MATL Unit Overview (UBD)

Title of Unit
Subject
Unit #:

CHANGE

Grade Level

SECONDARY 2 ESL/SCIENCE COMBINED

UNDERSTANDING THE FACTORS OF CHANGE

2

Time Frame
Educators

CLASS
3-4 WEEK UNIT
Hobin Jupe, Dominique Roy, Debra Gobine

Stage 1 Desired Results

Established Goals: What relevant goals (e.g. PLOs, content
Relevance: How is this learning relevant to students? Why should they care?
standards, course or program objectives, learning outcomes) will this lesson
address?

Change is all around us, so by better understanding

and by being equipped at explaining this change,
Analyze various stages of change.
students will learn to better understand the natural
Name and describe the factors of change.
and social world, and their context and place within
Describe the different outcomes of change.
it. Change is inevitable, students need to learn
Use vocabulary to describe the different
skills and understanding to best equip them with
stages of change
Grammar focus learn the present simple and living happily and stress-free in a world in constant
flux. They will also, begin to develop their opinions
simple past
and values in relation to learning about change.
Students will cover the topics of the
properties of change
Students will demonstrate the concept of the
theory of evolution
evolution, and the characteristics and
properties of matter using the target
vocabulary and the accurate use of the
present and simple past.
This can and may also lead into discussions
on change within oneself - emotionally,
psychologically, physically, etc and about
change in social and political environments.
Students will understand that

What are the big ideas?

What specific understandings (explanation, interpretation, application,
perspective, self-knowledge, empathy) about the big ideas are desired? What

Essential Questions:

What provocative questions will foster inquiry,

understanding, and transfer of learning?

misunderstandings are predictable?

We would like students to begin to articulate

their thoughts, opinions and critically discuss
change from a science perspective as well as
a liberal arts perspective, thereby touching
upon change seen in the natural, physical,
and environmental world as well as social and
political worlds. The students will begin to find
the connections between these worlds in
relation to themselves - beginning to develop
and discover self-knowledge (values, morals,
ethics). They we delve into understanding the
life and death (empathy) - Cycle of life
requires change. For this to occur, students
will need to understanding change, therefore
students must know what something was
(past) and what something is (present).
This is a broad concept with many aspects,
and therefore, we know that this is only an
introduction and the beginnings of devling in
more deeply into complex ideas.
This being done in their L2, students will
struggle to understand these concepts and
will struggle to articulate them. Visual aids
and hands-on activities will be most
necessary.

Look around your (students) world and describe the

changes that have taken place in your family,
education, environment etc. Compare and contrast
the changes that have taken place point in the
past versus a point in the present
How can we use change to understand our world?
How does change shape our understanding of our
world
How is change reflected in the media?
What would the world look like without change?
What are some implications of stagnation in the
natural and social world?
What do you know about Change?
What are the requirements of change? e.g.. energy
Why do we need to understand the characteristics
or properties of something to know how it changed?
e.g.. ice - liquid
What are some examples of things that have
changed and can change back? Changes can be
reversed, and changes that cannot be reversed?

Student will know

What key knowledge and skills will students

acquire as a result of this unit? (e.g. vocabulary, terminology, definitions, key
factual information, critical details, important events or people, sequence and
timelines)

Scientific vocabulary and terms to describe

change
Scientific concepts of change -, definition of
physical and chemical change, structure of
matter, conservation of matter and mass ,
the theory of evolution
English vocabulary and terms to discuss
changes seen in society
Grammar - the use of the present simple and
the simple past to describe change.

Students will be able to

What should they eventually be able to do as

a result of such knowledge and skill? (e.g. basic skills, communication skills, thinking skills,
research, inquiry, investigation, study skills, interpersonal or group skills)

By learning about the different types of change and

though the various activities, the students will be able
to enhance the following skills (Blooms taxonomy):
Comprehension skills - To explain the factors of change Application skills - To create a chart regarding change Evaluating skills - To predict how change impacts their
everyday world. Incorporating Blooms taxonomy -(six
levels of skills ranked in order - basic (remember) to
creating (highest) into the lesson plans, allows us to
design performance tasks and shape the questions
that will provide learning opportunities for the
students to use higher order thinking skills.

