Element Emulsion Fluorine Hevea Tree Hydrocarbon Hydrogen Latex

Assessment 2: 3 lessons
Leonie Tillman (z3097414)

EDST4131
ESL Method 1
Barbara Pillans
15 April 09
Assignment 2
ESL Lesson Plan

3 Lessons
Student: Leonie Tillman (z3097414)

EDST4131 – ESL Method 1
Lecturer: Barbara Pillans
School of Education
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Faculty of Arts and Social Sciences

University of New South Wales
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Stages 5 Science lesson plan

Teachers: Leonie Tillman Unit: Material World Date: 15 April 09
Class: 9 Science A Topic: Polymers Period: 2:20pm (Period 6)
Lesson 1: Introduction to Polymers Duration: 60 minutes
Lesson rationale / goal:
The first lesson will focus on eliciting students’ understanding of the diversity of plastics and introduce the term “polymer”. Some
common plastics will be examined and modelled.
Relevant KLA syllabus outcomes: Domain Prescribed Focus Areas / Knowledge and Understanding
Students will develop knowledge and understanding of:
• the history of science
• applications and uses of science
• models, theories and laws, and structures and systems related to the physical world, matter, the living world, and Earth and
space
A student: ESL
5.1 explains how social factors influence the development and 5.1 Communicates in familiar social and classroom situations,
acceptance of scientific ideas. extracting relevant information from spoken English and
5.2 describes the processes that are applied to test and validate elaborating on some ideas in coherent speech. (C, E)
models, theories and laws 5.3 Shows understanding of spoken English, cueing in to key
5.7 relates properties of elements,, compounds and mixtures to organisational and language. (A)
scientific models, theories and laws
Resources required:
• Computer and beamer (MS PowerPoint)
• Video “Polymers”
• Hand out 1, 2 and 3 (vocabulary)
• Polymer kit
• Overhead 1 and 2
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Lesson plan
Stage/ Learning activities/strategies ESL pedagogy / Class Resources
time strategies Organisation
10 Introduction: Stage 1: Building Whole class Open up
mins • Introduce topic “materials”. Define “plastic” and identify some common Knowledge of PowerPoint
plastics. the Topic Presentation
o Open up MS PowerPoint presentation (PPT) to the title page (PPT)
o Today we will be talking about a group of materials commonly
known as plastics. This will form part of a unit on “materials”. Handout 1
o You will need a new heading or title page in your books and a Vocabulary (HO1) &
subheading. support Handout 2
o Vocabulary handout distributed (HO3) (HO2) &
o Go to PPT to explanation of Greek and Latin words in English Visual aids for Handout 3
vocabulary (HO3)
o The name “plastic” originally comes from the Greek plastikos
and means “able to be moulded”. Can anyone tell me some items Explanation of Brainstorming –
made from plastic? English language write
roots (Greek & suggestions into
Latin) 3 labelled
• Why do you think plastics are so common? (Lightweight, cheap, easily columns on
moulded, easily coloured) blank overhead.
10 Development: Follow PPT
mins • Plastics as polymers Whole class
o All of the materials we call plastics are types of polymers. A Visual Demonstrate
polymer is a large molecule made up of many repeating units. representation simply
(Greek: poly = many, mer = unit). The unit is called a ‘monomer’ polymerisation
(mono = one). Most monomers are based around the element by joining
carbon and a gaseous element such as hydrogen, oxygen, or together plastic
chloride (fluorine,, nitrogen, etc.). kits
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• Developments in polymers Show 2 minute

o Early polymers were made from natural sources. All natural segment of
rubber originates in the Hevea tree. You will find natural rubber ‘Plastics and
in tyres and latex products such as hospital gloves. Rubber has Polymers’ (in
been known about for centuries (the Aztecs used it to make PPT
primitive balls used in games). Presentation)
15 • Most modern polymers are based on hydrocarbons (made from

mins petrochemicals). These have allowed us to develop a much wider range
of plastics including clear plastics and plastics that are UV stable and
heat resistant.
• Polymerisation & common polymers

