Writing an article to a science magazine

Unit: 1A. Language with Content: Food and Science.

School: NIS Atyrau of Chemistry and Biology

Date:

Teacher’s name: Klyshbekova M.A

Head of Department: Bissengaliyeva A.M.

Grade: 12

Number present:

absent:

Lesson 7-8. Cross-curricular links. Writing an article to a science magazine.

Learning objectives(s) that this lesson is contributing to

12.W1 plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics, including some complex and abstract topics

12.W2 use a range of vocabulary which moves beyond high-frequency vocabulary, which is appropriate to topic and genre, and which is spelt accurately

Lesson objectives

SWBAT

All /Most: share their facts about chemistry; learn about writing an article; (W1, W2) plan, write and edit the writing process; use a range of subject specific vocabulary;

Some : use subject specific vocabulary; briefly follow the planning process; write at least 12 chemistry facts; fill in the article table within 7 minutes;

Language objectives

This lesson will focus on listening, speaking and reading skills

Value links

Respect diversity of opinions;

Research skills

Research about interesting chemistry facts

Cross curricular links

Chemistry subject

ICT skills

Interactive board

Previous learning

Lesson 5-6 Independent research. Presentation

Plan

Planned timings

Planned activities

Resources

Tt’s activity

S’s activity

Introduction

7'

Warm up

Teacher greets learners and tells them to watch at what will happen.

Teacher takes a boiled egg and removes its shell. Then he sets the egg on the mouth of the bottle to show the Students that the egg does not fit through the mouth. Teacher pours the hot water into the bottle. He needs to fill the bottle only one half full. Then quickly places the egg over the mouth of the bottle. After few minutes, the egg will be sucked into the bottle. (When you pour hot water into the bottle the bottle and air inside are heated increasing the air pressure. When temperature of the inside and outside of the bottle is the same, there is enough positive pressure outside the bottle to push the egg inside). Then Teacher asks Students about the relation of this experiment to this lesson.

Integration – chemistry

Egg in a bottle experiment

Students listen and watch the experiment carefully. Then they need to guess the topic of the lesson and what could be the cross curricular link. They also need to explain the reason of the egg falling inside of the bottle even though the bottle’s mouth is smaller than the actual egg.

Boiled egg, glass bottle and hot water

Main part

7’

10’

10’

2 lesson

5’

20’

12’

Teacher puts different chemistry facts around the classroom. Students will need to read them walking around and try to remember them. Afterwards Teacher elicits any specific words from chemistry facts to find out if learners remembered them or not.

Teacher tells Students that they are going to write an article to a science magazine. Since the topic of the lesson relates to chemistry as well, Students need to write an article about chemistry. In order to help Students to write their own article Teacher shows the PPT on how to write an article.

Afterwards in order to check the Student’s comprehension Teacher gives worksheets to complete the table about writing an article

Teacher greets Students again and shows the video about writing the article

Teacher gives 20 minutes to write an article to a science magazine about chemistry

Teacher tells Students to review own and each other’s works

As a revision Teacher asks the Students to research about interesting chemistry facts in order to enhance their research abilities

Differentiation by task Students walk around the classroom and try to learn as many chemistry facts as possible. The most and the more able students are required to learn at least 12 facts. The least able students are required to learn at least 9 facts.

Students need to write an article to a science magazine about chemistry.

Differentiation by time and support

Students need to fill in the table about an article.

The most and the more able students are required to complete this task within 7 minutes. The least able students need complete it within 10 minutes. The more and most able students are allowed to help the least able students whenever they finish their own work

Students watch the video and make some notes

Writing (I, F, W1, W2):

Students have 20 minutes to write an article to a science magazine about chemistry

Differentiation by support

More and the most able students help less able students to review their work

Chemistry facts sheets

PPT how to write an article

Worksheets about writing an article

https://www.youtube.com/watch?v=97aY82TJbns

Self and peer review

Conclusion

3‘

Plenary

Today’s lesson:

- what you have learnt

- what learning material was useful/useless

Additional information

Differentiation – how do you plan to give more support? Less able students will be supported by more and the most able students

How do you plan to challenge the more able learners? The more able students will be challenged by timeframe and by supporting their peers

Assessment – how are you planning to check learners’ learning? I am going to assess my students’ comprehension and learning through formative assessment

Health and safety check

Exercise for eyes in the middle of the lesson

Differentiation:

Provide less able students with dictionaries and translations of unknown words.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

The lesson objectives were realistic.

My planned differentiation worked well with my students.

I would not make any changes to my plan as it worked well with my students.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Differentiation tasks

2: Experiment activity

What two things would have improved the lesson (consider both teaching and learning)?

1: It would have been much better to invite the actual chemistry teacher who would knowabout chemistry and explain new interesting facts

2: Team teaching

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? I have learned about the importance of differentiation tasks. Differentiation tasks play a huge role when learning new topic as it helps those students who struggling but are shy to tell about it.

Article

Report

Memo

Who it is usually written for

A wide audience who you don’t know and who will only read it if it catches their interest

What its aims usually are

to interest, entertain or inform the readers

Any special characteristics of its layout

To, From and Re: are the heading at the top

Any special characteristics of its register

Unmarked or formal

Any other special characteristics of its style

Must be absolutely clear and unambiguous in what it says. Usually has a clear introduction presenting what it is going to say and usually comes to some distinct conclusion at the end

Name:

Grade:

Learning objective

Assessment Guidance

12.W1 plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics, including some complex and abstract topics

12.W2 use a range of vocabulary which moves beyond high-frequency vocabulary, which is appropriate to topic and genre, and which is spelt accurately

Students write an article following the planning, editing and proofreading process.

Skills:

Success criteria:

Writing

Student has met learning objective if he/she:

A

WT

W1- Follow planning, editing and proofreading process of writing

W2- Use wide range of subject-specific vocabulary(academic vocabulary)

Dynamite contains peanuts as an ingredient.

The burning sensation we get from chilli peppers is because of a chemical called Capsaicin.

Hot water freezes faster than cold water

Graphite can be transformed into diamond by applying a temperature of 3000°C and pressure of 100,000 atm.

Natural gas has no odour. The smell is added artificially so that leaks can be detected.

Gallium is a metal which melts on palm of the hand, due to its low melting point (29.76 °C).

Absolutely pure gold is so soft that it can be moulded with the hands.

The heaviest element found so far is Ununoctium (Uuo) with atomic number 118.

The element Californium is often called the most expensive substance in the world (as much as $68 million for one gram.)

Mercury is the only metal that is liquid at room temperature.

Twenty percent of Earth's oxygen is produced by the Amazon forest.

An average adult body contains around 250 g (1/2 lb) of salt.

Chalk is made of trillions of microscopic skeleton fossils of plankton (a tiny sea creature.)

The only letter not appearing on the Periodic Table is the letter J.

Air becomes liquid at about minus 190 degrees Celsius.

Self-Review

Peer Review- Name:

Peer Review-Name:

Is there a title? What is it?

Is there a title? What is it?

Is there a title? What is it?

Does it look too long or to short?

Does it look too long or to short?

Does it look too long or to short?

Can you read it easily?

Can you read it easily?

Can you read it easily?

Put “sp” next to any words spelt wrong.

Put “sp” next to any words spelt wrong.

Put “sp” next to any words spelt wrong.

Did you find any subject-specific words? Academic vocabulary?

Did you find any subject-specific words? Academic vocabulary?

Did you find any subject-specific words? Academic vocabulary?

Did the writer include any real life examples?

Did the writer include any real life examples?

Did the writer include any real life examples?

Circle any mistakes

Circle any mistakes

Circle any mistakes

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