Students will also be able to participate in the

Students will learn target vocabulary that they communication of scientific ideas. Students will also
can use in other learning areas
start to research scientific concepts and use their
vocabulary skills to help them understand the
Student will develop metacognitive skills that material..
are essential for effective learning
To use their L2 to communicate scientific and social
concepts, terms, and theories in regards to change.
To critical think about social issues in relation to
change with the use of popular media
To use their L2 in order to inquire and investigate
for further information - using technology
To work individually and in a group - practicing the
different skills needed at various times within the
unit.

Cross Curricular Competencies:

How does the intended

learning promote the intellectual, methodological, personal & social and
communication related competencies?

Broad Areas of Learning:

Communication appropriately: use various

means of communication using scientific and
English language to communicate points and
understand of scientific topics. Asks questions
in the language of science and English

This unit will cover topics such as environmental

Awareness (environmental changes), health and
well-being (life and death), and consumerism (social
changes). Through the use of popular media, the
students will engage critically with media literacy.
The unit will prompt discourse, learning, and selfreflection on students citizenship and community
life as it relates to change. Through a greater
understanding of change from a variety of
standpoints, students will learn the skills and gain
resources in which to promote self-direction towards
aspects of this unit that interests them. All of which,
will be done in English, therefore stimulating their

Cooperates with others: In pairs and

groups, is able to equally delve out roles and
workload, is able to listen and speak in turn in
English.
Uses information and communications
technologies: Uses cellphones, ipads, and
computer technology for in-class

How does the intended learning promote Health

and well-being, personal and career planning, Environmental Awareness and Consumer
Rights and
Responsibilities, Media Literacy, or Citizenship and Community Life?

assignments, research, resources and projects second language learning and enhance their ability
in English.
to communicate universal topics.
All the units will provide the students with learning
Uses information: Is able to find the
opportunities to reuse the target vocabulary in
correlations and refer to learnt information
different linguistic environments which will help
from both ESL and Science classes in their
augment their grammatical competence.
final and in-class assignments.
Students can start to gain insight into issues related
to adolescent health, well being, and sexuality.
Particularly students will gain insights on how
understand change can help explain what has and
is happening to them and the world around them.
By better understanding the change students may
be able to mitigate negative effects while also
taking advantage of change for their benefit.
Understanding change can help students increase
their awareness of environmental issues, their
community, the use of natural resources, and
human impact on the environment.
Universal Design for Learning:

How will you present

information and content in different ways? How will you differentiate the ways
that students can express what they know? How will you stimulate interest and
motivation for learning?

There will be a variety of lessons and

activities to touch on the students multiple
intelligences with a focus on the final outcome
of improved speaking and writing in their L2.
Students will participate in a variety of
activities to support the learning and will use
the target language to share their knowledge
of change.
Some examples of lessons in the ESL

Further considerations: Multiliteracies, Higher Order

Thinking, Technology

For the end of term project, there will be a selection

for the best in-class project which will then be
submitted to the Local committee and if chosen, the
winning group will be able to participate in the
Regional Science Fair. The criteria for selection is
based on the following factors Logical Mathematical Intelligence - detect patterns,
reason deductively and think logically.
Linguistic Intelligence -a mastery of language and

classroom will include:

Formal grammar lessons on present and
past.
4 squares vocabulary building (an ongoing affair throughout the unit - definition,
synonym, antonym, drawing & sentence)
Journaling - twice a week, once in response
to their ESL class and once in response to
their science class.
Think Pair and shares- Encouraging
communication amongst students about
topics covered in science class
Speaking chips- giving equal voice and
active participation with the students.
In-class photovoice on finding change in our
lives and how it impacts us & the environment
Socratic seminars
Group questions & answers (providing
different groups with different scenarios and
questions that need to be solved or discussed.
The questions rotate with a scribe until every
group has had a chance to engage with that
topic)
Give an ultimate and dangerous scenario
where the students must decide who is
provided for - explaining their reasoning. They
also discuss what the would be different with
the different outcomes of each group. i.e what
would change if some people were chosen
over another.
Memes - Students will try to come up with
vocabulary or grammatical puns

ability to express oneself rhetorically using the

language of science and technology.
ESL - a power point presentation of the project brief summary of how the project morphed into
being.
The students will be able to use the target
vocabulary, grammar knowledge and their acquired
knowledge of change to create their projects.
During the local selection, the students will have a
chance to explain their projects to their peers reuse /practice their L2 to increase fluency and
accuracy of the target language.

