Element Emulsion Fluorine Hevea Tree Hydrocarbon Hydrogen Latex

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

Assignment 2 ESL Lesson Plan 3 Lessons

Student: Leonie Tillman (z3097414) EDST4131 – ESL Method 1 Lecturer: Barbara Pillans School of Education 1 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Faculty of Arts and Social Sciences University of New South Wales

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Teachers: Leonie Tillman Class: 9 Science A

Stages 5 Science lesson plan Unit: Material World Topic: Polymers Lesson 1: Introduction to Polymers

Date: 15 April 09 Period: 2:20pm (Period 6) Duration: 60 minutes

Lesson rationale / goal: The first lesson will focus on eliciting students’ understanding of the diversity of plastics and introduce the term “polymer”. Some common plastics will be examined and modelled. Relevant KLA syllabus outcomes: Domain Prescribed Focus Areas / Knowledge and Understanding Students will develop knowledge and understanding of: • the history of science • applications and uses of science • models, theories and laws, and structures and systems related to the physical world, matter, the living world, and Earth and space A student: ESL 5.1 explains how social factors influence the development and 5.1 Communicates in familiar social and classroom situations, acceptance of scientific ideas. extracting relevant information from spoken English and 5.2 describes the processes that are applied to test and validate elaborating on some ideas in coherent speech. (C, E) models, theories and laws 5.3 Shows understanding of spoken English, cueing in to key 5.7 relates properties of elements,, compounds and mixtures to organisational and language. (A) scientific models, theories and laws Resources required: • Computer and beamer (MS PowerPoint) • Video “Polymers” • Hand out 1, 2 and 3 (vocabulary) • Polymer kit • Overhead 1 and 2

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Lesson plan Stage/ Learning activities/strategies time 10 Introduction: mins • Introduce topic “materials”. Define “plastic” and identify some common plastics. o Open up MS PowerPoint presentation (PPT) to the title page o Today we will be talking about a group of materials commonly known as plastics. This will form part of a unit on “materials”. o You will need a new heading or title page in your books and a subheading. o Vocabulary handout distributed (HO3) o Go to PPT to explanation of Greek and Latin words in English o The name “plastic” originally comes from the Greek plastikos and means “able to be moulded”. Can anyone tell me some items made from plastic? • 10 mins

Why do you think plastics are so common? (Lightweight, cheap, easily moulded, easily coloured)

ESL pedagogy / strategies Stage 1: Building Knowledge of the Topic

Resources Open up PowerPoint Presentation (PPT) Handout 1 (HO1) & Handout 2 (HO2) & Handout 3 (HO3)

Vocabulary support Visual aids for vocabulary Explanation of English language roots (Greek & Latin)

Development: • Plastics as polymers Visual o All of the materials we call plastics are types of polymers. A representation polymer is a large molecule made up of many repeating units. (Greek: poly = many, mer = unit). The unit is called a ‘monomer’ (mono = one). Most monomers are based around the element carbon and a gaseous element such as hydrogen, oxygen, or chloride (fluorine,, nitrogen, etc.). 4 of 40

Class Organisation Whole class

Brainstorming – write suggestions into 3 labelled columns on blank overhead. Follow PPT Whole class Demonstrate simply polymerisation by joining together plastic kits

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

15 mins

5 mins

•

Developments in polymers o Early polymers were made from natural sources. All natural rubber originates in the Hevea tree. You will find natural rubber in tyres and latex products such as hospital gloves. Rubber has been known about for centuries (the Aztecs used it to make primitive balls used in games).

•

Most modern polymers are based on hydrocarbons (made from petrochemicals). These have allowed us to develop a much wider range of plastics including clear plastics and plastics that are UV stable and heat resistant.

•

Polymerisation & common polymers o When monomers join together to form polymers the process is called polymerisation. o Some polymers you may have heard of include: PET, PVC, POLYSTYRENE

•

Co-polymers o All of the plastics we have looked at consist of identical repeating monomers. Some polymers form from two different monomers. These are called co-polymers and can be very useful to combine two properties such as strength and flexibility. SBS is a good example, the styrene gives strength (to help prevent tearing) while the butadiene gives flexibility. SBS is used in asphalt and in some sealants.