Use OHT 2
o When monomers join together to form polymers the process is
called polymerisation.
o Some polymers you may have heard of include: PET, PVC,
POLYSTYRENE
5
mins • Co-polymers A copolymer is
o All of the plastics we have looked at consist of identical formed from 2
repeating monomers. Some polymers form from two different different types
monomers. These are called co-polymers and can be very useful of monomer
to combine two properties such as strength and flexibility. SBS is (PPT
a good example, the styrene gives strength (to help prevent Presentation)
tearing) while the butadiene gives flexibility. SBS is used in
asphalt and in some sealants.
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10 Closure: Explaining what Whole class

mins • On Tuesday we will be making slime. Some of you may have heard of class will be
the term PVA. PVA is polyvinyl alcohol commonly used in those white doing ahead of
woodworking glues (Aquadhere). It is a long chain polymer. When you time
cross-link the chains it forms a gel. This is the gel you commonly find in
toyshops sold as “slime”.
• You have homework HO2
o You need to fill in the plastic types for the items you identified in
Handout 2. You must do at least 4 items. If you haven’t got 4
written down choose 4 from home.
• You will need HO2 – it will make the homework task relatively
straightforward.
• Homework is due Thursday.
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Teachers: Leonie Tillman Unit: Material World Date:
Class: 9 Science A Topic: Polymers Period:
Making a simply polymer SLIME
Students will undertake an additional polymerisation and subsequent cross-linking. Observed changes will be discussed and used to
reinforce the concept of polymers. The concept and uses of cross-linking will be discussed.
Relevant KLA syllabus outcomes: Domain: Skills / Values and Attitudes
Students will develop skills in working scientifically through:
• conducting investigations
• communicating information and understanding
• working individually and in teams
Students will develop positive values and attitudes towards themselves, others, learning as a lifelong process, science and the
environment.
A student: ESL
5.18 selects and uses appropriate forms of communication to 5.1 Communicates in familiar social and classroom situations,
present information to an audience extracting relevant information from spoken English and
5.22 plans, implements and evaluates the effectiveness of a elaborating on some ideas in coherent speech. (C, D, E, G)
variety of tasks independently and as a team member 5.3 Shows understanding of spoken English, cueing in to key
5.25 recognises the relevance and importance of lifelong learning organisational and language. (C)
and acknowledges the continued impact of science in many 5.4 Uses knowledge of oral and written English to sustain and
aspects of everyday life. monitor spoken English. (C)
Also look at 5.14, 5.15, 5.17, 5.18, 5.19

Resources required:
• Ingredients for Slime
• Overhead
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Lesson plan
Introduction: Whole class OH3 & OH4
• Explain, “what we will do” to make slime by taking students through the
aim and method on OH3.
5 min • Explain that the results will be written in their books as a draft and then
published onto a blog to be marked by the teacher and also to get
feedback from other students. Next lesson will cover this.
• Scaffold the language and writing style for writing up findings – PART 1 Scaffolding
–
o explain that we will be looking at this more tomorrow.
o Now record the necessary results in your books and we will
write it up tomorrow together.
5 min
• Remind students what PVA looks like. Ask them to predict what might
happen when we carry out the experiment. (get them to write this
5 min prediction in their books)
• Introduce assessment criteria: Criteria
o Students will be assessed on their ability to: explained
 follow a planned procedure when performing an
investigation,
 record observations and measure accurately over a
number of trials,
 use a scientific report to present the findings of an
investigation, and
 think critically in making generalisations in relation to
10 the results of their investigation.
min • Demonstrate how to set up equipment
• Reinforce safety aspects related to the experiment – heat, burns.
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• Remind students that SAFETY GLASSES must be worn

30 Development 250ml beaker
Thermometer
min • Students complete Slime experiment in groups of three. Group work
Stirring Rod
• Record results first in books as draft (and then on Individual Science (groups of Tripod
Blogs) three) Heat Gauze
• Next lesson will be in the computer lab where students will learn how to Bunsen Burner
10ml measuring
set up their blogs and upload their experiment report cylinder
50ml distilled
water
Filter paper
2g poly vinyl
alcohol
5ml sodium
tetra borate
5 min Closure: Discussion Whole class
• If time:
• Discuss what happened
• Is that what they expected
• Draw up the reaction on the board for students to copy (Word and
symbol equations)
Explanation: When the PVA is dissolved in water, the vinyl alcohol units link up to form chains of about 2,000 units! This results in a
thick, syrupy appearance to the solution. When borax is added to the PVA solution, the chains of PVA cross – link to form a gel. The
cross linking is weak, so the links continually form and break under the weight of the gel, or with handling. Leave a ball of the slime
on a flat surface, and it slowly flattens out as the molecular chains slide over each other, rearrange themselves, and reconnect. But if
you pull suddenly on the material, it snaps.
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Recording results from SLIME
experiment
To set up Individual Science Blogs (ISB) for each student
Relevant KLA syllabus outcomes: Domain: Skills / Values and Attitudes
Students will develop positive values and attitudes towards themselves, others, learning as a lifelong process, science and the
environment.
A student: ESL
5.18 selects and uses appropriate forms of communication to 5.1 Communicates in familiar social and classroom situations,
present information to an audience. extracting relevant information from spoken English and
5.19 uses critical thinking skills in evaluating information and elaborating on some ideas in coherent speech. (K, M)
drawing conclusions 5.3 Shows understanding of spoken English, cueing in to key
5.20 selects and uses appropriate strategies to solve problems organisational and language. (E)
5.23 demonstrates confidence and a willingness to make decisions 5.6 Demonstrates awareness of how information is organised and
and to take responsible actions presented in English texts (E)
5.7 Interprets texts, cueing into key organisational and language
features (A, B, D, G, I)
5.9 Communicates on a range of familiar topics and incorporates
language and ideas drawn from different sources in response to
the varying demands of the classroom (E)
5.10 Adjusts the form of writing to intended contexts, purposes
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and audiences (A, C, G, H, I)

