University of Illinois at Chicago

CI 571 Integrating Math, Science, and ESL

Carlos A, Lopez Leiva
Edgar Matallana

CI 571 Integrating Math, Science, and ESL Students in Workshop Lesson Supporting
Bilingual/Bicultural Students

Workshop lesson Description:

This workshop lesson is designed to outfit pre-service or in-service CI 571 Integrating Math, Science,
and ESL Students with tools, experiences, and background needed to improve their teacher instruction
through the use of a proven and award-winning methodology known as modeling, and supported whit
UDL approach to supporting non-English speakers in classrooms and adjusting the curriculum and
presentation of information to learners rather than expecting students to modify themselves for the
curriculum. To accomplish this, the workshop lesson was intended to engage CI 571 Integrating Math,
Science, and ESL Students in looking at the expectations they will have for the exploration of science
curricula focused to limited Spanish proficient students workshop lesson experience , and consider
carefully how science curricula can serve as a means or context for strengthening science learning
while at the same time creating an environment that supports bilingual/bicultural students (BS) or
English language learners (ELLs).

Overview:
The workshop lesson will focus on one traditional topic of science course grade 6 ( energy and
technology). The Modeling Method has been shown to be a highly effective extension of the traditional
3-step learning cycle (observe, generalize, apply). The modeling cycle addresses the deficiencies of the
learning cycle by assisting students to construct understanding from observations, by confronting
student preconceptions, by examining student thought processes through the process of
“whiteboarding” and Socratic dialogue[1][2][3]. Universal Design for Learning (UDL) is a research-based
framework for developing and delivering curriculum that meet the needs of diverse learners. Just as the
universal-design features of modern buildings accommodate the needs of varied users—for example,
curb cuts, automatic doors and built-in ramps are helpful to those with and without disabilities—so too
do universally designed learning environments offer a wide range of supports for all kinds of learners
(Rose & Meyer, 2002), as such are bilingual/bicultural students (BS) or English language learners
(ELLs)[4].

Professional Practice Goals:

The goal of this workshop lesson is to provide a meaningful form of professional development for CI
571 Integrating Math, Science, and ESL Students using student-centered, inquiry-based, constructivist
practices. Real change in instructional practice will come about only when master CI 571 Integrating

[1]Teaching the nature of science, Edgar Matallana, 2010, University of Illinois at Chicago
[2]Implementing Socratic Questioning,Edgar Matallana, 2010,University of Illinois at Chicago
[3]Discourse and LMS Learning Mathematics,Edgar Matallana, 2010,University of Illinois at Chicago
[4]Supporting Universal Design for Learning with Listening, Prepared by John Phillips and David Gordon, CAST
Math, Science, and ESL Students demonstrate new ways of teaching, allow less experienced they to
practice the new method, and then help them to improve their efforts. This workshop will do just that.
The principles learned here can be readily transferred to any sort of classroom instruction.

Battery lesson Description:

Title: Battery, An Inquiry

Author: Edgar Matallana
Subject: Science
Participants: CI 571 Integrating Math, Science, and ESL Students
Location: University of Illinois at Chicago

Focus : This lesson integrate curriculum and teacher to work in adapting the approaches according to
the needs of learners, subject matter and setting, because it is unique to each student and classroom.
The lesson was adapted for a classroom scenario, where most students speak a language other than
Spanish. The lesson teach as the science and technology is applied in daily use in our homes, and serve
as a means or context for strengthening science learning while at the same time creating an
environment that supports bilingual students.
Lesson Description
This lesson is designed as a UDL approach to supporting student understanding of scientific inquiry.
Students experience first-hand each step in the inquiry process and how the steps systematically build
toward understanding. A simple science and technology activity that involves build a battery with
citrus fruit serves as the context for the inquiry. By situating an introduction to inquiry in technology,
students who might feel reluctant or incompetent in science have an alternative environment for
engaging in the inquiry process. Exploring scientific inquiry through technology is also a way to enable
students to experience the inquiry process as a natural, sometimes spontaneous process that is intrinsic
to many learning experiences.
Batteries, intriguing in their complexity and beauty, teach as the science and technology is applied in
daily use in our homes, and serve as the connection for the inquiry. By build a battery with citrus fruit,
students initial encounter with the inquiry process occurs in a non-threatening, intuitive way, so they
will arrive at an understanding of the inquiry process inductively.
This lesson approaches was adapted in relation to non-Spanish speakers in classrooms and adjusting
the curriculum and presentation of information to learners rather than expecting students to modify
themselves for the curriculum. The integration of language and content objectives in the practice is
prepared for mainstream lesson, increase student motivation and interest with content themes, and
make non-Spanish learners feel part of the mainstream school curricula. The lesson is linking with real-
life problems to what non-Spanish speakers already know in their own language. The practice
encourage independent thinking and analytical reasoning to augment their problem solving skills, and
encouraging non-Spanish speakers to not just memorize. The lesson have audio-visual aids like power
point slides for lectures, video clips to emphasize important points, which are effective learning tools
with proven impacts[4][5].