Final Assignment - Teaching their peers

a scientific experiment that
demonstrates change in ESL

Stage 2 Assessment Evidence

Performance Tasks: Through what authentic performance tasks will Other Evidence: Through what other evidence (e.g. quizzes, tests, academic
students demonstrate the desired understandings? By what criteria will
performance of understanding be judged? How will students receive feedback
from which to base improvement?

Provide and plan opportunities and ways to

provide ongoing feedback (both written and
informal) about students strengths and areas
of improvement.
Students will be generally assessed on their
communication skills. Participation in group
discussion and feedback sessions with the
teacher will allow the teacher to gain relevant
insights to students learning and
understanding of concepts and progress in
communicating
Peer evaluations will be used to assess participation,
perceived improvement and understanding of concepts.

prompts, observations, homework, journals) will students demonstrate achievement of the

desired results? How will students receive feedback regarding these?

Journals will be a large part of the formative

assessment and the means by which they will
develop their understanding of their experiences in
their ESL and Science classroom on change and its
connection their worlds. It is a low pressure place
to try to express what they have learned and
connect it to their lived experiences. There will be
journal check-ins every week giving the students a
chance to talk to the teacher and the teacher to
ensure that the students are learning and using
their journal.
The grade will be based on students perception of
how useful the journal was for them and their own
self evaluation about their effort and commitment
to the journal.
Periodically, there will be Informal grammar
quizzes or exercises both to be done individually
and in partners to see the development of specific
grammar usage.
There will be no letter or number grades throughout
the unit but instead a coloured based improvement
rubric that will be discussed during the check-ins.

The final assignment will be evaluated on the

students perceived effort, scientific content, and
students ESL delivery - vocabulary and grammar
use.
FORMATIVE - Assessment FOR
learning How will you use assessment to promote

FORMATIVE - Assessment AS
learning: What opportunities will you provide for

SUMMATIVE - Assessment OF
learning: What tools and task will you use to

learning? How will you show students their strengths

and suggests how they can develop further?

reflection and self-assessment to help students develop,

practise, and become comfortable with critical analysis
of their own learning?

provide evidence of achievement for reporting?

4- corners activity and constant

updating of the vocabulary and
concept list as the unit
progresses.
Recycling of target vocabulary
in different activities - language
needs to be repeated in various
linguistic environments before
students (ss) can actively use
this new language
Journal check-ins

Weekly Journal
Teacher check-ins

Groups will be given questions

to a to answer together orally,
and provide a written response
to the teachers

In-class dictionary - create the

definitions of the target
vocabulary. Recycle the pictures
of the vocabulary exercise to
create posters depicting change

Final scientific experiment

teaching assignment

Group discussions

Socratic Seminars

Grammar & vocab quizzes &

exercise sheets

Stage 3 Learning Plan

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of
the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will
you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their
growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement
and achievement of ALL students

Learning Focus:

THINKPUZZLEEXPLORE
ACTIVITY

Key ideas:

1. What do you think about change?

2. What puzzles you about change?
3. What do you want to explore about change?

To introduce the concept of change, ask students to take

stock of what they know about change. (Q1)
Make a list of all ideas generated by the students. (Q1)
Purpose: It
activates prior Create a mind-map. Ask students to write their ideas on
knowledge and post-it and then organize them in groups using the mindsets the stage map. (Q1)
Using the ideas generated by the students prompt the
for deeper
students to ask questions about their lists. (Q2) Ask the
thinking
students to write down their questions. (Q2)
Students discuss how they are going to explore/find out
Goal: Make
the classroom answers to their questions about change. (Q3)
enquiry more
GRAMMAR FOCUS - Past Simple Storytelling activity
learning
In groups of four - give each group a set of cards with one
oriented
infinitive written on each card. Provide a starter eg.
Yesterday Mary went to the store and ask students to
work in a group and create a story using the verbs in the
past simple form. Each group must appoint a scribe to
write down their story. Students will then share their
stories in class.
Look at a picture when you were small. Describe the