5.11 Writes a number of coherent texts, demonstrating some
flexibility and control over key organisational and language
features (B)
5.12 Focuses on planning and editing writing to improve its range
and expression (C, D, E, F, G)
Resources required:
• Computer lab
• Email address for each student
• Beamer
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Lesson plan
10 Introduction: A computer
min • Today each student will set up their own Individual Science Blog (ISB) per student
where they will be able to record the results of their experiments from
last lesson and the next lesson writing An already
• You will post your findings in the correct report format established
• Your entries will be marked by the teacher email per
student
• Other students are encouraged to read and comment on your classmates
blogs.
30 Development: Scaffolding Whole class OH5
min • Scaffolding the language and writing style for writing up findings – Stage 2:
PART 2 (to be completed now in predictions and later when recording Modeling the
results) Text
o Introduce the sample text (OH5)
o Students are to take notes on the elements of a scientific report
o Look at the language used
 tenses
• imperative tense
• simple present
 vocabulary
• to show – and other verbs
• because – to give reasons
 grammar
• conditional sentences
 other
• it is ok to use first person
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• how to record and present data Individually or

• look at the criteria if you have it Stage 2 in groups HO5
• be clear and concise
o Cloze activity to see if they can predict / remember the words Stage 3: Joint Whole class
Construction
from the sample text
o Now remove the OH5 and do the same activity without the
model. The teacher writes up the report on a blank OHT with
suggestions from the class. Ask questions such as
 What do we need to start with?
 Is that the best way to say it?
 Can anyone think of a better word than that?
 Is this all OK now? Can anyone see anything that needs
fixing up?
 Can you remember what the other reports were like?
 What do you think we should talk about next?
18 Development Setting up
min • Log on to the computer Individually on your blog
• Follow the instructions on the ‘Setting up your blog’ hand out. Stage 4: computers (HO4)
• Type up your findings from the experiment from last lesson. Independent
Writing
2 min Closure: Stage 4 (continue
• Homework is to make sure your entry is correct by this time next week the recursive
because the teacher will be looking at what you have written and process)
marking it.
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Lesson 4: Introducing Fibres Duration: 60 minutes
To show that polymers can be used to create fibres.
Relevant KLA syllabus outcomes: Domain: Skills
• planning investigations
• developing scientific thinking and problem-solving techniques
A student: ESL
5.14 undertakes first-hand investigations independently with 5.1 Communicates in familiar social and classroom situations,
safety and competence extracting relevant information from spoken English and
5.15 gathers first-hand data accurately elaborating on some ideas in coherent speech. (K, M)
5.18 selects and uses appropriate forms of communication to 5.3 Shows understanding of spoken English, cueing in to key
present information to an audience organisational and language. (D, E)
5.6 Demonstrates awareness of how information is organised and
presented in English texts (E)
5.8 Applies basic text access strategies to enhance comprehension
and learning (H)
5.10 Adjusts the form of writing to intended contexts, purposes
and audiences (A, C, G, H, I)
5.11 Writes a number of coherent texts, demonstrating some
flexibility and control over key organisational and language
features (B)
5.12 Focuses on planning and editing writing to improve its range
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and expression (C, D, E, F, G)

