Lesson 1
Grade : 3 ESOL Levels : 1-5 Content: Science in a General Education Class
Lesson Duration: 1 hour School: Parklawn
Elementary
Planning Phase
TESOL Standard 4: English Language Learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
Performance Objectives
1.
Students will explain the sun’s role in pictures and words.
2.
The students will make a prediction, written or orally, about the outcome of a simple experiment.
Language Goals : The lesson is scaffolded for the variety of ELLs in the classroom by using visuals, including an illustrated word wall and pictures of the solar system. The lesson’s main concepts will be presented through a hands-on experiment which makes the lesson accessible to all students. The students will be working in cooperative groups. This is a way to differentiate based on the tasks given to each group member.
The level 1 and 2 students will be the artist for the team.
Level 3 students will be focusing on being the group’s reporter.
The level four students will have the role as recorder to practice more advanced writing activities. Level 5 students will contribute as a Group Leader by facilitating, problemsolving, and coaching others.
Methods and Strategies: CALLA, Cooperative Learning, Natural
Approach
Teaching Phase
Warm-up: Have students draw a picture of the sun. On each ray write or draw something the sun gives us or a fact you know about the sun.
A few students will share their facts with the class.
Prior Knowledge : Students will be thinking about common things they notice or have learned about the sun. This will prepare them for the more complex topics in the unit.
Presentation
1.
Explain to students that the class will be conducting an experiment to find out more about the sun.
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2.
With groups, students will put 2 thermometers into 2 plastic tubes. They will record the temperature and time shown on the thermometer.
3.
Go outside and have students place one thermometer in the sunshine and one in the shade.
4.
Have the groups make a prediction about what will happen in each tube.
5.
Check on the tubes in 45 minutes and see what happened.
Share results. Ask children to check predictions-were they correct? What have we learned from this experiment?
Activities:
Cooperative Learning Activity: Students will break into groups of 4 as assigned and research the sun using websites and books.
Students will make a poster about the sun including a picture or diagram of the sun/solar system and three facts about the sun including its role in helping Earth. After about 20 minutes students will share what they learned with the class as teacher records salient points on a sun chart.
Level 1 and 2 students will be the Artist Role in the
Cooperative Group
Level 3 students could be the Reporter.
Level 4 students could be the Recorder since there writing skills are more advanced.
Level 5 students will be the Group Leader.
*Of course this would have to be adapted based on the number of students at each level and that is fine since many roles are appropriate for all.
The Four Skills:
Reading- reading class charts, word wall, books and internet resources
Writing-prediction during experiment, ticket-out to explain cooperation
Speaking-group work, sharing with whole class
Listening-recording new ideas about the sun, group work, experiment directions
Evaluation:
The teacher should listen to partner talk, ask appropriate questions, and take notes on students’ understanding based on the experiment and cooperative activity they were given.
Expansion/Extension:
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Homework : Students will be making a flip book about the Earth,
Moon, and Sun. Today students will add a page about the sun using writing and/or pictures.
Extensions :
* Read a book about the sun like Franklyn Branley’s The Sun: Our
Nearest Star or J. Bendick’s The Sun Our Very Own Star . Make connections to today’s lesson.
* Research the benefits solar power energy. Make a solar powered mini-oven using household items like aluminum foil and shoe boxes.
*Using colored chalk-make a picture model of the Earth and Sun outside near the playground. Have students practice being Earth and rotating and revolving around the sun.
* Research how the planets’ distance from the sun affect the heat of the planet. Make connections to today’s experiment.
Closure:
Students will write one way cooperation helped them with their learning today on an index card (ticket out).
Lesson 2
Teacher: Christine Uliassi School : Parklawn
Elementary
Grade : 3 ESOL Levels : 1-5 Content: Science in a General Education Class
Lesson Duration: 1 hour
Planning Phase
TESOL Standard 4: English Language Learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
Performance Objectives
1.
Students will explain how day and night occur in pictures or words.
2.
Students will match pictures or definitions with the terms: sunrise, day, noon, sunset, night, spin, and rotation.
Language Goals : The lesson is scaffolded for the variety of ELLs in the classroom by using visuals, including an illustrated word wall and models of the Earth and Sun during the demonstration.
Even though this is a complex topic, language is not interfering with instruction and understanding for the Level 1 and 2
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students. Students at the intermediate levels will be building their vocabulary by reading a paragraph about what makes day and night. The more advanced language learners, levels 4-5, will be answering higher level questions and using more complex language to explain their thinking. Students of all levels will be able to use the lesson’s vocabulary to explain the cycle.