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Show 2 minute segment of ‘Plastics and Polymers’ (in PPT Presentation)

Use OHT 2

A copolymer is formed from 2 different types of monomer (PPT Presentation)

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 10 mins

Closure: • On Tuesday we will be making slime. Some of you may have heard of the term PVA. PVA is polyvinyl alcohol commonly used in those white woodworking glues (Aquadhere). It is a long chain polymer. When you cross-link the chains it forms a gel. This is the gel you commonly find in toyshops sold as “slime”. • You have homework o You need to fill in the plastic types for the items you identified in Handout 2. You must do at least 4 items. If you haven’t got 4 written down choose 4 from home. • You will need HO2 – it will make the homework task relatively straightforward. • Homework is due Thursday.

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Explaining what class will be doing ahead of time

Whole class

HO2

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Stages 5 Science lesson plan Teachers: Leonie Tillman Class: 9 Science A

Unit: Material World Topic: Polymers Lesson 2: Introduction to Polymers Making a simply polymer SLIME

Date: Period: Duration: 60 minutes

Lesson rationale / goal: Students will undertake an additional polymerisation and subsequent cross-linking. Observed changes will be discussed and used to reinforce the concept of polymers. The concept and uses of cross-linking will be discussed. Relevant KLA syllabus outcomes: Domain: Skills / Values and Attitudes Students will develop skills in working scientifically through: • conducting investigations • communicating information and understanding • working individually and in teams Students will develop positive values and attitudes towards themselves, others, learning as a lifelong process, science and the environment. A student: ESL 5.18 selects and uses appropriate forms of communication to 5.1 Communicates in familiar social and classroom situations, present information to an audience extracting relevant information from spoken English and 5.22 plans, implements and evaluates the effectiveness of a elaborating on some ideas in coherent speech. (C, D, E, G) variety of tasks independently and as a team member 5.3 Shows understanding of spoken English, cueing in to key 5.25 recognises the relevance and importance of lifelong learning organisational and language. (C) and acknowledges the continued impact of science in many 5.4 Uses knowledge of oral and written English to sustain and aspects of everyday life. monitor spoken English. (C) Also look at 5.14, 5.15, 5.17, 5.18, 5.19 Resources required: • Ingredients for Slime • Overhead 7 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Lesson plan Stage/ Learning activities/strategies time Introduction: • Explain, “what we will do” to make slime by taking students through the aim and method on OH3. 5 min • Explain that the results will be written in their books as a draft and then published onto a blog to be marked by the teacher and also to get feedback from other students. Next lesson will cover this. • Scaffold the language and writing style for writing up findings – PART 1 – o explain that we will be looking at this more tomorrow. o Now record the necessary results in your books and we will write it up tomorrow together. 5 min • Remind students what PVA looks like. Ask them to predict what might happen when we carry out the experiment. (get them to write this prediction in their books) 5 min • Introduce assessment criteria: o Students will be assessed on their ability to:  follow a planned procedure when performing an investigation,  record observations and measure accurately over a number of trials,  use a scientific report to present the findings of an investigation, and  think critically in making generalisations in relation to 10 the results of their investigation. min • Demonstrate how to set up equipment • Reinforce safety aspects related to the experiment – heat, burns. 8 of 40

ESL pedagogy / strategies

Scaffolding

Criteria explained

Class Organisation Whole class

Resources OH3 & OH4

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 • Remind students that SAFETY GLASSES must be worn Development • Students complete Slime experiment in groups of three. • Record results first in books as draft (and then on Individual Science Blogs) • Next lesson will be in the computer lab where students will learn how to set up their blogs and upload their experiment report

30 min

5 min

Closure: • If time: • Discuss what happened • Is that what they expected • Draw up the reaction on the board for students to copy (Word and symbol equations)

Group work (groups of three)

Discussion

250ml beaker Thermometer Stirring Rod Tripod Heat Gauze Bunsen Burner 10ml measuring cylinder 50ml distilled water Filter paper 2g poly vinyl alcohol 5ml sodium tetra borate

