Reflection: ELL Students Introduction to the Particle Theory of Matter: Day Two of Plaid Pete's Particles - Section 3: Team Activity


It is difficult to imagine the impact that language has on learning, particularly on a difficult content area such as Science.  The research is fairly clear though that while all students benefit from inquiry based, hands-on Science instruction, with English Language Learners - it is a moral imperative.  Many of these students simply cannot achieve mastery of complex content without these experiences.  In this Hands-On Video Clip an English Language Learner is experiencing something as complex as the behavior of compression of particles in different states of matter.

While it may seem that students who do not have a full grasp of academic English, cannot hope to understand such complex content, her assessment reveals a different picture.  No, she does not have the language to completely describe the properties of the states of matter in this student assessment example.  However, it is clear by her models, that the hands-on experiences that she has engaged in have certainly produced learning far beyond what she would have been able to access with text based instruction.

  ELL Students: Hands-On Activities for ELLs- Not an Option, an Imperative
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Introduction to the Particle Theory of Matter: Day Two of Plaid Pete's Particles

Unit 1: What's The Matter Plaid Pete?
Lesson 14 of 22

Objective: SWBAT draw a simple model that reflects a basic understanding of the Particle Theory of Matter

Big Idea: How does the arrangement of particles in different states of matter affect their properties? Students work in pairs to further refine their understanding of the particle theory of matter by investigating the compression of a solid, a liquid, and a gas.

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10 teachers like this lesson
Science, academic discussion
  65 minutes
2014 10 17 14 28 56
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