It is important to note that these students have already studied other natural cycles, like the life cycle for plants and animals and the water cycle. The concept of a cycle has been taught and is being built upon in this lesson.
Methods and Strategies: CALLA, Natural Approach
Teaching Phase
Warm-up: Share that today we will be learning about another cycle: day and night.
Students will be given the task of creating a list of things they do during the day and things they do at night. (See Tchart-Appendix B). This list can be done with pictures or words.
A few students will share their lists and ask students to predict what they think causes day and night.
Prior Knowledge: Students will be thinking of what they do during day and night. Students will be building on their knowledge of cycles and patterns.
Presentation
1. The warm-up may bring about the response that the Earth’s spinning causes day and night. If not, introduce the idea now using a globe or an on-line model of the Earth spinning.
2. Read and review the word wall vocabulary that you will be focusing on today.
3. You will now do a demonstration of the sun shining on the earth as it rotates. Use a lamp to model the sun, darken the room as much as is safe. Ask a student to be the Earth. Use the attached wrap-around Earth map. ( www.eyeonthesky.org
) Have a student mark Virginia with an X on the map (VA should be somewhere on the front of the Earth student).
4. Have the Earth child begin with his back facing the sun. Ask if it is day or night. (NIGHT) Discuss. Have Earth child rotate until the sun is just shining on their left arm and side. Ask students what time of day it would be. (SUNRISE) Point to word on the word wall.
5. Student continues to rotate until the sun is shining directly. Ask students now what time it is in Virginia. They should be able to say NOON , if they say DAY that fine but explain what noon is and show the word on the word wall.
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6. Ask students to explain to a partner what time it would be on the other side of the Earth (the dark side).
7. Have the student rotate a little more and now discuss
SUNSET.
Repeat this demo with several students so they get to experience being Earth child.
Activities:
Level 1: Students will match pictures of today’s keywords with labels. Students should practice saying the words aloud.
Level 2: Have students illustrate flashcards of today’s key words. Students should use the flashcards to sequence day and night cycle (sunrise, noon, etc…) and then able to explain what makes day and night to a partner.
Level 3: Students should read the short paragraph about what makes day or night and make a picture to show understanding of the demonstration today (Appendix D).
Level 4 and 5: Comprehension Questions based on demonstration
(Appendix E):
1. What did this demonstration represent?
2. When it is day in Virginia, it is night in other places. Name
5 countries that are having night while Virginia is having day.
3. What causes day and night?
4. How would our lives by different if the Earth did not rotate?
The Four Skills:
Reading: word wall, comprehension questions and paragraph
Writing: warm-up list, comprehension answers
Speaking: explanation to a partner about day and night
Listening: partner talk, whole group discussion, closure activity
Evaluation:
The teacher should listen to partner talk, ask appropriate questions, and take notes on students’ understanding based on the activity they were given.
Expansion/Extension:
Homework : Students will be making a book about Earth, Moon, and the Sun; students will add a page to their cycle book titled
What Makes Day and Night and record ideas from today’s lesson.
Extensions :
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*Read aloud the Franklyn Branley book, What Makes Day and Night
*Using colored chalk-make a picture model of the Earth and Sun outside near the playground. Have students practice being Earth and rotating and revolving around the sun.
Closure : New and Review-students will turn and talk to a partner about one piece of new information they learned and one piece of information that was review.
Lesson 3
Teacher: Christine Uliassi School : Parklawn
Elementary
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Grade : 3 ESOL Levels : 1-5 Content: Science in a General Education Class
Lesson Duration: 1 hour
Planning Phase
TESOL Standard 4: English Language Learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
Performance Objectives:
1. Students will explain the reason for the season in pictures, words, or by acting it out.
2. Students will identify their favorite season and describe preferred activities and natural changes during specified season.
Language Goals : The lesson is scaffolded for the variety of ELLs in the classroom by using visuals, including an illustrated word wall and models of the Earth, the Moon, and Sun during the demonstration. Even though this is a complex topic, language is not interfering with instruction and understanding for the Level
1 and 2 students since they will be acting out the concepts and vocabulary. Illustrating the song will help build understanding of the seasons and the cause of the changes. The more advanced language learners, levels 4-5, will be answering higher level questions and using more complex language to explain their thinking. Students of all levels will be able to use the lesson’s vocabulary to explain the cycle.