Lesson Description
In today's activities, students will learn the process and criteria for generating an effective report of
their inquiries into build a battery with citrus fruit. Students will be provided with multiple report

[4]Mathematics-science learning with limited English proficient in at-risk school environments, Edgar Matallana,
2011.University of Illinois at Chicago
[5]NCTM/Science/Pedagogy Standards Similarities, 2011.University of Illinois at Chicago
options for expressing their knowledge of the inquiry process, and thus a natural way, students will
have the opportunity to increase their skills in second language development while at the same time
strengthen science learning.

State Standards
Illinois Learning Standards

Goal 1: Read with understanding and fluency. Why this goal is important: Reading is essential. It is
the process by which people gain information and ideas from books, newspapers, manuals, letters,
contracts, advertisements and a host of other materials.
Goal 3: Write to communicate for a variety of purposes. Why this goal is important: The ability to
write clearly is essential to any person’s effective communications. Students with high-level writing
skills can produce documents that show planning and organization and effectively convey the intended
message and meaning.
Goal 4: Listen and speak effectively in a variety of situations. Why this goal is Important: Of all the
language arts, listening and speaking are those most often used on a daily basis at home, school and
work. Skill in speaking is universally recognized as a primary indicator of a person’s knowledge, skill
and credibility.
Goal 5: Use the language arts to acquire, assess and communicate information. Why this goal is
important: To be successful in school and in the world of work, students must be able to use a wide
variety of information resources (written, visual and electronic).
Goal 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems. This goal encompasses scientific inquiry and
methods of technological design. Students will investigate questions, conduct experiments, and solve
problems.
Goal 12 : Understand the fundamental concepts, principles, and interconnections of the life, physical,
and earth/space sciences. This goal provides fundamental concepts, principles, and interconnections of
life, physical, and earth/space sciences.
Goal 13: Understand the relationships among science, technology, and society in historical and
contemporary contexts. This goal covers historical and current relationships among science,
technology, and society.

Problem to use: Build a battery with citrus fruit.

Lesson Goals:
1. Students will gain an understanding of the process of scientific inquiry.
2. Students will gain independence in conducting and reporting on their own inquiries.
3. Students will become aware that scientific inquiries can happen anywhere, and are a
natural part of exploring the world.
4. Students will gain knowledge of new words, and applied in science and technologies, in
Spanish.
5. Students will improve skill in reading, written, listening and speaking in Spanish.
6. Students will identify a battery and how it work.
7. Students will have hands on experience with the batteries and will have hands on
experience with build a battery with citrus fruit.
Instructional Outcomes :
1. To teach an understanding of batteries and how they work.
2. Students will complete activity and project building a battery with citrus fruit.
3. Make a report describing the inside and outside of the batteries using the five senses and
observation skills. The activities and project will demonstrate the following criteria:
 At least five characteristics or facts about batteries in Spanish.
 At least three sources of information in research about batteries in Spanish.
 At least one or more of the sources involving technology in Spanish.
 Students will learn to use various technological tools to communicate
information about batteries: Computers

Methods
Anticipatory Set:
Time frame: 10 minutes
 Have students turn to a partner and share why they think it is important to report on the findings
of a scientific inquiry. Then, invite volunteers to share with the class. If it is possible to
speaking in Spanish.
 Ask students what do you understand and know about ENERGY. Then, invite volunteers to
share with the class. If it is possible to speaking in Spanish.
 Ask students what do you know about batteries. Then, invite volunteers to share with the class.
If it is possible to speaking in Spanish.

Introduce the Assignment:

Time Frame: 10 minutes
 Tell students that now is the step in the inquiry process that involves reporting on their methods,
observations, and conclusions with others.
 Tell students that they will have options for the form their reports take, and that they must work
in groups. They will need to submit a work plan that outlines each partner's responsibilities and
goals in Spanish.
 Tell students that an activity and project will be the build a battery with citrus fruit.
 Tell students that the report is not only report on the inquiry itself, but they should also share
their feelings and reactions about the lesson. How did they feel when the lesson? What personal
challenges did they experience during the inquiry? How did they overcome them?

Whole group activities:

Time frame: 40 minutes
1. Instruction on basic basic knowledge of Energy.
2. Utilize the Video : Batteries - Discovery Twins Episode 3.
3. Utilize the Video : How to Make a citrus fruit Battery.

Small group activities:

Time frame: 40 minutes
1. Building a battery with citrus fruit.
2. Create a report on describing the inside and outside of the batteries using the five
senses and observation skills.
3. Prepare report to keep gathered information in for product completion and final
evaluation of building a battery with citrus fruit, describing the inside and outside of
the batteries using the five senses and observation skills. In Spanish.
 4. Prepare report about feelings and reactions of the lesson.
5. Share reports with class.

Materials :

1. Citrus fruit (lemons or limes work bets).

2. Copper screw about 5 cm long.
3. Zinc screw about 5 cm long.
4. Low-voltage LED clock (type that takes a 1-2 volt button battery).
5. Different kinds use batteries.
6. Toys that use batteries.
7. Computers and Internet communication.
8. Projectors to watch videos.
9. Worksheet Unit Battery.
10. Worksheet Feedback CI 571 Integrating Math, Science, and ESL Students Workshop
lesson.