere, describe subduction zones, divergent and convergent boundaries. Describe magnetic reversals providing evidence in support of the plate tectonics theory. Evaluate how earthquakes, ocean drilling, and hot spots provide evidence to support plate tectonic theory.
Setting the Stage
Why do scientists find the similar land animal species fossils on different continents? Are they related? If so, how did they travel over the water? Class discussion and Brainstorming.
Comprehensible Input
Students watch Claredon Learning and Crash Course You Tube videos on Plate Tectonics and Pangea and take double entry interactive notes using colored pencils or markers. Corresponding reading is assigned in their Earth Science textbook for homework and so is practice worksheets.
Guided Practice
Students make Tree Maps or a Multi-flow Map to use organize concepts and submit to teacher on their platform. (please see resources section)
Monitor and Adjust
If students need more time or further support, content vocabulary flashcards may be made to help reinforce main ideas and concepts.
Assessment
Students create a timeline of the Earth's History showing the five main extinctions and the teacher determined periods, with representative plant and animal life entering sea and arriving on land.
Extension
Students create a 2-D model of Pangea and compare with a 2-D model of The current map of the world's continents and oceans.
The Ocean Floor (Week 5)
Student Level and Population
High School 9-12, Beginning Newcomer and Beginning Intermediate English Language Learners
Standards
NGSS HS-ESS1-5, HS-ESS2-5, HS-ESS3-1, California ELD Standards Collaborative, Interpretive, and Productive Goals Section 1, 9-10 gr. 11-12 gr.
Materials
Earth Science Textbook Prentice Hall, Videos, Interactive Notebook
Objectives
2050 Science Framework The Oceanic Life Cycle of Tectonic Plates; Initiative: Exploring Life and its Origin Discovering Earth's History: Explain how rocks allow geologists to interpret Earth's History. Explain how uniformitarianism helps explain Earth's features. List the key principles of relative dating and describe how geologists use relative dating in their work.
Setting the Stage
Students are asked to brainstorm the types of land forms they recall and list and draw them in their notebook. They describe these forms to their class partner. Teacher tells them that there is similar forms on the ocean floor. They are then shown a video on You Tube by National Geographic or Discovery and they take interactive notes and latter submit to the teacher.
Comprehensible Input
Students are directed to the Joides Resolution website and shown the media, videos and e-books that are available to them. Teacher reads one book to them and then the students read a second one out loud in class taking turns as teacher class on different students to read.
Guided Practice
Students are assigned different e-books form the Joides Resolution Website to read and translate to their language of origin or native Language. They have I week to complete their assigned translation. During class meetings, students are put into break out rooms to work in small groups to facilitate the translation to the representative native languages in the class.
Monitor and Adjust
Teacher inspects their progressing rough drafts of their translations and offers assistance and guidance as needed. The students are encouraged but not required to add their own images or graphics if that helps in their understanding of the text and aides their translation
Assessment
Students turn in their e-book translation.
Extension
Students write their own original children's book of on related topic.
Teaching Notes and Tips
Project Based Learning: During week 5, students will be assigned the translation of three of the Children's books in the Joides Resolution Website. During week 10 they will be assigned to create an original children's book. In actuality, the author spent 10 weeks delivering the unit.
Assessment
There will be various types of assessment both formative and summative. Among the Formative Assessments that will be used after specific lessons will be:
After each of the weekly lessons, student will have to enter two learnings Outcome Statements.pdf (Acrobat (PDF) 732kB Jun4 21) per 10 minutes of comprehensible input (content, by teacher, video or reading) in the chat (remote) or on paper when in classroom. These learning outcomes serve as summary and for checks for understanding of content presented. Here they will often be asked to ask a question using vocabulary/concept specific terms. These exit tickets are used as quick and useful formative assessment. More quick formative assessments can occur with Quiziz interactive activities that can be collected electronically and be placed straight into teacher's gradebook. Also, students to write a five-question quiz on content sections along with an answer key. Then students ask one another the questions.
More options include:
- Give students the steps of the scientific method in random order and have them put the steps in the correct order.
- Have students build models of different processes, trifolds and other or folded pamphlets of main points of concepts.
- Have students draw diagrams of the three types of plate boundaries with a caption of the movements of the plates.
- Have students form groups and collaborate on Jamboard discussing specific content or learning objectives.
References and Resources
- A good diagnostic test to determine the literacy levels of their students. Teachers need to seek out a good mastery test in the same instrument or type to measure progress of students' literacy at the end of the unit.
- ELD standards for their state.
- NGSS
- 2050 Science Framework.
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