STEM in the Chinese Classroom JANICE DOWD LUCY LEE NCLC WASHINGTON, DC APRIL 13, 2012
Presenters Janice Dowd Montclair Public Schools FLAP Grant Project Coordinator Lucy Lee Livingston Public School Teacher Director of Rutgers Chinese Teachers Roundtable NECTFL Teacher of the Year
FLAP GRANT Montclair Public Schools and Rutgers University Graduate School of Education Originally a five year grant Eventual Goal: Write STEM units for each grade 2 – 12
Chinese Roundtable Meetings One Saturday a month From 9 – 4 Created teams of writers based on level taught Provided professional development Provided time to work on units
Professional Development—First Year Thematic Units, Janet Glass, ACTFL 2008 Teacher of the Year Mathematics in the Chinese Classroom, Prof. Dan Battey, Rutgers University Science in the Chinese Classroom, Prof. Eugenia Etkina, Rutgers University MOPI Training, Dr. Theresa Jen, University of Pennsylvania
Professional Development—First Year (cont) Understanding by Design, Jennifer Eddy, Queens College Communicative Activities, Rosanne Zeppieri, West Windsor-Plainsboro Regional School District
Professional Development—Year Two Integrated Performance Assessment; Martin Smith; then Supervisor of Foreign Languages, Edison, NJ, Public Schools, now Assistant Superintendent West Windsor- Plainsboro Regional School District Using Science in the Chinese Classroom, Parts I and II; James Finley and Tara Bartiromo, Rutgers University
Professional Development—Year Two (cont) Making Language Meaningful; Dr. Helena Curtain; Professor Emeritus University of Wisconsin at Milwaukee
Plan of Action Provide teachers with information on learning Knowledge of Language Learning Knowledge of Science Provide time to write units during the Roundtable
Unit Template Based on template by Helena Curtain and Carol Ann Dahlberg Consisted of approximately 10 lessons Asked science/mathematics “experts” to review the science in the units See handout
TemplateUnit Plan Inventory for STEM UnitsRutgers University Professional DevelopmentUnit Title: __________________________________Author(s): __________________________________Language/Level: ______________________________Grade Level: _____________________ Scenario/Unit Overview: (about two paragraphs—describe the unit)
Part I What students should know and be able to do? Enduring Understandings: (Big Idea) (Students will understand that…) Essential Questions: Targeted Standards: (State, National) Outcomes/Objectives/Progress Indicators: (Students will be able to…)
Part II How students will demonstrate what they know and can do: Performance- based Assessment (IPA) Interpersonal Task and Rubric Interpretive Task and Rubric Presentational Task and Rubric
Part III Preparing students to demonstrate what they know and can do (Overview) Language Communication Language Functions Grammatical Structures Vocabulary Culture Knowledge: STEM Connections with Other Subject(s): Essential Materials Learning Activities, Performances (Formative Assessments) Comparisons Communities
Daily Lesson Plan Format Lesson: Title _______________ 1 2 3 4 5 6 7 8 9 10 Instructor (name of the teacher(s) who develop this lesson) : _______________________ Stage 1: What will students know and be able to do at the end of this lesson? (objectives) Stage 2: How will you know that students can do that? (assessment) Stage 3: What instructional activities will be used?
Example Please turn to your second handout This is a fourth grade unit We will go over the unit Refer to your handout Each part is on a slide as well as the handout
Scenario/Unit Overview:As all living things, bean sprouts grow and change as theyprogress through their life cycle. Students will set up agermination experiment to grow bean sprouts from seeds,observe and measure the growth, and have opportunities tosample traditional Chinese dishes made with mature beansprouts. Bean sprouts are popular ingredients in Chinesecuisine. For many centuries Chinese physicians have prescribedbean sprouts to cure different maladies. As students participatein the experiment, they will identify and use importantvocabulary terms and language functions to be able to explain theprocess of planting and nurturing these plants and to expresslikes, dislikes, and preferences.
Part I:What students should know and be able to do? Enduring Understandings: Students will understand that… All living things need the appropriate nurturing conditions to grow. Bean sprouts are popular in Chinese cuisine and other cuisines of Asia. Essential Questions: 1. How do plants grow? 2. Is there more than one way to grow a plant? 3. How have bean sprouts been used in cooking?
Standards National Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 5.2 NJCCCS 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. (Novice- mid level)
Outcomes/Objectives/Progress IndicatorsStudents will be able to… Identify the parts of a bean sprouts plant Describe the steps in the life cycle of a plant including sprouting; developing roots; growing stems, leaves, and flowers; reproducing; and dying Measure the changes that occur during plant growth and development depending on different growing conditions Enumerate the conditions that plants need to survive and thrive Predict which conditions are better for bean sprout planting Identify some of the benefits of eating bean sprouts Name two Chinese dishes that use bean sprouts
Part IIHow students will demonstrate what theyknow and can do? Performance-basedAssessment Students take an imaginary tour of a garden in which bean sproutsare growing. They will be handed a chart and asked to complete achecklist of questions based on the information in the chart of differentgrowing conditions. Then they will be given visual samples of plants atvarious stages of growth and various growing conditions and with apartner will match the conditions with the appropriate picture. Finally,based on what they have learned, students will create a storybook basedon bean sprouts.
