The activities in the lesson plan help students understand plants by using pictures and real plants that they can touch and explore hands-on exploration.. By using diagrams and real plan
HA NOI NATIONAL UNIVERSITY OF EDUCATION FACULTY OF ENGLISH ASSIGNMENT ON TEACHING SCIENCE IN ENGLISH TO PRIMARY SCHOOL STUDENTS INSTRUCTOR: Ms PHAN THI NGOC BICH, MA STUDENT: ĐỖ QUỲNH ANH STUDENT ID: 705914004 CLASS: K70 – K1 ACADEMIC YEAR: 2023 - 2024 Hanoi – 12/2023 The lesson extracted from an Englishbook: Board, K and Cross, A (2nd edition) CAMBRIDGE Primary Science CAMBRIDGE UNIVERSITY PRESS UNIT 1: LIVING THINGS Lesson 1.2: Parts of a plant JOURNAL FOR LESSON PLANNING Why did you choose the model? I chose the SIOP model for my lesson because it is designed to help English language learners (ELLs) understand content while developing their language skills SIOP provides specific strategies to make the lesson accessible and engaging for students with diverse language abilities It also emphasizes language development alongside content learning, making it an effective choice for supporting ELLs Although the 5E model and CLIL are effective approaches, they may not provide the same level of language support for ELLs as the SIOP model does Therefore, for a lesson geared towards ELLs, the SIOP model ensures simultaneous promotion of language and content learning, making it the preferred choice for this context How could the designed activities help students understand and practise the scientific concepts and skills? The activities in the lesson plan help students understand plants by using pictures and real plants that they can touch and explore (hands-on exploration) When they work together and activities, students can practice talking about and understanding plants This way, they can learn and practice scientific skills, like observing and discussing, while having fun By using diagrams and real plants, the students can see and feel the different parts of the plants, making it easier for them to remember Working together also helps them learn to communicate and share ideas, which are important skills for learning about science (language development, interaction and cooperation) Additionally, collaborative tasks and assessments encourage peer learning and communication, which are essential scientific skills How would you motivate the students and promote learning? As a teacher, I would motivate students by making the lesson interactive and engaging, using real plant specimens and visually appealing materials to capture their interest By providing opportunities for hands-on learning, such as labeling plant parts and drawing their own plants, students are encouraged to actively participate in the lesson Additionally, I would promote learning by fostering a collaborative environment where students work together, share ideas, and communicate about the plant parts This approach not only motivates students to get involved but also cultivates a supportive and inclusive atmosphere, enhancing their understanding and retention of the scientific concepts presented How would you reach different learner styles? I could reach different learner styles by incorporating various activities into the lesson: - Visual learners can benefit from the use of visual aids such as pictures and diagrams of plants - Kinesthetic learners can engage with real plant specimens and hands-on labeling activities - Auditory learners can participate in discussions about the functions of plant parts - Linguistic learners can express their understanding by labeling and discussing the plant parts using the correct vocabulary By providing a mix of visual, hands-on, and discussion-based activities, I caters to different learner styles, ensuring that all students have an opportunity to engage with and comprehend the lesson What might be anticipated problems when you teach this lesson and solutions? Anticipated problems when teaching this lesson might include students having difficulty grasping the scientific vocabulary or becoming disengaged during the activities To address this, I can employ simplified language and provide multiple examples to enhance understanding Besides, I could offer individualized support to students who require extra assistance with the material To prevent disengagement, I can vary the activities to cater to different learning styles and maintain a lively and interactive atmosphere Encouraging student participation and incorporating enthusiasm can help sustain their interest throughout the lesson, ensuring that all students are able to comprehend and actively engage in the learning process LESSON PLAN TEACHING SCIENCE IN ENGLISH TO PRIMARY SCHOOL STUDENTS Teacher: Đỗ Quỳnh Anh Learners: Grade Unit 1: Living things Lesson 1.2: Parts of a plant Objectives of the lesson Language objectives: By the end of this lesson, students will be able to: - Define new vocabulary visually and in writing Key vocabulary: stem, flower, leaf/ leaves, roots - Listen and fill in the blank in the context - Apply structures “I can see/ name/ draw + ……” to talk about parts of the plant Content objectives: By the end of this lesson, students will be able to: - Recognize each part of a plant: stem, flower, lead, roots, seed - Define the function of each part of a plant - Apply to draw their own plant and present the result with the class Students’ Previous