A Module on

TEACHING AND LEARNING ENGLISH IN SCIENCE

By: Anabel B. Alagasi-Wellms, Ph.D.

I. INTRODUCTION
Current research in second language acquisition indicates that learning is facilitated
when the learner is taught using meaningful input, when new information is presented and
linked to already known information, and when the learning environment is relaxed and
motivating (Krashen and Terrell, 1983). One way to provide meaningful input directly to the
limited English proficiency student is by teaching content in English using strategies and
techniques that make the content, (i.e. Science) comprehensible to the second language
learner. English language development must be an integral objective of all content-based
instructions like Science, Math and other content areas. It is important to incorporate language
learning into these lessons both to ensure that students understand the concepts and to
improve their English skills.
Science teachers have the opportunity to help their students progress in understanding
science concepts while developing their listening, speaking, reading, and writing skills in English
by applying specific teaching strategies that incorporate language functions and structures into
science activities. These teaching strategies include promoting collaboration between teachers
and among students, modifying teacher talk, making science relevant to students' everyday
lives, adapting existing science materials and textbooks, and using language teaching
techniques in presenting science concepts. By applying these strategies, teachers can give
English learners the preparation they need for succeeding in the English language science
classroom and ultimately in the larger school context.
II. OBJECTIVES
At the end of the two-hour session, the teacher-participants are able to:
1. discuss some theories in integrating language functions in science class.
2. know how to maximize the use of BBF books in their science or English class in the
context of Content Based Instruction (CBI).
3. demo-teach a science concept using the BBF book by applying the theories on how to
integrate language functions into science lessons.
III, SUBJECT MATTER
Integrating Language Functions in Science Lessons

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IV. MATERIALS
BBF books (Harcourt Here and There, Rigbys From the Lake to your Faucet, Rigbys
Celias Gift), telescope, poster of solar system, paper towels, sand, soil, water, pictures
of stages of butterfly, funnel, large jar, activity sheets, manila paper, pentel pen, art
paper scissors
V, REFERENCES
Brinton, D. (2003). Content-Based Instruction. In D. Nunan (Ed.), Practical English
Language Teaching (pp. 199-224). New York: McGraw Hill.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-Based Second
Language Instruction. New York: Newbury House.
Campbell, R., Gray, T., Rhodes, N., & Snow, M. (1985). Foreign Language Learning in
the Elementary Schools: A Comparison of Three Language Programs. The
Modern Language Journal, 69 (1), 44-54.
Cochran, C. (1989). Strategies for Involving LEP Students in the All-Englishmedium Classroom: A Cooperative Learning Approach. Washington, DC:
National Clearinghouse for Bilingual Education.
Short, Deborah J. How to Integrate Language and Content Instruction (Center for
Applied Linguistics, 1991).

VI. PROCEDURE
Priming (10 minutes)
Insy-Wincy Spider (Action song)
Review the steps in Designing a Science Lesson Integrating Language Functions which
was presented in TOT 1.
Activity 1 (15 minutes)

1.
2.
3.
4.

Divide the participants into 3 groups.

Assign 1 BBF Book to each group.
Distribute the activity sheets for each group.
Give each group 15 minutes to do what is asked in the activity sheets.

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Activity Sheet for Group 1

Title : I am a Butterfly
Book : Harcourt Trophies Here and There
Instructions:
1. Read pp 8-29.
2. Develop a 20-minute science lesson for Grade 1.
3. Integrate language functions into your science lesson.
4. Think of activity/ies that you could use in your lesson to explain
the science concept.
5. Make your science class enjoyable to the pupils.
6. Assign a demo-teacher.
7. Be ready to demonstrate the mini-lesson for 20 minutes.

Activity Sheet for Group 2

Title : From the Lake to Your Faucet
Instructions:
1. Read pp 6 12.
2. Develop a 20-minute science lesson for Grade 3.
3. Integrate language functions into your science lesson.
4. Perform the experiment on pp. 8 9.
5. Make your science class enjoyable to the pupils.
6. Assign a demo-teacher.
7. Be ready to demonstrate the mini-lesson for 20 minutes.

Activity Sheet for Group 3

Title : Celias Gift
Instructions:
1. Read the story then choose science concepts found in the story.
2. Develop a 20-minute science lesson for Grade 5.
3. Integrate language functions into your science lesson.
4. Think of activity/ies or techniques which you can use to explain
the science concepts in your lesson.
5. Make your science class enjoyable to the pupils.
6. Assign a demo-teacher.
7. Be ready to demonstrate the mini-lesson for 20 minutes.