Interpretive TaskStudents work individually and complete a checklistof questions that is based on a chart of differentgrowing conditions for bean sprouts. The varyingconditions will be the amount of water and theamount of sunlight. There will be three conditionsfor water: too little, just right, and too much. Thesunlight conditions will be (you mei you tai yang?)without sunlight, with the proper amount ofsunlight, with too much sunlight.
Interpersonal TaskStudents will work with a partner to devise a chartthat combines pictures and growing conditions.Each will receive an envelope with information. Oneenvelope will have pictures of plants at various stagesof growth (days) under different conditions (waterand sunlight). The other envelope will have themeasurements of different growing conditions anddays of growth. Students will converse with eachother to match the pictures with the measurements.
Presentational Task Students will be asked to create a storybook based on the information that they have learned by completing the chart and by discussing growing conditions with their partner. All students will be given at least 20 small pictures that they can use (but they may also draw their own pictures) to complete a storybook on bean sprouts. Students will share their storybooks with at least one other student and with one member of their family. If technology in the school permits, students will do a digital storybook. Students will read their books for other students to hear.
Part IIIPreparing students to demonstrate what they knowand can do Language Communication: language functions, grammatical structures, vocabulary, and culture Subject Content (Connections): Essential Materials Learning Activities, Performances (Formative Assessments) Comparisons Communities
Lessons Each lesson has an opening activity/warm up Each lesson has at least two other activities; most have three Each lesson has a concluding activity Total is usually four or five activities in a lesson Begin with Lesson 1
Activity 1: Opening—Magic Bag Teacher will pull out of a magic bag various types of beans. Using the Natural Sequence Questioning Approach students will use the vocabulary in context. (Vocabulary: green bean, green bean sprout, red bean, black bean, white beans, yellow beans, yellow bean sprout, kidney beans) Natural Sequence Questioning: teacher states name as distributing the beans; teacher asks, “Who has the green bean?” and students point to object as a student hold us the object; teacher asks a yes/no question (“Is it a green bean?”) and students reply yes or no; teacher asks an either/or question, whether an object is a green bean or a yellow bean and students respond; finally the teacher asks a “what” question (What is this? What does Lucy have in her hand?) For further information, see Curtain and Dahlberg, Language and Children: Making the Match, p. 57-58.
Activity 2: Can you find the bean sprouts? Teacher will show a power point with pictures of food and ask if a food has bean sprouts or not. (See attached power point: salad with bean sprouts, hamburger, hot dog, pizza with bean sprouts from California Pizza, chow mein, sandwich with bean sprouts, ice cream, French fries, fried rice, baozi, soy bean sprouts as vegetable.) Teacher will show the same pictures and ask students to point to the bean sprouts. If there are no bean sprouts, the students will say, “Mei you.” Students may also do a personal inventory.
Personal Inventory姓名 ______________________ 你喜欢吃什么？ 喜欢 不喜欢
Activity 3: SurveyStudents will talk with one other student to completea survey of each other’s food preferences (seeattached survey). They will ask each other questionssuch as “Ni xihuan bu xihuan chi hanbao?” Theother student will answer and check off his/herpartner’s preference. The teacher will conclude thisactivity by polling the class to find out what theclass’s favorite food is on this list.
Activity 4—Concluding Activity: Categorizing Food Using the same pictures (powerpoint) from Activity 2, students will categorize the foods according to the restaurants they are most commonly served in (Zhongguo cai or Meiguo cai or both). This activity may be completed for homework. Students will write Zhongguo cai or Meiguo cai next to the pictures in their surveys.
Table of Sequence of Activities Look at the table on your handout It categorizes an activity as interpretive, interpersonal, or presentational. It also categorizes whether it is oral/aural or written/visual
Materials needed for the lesson Props and realia: beans of different colors and sizes; magic bag Interview sheet: What is your favorite food? Bean sprout presentation (Power Point) LCD projector and laptop
Vocabulary Review: xihuan bu xihuan ( 喜欢 ), chi, zhongguo, meiguo, zhongguo cai, meiguocai, names of food items: hamburger, hot dog, sandwich, fried rice, Chinese dumplings, steamed buns New: Green bean, green bean sprout, yellow bean (soy), yellow bean sprout, black bean, red bean
Other Lessons Each unit has about 10 lessons Each lesson has between four and five activities Warm up/introduction is essential Concluding activity is also essential The three modes may not be present in each lesson
The Growing Process Later lesson Demonstrates the growing process Review powerpoint
Delicious Beans Point out the healthy aspects of eating beans Provide visual as well as linguistic information Watch powerpoint