Chapter 6
Analyzing Theories of Second Language Learning
By: E. Platt, M Mendoza, T. Lucas
Lesson 1: Vocabulary Learning in a Mediated Environment
This 3rd -5th grade science lesson addresses standards that relate to two different areas:
processes of life and how living things interact with their environment. It is intended to serve as
a guide to incorporate activities conducive to vocabulary development at different grade levels
and various content areas. It is not a step-by-step plan to follow, but rather a series of activities
conducive to language learning for both mainstream students and ELs. Adaptations for other
grade levels are also provided.
Content Area
Science
Topic
African Animals
Eating habits and Habitat
Goals
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles,
(Next Generation
amphibians, fish, arthropods, vertebrates and invertebrates, those having
Sunshine State
live births and those which lay eggs) according to their physical
Standards (NGSSS)
characteristics and behaviors.
SC.3.N.1.1 Raise questions about the natural world, investigate them
individually and in teams through free exploration and systematic
investigations, and generate appropriate explanations based on those
explorations.
SC.4.L.16.2 Explain that although characteristics of plants and animals
are inherited, some characteristics can be affected by the environment.
SC.4.L.17.4
SC.4.L.17.4 Recognize ways plants and animals, including humans, can
impact the environment.
General
Description/
Lesson Overview
Vocabulary
Pre-Reading
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SS.5.L.15.1 Describe how, when the environment changes, differences
between individuals allow some plants and animals to survive and
reproduce while others die or move to new locations.
In this lesson, students will work in groups of four to complete the tasks.
Each group is assigned one animal, and students are assigned to groups
using a jigsaw activity. Each group reads a text about the animal they are
assigned, answers comprehension questions, and discusses vocabulary
(mediated environment). Then, each group prepares a short
presentation for the class in which they share information they learned
about the animal as well as vocabulary they learned. (See sample texts at
end of lesson.)
Animals: giraffe, rhinoceros, lion, gorilla, elephant, cheetah, zebra, monkey
Plants: acacia, grass, trees (leaves, bark, root)
At higher grade levels, introduce vocabulary such as savanna, forest,
lowland, grasslands, and woodlands
Becoming familiar with the topic
The teacher activates schema and helps students become familiar with the
topic and vocabulary by showing pictures of African savannas, forests, as
well as pictures of different African animals and by writing the names of the
animals on the whiteboard. Students can also be asked to name animals as
the teacher shows pictures or plays sounds made by the animals. Some web
resources that contain some information about African animals include:
National Geographic Wild World (provides maps, pictures)
http://www.nationalgeographic.com/wildworld/terrestrial.html
African Wildlife Foundation (pictures of animals and sound files)
http://www.awf.org/section/wildlife/gallery
Adapting activity for ELs:
It is important to provide visual input for ELs, especially at lower
levels of English proficiency. They will be able to recall any
previous knowledge they may have on the subject. Show pictures
and play audio, write names of animals using a mimio or other
technologies. This will support ELs in recognizing the words and
provide more exposure to academic vocabulary needed to
participate in lesson.
Reading and
Discussion
Jigsaw activity:
Students will be assigned to groups. The teacher will write 4 sentences to
describe each animal on the same color cards or by using a tablet. Different
animals should have different colors. Each student will be given a card (or
a tablet) that contains a sentence. Students find their group members by
looking for other students who have a card that is the same color as theirs.
Once groups are formed, students read all 4 sentences and identify the
animal they have been assigned. Sentences for “giraffe” may include: (1) It
lives in the savanna; (2) It has a long neck; (3) It can be up to 5.5 meters
tall; (4) It eats from trees. Sentences for “elephant” may include: (1) It is
very heavy; (2) It eats leaves and grass; (3) Its name ends in t; (4) It needs
to be surrounded by water and plants.
Adapting the Activity for ELs:
This activity has a reading component. It is important to select
sentences that are appropriate for ELs before teaching the lesson.
Notice that the sentences are short and simple; thus, easier for ELs
to understand. These sentences may be appropriate for the lower
grades. For ELs who are still learning to read, the sentences may be
accompanied by illustrations for the words in the sentence. ELs
may work with others to allow for scaffolding.
Reading Comprehension:
The students first focus on vocabulary, and then on the content.
Vocabulary: Once students form groups and identify their animal, they
read a short passage about their animal. After the first reading, students
are instructed to underline the words they are not familiar with. They may
also write them on an index card or use their tablets. Then, they share their
words with their team members which allows them to focus on the words
and discuss them (mediating meaning). When they compare cards, they
can determine if there are words that some students know and others don’t.
In this case, they can teach each other different aspects of the meaning, the
form, or use of the words. If there are words that none of the group
members recognize, they may use other resources (dictionary, teacher,
internet) to become more familiar with them. At all times, the teacher
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should be walking around the classroom, approaching the different groups
in case they need assistance.
Content: Once they are familiar with all the words, students are given an
opportunity to re-read the text for comprehension. At this point, they may
answer and discuss the reading comprehension questions. Since each
group works with a different text, each group can be given an answer key to
check their answers. The teacher can then check with each group to see if
they have the correct answers and/or if they have any questions.