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Activity 2. Demo-teaching (60 minutes)

Each group is given 20 minutes to demo-teach a mini-lesson in Science integrating
language functions.
While the group is doing a demo-teaching, the rest of the participants observe and
answer the observation questions below:
1. What science concept/s is/are being taught?
2. What language functions are manifested in the science lesson?
3. What activities are used to develop the speaking, reading and writing skills of the
pupils?

Analysis (10
minutes)
Say: After doing the different activities, let us look back and analyze what we have just
done.
Probe:
What science concepts did you teach in your lessons?
What language functions did you integrate in your science lessons?
What language skills were involved while discussing the science concepts?
Did your students participate in the speaking activities? In writing?
What techniques did you use in teaching science concepts?
How did you do it?
How did you know that your students learned the science concepts?

Group Science
Concept

Language Function

Language
Skills
Involved
Listening
Reading

Techniques

Butterfly

Questioning, Inferring

Water

Expressing opinion

Listening
Speaking

Experiment

Solar system
planetarium

Defining, Describing

Listening,
Speaking
Reading

Picture story

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Realia

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Abstraction (20 minutes)

I. How do we integrate language functions in Science lessons?

Integrating Language and Content: How To
Language and content-area instruction can be integrated in one lesson or unit, or the
approach can form the basis for an entire curriculum. Even though the extent of implementation
may vary widely, the underlying principles and procedures remain the same. In fact, teachers
may start with one lesson or unit at a time and later pool resources with other teachers to
develop a whole curriculum from this approach. Moving from a single lesson to an entire
curriculum, here are some ideas on how to get started.
1. Develop one lesson. Take an objective from a content area curriculum, such as
science, and think about the kind of language students need in order to be able to
accomplish that objective. You should look for specific vocabulary items as well as
grammatical structures and language functions (such as requesting information or
defining) that are important for the lesson. Naturally, the level of proficiency of students
will need to be considered. Once you have identified both the content and language
objectives of the lesson, you can plan activities to accomplish both.
The following kinds of information, which should be taken into consideration when
planning a lesson:
o
o
o
o
o
o
o
o
o

Grade level
Language level
Subject
Topic
Key content competencies
Core vocabulary
Thinking skills
Language skills
School skills

o
o
o
o
o
o
o
o

Interpersonal skills
Literacy skills
Materials needed
Activities
Assessment
Support activities
(reading, writing, listening, speaking)
Follow-up activities
Assignments

2. Select a theme/Science Concept

The teachers can develop several lessons around a theme. The theme should be addressed
in the language and content classes. For example, an environmental theme, such as
deforestation, might be the focus of ESL and science lessons.

3. Identify key terms and words

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Key terms can be pulled out and introduced in advance. The teachers should reinforce the
new vocabulary throughout the lesson. Of particular interest are words which can clue students
in to what is expected of them, such as the terms altogether, more, and less in math word
problems and contrast in expository writing.
4. Look for appropriate text materials
The language teacher can choose content passages which illustrate the language structures
or functions being taught. The content teacher can look for alternate versions of general
textbooks which present the subject matter more clearly for the students or can adapt materials
to suit the language proficiency level of the students. In this particular case, the BBF books are
very helpful.

What are BBF Books?

The Brothers Brother Foundation (BBF) through the EQuALLS Project donated books
for use in the EQuALLS partner schools. These are quality books in English, Science and Math
which could be used as supplement instructional materials by the teachers. The list of books
with corresponding grade levels is found in Attachment A.BBF books are some of the many
resources, including indigenous ones, that a teacher may use to supplement his/her teaching.

5. Adapt ESL techniques to the Science classroom

Language teachers providing content-based instruction and content teachers teaching
Limited English Proficiency students can modify the following ESL techniques for their lessons.

Bring realia into the lessons

Teachers should use visual displays (e.g., graphs, charts, photos), objects, and
authentic materials, like newspaper and magazine clippings, in the lessons and
assignments. These help provide non-verbal information and also help match various
learning styles.

Do demonstrations

When teachers use actions, they can show the meaning of new words (especially
verbs), explain a science experiment, model language functions in the context of a
dialogue, etc.