Methods and Strategies: CALLA, Natural Approach
Teaching Phase
Warm-up:
1. The first activity is to make a class list of students’ favorite sports and outdoor activities without mentioning seasons at all. Having pictures ready or drawing them would be a good way to reach visual learners at this time.
(This will be used as a resource when students do the independent part of the warm-up)
2 .On the Four Seasons web (Appendix F) students will list activities and natural changes related to each season. They will put a star next to their favorite season.
3. Guess my season listening activity : Call on a student to share his or her favorite activities and have another student guess what season he or she is referring to.
Prior Knowledge : Students are thinking of sports they like to play throughout the year. Students are connecting new
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information to real life observations they have made about the seasons.
Presentation
1. Explain to students that another natural cycle is the seasonal changes our Earth goes through each year. Ask students to predict why this occurs.
2. Discuss answers and then tell students you will be watching a quick video about the seasons to understand why it occurs.
3. Show the Brainpop video pausing to discuss important concepts as they are introduced. http://www.brainpop.com/science/weatherandclimate/seasons/previe w.weml
4. Whole class discussion:
What causes the seasons to change? Why does it feel warmer in summer? When it is summer here in the Northern Hemisphere, where is it winter? Why? How long does it take for the Earth to revolve or orbit the sun?
Students should mention the words REVOLUTION and TILT in their answers. Make sure you bring attention to these words and have students act out tilting towards the sun (a lamp or paper model works) and revolving around the sun (use string to make the
Earth’s orbit).
With partners, students should complete the activity sheet that requires them to show the Earth’s orbit and answer questions about the concept of revolution. (Appendix H)
*Students enjoy but struggle with the question how many times have you revolved around the sun? So this may be a focus during or after the activity sheet.
Level 1 and 2: With a teacher singing it first, students will read together the Song about the Seasons (Appendix G) several times, discussing new words and asking questions about it. After reading and singing they will illustrate each season in its stanza and the word tilt in the first stanza.
Level 3: Students will write an acrostic poem using the words
TILT, SEASON, or REVOLVE.
Level 4 and 5: Students will make a Venn diagram using the words rotation and revolution and compare and contrast the terms.
The Four Skills:
Reading: Brain pop video text, word wall, song, comprehension questions on Revolution activity
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Writing: poem, Venn diagram, closure, seasons web (warm-up)
Speaking: singing, class discussion, Q & A
Listening: singing, class discussion, Q & A, partner talk
Evaluation:
The teacher should listen to partner talk, ask appropriate questions, and take notes on students’ understanding based on the activity they were given.
Expansion/Extension:
Homework : Students will be making a book about Cycles; students will add a page to their cycle book titled The
Reasons for the Seasons.
Extension : Study how animals and plants adapt to the seasons.
Closure: 5 students were given sticky notes at random as they walked in the door. It was their job to write 1 interesting thing they heard another student say during the lesson. They can share this now.
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Lesson 4
Teacher: Christine Uliassi School : Parklawn
Elementary
Grade : 3 ESOL Levels : 1-5 Content: Science in a General Education Class
Lesson Duration: 1 hour
Planning Phase
TESOL Standard 4: English Language Learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
Performance Objectives
1. Students will identify at least 4 phases of the moon by matching the word to the correct picture.
2. Students will explain the cause of what makes the moon phase change in words or pictures.
Language Goals : The lesson is scaffolded for the variety of ELLs in the classroom by using visuals, including an illustrated word wall and models of the Earth, the Moon, and Sun during the demonstration. Level 1 and 2 students will be using pictures from the internet of the moon phases. The more advanced language learners, levels 4-5, will be answering higher level questions and using more complex language to explain their thinking.
Students of all levels will be able to use the lesson’s vocabulary to explain the cycle.
Methods and Strategies: CALLA, Natural Approach
Teaching Phase
Warm-up: Share that today we will be learning about the moon.
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1. Students will be asked to draw a picture of the moon. Remind them to work on their own and not to look at their peer’s moon pictures.
A few students will share their pictures by holding them up and describing them. This is a good way to introduce the idea that the moon looks different and seems to change (phases).
2. Ask students questions like: Why do some of our pictures look different? Don’t we all see the same moon? Discuss the idea of how the moon looks different through out the month.
Prior Knowledge: Students are utilizing what they have observed about the moon through out their lives and schooling.
Presentation:
1. Explain to the students that they are now going to find out why the moon looks different at different time of the month.