Assessment:

Grammar focus
Using the past
simple and simple
present to talk
about Change.
For each correct verb,
the group will score
one point. At the end
the activity, the group
with the highest scores
wins.
The scores will be
tallied and entered
as a group work
assessment
(formative
assessment)
Compare and contrast
a picture when they
were five years old and
a recent picture of
themselves. Students
have to use the past

changes.
PRONUNCIATION FOCUS - ed Pronunciation Maze Activity
To help students identify the different past simple ED
sounds: /id/ /d/ /t/
Give each group a ten by ten table of past simple verbs
with one pronunciation of ed tracing a route from the top
left to the bottom right. Fill the other squares with past
simple verbs that have the other pronunciations of ed.
Ask the students to identify the sound in the first square
and then to trace a route and find and connect all the
squares that have the same ed sound.
Objective:
Write the
verbs in the
Present simple
form using the
3rd person
singular

Students will compare their mazes with the other groups.

Students will have the chance to practice the sounds with
their peers.

simple and the present

simple to describe the
changes (150 words)
This is a Formative
assessment to
evaluate the
students use and
accuracy of the Past
and Present simple
and the target
vocabulary.
Provide each student
with a worksheet made
up of sentences
containing the past
simple verbs used in
the ED Pronunciation
Maze activity. Students
will have to write the
verbs in the present
simple form using the
3rd person singular.
Collect the
worksheet and score
them
80% - 100% =
mastered or
showing progress
Below 80% =

intervention lessons
for students to
master the objective

Learning Focus:

PHYSICAL &
CHEMICAL
CHANGE

Key ideas:

In order to distinguish between physical and chemical

changes, we study the fact that physical changes involve
something physical about the material. Physical changes
Purpose: Asks can be reversed rather simply. Chemical changes involve
changing the substances chemical make-up.
themselves
Objective: To illustrate the difference between physical
questions
and chemical changes.
about their
environment.
Mix water, Kool-Aid and sugar. Explain that this is a
Examine
mixture that can be reversed through the evaporation
certain
condensation process, thus a physical change. Allow
phenomena.
students to taste Kool-Aid.
Mix water, Bisquick and eggs according to package
Goal:
Describes their directions and make pancakes. Allow students to eat
characteristics pancakes. Since you cannot change the pancakes back
into pancake batter, this is considered a chemical change.
physical and
chemical
Vocabulary:
change
1. Physical Reaction: The matter stays the
same, but change in size, shape, or appearance.
2. Chemical Reaction: The matter changes to
a different kind of matter, or change in color.
3. Concentration: amount of substance
dissolved in a certain amount of solvent.
4. Surface Area: refers to the amount of
material that is exposed
5. Catalysts: substance that increases the
rate of a chemical reaction without being
changed by the reaction.

Assessment:

Journal entries on
the subject of
Physical and
chemical Changes.
Students will be asked
to use the vocabulary
learned to give
examples of physical
and chemical changes
that happen around
them in everyday life.
150 words
Formative Assessment:
Understanding of
Information
1. Does not
engage with
material
2. Engages with
Material
3. Engages with
material and
provides real life
examples and
uses vocabulary

6.
7.

Learning Focus:

4-SQUARE
DICTIONARY
Vocabulary
building
through
Analogy
Purpose:
Using
analogies to
help the
students
determine the
meaning of
new words
Students will
create new
analogies to
enhance their
skills in
learning new
words
Goal: Link
prior
experiences

Endothermic
ExothermicII
Key ideas:

Assessment:

Brainstorm words that denote/connote change.

