Classroom Teaching Tips:The GLAD Project*
Principle 1: Thematic Units
Make use of Linguistic Glossaries
The thematic units section should be your linguistically responsive unit plan. In developing said unit plan, you should have prepared a link to their specific Biological glossary. http://translingualismtoday.weebly.com/biology-glossaries.html
Dr. Yu Ren Dong is one of the leading researchers interested in integrating languages into biological curriculums. She studied ESL oriented biology instruction at a few high schools in Queens, NY. Giving your students these glossaries complements Dong's findings. "Even though the students may not know the English word for photosynthesis, they may have already had the concept established in their native language. So once the subject matter teacher identifies what students know and helps them to make the connection between what they are learning now and what they have already known, content specific concept learning speeds up because students only need to learn a new way of saying the old concept" (2002).
Dr. Yu Ren Dong is one of the leading researchers interested in integrating languages into biological curriculums. She studied ESL oriented biology instruction at a few high schools in Queens, NY. Giving your students these glossaries complements Dong's findings. "Even though the students may not know the English word for photosynthesis, they may have already had the concept established in their native language. So once the subject matter teacher identifies what students know and helps them to make the connection between what they are learning now and what they have already known, content specific concept learning speeds up because students only need to learn a new way of saying the old concept" (2002).
Graphic Organizers
For use before every lab: KWL Chart
Different ways of getting students interested in lab have been studied and little growth has been made. I think a little addition of a KWL chart before every lab would be a great way to get students interested. Have every student make a KWL chart before the laboratory starts and have it part of the lab report if one is to be done or simply hand it in at the end of the lab. Tell the students to write what they Know in the first column about the topic that is about to be covered. In the second column have the students write what they Want to know or learn in the lab today, even if it is something childish. At the end of the lab ask them to write a thoughtful Learned section/column relating to what they wanted to learn. If one student wanted to be childish and pull out the guts of a frog, ask them to write about it. Was it easy to get to the guts? Did they come out and separate with ease? If they write a thoughtful Learned section, I believe it should be acceptable, although they should be completing the proper lab assignment too.
Different ways of getting students interested in lab have been studied and little growth has been made. I think a little addition of a KWL chart before every lab would be a great way to get students interested. Have every student make a KWL chart before the laboratory starts and have it part of the lab report if one is to be done or simply hand it in at the end of the lab. Tell the students to write what they Know in the first column about the topic that is about to be covered. In the second column have the students write what they Want to know or learn in the lab today, even if it is something childish. At the end of the lab ask them to write a thoughtful Learned section/column relating to what they wanted to learn. If one student wanted to be childish and pull out the guts of a frog, ask them to write about it. Was it easy to get to the guts? Did they come out and separate with ease? If they write a thoughtful Learned section, I believe it should be acceptable, although they should be completing the proper lab assignment too.
Principle 2: Multimodal Presentations
Biological Organization
I spent some time doing research in Hoboken, NJ, which is a city, and so it is difficult to get the students to visualize different levels of organization when all they know is people. If your school is located close to a Park the students could be escorted or go on their own time to make observations. I would have the students take pictures, or draw pictures if they enjoy drawing, of the separate levels of biological organization. By getting the chance to walk around right outside the doors of their community they will have first hand experience of connecting vocabulary to their community.
The first level they would have to represent would be the organism or individual level. A group or family that are all participating in an activity together could represent a population. The next level is the community level and the students should realize that the entire park with all of the people, within that moment, is the community. The next level up is the ecosystem and the students should be knowledgeable that the ecosystem contains all of the living things within that community. They should be able to reflect this knowledge by showing and explaining to me the people, squirrels, trees, plants, etc. in their depictions. I would then expect them to understand the next step, the biosphere, and give examples, such as the city in which they live as a whole.
Following the outdoor activities with the students I would hold a discussion to talk about what the children had decided to take pictures of and why. While focusing on one population and community did the students notice any others? Following the connections that they have made outside in the park I would ask for other examples that may not be found in their particular city. Such as, what may be found in Japan or South America?
