Teaching Secondary Science

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Teaching Secondary Science to Second Language
Learners
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Workshop Overview
Organization of TEKS
Implementation of TEKS
Selected Strategies Activities
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Purpose
The primary goal is to ensure that all students
experience high levels of academic success.
This guide provides professional development
with information about second language learners
and effective content area instruction.
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Agenda
Organization of TEKS Document Strategies for
teaching science to second language
learners Summary
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The Legislative
Background
House Bill 72 mandates a state
1984
curriculum Essential Elements (EEs)
First review of EEs on a
mandated
1992
five-year cycle
Senate Bill No. 1 requires the state to develop
1995
essential knowledge and skills for all
students
State Board of
Education
approves
1997
TEKS Texas Essential Knowledge and
Skills
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TEKS Format Science K-12
Subchapter A. Elementary Subchapter B. Middle
School Grades 6, 7, 8 Subchapter C. High
School Integrated Physics and
Chemistry Biology Environmental
Systems Chemistry Aquatic Science Physics
Astronomy Geology, Meteorology, and
Oceanography Subchapter D. Other Science
Courses Advanced Placement (AP)
Biology Advanced Placement (AP)
Chemistry Advanced Placement (AP) Physics
B Advanced Placement (AP) Physics C Advanced
Placement (AP) Environmental Science Internat
ional Baccalaureate Biology (IB) International
Baccalaureate Chemistry (IB)
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Organization of the TEKS
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Organization of Middle School TEKS Document
Grade 8
8.5 Scientific Processes. The student knows that
relationships exist between science and
technology. (A) identify a design problem and
propose a solution (B) design and test a
model to solve the problem. (C) evaluate
the model and make recommendations for
improving the model.
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Organization of High School TEKS Document
Integrated Physics Chemistry
(1) Scientific Processes. The student, for
at least 40 of instructional time, conducts
field and laboratory investigations using safe,
environmentally appropriate, and ethical
practices. (A) demonstrate safe practices
during field and laboratory investigations (B)
make wise choices in the use and conversation of
resources and the disposal or recycling of
materials
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Unifying Concepts
Science
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Unifying Concepts
Scientific Principles
Form Function
Systems
Science
Constancy Change
Properties Pattern Models
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Science TEKS
KWL
Teaching Science to Second Language Learners
What I Want To Know
What I Know
What I Learned
(Ogle, 1986)
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The Student Languages Spoken
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Common Language
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Who is the second language learner?
Over half a million in the state
Bok!
Bonjour
Sat siri akal
Hola
Hello!
Sallam
Ibaulachi
Asalaam alequm
Nî hâo!
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Who Are Secondary Newcomer and Linguistically
Different Youth? 1. One in six of all youths who
are 14 to 19 in the United States either speaks a
language other than English at home, was born in
a foreign country, or both. 2. The majority of
newcomer and linguistically different youth are
native-born. 3. Hispanics, ages 14-19,
constitutes about half of all youth who are
linguistically different, foreign-born, or both.
Mexico is the country of birth of the majority of
Hispanic newcomers. There were about 381,000
Mexican-born young people 15 to 19 in the United
States in 1990. Newcomers from Mexico, El
Salvador, Guatemala, Nicaragua, and Honduras
constitute larger proportions of the school-age
population than they do of the adult
population. 4. The former Soviet Union, Iran,
Germany, Portugal, and Poland are the principal
birthplaces of foreign-born linguistically
different non-Hispanic white youth. Youth born
in the United Kingdom and Canada are the largest
groups among non-Hispanic white newcomers born in
English-speaking countries. 5. Vietnam, the
Philippines, and Korea are the principal
birthplaces of young newcomers from Asia. 6.
Asians and Pacific Islanders are the third
largest group among newcomer and linguistically
different youth. Dorothy Waggoner
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Second Language Learner
(2) For students whose first language is other
than English, the native language serves as the
foundation for English language acquisition.
Cognitive skills transfer from one language to
another, and students literate in their first
language will apply these skills and other
academic proficiencies to the second language.
(A) The development of receptive
(listening/reading) and expressive
(speaking/writing) skills in second language
learners may be at different stages. In some
instances, second language learners undergo
silent periods of varying durations when they
first begin to learn a new language. Students
often understand more than they can produce and
may repeat words in sentences that they do not
entirely understand. Second language learners
may also draw upon the resources of their
language and culture as they acquire a new
language and culture. (B) It is important to
understand that limited knowledge of English
structure and vocabulary is neither related to
the students intellectual capabilities nor their
ability to use higher-order thinking skills.
Literacy development across the content areas is
essential in building academic skills in a second
language and can accelerate the learning of both
English language skills and higher-order thinking
skills.
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Students English Proficiency
The content areas can serve as a vehicle for
English language acquisition. These are the
levels of
language proficiency.
(A) Beginning
(B) Intermediate
(C) Advanced
(D) Additional first
language and/or
academic needs
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Classroom Environment

• Let students explore--ask questions, develop
  their own explanations
• Play the role of coach
• Ask open-ended questions.
• Support the different learning styles of your
  students.
• Continually assess how well your students are
  learning

