Language+of+Science

Deanna House, Lesson Plan 2 Content Area: Language of Science Grade Level Cluster: 9-12 English Language Proficiency Level: Beginning - Intermediate

__ Vocabulary Acquisition and Use __ __ Presentation of Knowledge and Ideas __ __ Integration of Knowledge and Ideas __ [|__CCSS.Math.Content.HSG-GMD.A.1__] Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. || The students are doing an interdisciplinary unit in science class regarding carbon dating techniques. The students are doing an interdisciplinary unit in social studies class regarding geological and human effects on our environment. The students are doing an interdisciplinary lesson in math class over geometry basics. The students are doing an interdisciplinary unit in art class about 2D and 3D art.
 * ** COMMON CORE STANDARDS: ELA ** || __ Craft and Structure __
 * [|__CCSS.ELA-Literacy.RST.9-10.5__] Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
 * [|__CCSS.ELA-Literacy.RST.9-10.2__] Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * [|__CCSS.ELA-Literacy.CCRA.L.6__] Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
 * [|__CCSS.ELA-Literacy.CCRA.SL.4__] Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
 * [|__CCSS.ELA-Literacy.RST.9-10.9__] Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. ||
 * **COMMON CORE STANDARDS:** Mathematics || == Explain volume formulas and use them to solve problems ==
 * ** THEME: ** || __ The Fourth Dimension: Time __

I //saw the sun hopping swiftly across the sky, leaping it every minute, and every minute marking a day.//
 * NOTABLE QUOTATIONS FROM TEXT: **

//It may be that the sun was hotter, or the earth nearer the sun. It is usual to assume that the sun will go on cooling steadily in the future. But people, unfamiliar with such speculations as those of the younger Darwin, forget that the planets must ultimately fall back one by one into the parent body. As these catastrophes occur, the sun will blaze with renewed energy; and it may be that some inner planet had suffered this fate. Whatever the reason, the fact remains that the sun was very much hotter than we know it. CHAPTER 5 // ||
 * ** LESSON TOPIC: ** || SWBAT will be able to name the English words for the solar system and explain how the dimension of time creates change in H.G. Wells’ The Time Machine.

__Language and Content:__ Level 1SWBAT orally name the objects in the solar system by explaining how they “revolve” and “rotate” through the passage of time and distance. SWBAT include Language of Math geometry terms such as line, triangle, square, quadrilateral, and cube and place “circle” and “sphere” under the heading “Fourth Dimension”. Level 3 SWBAT describe how the Time Traveller experienced the rapid progression of time by participating with Level 1 speakers in a group-created skit in which they recreate one of the Time Traveller’s “stops”. SWBAT reconstruct this scene using the styrofoam noodles as props. || Level 1SWBAT orally name the objects in the solar system by explaining how they “revolve” and “rotate” through the passage of time and distance. SWBAT include Language of Math geometry terms such as line, triangle, square, quadrilateral, and cube and place “circle” and “sphere” under the heading “Fourth Dimension”. Level 3 SWBAT describe how the Time Traveller experienced the rapid progression of time by participating with Level 1 speakers in a group-created skit in which they imagine they can travel with a time machine to any other historical time. SWBAT reconstruct this scene orally using the styrofoam noodles as props.
 * **OBJECTIVES:** || __ Content: __

NOTABLE CONTENT AREA STANDARDS:
==[|__A Framework for K-12 Science Education: Practices__], Chapter 7: ESS1:B ==

By the end of grade 8:
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction but tilted relative to its orbit around the sun; the seasons are a result of that tilt, as is the differential intensity of sunlight on different areas of the earth across the year.

__ By the end of grade 12: __
Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other bodies. Gradual changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes

__ Language: __ English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science. __Speaking- Level 1__: Collect and share orally in a small group through drawings or modeling the major objects of the solar system represented explaining their “revolution” and “rotation” cycles. Include “solar system”, “planet” (including at least 3 English names for planets), “satellite” or “Moon”, “sun”, “asteroid”, __Speaking-Level 3:__ Compare/contrast orally to the class (assisted by drawings/models from Level 1 activity) how our modern understanding of geological processes through Earth’s history differs from the Time Traveller’s (or author’s) depiction of the progress of time through 800,000 years. Eg., the Time Traveller was aware that his time machine was encased in rock, the river near his house had moved, and humans had evolved into 2 species. ||
 * ** KEY VOCABULARY : **





|| __WORDS FROM TIME TRAVELER__, (to review from chapter 1 using comprehensible input phrases “such as”, “is like”, “In other words”, “for example”) Dimension = directions, distance, plane Length= Long, height Breadth= Wide, width Thickness = Deep, Depth Duration = Time