Whole class

Explanation: When the PVA is dissolved in water, the vinyl alcohol units link up to form chains of about 2,000 units! This results in a thick, syrupy appearance to the solution. When borax is added to the PVA solution, the chains of PVA cross – link to form a gel. The cross linking is weak, so the links continually form and break under the weight of the gel, or with handling. Leave a ball of the slime on a flat surface, and it slowly flattens out as the molecular chains slide over each other, rearrange themselves, and reconnect. But if you pull suddenly on the material, it snaps.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Stages 5 Science lesson plan Teachers: Leonie Tillman Class: 9 Science A

Unit: Material World Topic: Polymers Lesson 3: Introduction to Polymers Recording results from SLIME experiment

Date: Period: Duration: 60 minutes

Lesson rationale / goal: To set up Individual Science Blogs (ISB) for each student Relevant KLA syllabus outcomes: Domain: Skills / Values and Attitudes Students will develop skills in working scientifically through: • conducting investigations • communicating information and understanding • working individually and in teams Students will develop positive values and attitudes towards themselves, others, learning as a lifelong process, science and the environment. A student: ESL 5.18 selects and uses appropriate forms of communication to 5.1 Communicates in familiar social and classroom situations, present information to an audience. extracting relevant information from spoken English and 5.19 uses critical thinking skills in evaluating information and elaborating on some ideas in coherent speech. (K, M) drawing conclusions 5.3 Shows understanding of spoken English, cueing in to key 5.20 selects and uses appropriate strategies to solve problems organisational and language. (E) 5.23 demonstrates confidence and a willingness to make decisions 5.6 Demonstrates awareness of how information is organised and and to take responsible actions presented in English texts (E) 5.7 Interprets texts, cueing into key organisational and language features (A, B, D, G, I) 5.9 Communicates on a range of familiar topics and incorporates language and ideas drawn from different sources in response to the varying demands of the classroom (E) 5.10 Adjusts the form of writing to intended contexts, purposes 10 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 and audiences (A, C, G, H, I) 5.11 Writes a number of coherent texts, demonstrating some flexibility and control over key organisational and language features (B) 5.12 Focuses on planning and editing writing to improve its range and expression (C, D, E, F, G) Resources required: • Computer lab • Email address for each student • Beamer

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Lesson plan Stage/ Learning activities/strategies time 10 Introduction: min • Today each student will set up their own Individual Science Blog (ISB) where they will be able to record the results of their experiments from last lesson and the next lesson • You will post your findings in the correct report format • Your entries will be marked by the teacher • Other students are encouraged to read and comment on your classmates blogs. 30 Development: min • Scaffolding the language and writing style for writing up findings – PART 2 (to be completed now in predictions and later when recording results) o Introduce the sample text (OH5) o Students are to take notes on the elements of a scientific report o Look at the language used  tenses • imperative tense • simple present  vocabulary • to show – and other verbs • because – to give reasons  grammar • conditional sentences  other • it is ok to use first person 12 of 40

ESL pedagogy / strategies

Class Organisation

Resources A computer per student

writing

Scaffolding Stage 2: Modeling the Text

An already established email per student Whole class

OH5

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

18 min

2 min

• how to record and present data • look at the criteria if you have it • be clear and concise o Cloze activity to see if they can predict / remember the words from the sample text o Now remove the OH5 and do the same activity without the model. The teacher writes up the report on a blank OHT with suggestions from the class. Ask questions such as  What do we need to start with?  Is that the best way to say it?  Can anyone think of a better word than that?  Is this all OK now? Can anyone see anything that needs fixing up?  Can you remember what the other reports were like?  What do you think we should talk about next? Development • Log on to the computer • Follow the instructions on the ‘Setting up your blog’ hand out. • Type up your findings from the experiment from last lesson. Closure: • Homework is to make sure your entry is correct by this time next week because the teacher will be looking at what you have written and marking it.

