# data[].attributes.body
Students will use a popper and ping pong ball to explore concepts around energy and matter and cause and effect. Students can measure height of individual objects then predict the height of the combined objects, then perform the investigation. They can analyze and reflect on the cause of the bounce and the relationship between the two objects.

-Cross-cutting concepts being explored are cause and effect and energy and matter.
-Practicing planning and carrying out investigations and engaging in argument from evidence.
-Supports to use: word banks, do it more than once, hands-on, sentence stems
-Strategies include: brainstorming, modeling, and using manipulatives.

# data[].attributes.body
Group discussions with peers
Visuals (Videos, Pictures, Diagrams, Demo)
Purposeful Groups in classrooms
Purposeful Groups in other setting (e.g. lunch rooms)
Building background
Anchor charts & Word Walls
Graphic Organizers
Translated materials
Sentence frames
Sentence starters
Think-Pair-Share
Teacher frequently checks for comprehension/rephrases
Wait time to explain
Alternative assessments

# data[].attributes.body
Models (presenting, creating)
Manipulatives
Realia (Using real objects to show concepts)
Graphic organizers
Scaffolded notes
Pictures/Visuals
Animations
Videos
Word Walls
Vocab Strategies
Interactive Online Models
TPR (assigning a motion to a vocab word)
Acting it out
Access to technology

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does Deeper Learning happen in science with students who are new to English?

2. In what ways do students and teachers both leverage students' native languages as an asset for learning?

3. How does project-based learning lead to deep and integrated learning of language and content?

School Details

Flushing International High School
144-80 BARCLAY AVE
FLUSHING NY 11355

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Supporting ELLs Through Project-Based Learning

# data[].attributes.attachment_link.description
Jordan Wolf, a science teacher at Flushing International High School, describes how he designs projects to meet the content and language needs of his students. Jordan talks about how he simultaneously develops content and language skills through small group work, hands-on activities, and heterogeneous group work.

# data[].attributes.headline
5. Using Mathematical and computational thinking

# data[].attributes.subject
5. Using Mathematical and computational thinking

# data[].attributes.body
using a calculator
accommodations
breaking down into smaller steps
consistent and accommodated assessments
manipulative/visuals
white boards
L1 peer building
equation (sentence frames)
t-charts
chunking/scaffolding
project based
anchor charts

# data[].attributes.headline
#8: Obtaining, evaluating and communicating information

# data[].attributes.subject
#8: Obtaining, evaluating and communicating information

# data[].attributes.body
Graphic organizer
Sentence frames
Paragraph frames
Video clips (not full length)
Visual cues
Total Physical Response (Academic Language Actions)
Interactive activities
Word Wall
Use of technology
Reducing linguistic complexity
Google translate
Making all activities available digitally
Anchor charts
Chunking information
Project menu (choices)
Option for L1 reference materials
Native language peer support
Cloze-style notes
Daily learning target with review
Text-to-speech where available
Small group discussion
Partner discussion
Explicit vocab instruction
Heterogeneous language and ability grouping
Discussion roles
Peer models
1:1 discussion prior to whole group discussions
Manipulative vocab cards
Word banks
Providing leveled texts
Rephrasing
Let students know they will be asked to share ahead of time
Diagrams/visual supports
Songs and other mnemonics
Online simulation
Providing multiple examples
Glossary with content words
Hands-on
Pre-teaching vocab
Podcasts
iMotion

# data[].attributes.body
-Language support - Native Language
-Extended Time for testing
-Guiding notes/template
-Graphic Organizer
-Visuals in notes
-Actual images of collected data
-Prefix/root analysis
-Frayer cards/model
-Leveled reading
-L1 text resources (translated text)
-Annotating readings
-Videos to describe topic
-Interactive glossary with video links, etc
-Annotating data table or graph
-Color coding steps of process.
-Gizmos: self-paced online lab (before hands on lab)
-Turn and talk
-Accountable talk/Numbered heads together (students with specific number are expected to answer prompt)
-Using music to explain vocab, topics
-Anchor chart, word wall

# data[].attributes.body
Sentence starters

Different strategies for groups: turn and talk, parllel lines gallery walk, concentric circles

Anchor chart

L1 support

Graphic organizers
pictures

technology resources:

multileveled texts::Raz kids read works, newsELA

Pre teach
vocabulary list
recap

Teacher modeling of argumentation

Practice claim evidence  reasoning
Questioning

Watching a video of argumentation

Hands on practice

# data[].attributes.headline
3 Planning and Carrying Out Investigations. 

# data[].attributes.subject
3 Planning and Carrying Out Investigations. 

# data[].attributes.body
1. Information

2. Planning

3. Carrying Out

Labeled supply list for each small group  2

Front loading vocabulary  1

Google Translate 1

Do it more than once. 3

Think, pair share 3

Self teaching for higher students  3

Students choose topic/project per interest 2, 3

Draw /use pictures and diagrams to show concepts 1, 2, , 3

Anchor charts

Wordbanks

tangible examples or models

Graphic Organizers

Small group work / grouping strategies  (with and accessible role for all)

Sentence stems and frames

Youtube short videos for building backround

Seat ELs with positive peer models

Hands-on activities and experiments

Visual directions / Video directions.

# data[].attributes.headline
6. Constructing explanations and designing solutions

# data[].attributes.subject
6. Constructing explanations and designing solutions

# data[].attributes.body
L1 support
Sentence / paragraph frames/starters
Graphic organizers
Scaffolded readings
Close reading
Electronic assessment supports
Manipulatives / realia
Illustrations / pictures
Allowing students to talk / turn and talk
Explain in your own words
Peer buddies (language helper or peer teaching)
Word wall
TPR
Choice of response (visual, oral, musical, comic, youtube, etc)
Google classroom
Cognitive dictionary
Guided notes
Sound effects
Videos
White board practice
Anchor charts
Wait time
Word bank
Oral formative checks
Guided instruction
Alternative assignments
Break down into steps
Mixed leveled groups with peer teaching
Modeling
Analogies
Pre-teach background knowledge
Embed their culture
Pre-assess
KWL
Guided question inquiry
Real world examples
I do, we do, you do (gradual release)
Project based
Student centered learning
Inquiry roles (similar to lit circle roles)
Template
Annotating the problem to lead to solution

# data[].attributes.headline
Thinking about students' assets, here's a video case study from NSTA of a student in an NGSS-aligned classroom (happens to be here in Madison). https://youtu.be/bFAHrhNNRhI 

# data[].attributes.subject
Thinking about students' assets, here's a video case study from NSTA of a student in an NGSS-aligned classroom (happens to be here in Madison). https://youtu.be/bFAHrhNNRhI 

# data[].attributes.headline
Have you dug into the NGSS case studies with ideas for teaching various groups of students? http://www.nextgenscience.org/appendix-d-case-studies - the one on ELLs came from a school in Madison!

# data[].attributes.subject
Have you dug into the NGSS case studies with ideas for teaching various groups of students? http://www.nextgenscience.org/appendix-d-case-studies - the one on ELLs came from a school in Madison!