__ MATH NAMES and ACTIONS TO USE NOW: __

Fourth Dimension = circle, sphere Revolve, revolution Rotate, rotation

__ ENGLISH WORD PARTS TO HELP YOU DOWN THE ROAD: __

(Adding the suffix “tion” / “sion” creates a noun from a verb):


 * revolve / revolution
 * evolve / evolution
 * rotate / rotation
 * equate / equation

__ Science-related words: __



Planet and planet names= Mercury, Venus, Earth, Mars, Jupiter, Saturn, Neptune, Uranus, Pluto Star/sun = Moon/satellite = ||
 * ** EXTRA CREDIT CHALLENGE **

|| Tie in the number of languages which use the 7 Roman/Latin heavenly bodies as a basis for naming the Days of the Week - [|____http://en.wikipedia.org/wiki/Names_of_the_days_of_the_week____] Are the English words for the days of the week derived from Latin astronomy? From where are they derived?) || Students keep an interdisciplinary notebook. || (Building background and explicit links to past learning) || The lesson will begin with the teacher reading the passage from Time Traveller Chapter 3: As I put on pace, night followed day like the flapping of a black wing. The dim suggestion of the laboratory seemed presently to fall away from me, and I saw the sun hopping swiftly across the sky, leaping it every minute, and every minute marking a day.
 * ** SUPPLEMENTARY MATERIALS: ** || In small groups, use drawing paper or resources from craft kit to create solar system. In the large groups, students will create scenes using Noodles.
 * ** MOTIVATION: **

Teacher says, This is one of several passages in which the author uses the language of science to depict his character’s experience of moving through time rapidly. The only objects which remain constant through time are the sun, moon, and stars. Students with Romance language background will easily recognize the cognates for the solar system bodies. Students with L1’s from different backgrounds may need some support. The teacher should not assess the students memorization of planet names. They should, however, be able to use the general names for the bodies= planet, sun, moon. Teacher says, These object in our solar system have been very important throughout history. In fact, they were so important that civilizations have often used their names to represent the passing of time. Who knows the days of the week in Spanish (or French, depending on EL class)? Students can be led to connect planets with days, eg. lunes = luna (moon). Teacher says, Today we are going to connect “time” as the Fourth Dimension. To help us see what this is like, we are going to look at how the planets “revolve” and “rotate” in a “circle” or a “sphere”. The planets move through space over time. || (Lanuage and content objectives, comprehensible input, strategies, interaction, feedback) || Break students into small groups. The first activity is for students to locate solar system names from Internet resources while working in small groups to create a depiction of the solar system, labelled with the common (planet) and proper nouns (Mercury, Venus). Students can make 2D or 3D solar systems using supplies. While the groups are working on this activity, TTW rewrites the first 3 dimension learned Language of Math: First Dimension, Second Dimension, Third Dimension, and now adds “Fourth Dimension”. When groups are finished with their solar systems, review vocabulary briefly with them. The objective of this lesson isn’t to master all of these words that some will already know from their L1. This activity is to help students connect to L1 content they may have or to introduce these words for science class. Ask students who geometric shape most of these solar bodies have. Ask what shape they make as they travel through space across time. Answer: Circle, Sphere. Explain that the author uses the “circle” and the “sphere” to represent the passage of time by referring to the relative movement of the sun, moon, and stars across the sky as the Time Traveller sits stationary in the Time Machine. TTW introduce and practice using the words “rotate” and “revolve”, “spin” and “orbit” by moving to these actions. || (Meaningful activities, interaction, strategies, practice and application, feedback) || SW return to their small groups to plan a skit in which they imagine they are the Time Traveller and that they can travel to any other historical time. Student will need to explain what is happening, or better, act it out. Include 5 words such as “sun” or “revolve” from this lesson and 5 words from other lessons in the series. || (Review objectives and vocabulary, assess learning) || TW refocus class attention upon completion of activity. Teacher writes on board the list of historic places the groups enacted. Teacher says, I want you to write these places down in your notebook because we will be returning to them again later. || (Go over content and language objectives; closure of lesson) || Teacher explains that s/he will make comments about spoken language, group participation, and presentation in their PowerSchool file under this assignment. || (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP ® Model.) SIOP ® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
 * ** LESSON SEQUENCE: **
 * ** PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES: **
 * ** REVIEW/ASSESSMENT: **
 * ** WRAP-UP: **