Use filmstrips, films, videotapes and audio cassettes with books

Borrowing films and other audio-visual materials from school/district media

centers can help improve a content lesson. It is useful to preview the audio-visual
materials before showing them to the class, both for possible language difficulties and
misleading cultural information.

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Invite the students to do hands-on activities

Content teachers should plan for students to manipulate new material through
hands-on activities, such as role plays and simulations, TPR (total physical response),
laboratory experiments, drawing pictures and story sequences, and writing their own
math word problems.

Design lessons with music and jazz chant activities

Language teachers frequently use music and chants in their classes. These
activities are motivating for students and also help teach English pronunciation and
intonation patterns. Songs and chants on subject area topics would work well too.
Although some students may be reticent to sing aloud in class, all students should be
able to do listening activities with music and chants.

Plan oral exercises for developing listening & speaking skills and written
exercises for developing literacy skills.

6. Develop a lesson plan

In integrated lessons teachers and students work toward content and language
objectives. When developing lesson plans for integrated instruction, it is important to identify
both types of objectives and plan activities accordingly. It is often useful to specify critical
thinking or study skills to target as well. A teacher's or school district's preferred lesson format
can then be used to develop the lesson.
The lesson format presented below includes four phases: 1) warm-up or motivation; 2)
presentation of new material, in whole group or small group work; 3) practice and application of
new material; and 4) review or informal assessment to check student understanding. Most
lessons also contain extension activities to reinforce or extend the concepts covered. A series of
lessons thematically linked into units provides for sustained student interest as well as the
opportunity to build systematically on prior activities.
Certain procedures are more critical than others. These are:
(1) selecting principal vocabulary terms to teach as a pre-activity;
(2) providing the opportunity for students to discuss the information and material orally,
preferably before any written work is assigned;
(3) designing class activities for student-to-student interaction; and
(4) deciding to use real literature or adapted materials.
The following model lesson outline may be used for integrated language and content
lessons. While all lessons should include some language and some content objectives, an
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individual lesson need not address all the subcategories within. Some lessons may reach
content objectives from different subject areas, such as math (use division) and science
(calculate average rainfall). Some may have literature; some may not. Some may focus on
reading skills without listening practice. Following the model are two sample lessons illustrating
the use of this outline and some of the strategies discussed earlier.
Lesson Plan Format: Integrated Instruction
THEME:
LESSON TOPIC:
OBJECTIVES:
Language Skills:

Speaking/Listening
Reading/Writing
Structures

Content Skills
Thinking/Study skills
Key Vocabulary
LITERATURE:
MATERIALS:

MOTIVATION:
PRESENTATION:
PRACTICE/APPLICATION:
REVIEW/EVALUATION:
EXTENSION:

Application

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Sample lesson plans are attached in this module.

lesson plans in their classrooms. (see attachment B)

The participants may use these

Clincher (5 minutes)
The present is. The future, in contrast, only seems to be. Wishing for the best in the future is
futile, useless, without effect. If we wish for the best, we must act on the present, which is all
there is. Fortunately, acting on the present does not rule out improving the future. Indeed, it is
only by acting on the present reality that we can share a future.
-GARY MARX
Song (What a Wonderful World) with video presentation.

Prepared by:
Anabel A. Wellms, Ph.D.
MSU-Tawi-Tawi
February 15, 2009

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Attachment A ( List of BBF Books)

Title

Level

Hardcourt Trophies: RDG Catch A Dream

Harcourt trophies reading:Here and There
Harcourt trophies reading:Time Together
Harcourt trophies reading:Just For You
Harcourt trophies reading:Banner Days
Hardcourt Education: RDG Changing Patterns
HM Harcourt Nc Reading On Your Mark
Reading Lead the Way
Reading Distant Voyage

Grd.1.2
Grd.1.3
Grd.1.4
2.1
GRd.2.2
Grd.3.1
3.2
Grd.4
Grd.5

Rigby: Forest Fire

Rigby My Science Project
Rigby From the Lake to your Fausets

level 1-2
level 2-3
2

Rigby: Bugs, Beware!

