Imagine biology classes creating project based learning activities that would motivate students to build gardens which would provide them with more nutritious eating choices than many are used to eating.
This is a chapter of biology which until recently didn't receive much attention in the biology class due to the pressure to address all the biology standards before the state standardized test was administered. With this SEED TO TABLE learning project, students develop an understanding of the joys of gardening that they never would have experienced within the confines of a classroom. Here, students build their own gardens from scratch and nurture them right up to the point of harvesting. Many have never had this opportunity to explore the benefits of gardening in their own homes so there is a look of awe as they see their small seedlings develop into edible plants.
Other great features of gardening is the development of teamwork. Students work together to accomplish a shared task. This opens up talking opportunities for English language learners, shy students, students with special needs, etc. With the teacher there, academic language is everywhere within reach of every student. Another plus is the connection to math. This connection is a real world one. For example, planning a meal from this produce involves measurements. Cooking involves proportions of vegetables and condiments. Students must also determine how to provide food for a given number of guests.
Last, but not least, is the fun element:)
Denise
ELL TEACHER PROS
Please follow us on FACEBOOK at ELL TEACHER PROS and Twitter @ell_teacherpros
Showing posts with label biology. Show all posts
Showing posts with label biology. Show all posts
Monday, April 22, 2013
Monday, March 25, 2013
Earth BEFORE Satellite Images:)
Today's student population has grown up with millions of images of earth from satellites and spacecrafts mapping out this solar system. Yet, how many have ever explored images of the planet before the age of space exploration?
In teaching astronomy, technology, ecology, space exploration, photography, etc., this site would offer a view of humanity's achievement over time in bringing the solar system (here Earth) directly into the classroom in vibrant detail and color.
Potential Activities for students:
1. Students could do timelines on the technological advances which led up to Google Earth for example. They are very visual and students at any English proficiency level could complete the task with minimal assistance.
2. More advanced students could look at the advantages the improved technology could offer as opposed to the very early images. This could also be part of a biology course at middle school or high school.
3. Multi-level groups in language ability could compare/contrast early images with current ones. How are they different? How do the improvements over time support the work of scientists, astronomers, ecologists, meteorologists, environmentalists, etc. ?
4. For the highly creative, have them make projections as to how this technology will evolve in 50 years.
Common Core fits into this with ease. Students are encouraged to read, analyze, project, synthesize, write, etc. Teachers here facilitate. Students create:)
Denise
ELL TEACHER PROS
Follow us on TWITTER@ell_teacherpros
In teaching astronomy, technology, ecology, space exploration, photography, etc., this site would offer a view of humanity's achievement over time in bringing the solar system (here Earth) directly into the classroom in vibrant detail and color.
Potential Activities for students:
1. Students could do timelines on the technological advances which led up to Google Earth for example. They are very visual and students at any English proficiency level could complete the task with minimal assistance.
2. More advanced students could look at the advantages the improved technology could offer as opposed to the very early images. This could also be part of a biology course at middle school or high school.
3. Multi-level groups in language ability could compare/contrast early images with current ones. How are they different? How do the improvements over time support the work of scientists, astronomers, ecologists, meteorologists, environmentalists, etc. ?
4. For the highly creative, have them make projections as to how this technology will evolve in 50 years.
Common Core fits into this with ease. Students are encouraged to read, analyze, project, synthesize, write, etc. Teachers here facilitate. Students create:)
Denise
ELL TEACHER PROS
Follow us on TWITTER@ell_teacherpros
Saturday, December 8, 2012
FREE TOOLS TO FACILITATE THE REVIEW PROCESS FOR STUDENTS STUDYING BIOLOGY
With English language learners (ELLs) in every content class nowadays, teachers are employing a variety of tactics to provide access to content to not only the native speakers but also the struggling learners who are often times ELLs of varying English proficiency levels. Since textbooks are language dense, teachers often times employ out-of-the-box approaches in an attempt to motivate and educate their students thinking that is enough. For ELLs, however, no matter what the content chosen, content teachers will still need to address language development. This turns every teacher into a language teacher and that is a role that brings on quite a bit of anxiety for classroom instructors.
With powerful content videos, language and content can be easily addressed. Provide students with two note-taking graphic organizers. One is geared to native speakers of English in that its format does not provide language frames and word banks though key ideas for students to take notes on are listed. The other one for ELLs might contain sentence frames to build sophisticated sentences, word banks to provide practice in working with content vocabulary, paragraph frames to guide short paragraph writing, etc.
Below are some educational videos on biology. For a video to be a successful instructional support tool, it should be short, highly visual, include closed captioning (translations are sometimes an option also), contain specific details related to the topic, be free and easily accessed by any student via computers or smartphones.