Show current month’s moon chart (available online)
2. Read aloud Franklyn Branley’s The Moon Seems to Change or if possible use the Phases of the Moon video on United Streaming or something similar. Stop to discuss the concepts as necessary and appropriate. Students should understand that the Sun lights up our Moon and depending on our perspective we see different phases.
3. Place a Styrofoam ball (moon) on a table with the lamp (sun) across from it. Tell the students that half the moon is lit up, illuminated by the sun and depending what we see of the moon is based on our changing perspective. Have students walk around the moon to see different “phases of the moon”. For example when standing behind the light source a full moon will be viewed and when standing opposite the light source a new moon will be seen.
4. Students can complete the phases of the moon worksheet and use the light and moon model as needed. Make clear that it takes about four weeks or one month for the moon to revolve around Earth and begin a new cycle.
Activities:
Level 1: Students will match pictures of the six main phases
(new moon, waxing crescent, first quarter, last quarter, waning crescent, full moon)
Level 2: Have students illustrate flashcards of today’s key words. Students should use the flashcards to sequence the four main phases and then able to explain what the moon phases change to a partner.
Level 3: Students will make a flipbook of the phases we learned today. They will add sentence about each phase and a sentence telling why the cycle occurs.
Level 4 and 5: Comprehension Questions based on demonstration
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1. What did this demonstration represent?
2. Do the phases of the moon appear the same from all over the
Earth? Why or why not?
3. Why do the phases change? What causes this?
4. When will we have another full moon? How do you know?
5. What would see if you suddenly found yourself on the moon?
The Four Skills:
Reading: use of reading strategy during read aloud, word wall
Writing: comprehension questions, labeling moon phases
Speaking: description of moon picture, explanation of cycle to a partner
Listening: read aloud, partner talk
Evaluation:
The teacher should listen to partner talk, ask appropriate questions, and take notes on students’ understanding based on the activity they were given.
Expansion/Extension:
Homework : Students will be making a book about Cycles; students will add a page to their cycle book titled What Causes the
Phases of the Moon and record ideas from today’s lesson.
Extensions :
 Birthday moon activity using a website like http://btc.montana.edu/ceres/html/Birthday/birthday1.htm
Students find and identify the moon on their last birthday and then create a class graph and have students make observations of the data.
 Keep a moon journal, drawing the moon and labeling it throughout the month.
 Connect the lunar calendar to the social studies lessons on ancient China.
Closure: Students should look back at their picture from the warm-up and label it with the proper phase name. Share 4 students’ responses.
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Lesson 5
Teacher: Christine Uliassi School : Parklawn
Elementary
Grade : 3 ESOL Levels : 1-5 Content: Science in a General Education Class
Lesson Duration: 1 hour
Planning Phase
TESOL Standard 4: English Language Learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
Performance Objectives
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3.
Students will explain the length and cause of each cycle
(day and night, seasonal, moon phase) by matching or writing out answers.
4.
Students will answer questions about the various cycles orally.
Language Goals : The jigsaw activity provides speaking, reading, and writing opportunities for each child. Students of all levels will be able to use the unit’s vocabulary to explain the cycles, using the word wall for help. The lesson’s zip around game, a listening and speaking activity will be differentiated by the level of reading on the card chosen for the students. The Level
1 students’ activity will be modified by giving them a word bank to fill in the missing answers in the chart.
Methods and Strategies: CALLA, Cooperative Learning, Natural
Approach
Teaching Phase
Warm-up: Pass out cards with labeled pictures of moon in each phase to partners. Have the class line up in the sequence of the phases of the moon. Review the topic by asking to explain the moon phases, cause, and length.
Prior Knowledge: Students are reviewing the main goals of yesterday’s lesson.
Presentation
1.
Share with the students that this week they have become experts in three cycles that will be reviewed and expanded upon today.
2.
The first activity is a type of jigsaw. Have a different poster at each table with the following titles: Day and
Night, The Seasons, The Sun, and The Phases of the Moon.
5.
The students begin at their table by writing or drawing what they learned during the unit about the topic on their poster. They can draw pictures with labels or write sentences. Students will spend about 3 minutes at each table and then rotate to the next topic. They should read what the last table wrote and then write something different that has not been written or drawn yet. Rotate until all groups have seen and added to each poster.
6.
Afterwards, briefly highlight important facts on each poster (length of cycle, cause, etc)
7.