Rigby My Frog Log
Rigby Where are the Prairie Dogs?
Rigby: Celias Gift

4
3
level 3-4
level 3-4

Steck-Vaughn Folktales from Ecosystems around

the world
Rigby: Big Bend Treasure Hunt
Rigby: Swamp Explorer
Steck-Voughn: Ecosystem
Rigby: Garielle Lyon & the Fossil Hunt
Rigby All Charge Up

6
5
level 4-5
6
4
5

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Attachment B (Sample Lesson Plans)

SAMPLE LESSON 1
Subject:
Science
Topic:
Plants
Objectives: To identify various characteristics of
plants
Activity - (15 minutes)
Bring in a house plant. Show it to the students while
talking about it. Example: "Look at this pretty plant. It's in a
pot. See its green leaves. Here's a flower. It's on the
stem." Continue pointing to the different parts of the plant
that can be seen: stem, leaves, flower, dirt (soil). Do TPR
activity with the core vocabulary words, e.g. "Point to the
leaves."
Draw a picture on the board of a plant with roots. Explain
that roots are in the dirt in the pot. Review the names of
the parts of the plant using the picture on the board.
Let students touch the plant. Ask questions about the
plant: "What color are the leaves/the stem?" How does the
leaf/stem feel?" "Is it smooth/rough?" "What's above/below
the dirt?"
Assessment

Cut up a real plant and put the various parts inside a box.
Have students pick out plant parts and identify them.

Reading/Writing Support Activity - (10 minutes)

Put a drawing of a simple plant on the blackboard and

label the different parts with flashcards. Read aloud the
words while labeling the different parts. Then, take off the
flashcards and put them on the table. Have students come
and put the labels on the different parts of the plant
picture.

Grade: 2
Level: Beginning

Vocabulary
roots above/below
stem under
leaves in
flower
plant
dirt/soil
pot
Skills
Thinking:

Classify,
Identifying
Language: Describing
School:
Participating in
class
Literacy: Sight word
recognition
Materials Needed
House plant
Parts of real plants
Reading/Writing Materials
Flashcards with names of
plants, flowers
Follow-up Materials
Magazines with pictures of
plants, flowers

Follow-up Activity

(15 minutes) Take students outside and have them collect

different parts of plants. Have them come back to the
classroom and sort by part (e.g., all stems together). Save

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some parts for future lessons.

(5 minutes) Pass out magazines and have students cut
out pictures of plants or flowers and paste them on pieces
of paper. Have students label the parts of the plants in the
pictures. Move around the room and ask students, e.g.,
"Show me a leaf"; "What color is the flower?"
(5 minutes) Song: "Little Flowers"

From: PREP (Preparing Refugees for Elementary Programs) Curriculum, U.S. Department of
State, Overseas Refugee Training Program (Draft).

SAMPLE LESSON 2
This model lesson plan may be adapted for grade 6 or higher level.. If presented in full detail,
the lesson may require one to two weeks.
KEY THEME: Environmental Pollution
TOPIC: Littering (Solid Waste)
OBJECTIVES:
Content: Recognize environmental problems, Identify litter and patterns of littering, Identify
human influences on the environment
Language:
Listening/Speaking: Recite/listen to a dialogue with meaningful content, Discuss
environmental issues as a whole class and in small groups, Conduct interviews and report orally
Reading/Writing: Design a questionnaire, writing questions, Complete a list or chart, Write in a
journal
Structure: Question Formation
Thinking Skills: Analyze problems, Generate solutions, Infer reasons for human actions
Key Vocabulary: Litter, garbage, dump, mess, environment, trash, cause, solution, solid waste,
pollution, survey
Materials: Teacher-made dialogue, poster, items of trash (empty soda cans, paper wrappers,
broken glass, etc...)
Motivation: (Before lesson is presented) Two weeks before
introducing this topic, hang a scenic poster on the wall. Some
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This activity whets the

students' interest and
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students may comment on the lovely view or ask vocabulary

questions about objects in the scene. Every other day, attach an
item that might be considered trash (candy wrappers, an empty
box, an aluminum can) to the poster, thus creating a "trash
collage." The students may be curious, but do not reveal the
purpose.

visually represents some

background information
about the topic.

(To introduce the lesson)

Turn to the "Trash Collage" and ask students what they think it
represents. Write student ideas on the board. Finally, through
guided questioning, if necessary, lead the students to recognize
that the lovely place is being ruined by litter.

All students can participate.

Teacher helps them make
speech-- print connections
by writing their comments
on the board.

