Lesson Aim: Students will learn about the food chain and the water cycle. They will learn to describe steps in a sequence of events. In the math portion of the class, students will learn how to round numbers to different place values and how to figure out problems related to making estimates. July and August report (10 minutes)
• Have Ss fill out the report (I put it in your cubby shelf). • Explain the it is only for July and August. Several Ss are new, so they won't have done this before. • Please put it in my cubby shelf so I can pick it up later. Put laptops on the tables so Ss can watch the video: http://www.simpleenglishvideos.com/mind/
Video: I don't mind and Never mind (15 minutes)
• Write on board: Do you mind if I teach class today? • Ask Ss "Do you mind if I teach...?" • After Ss say "No," tell them that they can say "No, not at all" or "Sure, go ahead." (Write on board.) • Ask Ss which reply is more formal. • Ask a S, "Do you mind if I use your pen? • Allow S to answer. • Choral repetition of the two questions and answers above (for intonation) • Put Ss in pairs and ask them to make up short conversations using "Do you mind if....?
• Write on board:
A: Do you need a pen? I'll get you one.
B: Never mind, I already have one. Thanks anyway.
• Choral repetition of exchange above. • Ask Ss what "never mind" means. ("Forget what I just said") • Offer to get a pen for one of the S. "(name) Do you need a pen? I'll get you one." • S should answer "Never mind...."
• T takes out phone, puts it to ear, and says "My phone's not working. Do you mind if I use yours?" • S offers phone, saying "Sure, go ahead" or "Not at all." • T says, "Oh, never mind, it just started working again. Thanks anyway!" • Ss practice using never mind and Do you mind in short conversations. • WCFB: Volunteers perform their conversation in front of class. Sequences in Science: the Food Chain (60 minutes)
• Ask a S "What did you eat for breakfast this morning? • Keep eliciting answers till you find a S who has eaten cereal or some plant-based food • Ask "Where did the cereal/bagel come from? • Keep eliciting till a S says oats/wheat. • Ask "Where did the wheat come from? • Elicit till a S says "a seed."
• Hand out Food Chain diagram with labels only: hawk, vole, etc. • Ask Ss if there are any words they don't know. Explain nutrients, droppings, organisms decomposers. • Ask Ss to look at the Sun. "What does the Sun do?" • Elicit until a S says "It shines on the plants...It makes the plants grow...etc." • Ask "what happens next?" or if Ss are confused, "What does the grasshopper do?"
• Write first, next, after that, finally on board. Tell Ss they can use these words to describe the steps in the diagram. "What happens first? What happens next? What happens after that?" • Ask Ss to work in pairs to describe what's happening in the diagram. • WCFB: Ask a volunteer to talk about all the steps in the food chain. If S makes a mistake, ask if anyone can help out with the answer.
• Hand out text–Energy Cycles p. 114. • T reads text to Ss. • Ask Ss if they can guess the meanings of words from context: photosynthesis, convert, glucose, herbivores, carnivores, omnivores,web, bacteria.
• Ask Ss if they remember what an organism is. • After Ss offer answers, tell them "It's an individual living thing." • Ask: "What type of organism is at the basis of the food chain? • Write question on board and ask Ss to discuss with partner. • While Ss are discussing, write two more questions on board for Ss to discuss:
What would happen if there were no decomposers?
What would happen if the number of grasshoppers decreased?
• WCFB: Volunteers answer questions. BREAK (15 minutes) Sequences in Science: the Water Cycle (40 minutes) • Hand out 2 handouts with Human Population Growth and Water Cycle. • Ask Ss to fold the paper just below the human population chart so they are only looking at the chart. • Ask Ss to take a few minutes to think about the chart and to talk with their partner about the information in the chart. • While Ss are discussing, write on board:
What happened to the population between 1804 and 1960?
What will happen between 1960 and 2050?
• Ss should discuss these additional two questions as well. • Read all text to Ss.
• Ask Ss to fold their pages so that only the Water Cycle diagram shows. • Explain condensation: the process by which a gas cools and becomes a liquid • Explain evaporation: to change from a liquid into a gas • Ask Ss to work with their partner to describe the steps in the water cycle in their own words. • Ask Ss if they remember the useful words they can use in talking about steps. (first..then..finally) • Explain that they are describing a sequence of events (Write on Board.) • WCFB: volunteer talks about the sequence of events in the water cycle.
Math: Making Estimates (40 minutes) • Explain rounding to different place values, using the chart with that title. • Hand out Making an Appropriate Estimate • Ask Ss to fold their paper on the line. • Ask them to read the paragraph About Estimation. • Ask if they understand this. If not, explain.
• Read problem at top of page. • Ask Ss to think about how they would solve the problem. Give them about 7 minutes. • Walk Ss through the solution, pausing to explain or field questions.
• If there's time left, do a few problems from McGraw's 50 Top Math Skills p. 15.
Students will learn about the food chain and the water cycle. They will learn to describe steps in a sequence of events. In the math portion of the class, students will learn how to round numbers to different place values and how to figure out problems related to making estimates.
