Our Goals in ESL Science
1. UNIT THEME: PEBBLES, SAND, AND SILT
Big Idea
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2. UNIT THEME: ORGANISMS
Big Idea: We can investigate different organisms, or living things, by making observations over time. Organisms can be observed and compared, and need common basic things to survive.
Unit GoalsStudents will know… (content)
· Organisms have basic needs (food, water, air, space, shelter) · Each organism has specific needs · Living things are diverse · Organisms grow, change, and die over time · Some plants grow from seeds · Some plants are similar, some animals are similar, and some plants and animals share similarities · Humans share similarities with animals Students will be able to… · Observe and describe seeds and plants · Record the growth of a seed to a plant · Observe and describe plants and animals in woodland and freshwater environments · Compare plants and animals in a Venn diagram · Apply knowledge of organisms to self · Record observations in words, drawings, and organizers · Construct a habitat · Say and write an organism name+ have/has+ plant/animal words · Say and write past tense words to describe what happened over time · Write a How To book, using sequential words, prepositions, verbs, and nouns · Describing words for animals and plants, names of animals and plants and their parts |
Content and Language StandardsWIDA ELP Standards, the Language of Science:
Listening: Identify and compare living organisms · from pictures and oral statements (level 1) · from objects and oral statements and descriptions (level 2-3) · from oral descriptions (levels 4-5) Speaking: Describe and compare/contrast organisms · using pictures, single words, and phrases (level 1-2) · using complete sentences (level 3) · using a series of descriptive and complex sentences (level 4-5) Predict change in organisms · using pictures, single words, and phrases (level 1-2) · using complete sentences (level 3) · using a series of descriptive and complex sentences (level 4-5) Reading: Identify and compare organisms · from labeled diagrams and pictures (level 1) · from written sentences with pictures and a graphic organizers (level 2-3) · from written sentences and text (level 4-5) Writing: Identify and describe organisms, and compare organisms and how they change · by labeling and drawing pictures, and copying words from word banks (level 1) · by completing sentences using a sentence frame and labelled pictures (level 2) · by writing complete sentences to describe a picture (level 3) · by writing a series of related sentences (levels 4-5) Minnesota State Science Standards (gr 1) 1. The Nature of Science and Engineering 1.1.1.1.1 When asked "How do you know?,” students support their answer with observations 1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 4. Life Science 1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. 1.4.2.1.1 Recognize that animals need space, water, food, shelter and air. 1.4.2.1.2 Describe ways in which an animal's habitat provides for its basic needs. MN ELA COMMON CORE STANDARDS Reading Benchmarks: 1.3.0.1 Demonstrate understanding of the organization and basic features of print. 1.3.0.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Writing Benchmarks: 1.6.2.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.6.7.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). Speaking, Viewing, Listening, and Media Literacy: 1.8.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and largergroups. 1.8.2.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs). 1.8.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language Benchmarks: 1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (use frequently occurring adjectives) |
3. Unit Theme: Electricity & Magnetism
Big Idea:
Electricity and magnetism are important in our every day lives. We can use technology to use electricity to make things move, to make sound, heat, cold, light, and to share information.
Unit GoalsStudents will know… (content)
· Electricity is used in every day life · Electricity makes sound, heat, cold, light, and can be used to share information · A circuit allows electricity to travel and produce a result · Magnets are used in every day life · A character is who is in the story, the setting is where it takes place, and the plot are the events in the story · A narrative tells a story Students will be able to · Create a circuit in many different ways · Represent their circuits in a model · Explain why a circuit works or doesn’t work · Identify where electricity is used · Use electricity to produce sound, heat, cold, light, and to share information · Use magnets for real life purposes · Record observations in words, drawings, and organizers · Collectively and orally tell a narrative using and iPad application · Say and write past tense words to describe what happened over time · Write a narrative, using sequential words, verbs, and nouns, and use the 3 main elements of a story |
Content and Language StandardsWIDA ELP Standards, Standard 4: The Language of Science
Listening: · Match electrical circuit symbols to objects with a partner using a model (1-2) and oral descriptions (3-5) · Identify parts of a circuit from pictures and oral descriptions (1-3). and from a series of related sentences (4-5) Speaking: · Identify and describe the parts of an electrical circuit with objects, pictures, and a partner, using single words or phrases (1-2) using a complete sentence (3) using a series of related complex sentences (4-5) · Explain why a circuit does or doesn’t work using a partner and diagram using single words and pictures (1) using sentence frames (2-3) using a series of complex clausal sentences (4-5) · Predict if a circuit will work or not using single words and pictures (1) using sentence frames (2-3) using a series of complex clausal sentences (4-5) · Compare different arrangements of circuits using a model (1-2) using sentence frames (3) using a series of related sentences (4-5) Reading: · Identify parts of a circuit and information on a circuit from labeled diagrams (1) from phrases and words (2-3) from sentences (4-5) · Connect pictures with describing words and phrases (1-3), sentences (4-5) · Sequence a series of pictures (1), phrases (2-3), or sentences (4-5) Writing: · Identify and describe the parts of an electrical circuit with objects, pictures, and a partner · Explain why a circuit does or doesn’t work using a partner and diagram · Predict if a circuit will work or not, using a diagram · Compare different arrangements of circuits using a model and a partner FOR THE ABOVE (WRITING), IN: words or phrases (2) phrases/sentences (3) series of sentences (4) connected complex sentences (5) MN Common Core ELA Standards (grade 1) Reading Benchmarks: 1.1.1.1. Ask and answer questions about key details in a text. 1.1.2.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.1.3.3. Describe characters, settings, and major events in a story, using key details. 1.1.5.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 1.1.7.7. Use illustrations and details in a story to describe its characters, setting, or events. 1.3.0.1 Demonstrate understanding of the organization and basic features of print. 1.3.0.2 Demonstrate understanding of spoken words,syllables, and sounds (phonemes). Writing Benchmarks: 1.6.6.3 Write narratives and other creative texts in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.6.7.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). Speaking, Viewing, Listening, and Media Literacy: 1.8.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.8.2.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs). 1.8.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Speaking, Viewing, Listening, and Media Benchmarks: 1.8.8.8. With prompting and support, create and share an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.) Language Benchmarks: 1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (use frequently occurring adjectives) |