The first video offers a simple but also powerful description of cells. This would be an excellent warm-up or pre-lecture video to use in a biology class. It would spark interest and provide motivation to learn more. Teachers could refer back to it as they went through the material. For ELLs, this video would build a basic content foundation to follow the lesson. AN INTRODUCTION TO CELLS
The second video needs little in the way of an introduction since Khan Academy is world famous. Due to its success in all levels of mathematics, it has branched out into other disciplines including biology. His materials could be used in a flipped classroom where students would study at home through completing various assignments. Assignment results would be accessed by the teacher in class where s/he would address problems students had in doing the assignments. ELLs benefit here since they may take time processing material at home and not risk embarrassment at not knowing the answer if called on. At home or in the school library, they interact with computers taking all the time they need to work out the problems assigned. Have ALL students use the closed captioning feature to enable them to focus on use of key concept words presented in context. Though this would immensely help ELLs, native speakers would benefit as well. KHAN ACADEMY ON THE CELL
POWERS OF MINUS TEN BIOLOGY The third video is a definite crowd pleaser. It could be offered at the end of lesson to have students do a quick write on or a build a classroom discussion around. Every student should be able to either write about the main idea or draw pictures of key concepts or act out what they learned. The more ways students can interact with material or be fully engaged in the learning process, the more likely they will remember what was taught AND enjoy the process:)
Denise
ELL TEACHER PROS
With powerful content videos, language and content can be easily addressed. Provide students with two note-taking graphic organizers. One is geared to native speakers of English in that its format does not provide language frames and word banks though key ideas for students to take notes on are listed. The other one for ELLs might contain sentence frames to build sophisticated sentences, word banks to provide practice in working with content vocabulary, paragraph frames to guide short paragraph writing, etc.
Below are some educational videos on biology. For a video to be a successful instructional support tool, it should be short, highly visual, include closed captioning (translations are sometimes an option also), contain specific details related to the topic, be free and easily accessed by any student via computers or smartphones.
The first video offers a simple but also powerful description of cells. This would be an excellent warm-up or pre-lecture video to use in a biology class. It would spark interest and provide motivation to learn more. Teachers could refer back to it as they went through the material. For ELLs, this video would build a basic content foundation to follow the lesson. AN INTRODUCTION TO CELLS
The second video needs little in the way of an introduction since Khan Academy is world famous. Due to its success in all levels of mathematics, it has branched out into other disciplines including biology. His materials could be used in a flipped classroom where students would study at home through completing various assignments. Assignment results would be accessed by the teacher in class where s/he would address problems students had in doing the assignments. ELLs benefit here since they may take time processing material at home and not risk embarrassment at not knowing the answer if called on. At home or in the school library, they interact with computers taking all the time they need to work out the problems assigned. Have ALL students use the closed captioning feature to enable them to focus on use of key concept words presented in context. Though this would immensely help ELLs, native speakers would benefit as well. KHAN ACADEMY ON THE CELL
POWERS OF MINUS TEN BIOLOGY The third video is a definite crowd pleaser. It could be offered at the end of lesson to have students do a quick write on or a build a classroom discussion around. Every student should be able to either write about the main idea or draw pictures of key concepts or act out what they learned. The more ways students can interact with material or be fully engaged in the learning process, the more likely they will remember what was taught AND enjoy the process:)
Denise
ELL TEACHER PROS
Wednesday, July 4, 2012
The Wonderful World of SCIENCE--Great Support For ELLs in Common Core Science Classrooms
For ELLs to do well in science courses under the common core, they will need to be fully supported through videos, models, hands-on activities, partner work, small teams, and much more. One way to address many of these strategies is through the teacher's use of the internet.
To assist in making science content accessible by the ELLs, the BBC's science site would do much to provide that vital visual component of a well planned lesson plan. INCREDIBLE WORLD OF SCIENCE offers academic insight in astronomy, biology, geology, anatomy, and more. For example, if the topic of the day is volcanoes, insert clips of erupting ones along with crisp descriptions of the natural event into the lesson. Though this information would never take the place of a textbook, it would make a world of difference to the ELL's grasp of the event and the chain of events leading up to the eruptions.
One the biology and anatomy teachers will enjoy is THE HUMAN BODY link. Each major organ is discussed with vivid images. For ELLs, being able to revisit such a site (and there are more within my blog) would provide that all important link that connects the text to the "real world." Have students create word walls with colored markers. Pass out sentence word strips with key vocabulary on each and then have students place them on the word walls with pictures, definitions, and positions within the body (just examples).