Resources required:
• OHT 1 from Lesson 1
• Samples of synthetic cloths
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Lesson plan
5 min Review speaking Whole class
• Slime conclusions to be reviewed, discussed and recorded (if not done
previously)
10 Introduction: Stage 1: Building Whole class Samples of
min • Review OHT 1 from lesson 1. Look at the types of plastics identified. knowledge woven
Discuss why students did / did not identify woven polymers. polymers
• Hand around samples of woven polymers (nylon, polyester, rayon, etc.).
• Discuss advantages / disadvantages of using synthetic fabrics (should
get strength).
40 Experiment Group work – Varying
min • Testing the strength of Nylon groups of 2 weights,
• Discuss how we could design a fair or reliable experiment to compare cotton and
the strength of nylon and cotton threads. nylon thread,
o You conduct a fair test by making sure that you change one retort stands.
factor at a time while keeping all other conditions the same.
What will we need to keep the same? The thickness, the length
What will we vary? The force. How will we exert a known force
and how will we vary it?
• Demonstrate by erecting equipment and asking questions. Minimum
number of repeats for a fair test is three, students should aim for five.
Stage 4: Individual
• Students to write up experiment method based on class discussion
Independent writing
o Aim: To compare the strength of cotton and nylon thread Writing
o Method: (recursive)
o Conclusion:
• Students to work in pairs to complete experiment and record results in
their exercise books as drafts and then on their Individual Science Blogs
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(ISB)
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5 min Close Speaking Whole class

• Discuss experiment results. Come to a conclusion about the relative
strengths of polymer fibres.
• Homework Students to record own conclusion on their ISB.
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Appendix A – Handouts
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HO1 – L1
Item Rigid/flexible? Type of Plastic
Plastics
1. The name “plastic” originally comes from the Greek word _____________________ and
means “_____________________”.
2. The materials we call plastics are types of _____________________.
3. A polymer is a large molecule made up of many repeating units.
4. The repeating units are called _____________________.
5. “Poly” means _____________________.
6. “-mer” means _____________________.
7. “Mono” means _____________________.
8. Most monomers are based around the element _____________________ and other
elements, which are often gases, such as _____________________,
_____________________ or _____________________.
9. When monomers join together to form polymers the process is called

_____________________.
10. A _____________________ is formed from two different types of monomers.
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HO2 – L1
PET Polyethylene terephthalate
Soft drink bottles, cosmetic jars
HDPE High Density Polyethylene
Long un-branched, closely packed chains. Strong rigid plastics
Mil crates, cartridges, blue plastic drums.
PVC Polyvinyl Chloride
Raincoats, shower curtains, plastic pipes, credit cards
LDPE Low Density Polyethylene
Highly branched, loosely packed chains.
Garbage bags, cosmetic tubes.
PP Polypropylene
Ice cream tubs, car battery cases.
PS Polystyrene
Drinking cups, some fast food containers, bean bag balls.
Other
Mixed or miscellaneous plastics e.g. Nylon.
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HO3 – L1
Technical Words Definition
carbon A chemical element with the symbol C. The word ‘carbon’ comes from the Latin
language carbo meaning coal
chloride An ion when chlorine picks up one electron. E.g. table salt is sodium chloride
compound Composed of more than one part.
co-polymer When two different types of monomers are combined. Useful to combine two
properties such as strength and flexibility
element A small single part that cannot be reduced further. They are combined to form
matter.
emulsion A mixture of two liquids
fluorine A chemical element with the symbol F. A poisonous, pale, yellow/brown gas. E.g.
used in dentistry
Hevea tree A rubber tree, otherwise known as the Para rubber tree, from which natural rubber
can be extracted
hydrocarbon An organic compound containing only carbon and hydrogen. E.g. an energy source
such as petrol
hydrogen A chemical element with the symbol H. The lightest chemical element. Found in
water (H20).
latex A milky liquid in plants like the rubber tree (or Hevea tree) and dandelion. An
emulsion of rubber particles in water.
Used in clothing, mattresses, etc.
material Something you can touch. Something used to make something else.
matter Anything that has mass and takes up space
molecule The simplest structural unit of an element or compound
monomer A small molecule that may become chemically bonded to other monomers to form
a polymer
nitrogen A chemical element that has the symbol N. It is colourless, odourless and tasteless.
The largest single constituent of the Earth’s atmosphere.
Nylon A synthetic fabric – a strong and resilient fibre
oxygen A chemical element that has the symbol O. We need it to breath. It is found in
water (H2O)
PET A type of plastic used to make soft drink bottles and other kinds of food containers.
petrochemical Any compound obtained from petroleum or natural gas
polyester A category of polymer. Light, strong and weather resistant
polyethylene A polymer consisting of many ethylene monomers bonded together, e.g.
kitchenware and containers
polymer A long or large molecule consisting of a chain or network of many repeating units.
polymerisation The chemical process that combines several monomers to form a polymer.
polypropylene A thermoplastic polymer, e.g. packaging, textiles (ropes, thermal underwear,
carpets), stationery, reusable containers.
polystyrene An aromatic polymer, e.g. foams, insulation (coffee cups). Bad for the environment
when burned (incinerated)
polyvinyl A polymer consisting of many vinyl monomers
PVC (Polyvinyl chloride). A type of polyvinyl often used in the building industry. Also
used in clothing and upholstery, hoses, tubing, flooring, waterbeds and pool toys.
Rayon A synthetic silk-like fabric used for making clothing.
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General Words Definition