The vocabulary
Build on vocabulary and provide a list of vocabulary words squares will be added
(as per science book)
to the word wall. End of
the unit the students
In groups of four, students will choose four words. Using a will be given a
blank piece of paper, students have to fold the paper into vocabulary test of the
four squares - 1st left hand square - Definition of the word words on the word wall
to check for their
- 2nd left hand square - draw a visual representation of
understanding of the
the word - 1st right hand square - write a sentence with
words.
the word - and 2nd right hand square, provide an
antonym/synonym of the word.
Students will then review their words in class.
Use 4-square quadrant
to create vocabulary
lists. Look at pictures
again and use new
Lesson plan: Word Analogies
vocabulary to describe
change.
Explain to the students that analogies are good way to
show relationships between words.
Give students an
Eg: Up: down:: hot:cold
analogy vocabulary
text and ask student to
Explain the following analogical rule - the double colon :
determine relationship
splits the words. The words in the example are sets of
between the words
antonyms and the relationship between the words on the
(use words relating to
left is the same as the ones on the right.
change and the
Up is the opposite of down just like hot is the opposite of
vocabulary from their
cold.
science lessons)

with new
information

Model another example:

Glasses: read::crutches: walk
Relationship between the words - object of function
Glasses can help you read just like crutches can help you
walk
Brainstorm with the students to find relationships
between some possible analogies
Example: Part to Whole - battery: flashlight::hard
drive:computer
Example: Time - March:Spring::December:Winter
Provide students with analogy worksheets so that they
can practice in groups of four or in pairs to solve the
analogies - ex. find relationship between the words or find
the definitions of the underlined words in the analogy
worksheets.
EG - shark:scavenger::spider:carnivore (item to category)
a. eater of plants
b. eater of plants and meat
c. eater of vegetables
d. eater of meat (answer)

Assessment
Changing states
students have to
complete a chart based
on pictures that depict
changes using the
vocabulary from the
science class.

adapted from : https://www.teachervision.com/lessonplan/teaching-methods/48609.html

Learning Focus:

Key ideas:

Assessment:

IN-CLASS
PHOTOVOICE

Finding change in our lives and environment. Explain with

written sentences the relevance of the photographs taken.
How this change impacts us & the environment.

Critical thinking &

engagement (effort).
Proper grammar use in

Purpose: To

look outside
and all around
them in a
creative way in
order to see
change
Goal: Promote
collaboration.
Work on oral
and written
expression.

written portion
In pairs, students will explore the school and the grounds
(under supervision) in order to take 4 photographs with
their cellphones of things that represent change.
The class will stay together as they walk around the
building and outside onto the school grounds . We will
stop at 4 different locations. They will will have 3- 5
minutes at each stop to choose something to photograph.
This should take approximately 35-40 minutes.
After which, the class will return back to the classroom. IN
their pairs, they will discuss their reasoning for choosing
their photographs and write down a paragraph explaining.
They will then email the photographs and explanation to
the teacher/upload them on the change website for this
unit. They will be given 20 - 25 minutes for this portion.
The final 10-15 minutes will allotted for the class to go
through the pictures that are uploaded and discuss their
experience with this activity in order to prompt thought
for their journal homework.

Learning Focus:

CONSERVATI
ON OF
MATTER
Investigate

Key ideas:

Students will be asked :

1. What happens to the mass (measure of how
much of something there is) after it undergoes a
change?
2. Does ice have the same mass as the water that
was frozen?

Assessment:

Balance the
following equations

C3H8 + O2

--> H2O + CO2

and identify
the law of
conservation
of matter.
Purpose:
Identifies the
scientific or
technological
characteristics
of the problem
Recognizes
the elements
that seem
relevant
Formulates
the problem
Goal:
Development
of a suitable
procedure for
the situation

3. What do you think would happen in a chemical

change?

This

reaction occurs

We will then try to find a way to test out the classs

hypothesis using the following material

when propane

The number of atoms for each element remains the same

in physical and chemical reactions The total mass of the
reactants must equal the total mass of the products. This
observation that mass must remain constant in a
chemical reaction as known as the law of conservation
of matter

in the presence

(C3H8) is burned
of oxygen to
produce water
and carbon

dioxide
We have long known that atoms can be neither created
nor destroyed during a chemical reaction. The number of
atoms of each element must be the same before and after
1)
____ Na3PO4
the chemical reaction.
+ ____ KOH ____
Students work in small cooperative groups to complete a
laboratory exercise related to conservation of mass. Using NaOH + ____ K3PO4
vinegar, baking soda and a sealed plastic bag, students
determine the mass of the vinegar and baking soda.
2)
____ MgF2 +
Students then seal the vinegar and baking soda in a
plastic bag and mix the substances. A gas is formed which ____ Li2CO3 ____
will inflate the bag. The mass of the sealed bag will then
be determined in order to ascertain if there has been any MgCO3 + ____ LiF
change in the mass of the reactants and product before
and after the reaction took place.
3)
____ P4 +
Vocabulary