Another way to help students remember what organ does what is to have them try the INTERACTIVES. Throw a little fun into the mixture, and it will be very likely that they will be able to recall the information for examinations:)
Denise:)
ELL TEACHER PROS
Post-it 3M Flip Charts with Bleed Resistant Paper
Crayola Original Markers - Broad Line, Classic Colors, 10 ct.
To assist in making science content accessible by the ELLs, the BBC's science site would do much to provide that vital visual component of a well planned lesson plan. INCREDIBLE WORLD OF SCIENCE offers academic insight in astronomy, biology, geology, anatomy, and more. For example, if the topic of the day is volcanoes, insert clips of erupting ones along with crisp descriptions of the natural event into the lesson. Though this information would never take the place of a textbook, it would make a world of difference to the ELL's grasp of the event and the chain of events leading up to the eruptions.
One the biology and anatomy teachers will enjoy is THE HUMAN BODY link. Each major organ is discussed with vivid images. For ELLs, being able to revisit such a site (and there are more within my blog) would provide that all important link that connects the text to the "real world." Have students create word walls with colored markers. Pass out sentence word strips with key vocabulary on each and then have students place them on the word walls with pictures, definitions, and positions within the body (just examples).
Another way to help students remember what organ does what is to have them try the INTERACTIVES. Throw a little fun into the mixture, and it will be very likely that they will be able to recall the information for examinations:)
Denise:)
ELL TEACHER PROS
Post-it 3M Flip Charts with Bleed Resistant Paper
Crayola Original Markers - Broad Line, Classic Colors, 10 ct.
Monday, June 11, 2012
SUGGESTIONS FOR TEACHING SCIENCE VOCABULARY TO ELLS--SUPPORT FOR COMMON CORE SCIENCE STANDARDS
You have ELLs in your science class. There are only a few of them scattered throughout the room. How do you decide WHICH words must be expressly taught and WHICH only need to be touched upon? Going strictly by the content vocabulary words the publisher has identified as IMPORTANT is not the best route to follow since the basic academic vocabulary needed to understand the text might be totally unfamiliar to them. Teachers need to preview the material to look for academic vocabulary that ELLs will need help with so that they fully participate in activities based on common core. In a word, science teachers must become English teachers.
EFFECTIVE STRATEGIES FOR TEACHING SCIENCE VOCABULARY is a site that offers some excellent teaching tips on addressing this scenario. Students must hear the word, see it, recognize it when they read it, use it in making scientific arguments, write it in lab reports/research, etc. If they are new at learning English, they need the support of sentence frames to internalize the vocabulary in context. These frames can be accessed as needed in any of the language skill areas: listening, speaking, reading, and writing. Do this on a regular basis in the class period (or part of the day when science is taught) and students will ALSO grow in their English language skills (big side benefit).
Many strategies are addressed here, but here are some of my favorites:
Graphic organizers where the focus is on building language is number one with me. See the example. In it, there is the main word in the center. From that center point, students add synonyms, definition, picture, and a sentence. I have even had kids keep them on a binder ring for easy access. Over time, they build their own content language "dictionary." Have students quiz each other right before quizzes with the weaker student quizzing the stronger one first. This way the weaker one has an opportunity to review the words before he is tested.
Word parts is an area that can be addressed in many content classes. The more word parts (affixes) a student knows, the richer the student's vocabulary will be. Science is rich in Latin and Greek affixes. Take for example -ology (the study of). Add BIO- and you have biology. GEO and you have geology. Build a class list of important affixes on a wall chart and leave it up there for all students to refer to as needed. Over time, students won't feel the need to check the list as much because they will have internalized it in long term memory.
Keep discussions in the ACTIVE VOICE "The moon controls the tides" as opposed to PASSIVE VOICE "The tide is controlled by the moon."
You have some successful strategies of your own as do your colleagues. Collaborate on this area. The more teaching tools at your disposal, the more successful ALL of your students will be in studying science!
Denise
ELL TEACHER PROS
EFFECTIVE STRATEGIES FOR TEACHING SCIENCE VOCABULARY is a site that offers some excellent teaching tips on addressing this scenario. Students must hear the word, see it, recognize it when they read it, use it in making scientific arguments, write it in lab reports/research, etc. If they are new at learning English, they need the support of sentence frames to internalize the vocabulary in context. These frames can be accessed as needed in any of the language skill areas: listening, speaking, reading, and writing. Do this on a regular basis in the class period (or part of the day when science is taught) and students will ALSO grow in their English language skills (big side benefit).