knowledge - In subject “Global English”, students already have some knowledge of basic plant vocabulary such as: plant, tree, fruit, leaves, flower, and seed - They also know these vocabularies: food, water, up, still, part This foundational knowledge will help them better engage with the specific parts of a plant and comprehend their functions during the lesson Teaching aids and materials - Worksheet - Powerpoint - Video for listening and reading - Observable plants (potted plants) 4 Procedure/steps of the lesson (Based on SIOP model) Teacher’s activities Students’ activities Motivations (10 minutes) Objective: - Ss know the lesson objectives - Define new vocabulary visually and in writing - Post, read, and explain the content and language objectives of this lesson to students + “Let’s look at our language objectives for today.” - + “Let’s look at our content objectives for Read content and language objectives above today.” - Explain the objectives ● Warm up/ Building Background - Show students the plant, capturing the students' interest with a question like, "What you know about plants? What you think makes up a plant?" Encourage them to share their thoughts and previous knowledge about plants - Use think-pair-share activities: + Divide the students into small groups and - Work in group to discuss provide them with simple and easily observable and share the based plants, such as potted plants knowledge about plants + Instruct the students to explore the plants, touching and looking at the various parts - Groups select a presenter Emphasize that they handle the plants gently and share and treat them with care worksheet the groups + Encourage the children to ask questions about what they see, and guide them in making simple observations and taking notes in Worksheet What can you see? Group: What you know about plants? What you think makes up a plant? + Have student share their observations with - the class - Read and memorize the vocabulary Summarize the results: Parts of a plant including: stem, flower, fruit, leaf/ leaves, roots Presentation (15 minutes) Objectives: - Review the name of each part of a plant - Know the function of each parts - Listen and fill in the blank in the context - Each group once again label parts of a different type plant (Worksheet 2) after learning - vocabulary Work in group to finish the diagram - Share the result with class, listen to teacher’s feedback and correct mistake (if any) Label Me! Group: Direction: Label the parts of the plant roots fruit stem - Remind Ss the comprehension flower leaf objective: throughout check and for discuss unknown words - Tell the students we are going to learn the functions of each parts of a plant - Ask Ss to scan the text, then watch the video to fill in the blanks (Worksheet 3) - time and ask teacher if there Link video - Explain the new words (if any) Read the text for the first is any new word - Do the task individually in minutes: watch, listen to the video and fill in the blank - Share the answers to the class - Listen to their friends and teacher to check up on the - Let's finish the task individually in minutes - Check the answers - Summarize the functions of each part of a plant answers Practice/ Application (12 minutes) • Objectives: - Review the name of parts of a plant - Apply to draw their own plant and present the result with the class - Apply structures “I can see/ name/ draw + ……” to talk about parts of the plant - Let students review the the name of parts of a - Observe the model diagram plant using a visual diagram to review the vocabulary Guide students to carry out project: and know how to draw “MY LITTLE PLANT” their own plants Show a model picture with labelled parts of a plant, use structure “I can see ….” - Provide students with Worksheet to individually - Listen to instructions and the task individually - - Share the results Invite some students to share the result with the class - Give feedback and correct mistakes (if any) Review/ Assessment (3 minutes) • Objective: Check up the knowledge - Review the parts of a plant by asking - Answer the questions - Students tick to the box or questions and having students identify the different parts of a real plant - - Use worksheet to access students’ understanding of the plant parts cross based on what they (self-assessment) have achieved after lesson Review objectives: “Let's see if we met our language objectives for today" and discuss with the whole class - Read the content and language objectives above and discuss if met or not and why/how Appendix Worksheet Worksheet What can you see? Group: What you know about plants? What you think makes up a plant? Label Me! Group: Direction: Label the parts of the plant roots stem Worksheet 3: fruit flower leaf Worksheet Worksheet 5: 10 RUBRICS A Lesson planning (5 points) The model is applied correctly and appropriately The lesson objectives are clear and achievable A variety of teaching activities are used appropriately and effectively A variety of interaction patterns are used appropriately and effectively A variety of teaching aids are used appropriately and effectively B A journal (3 points) Explanations are mentioned clearly, systematically, and appropriately C A demonstration (2 points) The experiment is instructed clearly and precisely The experiment is applicable and suitable to the target learners Total: … /10 11