Lesson Plan

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:

The underl"ing thin%ing process for a tree map is classification and organi.ation. se a tree map to help students organi.e or classif" information in order to understand a concept or a te0t and its structures, or help them organi.e or classif" information in order to deliver it to someone else or to integrate it into writing. !aterials: :. ;ower;oint slides$ /http+&&www.authorstream.com&;resentation&"ansuns"-,7*,:,lesson-plan-education-ppt-powerpoint& 9 ,. 8 video clip /http+&&www."outube.com&watch1v3<B=Ld>d8?@A9 about vertebrate 7. Transparencies of various tree map e0amples$ ). 8 audio clip for students to listen and a passage for students to read$ B. Cor%sheets of tree maps. Procedures: Preparation and !otivation: "#$ minutes% :. 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, ,GG* p.:H)9+ stop the video at %e" points, allowing enough time for students to note down information and as% 2uestions$ ,. ;ut students into five groups /combining high proficienc" level students with low proficienc" students9 and give each group a report card. 8s% each group to choose one %ind of animal from the five categories of Efish, reptiles, amphibians, birds, and mammalsF and write down all information the" %now about this %ind animal on the report card$ 7. ;ut the five report cards together with two cards with the word EvertebratesF on one of the card and Ebac%boneF on the other$ ). 8s% students to thin% about how to arrange the seven cards in order to best show the relationship of them$ Presentation: "#$ minutes% B. B" comparing the relations of different vertebrates to those of a famil", e0plain to students what a tree map is$ 6. Show students a tree map about plants on a transparenc" and a tree map of E"ear, season, month, wee%, and da"F on a ;ower;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. 5or those who thin% the" can do both, give them opportunit" to do so$

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"'ttp:(()))*google*cn(imgres+ imgurl,'ttp:(()))*n'cs*net(parsle (Curriculum(Grap'ics(T!aps(Tree!ap*jpg-i mgre.url,'ttp:(()))*n'cs*net(parsle (Curriculum(T'in/ing!aps*'tml-',&00-) ,&6$-s1,#2-tbnid,Yp3mrv4526a7#!:-tbn',##$-tbn),#86-prev,(images 9:;<9:=map9&>tree-'l,1'? C@-usg,33$1c160;OA<P63& BCDDE<F0C>/s,-ei,o)? rSs VC@=gn5e!6I g>5-sa,G-oi,image3result-resnum,B-ct,image% H. 8s% students how the" thin% a tree map can be helpful to them before e0plaining to them how a map tree can help them organi.e and classif" information$ Practice: "#$ minutes% *. 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". Ie can get there b" bus, b" train or b" plane. If he goes to ?ew Aor% <it" b" bus, he can ta%e the bus at *+,B or @+7B in the morning, or he can ta%e the bus which leaves at :+BB in the afternoon. If he goes to ?ew Aor% <it" b" train he can ta%e the train at 6+,B or ::+,G in the morning, at ,+,B or ) oJcloc% in the afternoon. If he decides to go there b" plane, there are three flights at H+7G, @+,G and ::+)G in the morning, and there are two flights in the afternoon at ,+)B and B+:B. 9 @. 5or the first time, as% students to sit and listen, 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. 5or the second time, 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

Sel.?Hvaluation "$ minitues%: ::. 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$ :,. Show students the following tree map, 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. 8s% students to read the following passage, 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, renewable sources, and nuclear sources. <oal, petroleum, and natural gas are fossil fuels. The renewable energ" sources are solar, wind, h"droelectric, biomass, and geothermal power. The nuclear-powered sources are fission and fusion. H4pansion "Eome)or/%: :). 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, encourage them to do soK :B. (ive students a grocer" shopping list, as% them to construct a tree map organi.ing the list b" t"pes of food /i.e. produce, dair", canned goods, treats, etc.9, and as% them to thin% how the tree map can help them locate the foods in the grocer" store. Fe.erences: >ogt, L. M Echevarria, =. /,GG*9. @@ Ideas and 8ctivities for Teaching English Learners with the SI'; Lodel. L8+ 8ll"n and Bacon

'ttp:(()))* outube*com()atc'+v,C>CLdVd5@IY 'ttp:(()))*google*cn(imgres+ imgurl,'ttp:(()))*n'cs*net(parsle (Curriculum(Grap'ics(T!aps(Tree!ap*jpg-i mgre.url,'ttp:(()))*n'cs*net(parsle (Curriculum(T'in/ing!aps*'tml-',&00-) ,&6$-s1,#2-tbnid,Yp3mrv4526a7#!:-tbn',##$-tbn),#86-prev,(images 9:;<9:=map9&>tree-'l,1'? C@-usg,33$1c160;OA<P63& BCDDE<F0C>/s,-ei,o)? rSs VC@=gn5e!6I g>5-sa,G-oi,image3result-resnum,B-ct,image 'ttp:((s*ma4t'on*com(+<,HSL9&;THSOLJGradeJ2?0JStandards9:5