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Vertebrates and tree maps This lesson is designed be taught face-to-face to a class of grade-6 ESL students in classroom settings where access to multi-media facilities is available. It introduces tree maps and their application, and it is a follow-up to previous science lessons on vertebrates. Based on the approach of !L, b!, and !I, this lesson, with clearl" defined learning ob#ectives, is intended to provide students with multiple means information presentation$ activities designed to engage and motivate students, and to ta%e account of their learning st"les and English proficienc" levels$ and multiple opportunities for students to demonstrating their understanding and appl" what the" have learned in the class. Instructor: Yan Sun Lesson Title: Vertebrates and tree maps Subject: Science Grade Level: Grade 6 Standards: ESL&TES'L (rade )-* Standards+ (oal ,, Standard ,- represent information visuall" and interpreting information presented visuall"$ construct a chart or other graphic showing data or s"nthesi.ing information /http+&&s.ma0thon.com&123ESL 4,5TES'L6(rade6)-*6Standards478 9 Content Objectives: :. Students will be able to understand what a tree map is b" reviewing what the" have %nown about vertebrates from previous lessons$ ,. Students will be able to design tree maps and interpret information from tree maps. Language Objectives: :. Students will watch a video clip about vertebrate and be able to present what the" %now about vertebrate /fish, amphibians, reptiles, birds, and mammals9 based on this video clip and what the" have learned in previous lessons$ ,. Students will be able to listen to and comprehend a audio clip and note down the information contained in the clip b" using a tree map$ 7. Student will be able to interpret and report the information contained in a tree map$ ). Student will be able to write a paragraph about information contained in a tree map. Strateg Objectives:
e or classif" information in order to deliver it to someone else or to integrate it into writing. amphibians. se a tree map to help students organi.authorstream."outube.. Deview what has been tal%ed about in the previous lesson about vertebrate b" showing students a video clip and use EStop that >ideo-!>!F />ogt.com&. season.e or classif" information in order to understand a concept or a te0t and its structures. give them opportunit" to do so$ . . Show students a tree map about plants on a transparenc" and a tree map of E"ear. . 8 audio clip for students to listen and a passage for students to read$ B. and da"F on a . B" comparing the relations of different vertebrates to those of a famil". 8s% each group to choose one %ind of animal from the five categories of Efish.oint slides$ /http+&&www.lesson-plan-education-ppt-powerpoint& 9 . Procedures: Preparation and !otivation: "#$ minutes% :.ower. and mammalsF and write down all information the" %now about this %ind animal on the report card$ 7. Cor%sheets of tree maps.:.resentation&"ansuns"-.7*.ation. e0plain to students what a tree map is$ 6.com&watch1v3<B=Ld>d8?@A9 about vertebrate 7.. wee%.ower. 8 video clip /http+&&www. month.The underl"ing thin%ing process for a tree map is classification and organi.ut the five report cards together with two cards with the word EvertebratesF on one of the card and Ebac%boneF on the other$ ). .GG* p.oint slide$ Let them choose either to report information contained in the tree map about plants or fill in missing information in the other tree map. birds.:H)9+ stop the video at %e" points. or help them organi. reptiles. . 8s% students to thin% about how to arrange the seven cards in order to best show the relationship of them$ Presentation: "#$ minutes% B. !aterials: :.ut students into five groups /combining high proficienc" level students with low proficienc" students9 and give each group a report card. 5or those who thin% the" can do both. Transparencies of various tree map e0amples$ ). allowing enough time for students to note down information and as% 2uestions$ .
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#2-tbnid. If he goes to ?ew Aor% <it" b" bus. 8s% students to listen to an audio clip for two times and be read" to participate in a competition among the five groups$ /The transcript of the audio clip+ =ohn is going to attend a meeting in ?ew Aor% <it". or he can ta%e the bus which leaves at :+BB in the afternoon. there are three flights at H+7G. 8s% students how the" thin% a tree map can be helpful to them before e0plaining to them how a map tree can help them organi.OA<P63& BCDDE<F0C>/s.'ttp:(()))*n'cs*net(parsle (Curriculum(Grap'ics(T!aps(Tree!ap*jpg-i mgre.1'? C@-usg.##$-tbn).B or @+7B in the morning. at .#86-prev.image% H. he can ta%e the bus at *+.o)? rSs VC@=gn5e!6I g>5-sa.G-oi. 5or the first time.G in the morning. and there are two flights in the afternoon at . Ie can get there b" bus. b" train or b" plane. If he goes to ?ew Aor% <it" b" train he can ta%e the train at 6+.G and ::+)G in the morning.image3result-resnum.&00-) . @+.33$1c160. as% students to sit and listen.-ei. If he decides to go there b" plane. give each student a tree map wor%sheet and as% them to note down what the" will hear from the clip$ then as% them to share within groups about the information about the clip and as% each group give a report on the clip b" using the tree map the" have wor%ed out$ Tree map )or/s'eet .<9:=map9&>tree-'l.B or ) oJcloc% in the afternoon.e and classif" information$ Practice: "#$ minutes% *.B-ct. and then wor% within groups to write down the information the" can remember about the clip$ as% each group to report their discussion results$ as% each student to vote individuall" for the group which the" believe have presented the most accurate and detailed information about the clip$ :G.+.(images 9:.+)B and B+:B. 9 @.Yp3mrv4526a7#!:-tbn'.'ttp:(()))*n'cs*net(parsle (Curriculum(T'in/ing!aps*'tml-'.B or ::+. 5or the second time.&6$-s1."'ttp:(()))*google*cn(imgres+ imgurl.url.
L8+ 8ll"n and Bacon . etc. <oal. biomass. wind. Lodel. (ive students a grocer" shopping list. Fe. treats. M Echevarria. and nuclear sources. 8s% students to reflect on their e0periences in listening to the audio clip and report on a voluntar" basis what the" thin% a tree ma" can help them$ :. h"droelectric. and geothermal power. The nuclear-powered sources are fission and fusion.e. renewable sources. 8s% students either to write a paragraph about the information contained in Tree map : or design a tree map presenting the information in the above passage$ 5or those who believe the" can do both. and as% them if the" thin% the" can design a tree map to present the information of the passage$ The energ" sources have been divided into three groups+ fossil fuels. and as% them to thin% how the tree map can help them locate the foods in the grocer" store. produce. and natural gas are fossil fuels. The renewable energ" sources are solar. encourage them to do soK :B.ing the list b" t"pes of food /i. H4pansion "Eome)or/%: :).?Hvaluation "$ minitues%: ::. L. Show students the following tree map. canned goods. =. petroleum..erences: >ogt. and as% them if the" thin% the" can understand the information in it$ To Ne w Y ork City By Bus By train By plane morning afte rnoon morning afte rnoon morning afte rnoon 8 :25 9 :35 1 :5 5 6 :25 1 1 :2 2:2 5 !: ":3 9:2 11 :! 2 :! 5 5 :1 5 Tree map : :7.Sel.9. @@ Ideas and 8ctivities for Teaching English Learners with the SI'. dair". 8s% students to read the following passage.GG*9. /. as% them to construct a tree map organi.
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