Adapting the activity for ELs:
Provide ELs with bilingual dictionaries or picture dictionaries.
Working in groups helps ELs to mediate learning in a less stressful
environment. They can work at their pace, use resources, and learn
from their peers about the specific words with which they are not
familiar.
Wrap-up
Presentation:
Each group prepares a short presentation in which they share with the class
what they learned from the reading and from the group discussion. The
idea is to give them more opportunities to use the words in order to
promote internalization.
The presentation should include visuals. Each student should have a role
in the preparation of the presentation and/or when talking.
Adapting the activity for ELs:
ELs who cannot communicate fluently may be assigned tasks such
as drawing and helping with the visuals, while more fluent ELLs
can present. The use of visuals in the presentation makes it easier to
follow and understand for other ELLs in the class.
Follow-up
Individual writing activity:
Each student writes about one of the animals discussed in class. It could be
different from the one assigned to their group. They select an animal and
write about their eating habits and habitat by pretending they are that
animal. The composition allows the teacher to assess both understanding of
content and language/vocabulary learning.
Adapting the activity for ELLs:
The expectations of the writing tasks can vary depending on the
level of the ELs in your class. At the lower levels of proficiency ELs
can write sentences about one or several animals, following a
template (see example below). At the higher levels, they can be
expected to write paragraphs or even essays. If the writing samples
are intended to evaluate understanding of the content presented in
the lesson, they may contain grammar errors, but should include
accurate information about the animals.
Sample Outline/Template for ELs:
“If I were an African animal, I would like to be a(n) _______
because ____________________.
I would live in the _____________. In the _______, you can
find _________. Other animals that would live there include
_____________. I would eat _____________________.”
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Evaluation
Rubrics can be used to evaluate the presentation and the writing activity.
The following descriptors for excellent work may be used to create a holistic
rubric with 4 scores (4=Excellent, 3=Good, 2=Fair, 1=Poor).
Presentation:
Excellent
Descriptors:
 The presenters explained the main ideas and relevant details from
the reading clearly.
 The presenters demonstrated understanding of the content of the
reading by explaining the habitat in which their assigned animal
lives and its eating habits.
 Visuals were relevant to the topic and included the most important
information from the reading.
Writing (Holistic Rubric)
Excellent
Descriptors:
 The student mentioned at least sources of food for the animal they
selected.
 The student described accurately the environment in which the
animal they selected lives:
 The student wrote grammatically correct sentences 90% of the time.
Sample Texts:
Elephants (adapted from www.wildlifeafrica.co.za/animalbehavior.html)
Elephants are always associated with permanent water and abundant vegetation (an
exception to this is the desert elephant from Namibia, who adapted to survive in the harsh
conditions of the area). Because elephants do not have sweat glands, water plays an important
roll in helping them cool down. Elephants eat practically any vegetable matter: leaves, grass,
reeds, roots, flowers, fruits, bark and even soil if the mineral content is high. They eat about
250 Kg (550 lbs) of food and drink about 150 to 200 liters (45 to 60 gallons) of water a day.
Giraffes (adapted from www.africanfauna.com)
Giraffes move in loose herds on the open woodlands and grasslands of the African Savannah.
Eating mostly at dusk and dawn on leaves and fruit, the giraffe’s main food source is the
acacia tree. They will drink where possible, but can survive where water is in short supply. To
drink, a giraffe must spread its front legs so its head can reach the water. The giraffe does not
have many predators. Not many African animals will attack a full grown giraffe, but a calf
will be attacked, usually by a hyena.
Hippos (adapted from http://sheppardsoftware.com/content/animals/profile_africananimals.htm)
The hippopotamus (Hippopotamus amphibious, also known as river-horse) is a large, planteating African mammal. Hippos average 3.5 meters (11 ft) long, 1.5 meters (5 ft) tall at the
shoulder, and weigh from 1,500 kg to 3,200 kg (3,300 to 7,000 lb). Hippos are usually found
in shallow water, and rarely come out of that depth. Most hippos that look as though they are
floating are in fact standing or lying on the bottom. They feed on land mostly at night,
consuming as much as 50 kg (110 lb) of vegetation per day. They have been known to
occasionally scavenge meat from animals found near their range, but hippos are not
carnivorous in any real sense.
Adapting the activity for other grade levels
Grades K-2:
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Some of the resources and ideas from the above activities can be used to create lessons for
students in K-2. The following standards for science can be addressed.
SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are
different in the way they look and in the things they do.
SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans,
need the basic necessities of air, water, food, and space.
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals,
including beans and butterflies.
For the students who do not know how to read, the teacher may read short passages to the
students, introducing the animals and vocabulary items one by one and discussing them with
the class. The teacher can get students involved in explaining the meaning of words and
describing animals and plants.
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Activity: On your own list ways you prefer to learn and ways you do not like to learn new
words/concepts. Then compare these with others in a small group. What do your findings
suggest about teaching concepts in your classroom?
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