July and August report (10 minutes)
• Have Ss fill out the report (I put it in your cubby shelf).
• Explain the it is only for July and August. Several Ss are new, so they won't have done this before.
• Please put it in my cubby shelf so I can pick it up later.
Put laptops on the tables so Ss can watch the video:
http://www.simpleenglishvideos.com/mind/
Video: I don't mind and Never mind (15 minutes)
• Write on board: Do you mind if I teach class today?
• Ask Ss "Do you mind if I teach...?"
• After Ss say "No," tell them that they can say "No, not at all" or "Sure, go ahead." (Write on board.)
• Ask Ss which reply is more formal.
• Ask a S, "Do you mind if I use your pen?
• Allow S to answer.
• Choral repetition of the two questions and answers above (for intonation)
• Put Ss in pairs and ask them to make up short conversations using "Do you mind if....?
• Write on board:
- A: Do you need a pen? I'll get you one.
- B: Never mind, I already have one. Thanks anyway.
• Choral repetition of exchange above.• Ask Ss what "never mind" means. ("Forget what I just said")
• Offer to get a pen for one of the S. "(name) Do you need a pen? I'll get you one."
• S should answer "Never mind...."
• T takes out phone, puts it to ear, and says "My phone's not working. Do you mind if I use yours?"
• S offers phone, saying "Sure, go ahead" or "Not at all."
• T says, "Oh, never mind, it just started working again. Thanks anyway!"
• Ss practice using never mind and Do you mind in short conversations.
• WCFB: Volunteers perform their conversation in front of class.
Sequences in Science: the Food Chain (60 minutes)
• Ask a S "What did you eat for breakfast this morning?
• Keep eliciting answers till you find a S who has eaten cereal or some plant-based food
• Ask "Where did the cereal/bagel come from?
• Keep eliciting till a S says oats/wheat.
• Ask "Where did the wheat come from?
• Elicit till a S says "a seed."
• Hand out Food Chain diagram with labels only: hawk, vole, etc.
• Ask Ss if there are any words they don't know. Explain nutrients, droppings, organisms decomposers.
• Ask Ss to look at the Sun. "What does the Sun do?"
• Elicit until a S says "It shines on the plants...It makes the plants grow...etc."
• Ask "what happens next?" or if Ss are confused, "What does the grasshopper do?"
• Write first, next, after that, finally on board. Tell Ss they can use these words to describe the steps in the diagram. "What happens first? What happens next? What happens after that?"
• Ask Ss to work in pairs to describe what's happening in the diagram.
• WCFB: Ask a volunteer to talk about all the steps in the food chain.
If S makes a mistake, ask if anyone can help out with the answer.
• Hand out text–Energy Cycles p. 114.
• T reads text to Ss.
• Ask Ss if they can guess the meanings of words from context: photosynthesis, convert, glucose, herbivores, carnivores, omnivores,web, bacteria.
• Ask Ss if they remember what an organism is.
• After Ss offer answers, tell them "It's an individual living thing."
• Ask: "What type of organism is at the basis of the food chain?
• Write question on board and ask Ss to discuss with partner.
• While Ss are discussing, write two more questions on board for Ss to discuss:
- What would happen if there were no decomposers?
- What would happen if the number of grasshoppers decreased?
• WCFB: Volunteers answer questions.BREAK (15 minutes)
Sequences in Science: the Water Cycle (40 minutes)
• Hand out 2 handouts with Human Population Growth and Water Cycle.
• Ask Ss to fold the paper just below the human population chart so they are only looking at the chart.
• Ask Ss to take a few minutes to think about the chart and to talk with their partner about the information in the chart.
• While Ss are discussing, write on board:
- What happened to the population between 1804 and 1960?
- What will happen between 1960 and 2050?
• Ss should discuss these additional two questions as well.• Read all text to Ss.
• Ask Ss to fold their pages so that only the Water Cycle diagram shows.
• Explain condensation: the process by which a gas cools and becomes a liquid
• Explain evaporation: to change from a liquid into a gas
• Ask Ss to work with their partner to describe the steps in the water cycle in their own words.
• Ask Ss if they remember the useful words they can use in talking about steps. (first..then..finally)
• Explain that they are describing a sequence of events (Write on Board.)
• WCFB: volunteer talks about the sequence of events in the water cycle.
Math: Making Estimates (40 minutes)
• Explain rounding to different place values, using the chart with that title.
• Hand out Making an Appropriate Estimate
• Ask Ss to fold their paper on the line.
• Ask them to read the paragraph About Estimation.
• Ask if they understand this. If not, explain.
• Read problem at top of page.
• Ask Ss to think about how they would solve the problem. Give them about 7 minutes.
• Walk Ss through the solution, pausing to explain or field questions.
• If there's time left, do a few problems from McGraw's 50 Top Math Skills p. 15.
Homework
• Tell Ss that next week is the last class and there is no homework for next week. They will be taking the TABE reading test next week.