Modifications
The following modifications should be introduced (if necessary) to support English Language Learners:
Individual Activities:
Matter Kitchen:
Often, you can find age-appropriate videos in different languages that can help solidify your student’s understandings. For example, for students whose native language is Spanish, have students watch this video (in Spanish) to help solidify their understanding of the “Matter Kitchen” video.
Video: Three State of Matter (Spanish)
ELL Objective:
Lunch Sack:
ELL students benefit from comprehensible input, which includes providing students with a variety of techniques to make content concepts clearer. When completing the “Characteristics of Materials” simulation, encourage ELL students to click on the “speaker” picture (top left of the simulation) in order to listen to the audio embedded in the simulation.
ELL Objectives:
Froot Loops States of Matter:
It might be especially difficult for ELL students to understand abstract concepts such as "particles." Make the concept more accessible to students by providing them with the below video:
Video: Solids, Liquids, and Gases for Children
This video contains audio, pictures, and text that can better scaffold students' understanding of particles.
ELL Objectives:
Reversible or Irreversible Changes:
ELL students benefit from comprehensible input, which includes providing students with a variety of techniques to make content concepts clearer. When completing the “Irreversible or Reversible Changes” simulation, encourage ELL students to click on the “speaker” picture (top left of the simulation) in order to listen to the audio embedded in the simulation.
ELL Objectives:
Group Activities:
Because students will be working with up to 4 partners for the group activities, few modifications should be needed to be made to the activities themselves in order to benefit English Language Learners. Instead, encourage group members to work together and to ask each other questions if confused. When grouping students for the activities, be sure that students are grouped heterogeneously - groups should vary in ability, language, and gender. In this way, students will all have something to "bring to the group." The nature of these group activities are also more hands-on, so this should naturally support English Language Learners in and of itself. Same objectives apply.
Individual Activities:
Matter Kitchen:
Often, you can find age-appropriate videos in different languages that can help solidify your student’s understandings. For example, for students whose native language is Spanish, have students watch this video (in Spanish) to help solidify their understanding of the “Matter Kitchen” video.
Video: Three State of Matter (Spanish)
ELL Objective:
- After the completion of the video, students will be able to verbally identify the three states of matter and examples of three states of matter in both Spanish and English.
Lunch Sack:
ELL students benefit from comprehensible input, which includes providing students with a variety of techniques to make content concepts clearer. When completing the “Characteristics of Materials” simulation, encourage ELL students to click on the “speaker” picture (top left of the simulation) in order to listen to the audio embedded in the simulation.
ELL Objectives:
- N/A - same objectives apply to all students.
Froot Loops States of Matter:
It might be especially difficult for ELL students to understand abstract concepts such as "particles." Make the concept more accessible to students by providing them with the below video:
Video: Solids, Liquids, and Gases for Children
This video contains audio, pictures, and text that can better scaffold students' understanding of particles.
ELL Objectives:
- After the completion of the video, students will able able to verbally explain the differences in particle arrangement and movement between solids, liquids, and gases.
Reversible or Irreversible Changes:
ELL students benefit from comprehensible input, which includes providing students with a variety of techniques to make content concepts clearer. When completing the “Irreversible or Reversible Changes” simulation, encourage ELL students to click on the “speaker” picture (top left of the simulation) in order to listen to the audio embedded in the simulation.
ELL Objectives:
- N/A - same objectives apply to all students.
Group Activities:
Because students will be working with up to 4 partners for the group activities, few modifications should be needed to be made to the activities themselves in order to benefit English Language Learners. Instead, encourage group members to work together and to ask each other questions if confused. When grouping students for the activities, be sure that students are grouped heterogeneously - groups should vary in ability, language, and gender. In this way, students will all have something to "bring to the group." The nature of these group activities are also more hands-on, so this should naturally support English Language Learners in and of itself. Same objectives apply.