ELd/Science Leadership - April meeting

Presentation Notes (Doc Version)

NGSS Standards
HS-ESS3-3, HS-ETS1-1, HS-ETS1-3, HS-ETS1-4

Science and Engineering Practice

8: Obtaining, evaluating, and communicating Information

Crosscutting Concepts
Structure and function

Disciplinary Core Ideas

PS3.C

ELD Standards:
Part I: Interacting in Meaningful Ways
B. Interpretive
1.B.5: Listening actively to spoken English in a range of social and academic contexts
1.B.6: Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language.

C. Productive
1.C.9: Expressing information and ideas in formal oral presentations on academic topics

Part II: Learning About How English Works

A: Structuring Cohesive Texts
2.A.2: Understanding cohesion.

What are the different renewable energy generation methods?

● Where do students have to communicate?

○ At the beginning of the lesson to activate their prior knowledge: write, speak (10
min)
○ Outside reading resources after “thought” sharing ( x min)
■ https://www.un.org/es/climatechange/what-is-renewable-energy (Has
language options on the upper right)
■ https://www.eia.gov/energyexplained/renewable-sources/
■ Digital Handout for students to take notes on the readings
○ During the lesson during think-ink-pair-share ( x min)
■ Local experts group : when they verbally share their results or their
research to their group and rotate to other groups.
○ During the whole group discussion to complete their handout on the renewable
energies Frayer models (includes: academic vocabulary, example, picture,
definition, use). (10 min)
○ End of lesson during their written reflection. (5-10 min) - Google Form
■ Why are there different energy generation methods?
1. Are there abstract terms that need to be anchored in a context?
Types of energy (Photovoltaic, Concentrated Solar Power, Hydroelectric, Wind, Geothermal)

Presenter - Shin Sul 1

ELd/Science Leadership - April meeting

2. How does engagement in the Science and Engineer Practice create a language
demand/opportunity?
Explaining their understanding.
Sharing their understanding.
3. What are the modalities, registers, and interactions currently in the lesson plan?
Interpersonal (listening and speaking) and presentational (speaking and writing)
modalities, formal/academic discourse register, small group and partner interactions,
small group presentation to class (eventually)

Presenter - Shin Sul 2