alcohol An organic compound with a carbon atom. Also a drink containing alcohol as the
active agent
asphalt A sticky, black liquid often mixed with gravel or sand and used in paving and
roofing
flexibility The noun of flexible. Soft, bendable, not rigid
flexible Not rigid, soft, bendable
gaseous Existing as or having characteristics of a gas
gel A solid, jelly-like material
material Something you can touch. Something used to make something else.
mould A hollow form for shaping a fluid or plastic substance
primitive Belonging to an early stage of technical development
rigid Hard, stiff, not flexible
rubber An elastic material obtained from the latex sap from trees (especially the Hevea
tree)
sealant A material used for sealing to form a hard coating on a porous surface.
A sticky material that changes to become solid after application, e.g. used in
weatherproofing.
strength The noun of strong. Resistant to force.
tyres A hoop made of rubber that covers a wheel.
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HO4 – L3
Setting up your Independent Science Blog
1. Go into your email account.

2. Send an email to post@posterous.com with the text you wish to appear in the blog.
a. Start with a welcome message
b. REMEMBER TO WRITE IN APPROPRIATE LANGUAGE BECAUSE THE
WORLD CAN READ WHAT YOU WRITE
3. Read the email sent to you from Posterous confirming that you have started a blog.
4. Confirm your email address. This has to be done before you can comment or proceed.
a. Go to the bottom of the confirmation email Posterous sends you and click on
‘click here to set a password for this site’
b. Enter your first and second name without a space into the account name
c. Enter a password into the password section
d. Click save
5. Go to ‘Edit my profile’ and complete the relevant details
a. Upload a photo if you like
b. Click ‘save’.
6. Click on ‘confirm these emails’ at the top of the page
7. Email new blog entries from the same email address to post@postermous.com
8. Edit your entries by clicking on ‘manage’ and then clicking on the ‘edit’ button to the
right of the entry.
a. Edit the work as you wish.
b. Click ‘save’.
9. Enter http://yourname.posterous.com to get back to your blog or return to the
confirmation email and click on ‘your blog’
a. Log in with your email address and password
b. DO NOT tick ‘remember me on this computer’ unless it is your personal
computer.
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HO5 – L3
Fill in the blanks.
Aim:
To _______________ which tape is the _______________.
Equipment:
ruler
pen/biro
1 rubber band
5cm x 1.2cm piece of sticky tape
5cm x 1.2cm piece of masking tape
5cm x 1.2cm piece of packing tape
5cm x 1.2cm piece of electrical tape
Method:
_______________ four different pieces of tape. Each tape is 5cm long and 1.2cm
_______________. _______________the tape through a _______________and stick it to the
_______________. Use a biro to _______________the rubber band until it is separated from the
table. _______________the height of the biro. The higher the height the stickier
_______________ tape. Then _______________the experiment with the other types of tape.
ruler
biro being pulled up
rubber band
sticky tape
(5cm x 1.2cm) table
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Results:
Tape Height first go Height second go

Sticky tape 14 cm 16 cm
Masking tape 17 cm 16 cm
Packing tape 22 cm 23 cm
Electrical tape 11 cm 12 cm
Conclusion:
The packing tape was the _______________ tape out of the ones tested _______________ the
rubber band was stretched the _______________ without becoming unstuck.
(i) The way I have presented my results _______________ the height of the rubber and
_______________ the difference in the height and the difference when I did it the
second time.
(ii) The graph shows that packing tape was the tape that stuck to the table the
_______________while the rubber band was pulled 22 cm and 23 cm high.
(iii) The experiment could be used for the best type of tape for packing and sending fragile
stuff, so the box will not open half way to where it is going.
(iv) (a) If the size of the rubber band was changed the heights would _______________
and would give _______________results.
If there were different _______________ rubber bands for each piece of tape then the
results would be _______________.
(b) If the length was made bigger or smaller to all of the pieces of sticky tape
_______________ it would probably be different but would be reliable.
If the lengths and widths were different for every piece of tape, the results
_______________ not be right and some would have better results than the others.
(c) If a different surface _______________ used the results _______________ vary a