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Stage 2 Stage 3: Joint Construction

Stage 4: Independent Writing Stage 4 (continue the recursive process)

Individually or in groups

HO5

Whole class

Setting up Individually on your blog computers (HO4)

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Stages 5 Science lesson plan Teachers: Leonie Tillman Class: 9 Science A

Unit: Material World Topic: Polymers Lesson 4: Introducing Fibres

Date: Period: Duration: 60 minutes

Lesson rationale / goal: To show that polymers can be used to create fibres. Relevant KLA syllabus outcomes: Domain: Skills Students will develop skills in working scientifically through: • planning investigations • conducting investigations • communicating information and understanding • developing scientific thinking and problem-solving techniques • working individually and in teams A student: ESL 5.14 undertakes first-hand investigations independently with 5.1 Communicates in familiar social and classroom situations, safety and competence extracting relevant information from spoken English and 5.15 gathers first-hand data accurately elaborating on some ideas in coherent speech. (K, M) 5.18 selects and uses appropriate forms of communication to 5.3 Shows understanding of spoken English, cueing in to key present information to an audience organisational and language. (D, E) 5.6 Demonstrates awareness of how information is organised and presented in English texts (E) 5.8 Applies basic text access strategies to enhance comprehension and learning (H) 5.10 Adjusts the form of writing to intended contexts, purposes and audiences (A, C, G, H, I) 5.11 Writes a number of coherent texts, demonstrating some flexibility and control over key organisational and language features (B) 5.12 Focuses on planning and editing writing to improve its range 14 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 and expression (C, D, E, F, G) Resources required: • OHT 1 from Lesson 1 • Samples of synthetic cloths

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Lesson plan Stage/ Learning activities/strategies time 5 min Review • Slime conclusions to be reviewed, discussed and recorded (if not done previously) 10 Introduction: min • Review OHT 1 from lesson 1. Look at the types of plastics identified. Discuss why students did / did not identify woven polymers. • Hand around samples of woven polymers (nylon, polyester, rayon, etc.). • Discuss advantages / disadvantages of using synthetic fabrics (should get strength). 40 Experiment min • Testing the strength of Nylon • Discuss how we could design a fair or reliable experiment to compare the strength of nylon and cotton threads. o You conduct a fair test by making sure that you change one factor at a time while keeping all other conditions the same. What will we need to keep the same? The thickness, the length What will we vary? The force. How will we exert a known force and how will we vary it? • Demonstrate by erecting equipment and asking questions. Minimum number of repeats for a fair test is three, students should aim for five. • Students to write up experiment method based on class discussion o Aim: To compare the strength of cotton and nylon thread o Method: o Conclusion: • Students to work in pairs to complete experiment and record results in their exercise books as drafts and then on their Individual Science Blogs 16 of 40

ESL pedagogy / strategies speaking

Class Organisation Whole class

Resources

Stage 1: Building knowledge

Whole class

Samples of woven polymers

Group work – groups of 2

Varying weights, cotton and nylon thread, retort stands.

Stage 4: Independent Writing (recursive)

Individual writing

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 (ISB)

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 5 min

Close • Discuss experiment results. Come to a conclusion about the relative strengths of polymer fibres. • Homework Students to record own conclusion on their ISB.

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Speaking

Whole class

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

Appendix A – Handouts

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 HO1 – L1

Item

Rigid/flexible?

Type of Plastic

Plastics 1. The name “plastic” originally comes from the Greek word _____________________ and means “_____________________”. 2. The materials we call plastics are types of _____________________. 3. A polymer is a large molecule made up of many repeating units. 4. The repeating units are called _____________________. 5. “Poly” means _____________________. 6. “-mer” means _____________________. 7. “Mono” means _____________________. 8. Most monomers are based around the element _____________________ and other elements, which are often gases, such as _____________________, _____________________ or _____________________. 9. When monomers join together to form polymers the process is called _____________________. 10. A _____________________ is formed from two different types of monomers.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 HO2 – L1 PET Polyethylene terephthalate Soft drink bottles, cosmetic jars

HDPE High Density Polyethylene Long un-branched, closely packed chains. Strong rigid plastics Mil crates, cartridges, blue plastic drums. PVC Polyvinyl Chloride Raincoats, shower curtains, plastic pipes, credit cards LDPE Low Density Polyethylene Highly branched, loosely packed chains. Garbage bags, cosmetic tubes. PP Polypropylene Ice cream tubs, car battery cases. PS Polystyrene Drinking cups, some fast food containers, bean bag balls. Other Mixed or miscellaneous plastics e.g. Nylon.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 HO3 – L1 Technical Words

