STEM in the chinese classroom

JANICE DOWD LUCY LEE

NCLCWASHINGTON, DC

APRIL 13, 2012

STEM in the Chinese Classroom

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 grantEventual Goal: Write STEM units for each grade 2 – 12

Chinese Roundtable Meetings

One Saturday a monthFrom 9 – 4Created teams of writers based on

level taughtProvided professional developmentProvided 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 lessonsAsked science/mathematics “experts”

to review the science in the unitsSee handout

Template

Unit Plan Inventory for STEM UnitsRutgers University Professional Development

Unit 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?

Lesson Format

Opening/Activity 1 (Warm up) Activity 2 Activity 3 Activity 4 Closing/ Activity 5

Sequence of Activities

Activity Interpretive: Interpersonal Presentational

aural visual/ written

aural/ oral visual/ written

oral visual/ written

Activity #1

Activity #2

Activity #3

Activity #4

Activity #5

Final Part

Materials needed for the lesson

Example

Please turn to your second handoutThis is a fourth grade unitWe will go over the unit Refer to your handoutEach part is on a slide as well as the

handout

Scenario/Unit Overview:

As all living things, bean sprouts grow and change as they progress through their life cycle. Students will set up a germination experiment to grow bean sprouts from seeds, observe and measure the growth, and have opportunities to sample traditional Chinese dishes made with mature bean sprouts. Bean sprouts are popular ingredients in Chinese cuisine. For many centuries Chinese physicians have prescribed bean sprouts to cure different maladies. As students participate in the experiment, they will identify and use important vocabulary terms and language functions to be able to explain the process of planting and nurturing these plants and to express likes, 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 Indicators

Students 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 II

How students will demonstrate what they know and can do? Performance-based Assessment Students take an imaginary tour of a garden in which bean sprouts are growing. They will be handed a chart and asked to complete a checklist of questions based on the information in the chart of different growing conditions. Then they will be given visual samples of plants at various stages of growth and various growing conditions and with a partner will match the conditions with the appropriate picture. Finally, based on what they have learned, students will create a storybook based on bean sprouts.

Interpretive Task

Students work individually and complete a checklist of questions that is based on a chart of different growing conditions for bean sprouts. The varying conditions will be the amount of water and the amount of sunlight. There will be three conditions for water: too little, just right, and too much. The sunlight conditions will be (you mei you tai yang?) without sunlight, with the proper amount of sunlight, with too much sunlight.

Interpersonal Task

Students will work with a partner to devise a chart that combines pictures and growing conditions. Each will receive an envelope with information. One envelope will have pictures of plants at various stages of growth (days) under different conditions (water and sunlight). The other envelope will have the measurements of different growing conditions and days of growth. Students will converse with each other 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 III

Preparing students to demonstrate what they know and 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 upEach lesson has at least two other activities;

most have threeEach lesson has a concluding activityTotal is usually four or five activities in a

lessonBegin 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.

Sample pictures to teach vocabulary




Personal Inventory

喜欢不喜欢

姓名 ______________________

你喜欢吃什么？

Activity 3: Survey

Students will talk with one other student to complete a survey of each other’s food preferences (see attached survey). They will ask each other questions such as “Ni xihuan bu xihuan chi hanbao?” The other student will answer and check off his/her partner’s preference. The teacher will conclude this activity by polling the class to find out what the class’s favorite food is on this list.

Survey

喜欢不喜欢

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 handoutIt 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 lessonsEach lesson has between four and five

activitiesWarm up/introduction is essentialConcluding activity is also essentialThe three modes may not be present

in each lesson

The Growing Process

Later lessonDemonstrates the growing processReview powerpoint

Delicious Beans

Point out the healthy aspects of eating beans

Provide visual as well as linguistic information

Watch powerpoint

Questions?