bit _______________ they would be consistent. If the surfaces differ each time the
experiment was done some would not get a lot of grip and others would get a lot and
the results would be _______________.
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Tape Stickiness
25
20
15
Height first go (cm)
Height second go (cm)
10
0
Sticky tape Masking tape Packing tape Electrical tape
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Appendix B – Overheads
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OH1 – L1
Item Rigid/flexible? Type of Plastic
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OHT2 – L1
PET Polyethylene terephthalate
Soft drink bottles, cosmetic jars
HDPE High Density Polyethylene
Long un-branched, closely packed chains. Strong rigid plastics
Mil crates, cartridges, blue plastic drums.
PVC Polyvinyl Chloride
Raincoats, shower curtains, plastic pipes, credit cards
LDPE Low Density Polyethylene
Highly branched, loosely packed chains.
Garbage bags, cosmetic tubes.
PP Polypropylene
Ice cream tubs, car battery cases.
PS Polystyrene
Drinking cups, some fast food containers, bean bag balls.
Other
Mixed or miscellaneous plastics e.g. Nylon.
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OH3 – L2
Experiment: Slime
Aim: To make a polymer (addition polymerisation).
Equipment: 250ml beaker

Thermometer
Stirring Rod
Tripod
Heat Gauze
Bunsen Burner
10ml measuring cylinder
50ml distilled water
Filter paper
2g poly vinyl alcohol
5ml sodium tetra borate
Method: 1. Pour 50 ml of distilled water into the beaker.

2. Heat the water to 90 degrees (no hotter).
3. While the water is heating one person weigh out 2g of polyvinyl alcohol onto
a piece of filter paper.
4. When the water reaches approximately 90 degrees SLOWLY sprinkle 2g of
poly vinyl alcohol on the surface of the water while STIRRING.
5. When fully dissolved turn off the Bunsen and
6. Cool the poly vinyl alcohol solution to room temperature.
7. Gently stir in 2-3 drops of food colouring.
8. Add 5ml of sodium borate and stir well with a stirring rod.
Results / Observations:
Conclusions:
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OH5 – L3
Sample scientific report
Aim:
To see which tape is the stickiest.
Equipment:
ruler
pen/biro
1 rubber band
5cm x 1.2cm piece of sticky tape
5cm x 1.2cm piece of masking tape
5cm x 1.2cm piece of packing tape
5cm x 1.2cm piece of electrical tape
Method:
Get four different pieces of tape. Each tape is 5cm long and 1.2cm wide. Put the tape through a
rubber band and stick it to the table. Use a biro to stretch the rubber band until it is separated
from the table. Measure the height of the biro. The higher the height the stickier the tape. Then
repeat the experiment.
ruler
biro being pulled up
rubber band
sticky tape
(5cm x 1.2cm) table
Results:
Tape Height first go Height second go

Sticky tape 14 cm 16 cm
Masking tape 17 cm 16 cm
Packing tape 22 cm 23 cm
Electrical tape 11 cm 12 cm
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Conclusion:
The packing tape was the stickiest tape out of the ones tested because the rubber band was
stretched the furthest without becoming unstuck.
(ii) The way I have presented my results shows the height of the rubber and shows the
difference in the height and the difference when I did it the second time.
(v) The graph shows that packing tape was the tape that stuck to the table the longest
while the rubber band was pulled 22 cm and 23 cm high.
(vi) The experiment could be used for the best type of tape for packing and sending fragile
stuff, so the box will not open half way to where it is going.
(vii) (a) If the size of the rubber band was changed the heights would increase and would
give different results.
If there were different sized rubber bands for each piece of tape then the results would
be unreliable.
(b) If the length was made bigger or smaller to all of the pieces of sticky tape then it
would probably be different but would be reliable.
If the lengths and widths were different for every piece of tape, the results would not
be right and some would have better results than the others.
(c) If a different surface was used the results would vary a bit but they would be
consistent. If the surfaces differ each time the experiment was done some would not
get a lot of grip and others would get a lot and the results would be unreliable.
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Tape Stickiness
25
20
15
Height first go (cm)
Height second go (cm)
10
0
Sticky tape Masking tape Packing tape Electrical tape
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15 April 09
OH6 – L4
Example of one possible set up. Key