Definition

carbon

A chemical element with the symbol C. The word ‘carbon’ comes from the Latin language carbo meaning coal An ion when chlorine picks up one electron. E.g. table salt is sodium chloride Composed of more than one part. When two different types of monomers are combined. Useful to combine two properties such as strength and flexibility A small single part that cannot be reduced further. They are combined to form matter. A mixture of two liquids A chemical element with the symbol F. A poisonous, pale, yellow/brown gas. E.g. used in dentistry A rubber tree, otherwise known as the Para rubber tree, from which natural rubber can be extracted An organic compound containing only carbon and hydrogen. E.g. an energy source such as petrol A chemical element with the symbol H. The lightest chemical element. Found in water (H20). A milky liquid in plants like the rubber tree (or Hevea tree) and dandelion. An emulsion of rubber particles in water. Used in clothing, mattresses, etc. Something you can touch. Something used to make something else. Anything that has mass and takes up space The simplest structural unit of an element or compound A small molecule that may become chemically bonded to other monomers to form a polymer A chemical element that has the symbol N. It is colourless, odourless and tasteless. The largest single constituent of the Earth’s atmosphere. A synthetic fabric – a strong and resilient fibre A chemical element that has the symbol O. We need it to breath. It is found in water (H2O) A type of plastic used to make soft drink bottles and other kinds of food containers. Any compound obtained from petroleum or natural gas A category of polymer. Light, strong and weather resistant A polymer consisting of many ethylene monomers bonded together, e.g. kitchenware and containers A long or large molecule consisting of a chain or network of many repeating units. The chemical process that combines several monomers to form a polymer. A thermoplastic polymer, e.g. packaging, textiles (ropes, thermal underwear, carpets), stationery, reusable containers. An aromatic polymer, e.g. foams, insulation (coffee cups). Bad for the environment when burned (incinerated) A polymer consisting of many vinyl monomers (Polyvinyl chloride). A type of polyvinyl often used in the building industry. Also used in clothing and upholstery, hoses, tubing, flooring, waterbeds and pool toys. A synthetic silk-like fabric used for making clothing.

chloride compound co-polymer element emulsion fluorine Hevea tree hydrocarbon hydrogen latex material matter molecule monomer nitrogen Nylon oxygen PET petrochemical polyester polyethylene polymer polymerisation polypropylene polystyrene polyvinyl PVC Rayon

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 General Words

Definition

alcohol

An organic compound with a carbon atom. Also a drink containing alcohol as the active agent A sticky, black liquid often mixed with gravel or sand and used in paving and roofing The noun of flexible. Soft, bendable, not rigid Not rigid, soft, bendable Existing as or having characteristics of a gas A solid, jelly-like material Something you can touch. Something used to make something else. A hollow form for shaping a fluid or plastic substance Belonging to an early stage of technical development Hard, stiff, not flexible An elastic material obtained from the latex sap from trees (especially the Hevea tree) A material used for sealing to form a hard coating on a porous surface. A sticky material that changes to become solid after application, e.g. used in weatherproofing. The noun of strong. Resistant to force. A hoop made of rubber that covers a wheel.

asphalt flexibility flexible gaseous gel material mould primitive rigid rubber sealant strength tyres

