Assignment on teaching science in english to primary school students

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 1 CAMBRIDGE UNIVERSITY PRESS

UNIT 1: LIVING THINGS Lesson 1.2: Parts of a plant

JOURNAL FOR LESSON PLANNING

1 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

2 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 do 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

Additionally, collaborative tasks and assessments encourage peer learning and communication, which are essential scientific skills

3 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

4 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

5 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 1

Unit 1: Living things

Lesson 1.2: Parts of a plant

1 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

2 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

3 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

1 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

today.”

- Explain the objectives

● Warm up/ Building Background

- Show students the plant, capturing the students'

interest with a question like, "What do you

know about plants? What do 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

provide them with simple and easily observable

plants, such as potted plants

+ Instruct the students to explore the plants,

touching and looking at the various parts

Emphasize that they handle the plants gently

and treat them with care

- Read content and language objectives above

- Work in group to discuss and share the based knowledge about plants

- Groups select a presenter and share the groups worksheet

+ Encourage the children to ask questions about

what they see, and guide them in making simple

observations and taking notes in Worksheet 1

+ Have student share their observations with

the class

- Summarize the results: Parts of a plant

including: stem, flower, fruit, leaf/ leaves,

roots

- Read and memorize the vocabulary

2 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 after learning vocabulary

(Worksheet 2)

- Work in group to finish the diagram

- Share the result with class, listen to teacher’s feedback

and correct mistake (if any)

Group:

What do you know about plants?

What do you think makes up a plant?

- Remind Ss the objective: check for

comprehension throughout and 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)

Link video

- Explain the new words (if any)

- Let's finish the task individually in 2 minutes

- Check the answers

- Summarize the functions of each part of a plant

- Read the text for the first time and ask teacher if there

is any new word

- Do the task individually in 2 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 answers

Group:

Direction: Label the parts of the plant.

roots stem

flower leaf fruit

Label Me!

3 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

plant using a visual diagram

- Guide students to carry out project:

“MY LITTLE PLANT”

- Show a model picture with labelled parts of a

plant, use structure “I can see ….”

- Provide students with Worksheet 4 to do

individually

- Invite some students to share the result with

the class

- Give feedback and correct mistakes (if any)

- Observe the model diagram

to review the vocabulary and know how to draw their own plants

- Listen to instructions and

do the task individually

- Share the results

4 Review/ Assessment (3 minutes)

• Objective: Check up the knowledge

- Review the parts of a plant by asking

questions and having students identify the

different parts of a real plant

- Use worksheet to access students’

understanding of the plant parts

(self-assessment)

- Review objectives: “Let's see if we met our

language objectives for today" and discuss

with the whole class

- Answer the questions

- Students tick to the box or cross based on what they have achieved after lesson

- Read the content and language objectives above and discuss if met or not and why/how

5 Appendix

Worksheet 3:

Worksheet 5:

Worksheet 4

Group:

What do you know about plants?

What do you think makes up a plant?

What can you see?

Group:

Direction: Label the parts of the plant.

roots stem

flower leaf fruit

RUBRICS

A Lesson planning (5 points)

1 The model is applied correctly and appropriately

2 The lesson objectives are clear and achievable

3 A variety of teaching activities are used appropriately and effectively

4 A variety of interaction patterns are used appropriately and effectively

5 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