points – thread lengths must be the
same.
At what weight do the respective

cotton threads threads break?
weights
Nylon threads
weights
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Appendix C – PowerPoint
Presentation
Please go to
http://leonietillman.posterous.com/
to download the PPT that accompanies the introduction to these four lessons
or see additional attachment
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15 April 09
Analysis
In this series of three science lesson plans, I have identified the language demands to be
primarily four things: the effective acquisition of technical vocabulary; broadening general
vocabulary; improving writing standards in the text type1 of scientific reports; and, oral
communication during the experiments.
I have introduced various activities to support and scaffold the learning of ESL students
to increase students’ language skills and knowledge to help them move along the ESL Scales2 and
to best achieve the learning outcomes within the KLA of science. In addition, the use of
Information and Communication Technology has been used to better facilitate learning.
On the whole, lesson one is an introduction to the theory and history of plastics and
polymers and works to build the knowledge of the students; Gibbons would describe this as stage
one in the four stage process of the explicit teaching of writing (Stage 1: Building the Field;
Stage 2: Modeling the Text Type; Stage 3: Joint Construction; and Stage 4: Independent
Writing)3. It includes a lot of difficult technical terms for both ESL and mainstream students. By
placing this information into a PowerPoint presentation the students are exposed to a variety of
language skills to better facilitate the absorption of the new information rather than just listening
to an explanation by the teacher. This is done by reading the slides; listening to the teacher’s
exposition and the students’ comments and questions; and speaking by asking questions. More
specifically, I identified problems around the discussion of different types of plastics and their
classification. To solve this problem for ESL students, the PowerPoint presentation shows
labelled images to increase students’ technical and general vocabulary. To further support
vocabulary, I created a handout, which acts as a reference page laying out the necessary technical
terms and their definitions as well as a separate sheet that the students can add to containing
general terms that might also be useful for other units of work and KLAs.
1
Pauline Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Language
Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, p. 54
2
ESL Scales, Carlton South VIC Australia: Curriculum Corporation, 1994
3
Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, pp. 61-67
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Lesson two involves doing and writing up an experiment. The writing up of a scientific
experiment needs to be explicitly explained and scaffolded for the students. Even if they are
already familiar with the activity of writing up their responses, explicitly teaching the language
elements, vocabulary as well as ways of displaying their findings will help improve the level of
ESL and mainstream students. This has been moved to a separate lesson now called lesson three
(the old lesson three is now lesson four). By taking a high-scoring sample response from ARC
(Assessment Resource Centre) on the Board of Studies website4 and using it to model a very
successful response at their level, the students can learn by adapting their own writing to
incorporate newly learned elements. It further assists their skills by having selected a sample
scientific report from a different experiment to assist students to adapt language to new
situations. To best deconstruct this sample, it will be projected onto the board and with different
coloured pens signifying different language elements, e.g. red for useful vocabulary; green for
identification of the tenses used in the report; blue for other grammatical constructions (such as
conditional sentences, comparison constructions, passive voice and connectives); and, black for
identifying the response to criteria set out by the teacher. Other things worth identifying would
be the use of the first person and discussing how data was recorded and presented. This whole
class activity will be followed up with a cloze of the same activity to reinforce the language
learnt. The text deconstruction and cloze make up part of what Gibbons calls stage two:
modelling the text5. This is then followed by stage three: joint construction6, which has the
teacher acting as scribe and guider for the students reconstruction of a similar text. In this
instance the concept of the experiment that was just modelled will be used to jointly (with
teacher and students) construct a new scientific report with the elements just modelled. Finally,
4
Assessment Resource Centre (ARC), Board of Studies NSW, New South Wales Government,
http://arc.boardofstudies.nsw.edu.au/go/sc/science/activities/performing-a-first-hand-
investigation/, 12 April 09
5
Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, pp. 64-66
6
Ibid, pp. 66-67
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stage four: independent writing7, is undertaken allowing the students to transfer their knowledge
to the experiment done in lesson two and independently writing their reports.
The new lesson three will be conducted in a computer lab. In the first part of the lesson,
the previously mentioned scaffolding lesson will take place. Following this each student will set
up a blog on posterous.com where they will take their findings previously recorded in their
exercise books and post it there. Through the use of the blog, students will publish their work on
the web; this will not only make it fun for them to see their work in such a professional format,
but it will also up the ante in ensuring their writing is of a standard that warrants publication. In
addition to these qualities, students will be able to see other students’ writing in order to learn
from each other and, further, they will be able to comment on their friends’ writing. The best
outcome from this activity is that the teacher is able to, firstly, comment on the student’s writing,
and also engage with the student’s writing for individual reports as well as over time as future
reports are added to the blog. A possible extension of this idea is to have each students peer
assess four other students work enabling them to critically look at at least four other samples of
this text type.
The blog is an ideal tool to assist the process of recursive writing as the students’ can
publish a draft of their work and edit it as many times as they like before the due date of the
assessment task. Because of this function, if this assessment is to be marked teachers could ask
students to publish their work at a certain time to avoid copying, and also they might prefer to
print out assessable work so that students do not edit the work after the assessment due date.
7
Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002, p. 67
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List of works consulted
Assessment Resource Centre (ARC), Board of Studies NSW, New South Wales Government,
http://arc.boardofstudies.nsw.edu.au/go/sc/science/activities/performing-a-first-hand-
investigation/, 12 April 09
ESL Scales, Carlton South VIC Australia: Curriculum Corporation, 1994
Gibbons, P., “Chapter 4: Writing in a Second Language Across the Curriculum: An Integrated
Approach, Scaffolding Language Scaffolding Learning: Teaching Second Language
Learners in the Mainstream Classroom, Portsmouth, NH, USA: Heinemann, 2002.
Glossary, NSW HSC Online, Charles Sturt University,
http://hsc.csu.edu.au/biology/glossary/2390/glossary.html, 11 April 09
Senior Science, NSW HSC Online, Charles Sturt University,
http://hsc.csu.edu.au/senior_science/options/polymers/2975/SS953.html, 11 April 09
Science Years 7-10 Syllabus, Educational Resources, Board of Studies NSW, New South Wales
Government, http://www.boardofstudies.nsw.edu.au/syllabus_sc/science.html
40 of 40