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 HO4 – L3 Setting up your Independent Science Blog 1. Go into your email account. 2. Send an email to [email protected] with the text you wish to appear in the blog. a. Start with a welcome message b. REMEMBER TO WRITE IN APPROPRIATE LANGUAGE BECAUSE THE WORLD CAN READ WHAT YOU WRITE 3. Read the email sent to you from Posterous confirming that you have started a blog. 4. Confirm your email address. This has to be done before you can comment or proceed. a. Go to the bottom of the confirmation email Posterous sends you and click on ‘click here to set a password for this site’ b. Enter your first and second name without a space into the account name c. Enter a password into the password section d. Click save 5. Go to ‘Edit my profile’ and complete the relevant details a. Upload a photo if you like b. Click ‘save’. 6. Click on ‘confirm these emails’ at the top of the page 7. Email new blog entries from the same email address to [email protected] 8. Edit your entries by clicking on ‘manage’ and then clicking on the ‘edit’ button to the right of the entry. a. Edit the work as you wish. b. Click ‘save’. 9. Enter http://yourname.posterous.com to get back to your blog or return to the confirmation email and click on ‘your blog’ a. Log in with your email address and password b. DO NOT tick ‘remember me on this computer’ unless it is your personal computer.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 HO5 – L3 Fill in the blanks. Aim: To _______________ which tape is the _______________. Equipment: ruler pen/biro 1 rubber band 5cm x 1.2cm piece of sticky tape 5cm x 1.2cm piece of masking tape 5cm x 1.2cm piece of packing tape 5cm x 1.2cm piece of electrical tape Method: _______________ four different pieces of tape. Each tape is 5cm long and 1.2cm _______________. _______________the tape through a _______________and stick it to the _______________. Use a biro to _______________the rubber band until it is separated from the table. _______________the height of the biro. The higher the height the stickier _______________ tape. Then _______________the experiment with the other types of tape.

ruler

biro being pulled up

rubber band sticky tape (5cm x 1.2cm)

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table

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Results: Tape Sticky tape Masking tape Packing tape Electrical tape

Height first go 14 cm 17 cm 22 cm 11 cm

Height second go 16 cm 16 cm 23 cm 12 cm

Conclusion: The packing tape was the _______________ tape out of the ones tested _______________ the rubber band was stretched the _______________ without becoming unstuck. (i)

The way I have presented my results _______________ the height of the rubber and _______________ the difference in the height and the difference when I did it the second time.

(ii)

The graph shows that packing tape was the tape that stuck to the table the _______________while the rubber band was pulled 22 cm and 23 cm high.

(iii)

The experiment could be used for the best type of tape for packing and sending fragile stuff, so the box will not open half way to where it is going.

(iv)

(a) If the size of the rubber band was changed the heights would _______________ and would give _______________results. If there were different _______________ rubber bands for each piece of tape then the results would be _______________. (b) If the length was made bigger or smaller to all of the pieces of sticky tape _______________ it would probably be different but would be reliable. If the lengths and widths were different for every piece of tape, the results _______________ not be right and some would have better results than the others. (c) If a different surface _______________ used the results _______________ vary a bit _______________ they would be consistent. If the surfaces differ each time the experiment was done some would not get a lot of grip and others would get a lot and the results would be _______________.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Tape Stickiness 25

20

15 Height first go (cm) Height second go (cm) 10

5

0 Sticky tape

Masking tape

Packing tape

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Electrical tape

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

Appendix B – Overheads

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 OH1 – L1

Item

Rigid/flexible?

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Type of Plastic

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 OHT2 – L1 PET Polyethylene terephthalate Soft drink bottles, cosmetic jars

HDPE High Density Polyethylene Long un-branched, closely packed chains. Strong rigid plastics Mil crates, cartridges, blue plastic drums. PVC Polyvinyl Chloride Raincoats, shower curtains, plastic pipes, credit cards LDPE Low Density Polyethylene Highly branched, loosely packed chains. Garbage bags, cosmetic tubes. PP Polypropylene Ice cream tubs, car battery cases. PS Polystyrene Drinking cups, some fast food containers, bean bag balls. Other Mixed or miscellaneous plastics e.g. Nylon.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 OH3 – L2

Experiment: Slime Aim:

To make a polymer (addition polymerisation).

Equipment:

250ml beaker Thermometer Stirring Rod Tripod Heat Gauze Bunsen Burner 10ml measuring cylinder 50ml distilled water Filter paper 2g poly vinyl alcohol 5ml sodium tetra borate

Method:

1. Pour 50 ml of distilled water into the beaker. 2. Heat the water to 90 degrees (no hotter). 3. While the water is heating one person weigh out 2g of polyvinyl alcohol onto a piece of filter paper. 4. When the water reaches approximately 90 degrees SLOWLY sprinkle 2g of poly vinyl alcohol on the surface of the water while STIRRING. 5. When fully dissolved turn off the Bunsen and 6. Cool the poly vinyl alcohol solution to room temperature. 7. Gently stir in 2-3 drops of food colouring. 8. Add 5ml of sodium borate and stir well with a stirring rod.