GETTING STARTED
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Strategies for Teaching Second Language Learners
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Science is a natural
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ESL Strategies in the Science Classroom
Classroom Strategies
MOTIVATION
BACKGROUND KNOWLEDGE
CONCEPT DEVELOPMENT
ASSESSMENT
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Motivating Students
MOTIVATION
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Activity
Name_______________________________ Reasons
ESL Students May Be Reticent to Ask or Answer
Questions During Class 1. 2. 3. ? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
4. 5. 6. 7. 8. 9. 10. 11. 12.
Kate Kinsella, San Francisco State
University, 3/99
Focused Listing
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Activity
Language to Express Opinions
think guess infer conclude believe predict specula
te speculate imagine presume hypothesize deduce I
would venture to say that. . . It occurs to me
that . . . In my opinion, . . . It seems to me
that . . . Example response I speculate that
many ESL students are reticent to participate in
group work because they dont perceive any
pedagogical merits in the activity. I_____________
________that_______________________________ I__
___________________that___________________________
____ I_____________________that________________
_______________
Kate Kinsella, San Francisco
State University, 3/99
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Background Knowledge
BACKGROUND KNOWLEDGE
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Background Knowledge
Strategies that I use or know
How to assess or build
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Concept Development
CONCEPT DEVELOPMENT
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Vocabulary
VOCABULARY
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Vocabulary Activity
Visual Verbal Word Association Modified Version
Scaffold
Providing contextual supports for meaning,
instruction and assessment
Using literature to scaffold students language
development
Write a sentence on the back of the card using
this vocabulary word.
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Vocabulary Activity
Visual Verbal Word Association Modified Version
Vocabulary Term
Visual Association
Personal Association
Definition
Write a sentence on the back of the card using
this vocabulary word.
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(No Transcript)
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Materials
Textbook Supplemental Reading Material Visual Grap
hics Manipulatives
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Technology
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Technology
Instruction Construction Classroom
Activity Teacher centered Learner
centered Didactic Interactive Teacher
role Fact teller Collaborator Always
expert Sometimes learner Student
role Listener Collaborator Always
learner Sometimes expert Instructional
emphasis Facts Relationships Memorization Inquiry
invention Concept of knowledge Accumulation T
ransformation of facts of facts Demonstration
of success Quantity Quality of understanding A
ssessment Norm referenced Criterion referenced
Multiple-choice items Portfolios and
performances Technology use Drill and
practice Communication, collaboration,
information access, expression
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Technology
How technology is used in the science classroom
TECHNOLOGY
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Video
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Assessment
ASSESSMENT
Traditional
Alternative
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Assessment Activity
Traditional
Alternative
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Alternative Assessment
Examples of Alternative Assessment
? Experiments/Demonstrations ? Teacher
Observations ? Portfolio ? Text Retelling ?
Interviews ? Oral Reports ? Journals
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Planning a Unit
Determine
Plan
Identify
Select
List
Evaluate
1. Select topic. 2. Identify key concepts. 3.
List student expectations. 4. Determine focus
for unit. 5. Select appropriate activities. 6.
Identify strategies that facilitate
understanding 7. Select appropriate
assessment. 8. Evaluate lesson and if the
activities were effective.
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Working Model of Instructional Plan

Concept Strand


Vocabulary
Teaching Strategies


Learning Styles
Manipulatives

Curriculum Integration
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Integrated Physics Chemistry Working Model of
Instructional Plan
Concept Strand Force, Energy and Energy
Conservation TEKS (Integrated Physics and
Chemistry) 1 (A) (B) 3 (A) 2 (A) (B) (C) (D) 4
(A) (B)
Vocabulary potential energy kinetic
energy height variables catapult thermodynamic
s

• Teaching Strategies
• Divide the activity into smaller activities
• Model a completed catapult students may refer to
  this as they build their own
• Divide class into small groups that include both
  strong English speakers and LEP students
• Write instructions using flow charts and pictures
  - always use metrics when giving numbers
• Set up materials table with pictorial guide

Manipulatives dowels clay wire washers bal
ance
Learning Styles visual auditory kinesthetic

• Curriculum Integration
• History/Social Studies - the significance of
  engineers to wars
• catapults as weapons
• Literature - catapults as a means of war

Sample Lesson by Lorraine Miranda Carol
Gardner (USI Mentors EPISD)
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Biology Working Model of Instructional Plan
Concept Strand Water pollution/the effect of
water pollution on growing plants TEKS -
Biology 1 (A) (B) 3 (A) (B) (C) (D) 13 (A) 2
(A) (B) (C) (D) 12 (D) (E)
Vocabulary germinate pesticides solution
salt acids soap pollutants vinegar
contaminate

• Teaching Strategies
• Divide class into small groups that include both
  strong English speakers and LEP students
• Model all procedures
• Demonstrate all necessary measuring
• Write all steps of procedure in simple terms in
  full class view

Manipulatives regular lab equipment
(example beakers, droppers)
Learning Styles visual auditory kinesthetic
Curriculum Integration Math - integrated with
measuring and computation skills Social Studies
- 1. Industry - pollutants from factories - when
and how they are concentrated
nationwide 2. City planning 3. Legislation
on pollution (example Environmental
Protection Agency)
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Science TEKS
KWL
Teaching Science to Second Language Learners
What I Want To Know
What I Know
What I Learned
(Ogle, 1986)
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Reflections
Write down
three things you learned today two things
you liked one thing you will implement in your
classroom.