Element Emulsion Fluorine Hevea Tree Hydrocarbon Hydrogen Latex

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Assessment 2: 3 lessons

Leonie Tillman (z3097414)

ESL Lesson Plan

Student: Leonie Tillman (z3097414)

Faculty of Arts and Social Sciences

Stages 5 Science lesson plan

• Developments in polymers Show 2 minute

15 • Most modern polymers are based on hydrocarbons (made from

• Polymerisation & common polymers

10 Closure: Explaining what Whole class

Stages 5 Science lesson plan

Also look at 5.14, 5.15, 5.17, 5.18, 5.19

• Remind students that SAFETY GLASSES must be worn

Stages 5 Science lesson plan

and audiences (A, C, G, H, I)

• how to record and present data Individually or

Stages 5 Science lesson plan

and expression (C, D, E, F, G)

5 min Close Speaking Whole class

Item Rigid/flexible? Type of Plastic

2. The materials we call plastics are types of _____________________.

3. A polymer is a large molecule made up of many repeating units.

4. The repeating units are called _____________________.

5. “Poly” means _____________________.

6. “-mer” means _____________________.

7. “Mono” means _____________________.

9. When monomers join together to form polymers the process is called

10. A _____________________ is formed from two different types of monomers.

PET Polyethylene terephthalate

Soft drink bottles, cosmetic jars

HDPE High Density Polyethylene

Long un-branched, closely packed chains. Strong rigid plastics

Mil crates, cartridges, blue plastic drums.

PVC Polyvinyl Chloride

Raincoats, shower curtains, plastic pipes, credit cards

LDPE Low Density Polyethylene

Highly branched, loosely packed chains.

Garbage bags, cosmetic tubes.

Ice cream tubs, car battery cases.

Drinking cups, some fast food containers, bean bag balls.

Mixed or miscellaneous plastics e.g. Nylon.

General Words Definition

1. Go into your email account.

biro being pulled up

Tape Height first go Height second go

(c) If a different surface _______________ used the results _______________ vary a

Item Rigid/flexible? Type of Plastic

PET Polyethylene terephthalate

Soft drink bottles, cosmetic jars

HDPE High Density Polyethylene

Long un-branched, closely packed chains. Strong rigid plastics

Mil crates, cartridges, blue plastic drums.

PVC Polyvinyl Chloride

Raincoats, shower curtains, plastic pipes, credit cards

LDPE Low Density Polyethylene

Highly branched, loosely packed chains.

Garbage bags, cosmetic tubes.

Ice cream tubs, car battery cases.

Drinking cups, some fast food containers, bean bag balls.

Mixed or miscellaneous plastics e.g. Nylon.

Equipment: 250ml beaker

Method: 1. Pour 50 ml of distilled water into the beaker.

(c) If a different surface _ used the results _ vary a