Results / Observations:

Conclusions:

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 OH5 – L3

Sample scientific report Aim: To see which tape is the stickiest. Equipment: ruler pen/biro 1 rubber band 5cm x 1.2cm piece of sticky tape 5cm x 1.2cm piece of masking tape 5cm x 1.2cm piece of packing tape 5cm x 1.2cm piece of electrical tape Method: Get four different pieces of tape. Each tape is 5cm long and 1.2cm wide. Put the tape through a rubber band and stick it to the table. Use a biro to stretch the rubber band until it is separated from the table. Measure the height of the biro. The higher the height the stickier the tape. Then repeat the experiment.

ruler

biro being pulled up

rubber band sticky tape (5cm x 1.2cm)

Results: Tape Sticky tape Masking tape Packing tape Electrical tape

Height first go 14 cm 17 cm 22 cm 11 cm 32 of 40

Height second go 16 cm 16 cm 23 cm 12 cm

table

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Conclusion: The packing tape was the stickiest tape out of the ones tested because the rubber band was stretched the furthest without becoming unstuck. (ii)

The way I have presented my results shows the height of the rubber and shows the difference in the height and the difference when I did it the second time.

(v)

The graph shows that packing tape was the tape that stuck to the table the longest while the rubber band was pulled 22 cm and 23 cm high.

(vi)

The experiment could be used for the best type of tape for packing and sending fragile stuff, so the box will not open half way to where it is going.

(vii)

(a) If the size of the rubber band was changed the heights would increase and would give different results. If there were different sized rubber bands for each piece of tape then the results would be unreliable. (b) If the length was made bigger or smaller to all of the pieces of sticky tape then it would probably be different but would be reliable. If the lengths and widths were different for every piece of tape, the results would not be right and some would have better results than the others. (c) If a different surface was used the results would vary a bit but they would be consistent. If the surfaces differ each time the experiment was done some would not get a lot of grip and others would get a lot and the results would be unreliable.

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Tape Stickiness 25

20

15 Height first go (cm) Height second go (cm) 10

5

0 Sticky tape

Masking tape

Packing tape

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Electrical tape

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 OH6 – L4 Example of one possible set up. Key points – thread lengths must be the same. At what weight do the respective threads break?

cotton threads

weights Nylon threads

weights

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09

Appendix C – PowerPoint Presentation Please go to http://leonietillman.posterous.com/ to download the PPT that accompanies the introduction to these four lessons or see additional attachment

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Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Analysis In this series of three science lesson plans, I have identified the language demands to be primarily four things: the effective acquisition of technical vocabulary; broadening general vocabulary; improving writing standards in the text type1 of scientific reports; and, oral communication during the experiments. I have introduced various activities to support and scaffold the learning of ESL students to increase students’ language skills and knowledge to help them move along the ESL Scales2 and to best achieve the learning outcomes within the KLA of science. In addition, the use of Information and Communication Technology has been used to better facilitate learning. On the whole, lesson one is an introduction to the theory and history of plastics and polymers and works to build the knowledge of the students; Gibbons would describe this as stage one in the four stage process of the explicit teaching of writing (Stage 1: Building the Field; Stage 2: Modeling the Text Type; Stage 3: Joint Construction; and Stage 4: Independent Writing)3. It includes a lot of difficult technical terms for both ESL and mainstream students. By placing this information into a PowerPoint presentation the students are exposed to a variety of language skills to better facilitate the absorption of the new information rather than just listening to an explanation by the teacher. This is done by reading the slides; listening to the teacher’s exposition and the students’ comments and questions; and speaking by asking questions. More specifically, I identified problems around the discussion of different types of plastics and their classification. To solve this problem for ESL students, the PowerPoint presentation shows labelled images to increase students’ technical and general vocabulary. To further support vocabulary, I created a handout, which acts as a reference page laying out the necessary technical terms and their definitions as well as a separate sheet that the students can add to containing general terms that might also be useful for other units of work and KLAs. 1