____ O2 ____ P2O3

Conservation
Matter
Mass
Balance

Journal Question:
Can you think of an
example in your life
where there has been a
change yet the
conservation of mass
(or what had changed)
still consisted of the
same quantity but in a
different state?
For example, what
happens to food?

Learning Focus:

SOCRATIC
SEMINAR What is
change
Purpose: To
promote
critical
thinking and
relate the
learned
information
from the ESL
and Science

Key ideas:

The class will be split in two, Half of the class will go to

one side of the class and the other, to the other. The
desks will be set up facing each other in 2 rows on
opposing sides. The two groups of students will then be
split into two, of each group will be sitting in chairs
facing the opposing group (who will be mirroring them)
and the other of each group will be sitting on desks
behind them.
The role of the groups sitting on the desks is to take notes
of the discussion. They will need to use these notes for
their journaling that night. They will be paired with one
person sitting in the chairs in front with whom to share
their notes.

Assessment:

Engagement,
participation, and
grammar use.
This is meant to be a
practice not
necessarily for
assessment but to
promote the use of
their learning and to
come to higher
understandings

classes
through
discussion
Goal: Work on
speaking
about change
with proper
use of
grammar and
thinking more
broadly about
what change
encompasses
Learning Focus:

THEORY OF
EVOLUTION
Goal: Uses
scientific and
technological
information
taken from
different
sources
Makes sure
these sources
are credible
Assesses
their relevance
Presents

The role of the groups sitting in chairs is to engage in a

dialogue - socratic style - about change.
The roles will be switched part way through the class.
As the facilitator, the teacher prompts the discussion with
a question on change, and helps to ask questions to
continue the discussion. The goal is not to necessary find
an answer, as can be seen in the dialogues of Socrates,
but to have the students think critically, to see multiple
perspectives and listen to the thoughts and opinions of
their peers in a respectful and controlled environment.
Key ideas:

Students will be asked to participate in a think pair and

share to write and discuss what they think causes living
things to be different from one another. For example, why
are and dogs alike, were we always different? what
changed between water animals and land animals? . They
will then get into groups of 4 using speaking chips to
come to a group definition of evolution knowing that any
member could be called upon to share with the class.
We will then watch the introductory video on evolution
and discuss if we were close or not to the definition of
Evolution.
Theory of evolution: Over time through the process
of evolution and natural selection characteristics of

Assessment:

Participation
Journal Question:
From what you
understand of the
theory of evolution,
make up two animals
and describe the time,
the variations, and the
selections that
occurred in order to get
from one species to
another.

information in
accordance
with the rules
and
conventions of
science,
technology
and
mathematics

living things have changed and due to this new

species have appeared.
When variations within a given species improve its
ability to adapt, these characteristics are
sometimes favoured and genetically transmitted
through reproduction to succeeding generations.
We will explore the factors involved in evolution in more detail the
following class

Vocabulary:

Variation ( Mutation): All life forms vary genetically

within a population.
Inheritance: Genetic traits are inherited from parents
and are passed onto offspring.
Selection: Organisms with traits that are favorable to
their survival and reproduction are more likely to pass on
their genes to the next generation.
Time: Evolutionary change can happen in a few
generations, but major change, such as speciation, often
takes many thousands of generations.

Learning Focus:

GROUP
QUESTIONS
& ANSWERS
Discussion speech

Key ideas:

Providing different groups with different scenarios and

questions that need to be solved or discussed. The
questions rotate with a scribe until every group has had a
chance to engage with that topic

ie. hobgoblins evolved

from goblins over 1
million years because
certain goblins became
more involved in
mischief and those
goblins began to
reproduce more
eventually leading to
speciation of
hobgoblins
Have fun with it!
OR

Write about how you

think a specific
technology or evolved.
i.e paper mail to text
messages, or books to
digital libraries.

