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Earth and Space Sciences (Water) Unit of Inquiry EAL/D Rationale (Year 2)
Earth and Space Sciences (Water)
Unit of Inquiry EAL/D Rationale (Year 2)
EAL/D Students' Learning Needs
Feedback-This needs to be student centered, meaningful and timlely.It needs to be continuous.
Building Vocabulary--Teaching vocabulary daily considering the language demands of the curriculum.
Scaffolding-Explain to students what to expect in the lesson. Breaking tasks into simple tasks and using graphic organisers and ICT to support understanding.
Register-Teaching formal and informal language (Situational language)
Explicit Teaching- Model skills and concepts using the Gradual release model and consider Cambourne's conditions for learning in planning and teaching.
Oral Language-Create a safe space for students to have authentic purposes for talk.
Visuals-Pictures and graphics reinforce what is being said and heard in the classroom.Images and graphics should be age appropriate.
Grammar-Teach and use grammar metalanguage from the beginning. Teach explicitly and combine
both structural and functional
approaches. Explicitly teach phoneme/ grapheme principles with well-researched programs
Consider Krashen's theory of second language acquisition and five hypotheses.
The 5E's
Engage, Explore, Explain, Elaborate, Evaluate
In the 5E's Instructional model Students use their prior knowledge and literacies to develop explanations for their hands-on experiences of scientific phenomena. Students have opportunities to represent and re-represent their developing understanding. They are engaged actively in the learning process. Students develop investigations skills and an understanding of the nature of science.
Changes to make the unit of work accessible for EAL/D students
Defining the terms and incorporating the terms into sentences and conversations.Learning area specific terms can be accompanied with a definition and a picture or symbol is possible.
Students can share their experiences with water. Ask the students to share what the call Water and rain in their language.
Incorporating various understandings of the water/rain cycle e.g Dreamtime stories. Ask the student's parents to come in and share their knowledge.
Explicit teaching of science skills
Intentional mixed ability groupings.
Honour the silent period.Students may still contribute to group work but they may take on non-speaking roles during group work.Encourage other group members to pay attention to gestures, writing and illustrations.
Introducing the unit of work in a memorable way. Dress up in wet weather gear and incorporate drama.
Keep a positive parent/teacher relationship.A translator may be required. Notify parents/guardians the projects students have to complete.
Always check for understanding using plenary session activities, exit slips, thumbs up thumbs down, shading in the right emoji that reflects how they feel about their learning, self-assessment statements., conversations with the students. This will inform the assessment and feedback provided.
Strengths of the Unit in relation to EAL/D Students' needs
The unit is water, exploring one of the most important resources to mankind.Students have different experiences and knowledge to bring to the classroom. Prior knowledge of water and rain will enable then to understand the content.
Hands on constructivist approach-Students learn by doing and being involved with others.
Open-ended tasks that allows for a certain level of freedom.
Year 2 Achievement standards
Science Understanding-At Standard, students describe changes to materials and living things, and how a push or a pull affects an object’s behaviour. They identify that certain materials and resources have different uses.
Science as a human endeavour -Students describe examples of where science is used in people’s daily lives (Using prior knowledge to make new connections)
Science Inquiry Skills-Students pose and respond to questions about their experiences and predict outcomes of investigations. Of the three achievement standards, this would be one that EAL/D students struggle with
Weaknesses of the Unit in relation to EAL/D Students' needs.
The Science specific vocabulary may be difficult to grasp.In order to understand the content, an understanding of the vocabulary may be needed.
Hands on constructivist approach- This can be difficult for some students because they must communicate and cooperate within the group setting.Some EAL/D students may not have the words and vocabulary to communicate in a group setting.
The unit involved going through a lot of content while using a wide range of skills and each of the E's has a different structure to it. This can be overwhelming for some students.
Open ended tasks may feel overwhelming for some students because they might be used to structured learning.