Day: Light-years Away Lesson: Life on Earth

Grade 9 – SNC1PL ESL Level

1-Beginning
Unit: Earth and Space Science – Space Exploration 2-Developing
3-Expanding
Supplies/Resources: Language Demands:
Speaking: groups discussion, class sharing
 Life on Earth handout Writing: graphic organizer, journal, exit ticket
 Chromebooks Listening: group ideas, video in L1 and English
 Whiteboards/dry-erase markers Reading: L1 language, graphic organizer, word
 rubric wall, vocabulary pictures

Overview
Students are discussing the factors that are needed for life to exist so that they can learn to determine
if other celestial objects (e.g. planets, moons, etc.) are habitable.

Learning Goals

I am learning the difference between objects that are alive and not alive so that I can determine the
factors necessary for life to exist and enable a planet to be habitable.

Success Criteria

I’m able to identify factors that make Earth habitable and suited for the existence of life.

Science Curriculum

Overall Expectations

D2. investigate the properties of different types of celestial objects in the solar system and the
universe;

D3. demonstrate an understanding of major astronomical phenomena and of the principal

components of the solar system and the universe.

Specific Expectations

D3.3 identify the factors that make Earth well suited for the existence of life (e.g., a magnetosphere
that protects the planet from solar wind; Earth’s distance from the sun; the ability of Earth’s
atmosphere to trap heat, preventing extreme fluctuations in temperature)
ESL Curriculum – Level 1 to Level 3

Listening and Speaking

Overall Expectations

1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of
purposes;

2. use speaking skills and strategies to communicate in English for a variety of classroom and social
purposes;

Specific Expectations

2.3 present ideas and information orally for academic purposes

Reading

Overall Expectations

2. use a variety of reading strategies throughout the reading process to extract meaning from texts;

Specific Expectations

3.1 use a few simple/number/variety vocabulary acquisition strategies to build vocabulary

Writing

Overall Expectations

2. organize ideas coherently in writing;

Specific Expectations

1.1 write short texts/more complex/longer to convey information and ideas for academic
purposes using a number of forms

Socio-cultural competence and Media Literacy

Overall Expectations

1. use English and non-verbal communication strategies appropriately in a variety of social contexts;

Specific Expectations

3.3 work cooperatively with a partner or in a group/negotiate roles and tasks in cooperative learning
activities, games, and teamwork/respond appropriately and respectfully to views that differ from their
own in pair work, small groups, and whole-class discussions

4.1 view, read, and listen to simple/a number/ media texts to obtain information and complete
assigned tasks
Word Wall/Pictures
-Habitable
-Earth -Temperature range
-Life -UV light
-Alive -Carbon dioxide
-Water -Plants
-Air -Magnetosphere
-Nutrients -Heat
-Atmosphere

Grammar Structures

Listening - Strategic Questioning

Level 1 - Responds to: • short, simple questions on familiar topics.

Level 2 - Responds to: • literal questions using “what,” “where,” “when,” “who” and “how many.”

Level 3 - Responds to: • open-ended questions.

Reading - Strategic Comprehension

Level 1 - Relies on: pictures, context, shared experiences, and first language and culture to
comprehend simple texts on familiar topics.

Level 2 - Uses: visuals, rereading, looking for known words to comprehend texts on familiar topics.

Level 3 - Uses: reading on, contextual cues, self-correction to comprehend texts on familiar topics.

Writing - Linquistic Vocabulary

Level 1 - subject-specific words related to familiar topics and personal experiences.

Level 2 - subject-specific words related to familiar objects, actions and topics.

Level 3 - subject-specific words, academic words related to curricular concepts.

Writing - Socio-Linguistic

Level 1 - Produces texts using: familiar words, familiar phrases, sentence frames to: create graphic
organizers and label diagrams.

Level 2 - Produces texts using: new words, sort relevant from irrelevant information
to complete graphic organizers, answer questions, complete journals and write personal responses.

Level 3 - Produces: text for specific purposes using: graphic organizer.

Minds On (for learning)

Context: Is this object alive?

1. Class: Students are shown three objects and asked to respond “Yes” or “No” to the 5 min
question, “Is this object alive?” on their individual whiteboards. Students are asked
to reveal answers to teacher. Teacher writes responses on the board.

Object Yes or No

Rock.
Yeast/Yogurt/Probiotic Pills
Plant/Insect

2. Groups: Students are placed in groups of three (3) or four (4) to discuss their 5 min
responses and present their reasoning using the following statement:

“Our group believes the rock is not alive because…..”

Modification/Accommodation

 Model response for Level 1 and 2 students using the following statement:
“Our group believes the rock is not alive for these 2 reasons..."

 L1 language encouraged for speaking and writing component

3. Class: Groups will be called upon to share their answers with the class. Responses 5 min
will be recorded on the board. Students copy responses to their handout “Life on
Earth”

Action (as learning/of learning)

Part A: Graphic Organizer: What does life require?

5 min
1. Individually: Students write a response to the question “What does life require?” in
their daily journals. They are reminded that they will be asked to share their
responses with the class.
10 min
2. Class: Students share responses with the class. Ideas are organized in a thought
bubble graphic organizer by the teacher on the board. Students copy bubble
graphic organizer ideas on their worksheet.

Part B: Video: TedEd A needle in countless haystacks: Finding habitable worlds

15 min
3. Individually: Students watch video on Chromebooks with closed captioning in their
first language. Students watch video again with closed captioning off.
 Part C: Frayer Model: Habitable (of learning)

4. Individually/Pairs: Students complete Frayer Model on a 11 X 14 sheet of paper for 20 min

the word ‘habitable’ that must include:
a. a definition in their first language;
b. a definition in English;
c. key words discussed in class, on Word Wall and in video; and
d. a detailed sketch.

Modification/Accommodation

 Students at level one should be paired with students of similar first language
currently at level 2 or 3.

Consolidation
Exit Card Question: 5 min

If we want to find life on other planets, then we should look for _________________________
because ____________________________________________________________________________.

Lesson Notes/Reflection

Resources
Pictures

Rocks

https://www.pexels.com/photo/assorted-colors-rocks-634548/

Apple

https://www.pexels.com/photo/close-up-of-fruits-hanging-on-tree-257840/

Yogurt

https://www.pexels.com/photo/bowl-breakfast-calcium-cereal-414262/

Video: TedEd Talk

https://ed.ted.com/lessons/a-needle-in-countless-haystacks-finding-habitable-planets-ariel-anbar

Frayer Model for ELLs

http://www.theteachertoolkit.com/index.php/tool/frayer-model