Assessment:

Engagement with the

topic, Speech focus

Learning Focus:

MAKING
CONNECTION
Smetacognitive
skills
Thinking about
ones thinking
is essential for
effective
learning
Effective
learning Students learn
how to his/her
progress
Students learn
how to
transfer/apply
prior concepts
to new
learning
environments

Key ideas:

Assessment:

Using vocabulary to make connections between a prior

state to a changed state water to ice
Impacts of change environment etc
Reads a text on change as per science text book and
discusses connections of text to personal
experiences/other texts and background knowledge

Literacy focus

Transfer Journal Activity

After reading the text taken from their Science
Textbook, Students will fill in the following chart.

Developing
Metacognitive Skills
The Transfer Journal
Activity is a good tool
that students can use
for self- assessing.
Students can reflect on
their own learning,
determine how well
they have learnt
something and how
their skills have
developed.

Idea: What is the big idea? (Students copy phrases from

the text)
_____________________________________________________
_____________________________________________________
Interpretation: What does it mean? (Students explain
using their own words)
__________________________________________________________
___
__________________________________________________________
___
Connection: How can you connect this idea to another?
__________________________________________________________
___
Transfer
__________________________________________________________
Journal Activity ___
Goal: transfer
Transfer: How can you transfer or apply this idea in your
basic concepts life?
to new
__________________________________________________________

Students reads a text

on Change and uses
the text to create chart
on making connections

ideas/areas

___
__________________________________________________________
_____
Insights/Reflection.
What insight or reflection do you have from this idea?
__________________________________________________________
_____
__________________________________________________________
_____
Adapted from:
http://blogs.arcadia.edu/sepche/files/2012/10/10.5.12Metacognitive-Activities.pdf

Learning Focus:

MEMES

Learning Focus:

PRIORITY
GAME

Learning Focus:

Key ideas:

Students will try to come up with vocabulary or

grammatical puns

Stage 3 Learning Plan

Key ideas:

Give an ultimate and dangerous scenario where the

students must decide who is provided for - explaining
their reasoning. They also discuss what the would be
different with the different outcomes of each group. i.e
what would change if some people were chosen over
another.
Key ideas:

Assessment:

Use and attempt at the

subtleties of
vocabulary and
grammar

Assessment:

Engagement,
participation and
speaking

Assessment:

JOURNALING

Learning Focus:

FINAL
ASSIGNMENT
- Peer teaching
on a scientific
experiment
that
demonstrates
change
Purpose:
Show the
accumulation
of all that has
been taught
throughout
this unit
Goal: To
demonstrate a
full
understanding
of the
concepts
learned in

Twice a week, once in response to their ESL class and

once in response to their science class.

Key ideas:

In groups of 5, students will come up with a scientific

experiment to show/teach their peers about change. The
presentation should be between 20-30 minutes.
This project/assignment will be presented in English (L2).
They will provide students and the teacher with written
instructions as well as a PowerPoint to be displayed
throughout the activity. They will conclude their
presentation by explaining how change was presented
and any other relevance to their daily lives (i.e why this
particular experiment is important).
Individually, the members of each group will provide a
reflection on the process and their feelings of the
outcome of their presentation. (i.e who contributed to
which part - allowing for those who do not want to speak
in front of their peers, do not have to).
They will meet individually with the teachers after their
reflection has been handed in, in order to discuss the
group dynamics, the work that was done, and anything
else about the unit. They will also provide a selfassessment on their project and discuss this with the
teacher.

Usage
Self-assessment using
rubric given by teacher
as a guide and open
ended assessment
Assessment:

Organization - A
logical progression
Content Knowledge Science/change
Visuals - Creativity
Mechanics - Grammar
& Vocabulary
(Refer to
Presentation Rubric)
**

science and to
deliver them
orally and
written in
English

Class Participation Rubric

Total

Attendance /
Promptness

Student is always
prompt and
regularly attends
classes.