Play Zip around (see Appendix K). Students read the answer on their card
(I have…Who has…?) until each students’ card is used.
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This can be easily differentiated by giving Level 1s and 2s cards with reduced text and more numbers or by partnering students.
Activities: cycle cause length
(Basic version-see Appendix J for larger detailed version)
Level 1: Students will fill in 3 missing boxes in the cycle chart using a word bank and word wall for support.
Level 2: Students will fill in entire chart using a. word bank and word wall for support.
Level 3: Students will draw or write a word or phrase on each section of the chart.
Level 4 and 5: Students will fill in chart using complete sentences.
The Four Skills:
Reading: reading other groups’ ideas on posters, word wall, word bank, zip around game
Writing: recording ideas on poster and cycle review chart
Speaking: participation in zip around game
Listening: participation in zip around game
Evaluation:
The teacher should listen to partner talk, ask appropriate questions, and take notes on students’ understanding based on the activity they were given.
Students should be assessed more formally in next lesson using draw talk, interviews, or short answer/multiple choice assessment.
Expansion/Extension:
Homework : Read and review the student made cycle book for tomorrow’s assessment. Today’s chart could be reviewed also.
Extensions :
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 Make a 3-D model of the Sun-Earth-Moon system using paper mache or clay and rods.
 Research eclipses and how they relate to this unit’s topics.
 Visit Unitedstreaming.com and view various videos on the cycles.
Closure: Ticket-out-What was your favorite activity during this unit? Why?
Appendix A
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Appendix B
Things people do during the
DAY:
Things people do at NIGHT:
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Appendix C
Word Wall for Cycles Unit
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Spin
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Appendix D
SOL 3.8 What Makes Day and Night?
The earth is always spinning although we do not feel it. One rotation , or spin, of the earth takes place every 24 hours. The part of Earth toward the sun has daylight while the part of the Earth away from the sun has night. As Earth spins we move through the light, into the darkness, and back again.
In the picture below, label day and night . Then show day and night using your yellow and gray crayon.
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E
Appendix
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Appendix F
The Four Seasons
SUMMER
FALL
SPRING
WINTER
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Song about the Seasons
Earth's tilt makes the seasons change,
Season's change, seasons change,
Earth's tilt makes the seasons change,
They change all through the year.
Near the sun it's summertime,
Summertime, summertime,
Near the sun it's summertime,
The days are hot and bright
Far away it's wintertime,
Wintertime, wintertime,
Far away its wintertime,
The days are cold and gray.
Spring and fall are in-between,
In-between, in-between,
Appendix G
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Spring and fall are in-between,
The days are cool or warm.
Source-http://www.fi.edu/time/Journey/JustInTime/seasons2.html
Appendix
H
Name ________________________
Directions:
1. Draw the Sun and color it.
2. Draw the Earth and color it.
3. Show the orbit (or REVOLUTION) of the Earth.
Label the word Revolution .
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4. How long does it take for the Earth to make one complete revolution?
5. Challenge: Think about your age. How many revolutions have you made around the Sun???
Appendix
I
Type the address below: http://imagiware.com/astro/moon.cgi
Look at today’s moon. What phases is it in? __________________
Change the date to your birthday (year, month, and date)
Hit Get Moon
Go to File. Print. We will be making a pictograph with all of our data.
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Write 2 observations you made by looking at our completed birthday moon graph. (For example: There are the most students with a crescent birthday moon)
Appendix
J
How long does it take?
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Appendix
K
Earth Patterns and Cycles Zip Around
I have crescent moon.
Who has the moon when it is seen from Earth as a fully lit circle?
I have full moon.
Who has the number of hours it takes for the earth to make one complete spin?
I have 24.
Who has the word that means a series of events that occur in a natural order?
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I have cycle.
Who has the reason the seasons change?
I have the tilt of the earth.
Who has the length of time it takes Earth to make one complete revolution around the sun?
I have 1 year or 365 days.
Who has the reasons the tides change?
I have gravity from the moon.
Who has the season it is when the northern hemisphere is tilted towards the sun?
I have summer.
Who has what is caused by the rotation or spin of the earth?
I have day and night.
Who has the season it is when the northern hemisphere is tilted away from the sun?
I have winter.
Who has the moon when it is completely in shadow?
I have new moon.
Who has the number of days it takes for the moon to go around Earth?
I have about 28 days.
Who has the names of the four seasons?
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I have summer, spring, winter, and fall.
Who has the moon when only a sliver is lit up?
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