The first level they would have to represent would be the organism or individual level. A group or family that are all participating in an activity together could represent a population. The next level is the community level and the students should realize that the entire park with all of the people, within that moment, is the community. The next level up is the ecosystem and the students should be knowledgeable that the ecosystem contains all of the living things within that community. They should be able to reflect this knowledge by showing and explaining to me the people, squirrels, trees, plants, etc. in their depictions. I would then expect them to understand the next step, the biosphere, and give examples, such as the city in which they live as a whole.
Following the outdoor activities with the students I would hold a discussion to talk about what the children had decided to take pictures of and why. While focusing on one population and community did the students notice any others? Following the connections that they have made outside in the park I would ask for other examples that may not be found in their particular city. Such as, what may be found in Japan or South America?
YouTubeYouTube videos are always a great addition to your class. I have added an example of Algae and the great advancements they are doing to turn it into biofuel, in spanish. If you search "Algae Biofuel" you can find an english version easily to complement this spanish version. YouTube is also available in a multitude of other languages. Maybe you could ask a fellow teacher or even the student to help you find videos.
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Science Content Picture Dictionary |
| Froguts: An inexpensive alternative to dissectionHere is an interactive software review of the program Froguts. After looking at the program, you will find interactive dissections in a whole new experience. The program covers the frog, squid, fetal pig, owl pellet, and the cow eye. You will also be able to find interactive experiments such as Mendelian Genetics with pea plants and a fruit fly lab. All of this is at an extremely reasonable price for your school.
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Principle 3: Oral Interaction
Genetics: "You be the teacher"
Here the idea is that the students teach the class. Students get separated into groups depending on their strengths and weaknesses and teach a portion of the topic. The idea is that the weaker students will teach the easier concepts and the stronger students will teach the harder concepts with out worry because they already understand the easier material. I like the thought behind it but you will have to decide whether this is appropriate for you class or not.
http://teachersnetwork.org/EnglishLanguageLearners/Science_ThorntonBristow_Genetics.htm
http://teachersnetwork.org/EnglishLanguageLearners/Science_ThorntonBristow_Genetics.htm
Principle 4: Student Multimodal Expression
| Science in Your Own BackyardHere is a great long-term lesson plan that students can do at their own pace at home. The topic has students collecting caterpillars and leaves/trees they eat from and comparing their anatomy and physiology to other local species found. The format of the file is not in a lesson plan format, but it contains everything you will need to know including basic materials.
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Principle 5: Integration of ELLs' Cultures
Cultural Responsiveness
Evolution
This came from one of my lesson plans (edited to be general):
To incorporate a greater understanding of evolution and their ancestors while integrating into their daily lives, I have designed an experiment that will hopefully have meaning to all students. Students will be required to write an essay (this should meet writing requirements). The essay will consist of telling me about your favorite pet / animal from where you grew up. Be sure to include and talk about your animal’s ancestors. What did they look like? Where did they come from? Are they still alive today? Are there multiple lineages? Do not be afraid to take giant leaps of time or generations.
This came from one of my lesson plans (edited to be general):
To incorporate a greater understanding of evolution and their ancestors while integrating into their daily lives, I have designed an experiment that will hopefully have meaning to all students. Students will be required to write an essay (this should meet writing requirements). The essay will consist of telling me about your favorite pet / animal from where you grew up. Be sure to include and talk about your animal’s ancestors. What did they look like? Where did they come from? Are they still alive today? Are there multiple lineages? Do not be afraid to take giant leaps of time or generations.
| Summer WorkThe File listed to the left is a published article about keeping students involved through the summer. There is a list of great ideas for students to complete throughout the summer to keep their minds flowing.
Refer to page 4 for a list of 10 GREAT ideas for summer projects. |
*Information for the GLAD project can be found:
Yatvin, Joanne. English-only Teachers in Mixed-language Classrooms: a Survival Guide. Portsmouth, NH: Heinemann, 2007. Print.
Yatvin, Joanne. English-only Teachers in Mixed-language Classrooms: a Survival Guide. Portsmouth, NH: Heinemann, 2007. Print.