Many strategies are addressed here, but here are some of my favorites:
Graphic organizers where the focus is on building language is number one with me. See the example. In it, there is the main word in the center. From that center point, students add synonyms, definition, picture, and a sentence. I have even had kids keep them on a binder ring for easy access. Over time, they build their own content language "dictionary." Have students quiz each other right before quizzes with the weaker student quizzing the stronger one first. This way the weaker one has an opportunity to review the words before he is tested.
Word parts is an area that can be addressed in many content classes. The more word parts (affixes) a student knows, the richer the student's vocabulary will be. Science is rich in Latin and Greek affixes. Take for example -ology (the study of). Add BIO- and you have biology. GEO and you have geology. Build a class list of important affixes on a wall chart and leave it up there for all students to refer to as needed. Over time, students won't feel the need to check the list as much because they will have internalized it in long term memory.
Keep discussions in the ACTIVE VOICE "The moon controls the tides" as opposed to PASSIVE VOICE "The tide is controlled by the moon."
You have some successful strategies of your own as do your colleagues. Collaborate on this area. The more teaching tools at your disposal, the more successful ALL of your students will be in studying science!
Denise
ELL TEACHER PROS
Sunday, May 13, 2012
Khan Academy--114 Geometry Videos To Support Your Instruction
If you are looking to develop more review support in your math classes for your ELLs and others, you should take a look at Khan Academy. It covers all areas of mathematics and science. The videos are simple to follow and clearly would support a teacher's instruction. Further, if you have ELLs in your classes, you can find translations in every subject. Imagine having a newly arrived Mandarin only speaker and offering this site as a tool to access the content of your lesson. The anxiety level of that ELL would definitely drop since he or she would not be totally in the dark in following your activity. KHAN LANGUAGES lists all the languages available on the site.
For this post, I pulled out only one subject area--KHAN ACADEMY GEOMETRY. Within this section are 114 videos all on geometry. The total viewing time is slightly over 15 hours. Though the amount of time on each subject component varies, they typically do not exceed 10 minutes more or less. Access to the site is free and open to anyone. Since ELLs typically need to jump two hurdles academically--language and content, they would benefit from such online support because it would provide them with additional practice in mastering the content.
Denise
ELL TEACHER PROS
PS If you use CHROME as your browser, you may have a problem accessing my blog. What you should do is ENTER the site (ignore the warnings--for some reason it has a problem with WORDPRESS BLOGS---and then bookmark it. Once bookmarked, the problem is fixed:)
For this post, I pulled out only one subject area--KHAN ACADEMY GEOMETRY. Within this section are 114 videos all on geometry. The total viewing time is slightly over 15 hours. Though the amount of time on each subject component varies, they typically do not exceed 10 minutes more or less. Access to the site is free and open to anyone. Since ELLs typically need to jump two hurdles academically--language and content, they would benefit from such online support because it would provide them with additional practice in mastering the content.
Denise
ELL TEACHER PROS
PS If you use CHROME as your browser, you may have a problem accessing my blog. What you should do is ENTER the site (ignore the warnings--for some reason it has a problem with WORDPRESS BLOGS---and then bookmark it. Once bookmarked, the problem is fixed:)
Monday, August 22, 2011
Great Academic Game Site for Kids:)
Biology for Kids covers many academic subjects and delivers both an easy to follow instructional format that kids can easily follow as well as games on all the subjects covered (math through geometry, astronomy, biology, dinosaur, geography, geology, history, math, memory, spelling, and more). Also, everything is free. If students have access to computers at home, they can easily go into the site with parental support to assist where needed. Parents may enjoy it as well since they will be actively involved in learning with their children.
This site could also be used in class as a supplement to the topic the teacher is working on. Through the use of a document camera and LCD projector, the entire class can take part in the learning process. ELLs especially benefit here since oral participation is basically choral in nature. Further the vivid visuals enhance the lesson for them.
If teachers are fortunate enough to have computers in their rooms, struggling students can be assigned time on the site to work on the areas that the teacher believes they need more help in. Since they would be working at their own pace, their stress levels would drop. This would allow them additional productive time to absorb the material.
I hope you like the site.
Denise
ELL TEACHER PROS
This site could also be used in class as a supplement to the topic the teacher is working on. Through the use of a document camera and LCD projector, the entire class can take part in the learning process. ELLs especially benefit here since oral participation is basically choral in nature. Further the vivid visuals enhance the lesson for them.
If teachers are fortunate enough to have computers in their rooms, struggling students can be assigned time on the site to work on the areas that the teacher believes they need more help in. Since they would be working at their own pace, their stress levels would drop. This would allow them additional productive time to absorb the material.
I hope you like the site.
Denise
ELL TEACHER PROS
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