Student is late to class

once every two weeks
and regularly attends
classes.

Student is late to class more

than once every two weeks
and regularly attends classes.

Student is late to class

more than once a week
and/or has poor attendance
of classes.

____

Level Of
Engagement
In Class

Student proactively
contributes to class
by offering ideas
and asking
questions more
than once per
class.

Student proactively
contributes to class by
offering ideas and asking
questions once per class.

Student rarely contributes to

class by offering ideas and
asking questions.

Student never contributes

to class by offering ideas
and asking questions.

____

Listening
Skills

Student listens
when others talk,
both in groups and
in class. Student
incorporates or
builds off of the
ideas of others.

Student listens when

others talk, both in
groups and in class.

Student does not listen when

others talk, both in groups and
in class.

Student does not listen

when others talk, both in
groups and in class.
Student often interrupts
when others speak.

____

Behavior

Student almost
never displays
disruptive behavior
during class.

Student rarely displays

disruptive behavior
during class.

Student occasionally displays

disruptive behavior during
class.

Student almost always

displays disruptive
behavior during class.

____

Student is almost
always prepared
for class with
assignments and
required class
materials.

Student is usually
prepared for class with
assignments and required
class materials.

Student is rarely prepared for

class with assignments and
required class materials.

Student is almost never

prepared for class with
assignments and required
class materials.

Preparation

__

Final Assignment Rubric

Organization

Group presents
information in logical
sequence by which
peers can follow.
Instructions are very
clear enough for peers
to perform the tasks
necessary and properly
without re-explanation
of steps.

Group presents
information in
somewhat logical
sequence. The group
needs to re-explain 1 or
2 steps in order for
their peers to perform
the task properly.

Group presents
information in very
little in a logical
sequence. The group
needs to re-explain 3 to
4 steps in order for
their peers to perform
the task properly.

Group does not present

information in a logical
sequence. The group
needs to re-explain all
steps multiple times in
order for their peers to
perform the task.

Content
Knowledge
**science

Student demonstrates
full knowledge (more
than required - external
sources were used) with
explanations and
elaboration.

Student demonstrates
knowledge
(information from
classes were used) with
some explanations and
elaboration

Student demonstrates
little knowledge with
very little explanations
and elaboration

Student demonstrates
no knowledge and is
unprepared.

Visuals

Student used many

visuals to reinforce
screen text and
presentation.

Student used some

visuals to reinforce
screen text and
presentation.

Student used little

visuals to reinforce
screen text and
presentation.

Student did not use

visuals to reinforce
screen text and
presentation.

Mechanics

Written presentation
has no misspellings or
grammatical errors.

Written presentation
has very few (2 - 4)
misspellings or
grammatical errors.

Written presentation
has some (5-9)
misspellings or
grammatical errors.

Written presentation
has many (more than
10) misspellings or
grammatical errors.

Total

Delivery

Student used a clear

voice and correct,
precise pronunciation
of terms, and proper
grammar. Very few
mistakes were made
when speaking in
English, students selfcorrect or is aware of
the mistakes made.

Student used a clear

voice and few mistakes
in pronunciation of
terms, and some
grammatical mistakes.
Some mistakes were
made when speaking in
English, but student did
not self-correct or is
aware of the mistakes
made

Student used a clear

voice but made many
mistakes with
pronunciation of terms,
and grammar. Many
mistakes were made
when speaking in
English, students did
not self-correct or is
aware of the mistakes
made

Student did not use a

clear voice and made
many mistakes with
pronunciation of terms,
and grammar. Many
mistakes were made
when speaking in
English, students did
not self-correct or is
aware of the mistakes
made. Due to the
delivery, peers were
unable to understand
what was expected of
them

Journal Rubric

SCORE SHEET FOR THE GRAMMAR EXERCISES

Raw score (20 items) = 15+ or 80% - 100% = gains in students grammatical competence
Raw score (20 items) = 15- or less than 80% = intervention lessons is necessary to increase students
grammatical competence
Weekly summative evaluations will enable the teacher to evaluate the students progress or level of
difficulty. Intervention can then be administered to augment students learning gains.