Pauline Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, p. 54 2 ESL Scales, Carlton South VIC Australia: Curriculum Corporation, 1994 3 Pauline Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, pp. 61-67 37 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 Lesson two involves doing and writing up an experiment. The writing up of a scientific experiment needs to be explicitly explained and scaffolded for the students. Even if they are already familiar with the activity of writing up their responses, explicitly teaching the language elements, vocabulary as well as ways of displaying their findings will help improve the level of ESL and mainstream students. This has been moved to a separate lesson now called lesson three (the old lesson three is now lesson four). By taking a high-scoring sample response from ARC (Assessment Resource Centre) on the Board of Studies website4 and using it to model a very successful response at their level, the students can learn by adapting their own writing to incorporate newly learned elements. It further assists their skills by having selected a sample scientific report from a different experiment to assist students to adapt language to new situations. To best deconstruct this sample, it will be projected onto the board and with different coloured pens signifying different language elements, e.g. red for useful vocabulary; green for identification of the tenses used in the report; blue for other grammatical constructions (such as conditional sentences, comparison constructions, passive voice and connectives); and, black for identifying the response to criteria set out by the teacher. Other things worth identifying would be the use of the first person and discussing how data was recorded and presented. This whole class activity will be followed up with a cloze of the same activity to reinforce the language learnt. The text deconstruction and cloze make up part of what Gibbons calls stage two: modelling the text5. This is then followed by stage three: joint construction6, which has the teacher acting as scribe and guider for the students reconstruction of a similar text. In this instance the concept of the experiment that was just modelled will be used to jointly (with teacher and students) construct a new scientific report with the elements just modelled. Finally,

4

Assessment Resource Centre (ARC), Board of Studies NSW, New South Wales Government, http://arc.boardofstudies.nsw.edu.au/go/sc/science/activities/performing-a-first-handinvestigation/, 12 April 09 5 Pauline Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, pp. 64-66 6 Ibid, pp. 66-67 38 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 stage four: independent writing7, is undertaken allowing the students to transfer their knowledge to the experiment done in lesson two and independently writing their reports. The new lesson three will be conducted in a computer lab. In the first part of the lesson, the previously mentioned scaffolding lesson will take place. Following this each student will set up a blog on posterous.com where they will take their findings previously recorded in their exercise books and post it there. Through the use of the blog, students will publish their work on the web; this will not only make it fun for them to see their work in such a professional format, but it will also up the ante in ensuring their writing is of a standard that warrants publication. In addition to these qualities, students will be able to see other students’ writing in order to learn from each other and, further, they will be able to comment on their friends’ writing. The best outcome from this activity is that the teacher is able to, firstly, comment on the student’s writing, and also engage with the student’s writing for individual reports as well as over time as future reports are added to the blog. A possible extension of this idea is to have each students peer assess four other students work enabling them to critically look at at least four other samples of this text type. The blog is an ideal tool to assist the process of recursive writing as the students’ can publish a draft of their work and edit it as many times as they like before the due date of the assessment task. Because of this function, if this assessment is to be marked teachers could ask students to publish their work at a certain time to avoid copying, and also they might prefer to print out assessable work so that students do not edit the work after the assessment due date.

7

Pauline Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, p. 67 39 of 40

Assessment 2: 3 lessons Leonie Tillman (z3097414) EDST4131 ESL Method 1 Barbara Pillans 15 April 09 List of works consulted

Assessment Resource Centre (ARC), Board of Studies NSW, New South Wales Government, http://arc.boardofstudies.nsw.edu.au/go/sc/science/activities/performing-a-first-handinvestigation/, 12 April 09 ESL Scales, Carlton South VIC Australia: Curriculum Corporation, 1994 Gibbons, P., “Chapter 4: Writing in a Second Language Across the Curriculum: An Integrated Approach, Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002. Glossary, NSW HSC Online, Charles Sturt University, http://hsc.csu.edu.au/biology/glossary/2390/glossary.html, 11 April 09 Senior Science, NSW HSC Online, Charles Sturt University, http://hsc.csu.edu.au/senior_science/options/polymers/2975/SS953.html, 11 April 09 Science Years 7-10 Syllabus, Educational Resources, Board of Studies NSW, New South Wales Government, http://www.boardofstudies.nsw.edu.au/syllabus_sc/science.html

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