Changing the focus, turn from the poster scene to the local
environment, and add some additional vocabulary to the list. Then
ask some of the more advanced students to explain why this
happens and write comments on the board. Some students may
venture consequences of the littering problem.
Presentation: Ask two of the more advanced students to volunteer
to come to the front of the class and role play the following
dialogue:
LITTERING AT SCHOOL
Student 1: Don't throw that on the ground.

This dialogue introduces, in

an interactive way, some
key vocabulary and causes
associated with littering.

Student 2: Why not? What's the big deal?

Student 1: Our school looks like a garbage dump.
Student 2: So what? Tell one of the younger kids to clean it up.
Student 1: But you littered.
Student 2: Everyone does it. Teachers do it too.
Student 1: You're impossible. Do you know what our school will
look like if everyone continues to litter?

On the board, write the headings: PROBLEMS, CAUSES,

SOLUTIONS, in chart form. Categorize and expand the vocabulary
list with student input. Show students a written form of the
dialogue.

Having begun with concrete

examples (poster,
dialogue), students can now
expand and organize their
information.

In order to check on comprehension and practice writing questions,

have the students take dictation. Dictate the following questions:
This activity incorporates
some language practice for
the students.
Where are they?
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Who is talking?
What happened?
Why is one student upset?
Does this happen at our school?
Have pairs compare their work and ask volunteers to write their
dictations on the board. Encourage students to peer edit.
Discusses relevant grammar points (e.g., question words, verbnoun positions).
Ask students to think of additional questions about the dialogue.
Write the student-dictated questions on the board. Work as a class
to edit errors. If desired, add questions, such as "Why is there a
problem?" (cause) or "What can you do?" (solution).
Application 1: Have pairs role play the dialogue "Littering at
School" and discuss the vocabulary and issues together. Then
have pairs ask each other the class-generated questions (more
advanced students should answer first.).

This paired activity allows

for oral language practice in
the context of the lesson
topic.

Review: After this structured conversation, ask students to write

ten questions and answers about the topic (littering). Before they
hand it in, encourage students to peer edit.

Students work individually

at first, then with peers.

Home task: For homework, have students write in their journal

about the trash they see as they go to and from school for several
days. As this task continues, expand the vocabulary list under
PROBLEMS and put it on a poster or chart to hang in the room.
Make two other posters, one with CAUSES and the other with
SOLUTIONS as well.

This task applies the topic

directly to their lives.

Application 2: In small groups, have students discuss the causes

of littering, then share ideas with the class. Write them on the
CAUSES poster. Then ask groups to consider solutions. Share
their suggestions and write on the SOLUTIONS poster.

The group work offers all

students a chance to
participate.

Next, have small groups design a questionnaire to interview

This activity reinforces the
classmates, teachers, neighbors, family, and friends. The
language structure
questionnaire should be limited to five questions. If needed, help
objective.
groups plan their questions, but do not provide them with a full list.
Possibilities include:
Does litter bother you?
Do you litter?
What do you throw away as litter?
Why do people litter?
Who is responsible for solving this problem?
What can be done about this problem?
Home task: Have students conduct a survey for three days, each
interviewing 10 people. (If they interview non-English speakers,
they may ask questions in the native language but should write
responses in English.)
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This task encourages

interaction with nonclassmates on the topic and
may provide clarification
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Follow-up and Extension: Have students share this information in

their groups. Have recorders in the group organize the results of
the survey and a representative of the group reports to the whole
class. Help the whole class find ways of organizing and presenting
the results of the survey. (Some students may list the results on
posters, others may do a chart and quantify the responses. Some
may prepare an oral report or a debate between individuals who
litter and those who don't. Other students may create a role play or
drama. Some may design a visual display or collage, highlighting
before and after scenes.)
Have students write a composition. Display the papers and, if
appropriate, encourage some students to submit their work for
publication in a school/class newspaper.

practice, as students
explain their task to others.
Each group contributes to
the whole class. Optional
presentations allow each
group to choose the one
best suited to their learning
styles and academic skills.

These projects further

students' problem-solving
and study skill
development.

Long-term Projects: Expand this introduction to individual

generation of and influence on solid waste pollution to heighten the
awareness of students to other sources of solid waste (industrial,
agricultural, municipal) and methods of disposal. Design additional
lessons to help students research sources of solid waste in their
communities and learn about local disposal methods, such as
dumping, burying, burning, recycling, etc. Students may want to
form action groups to decrease solid waste pollution in their towns.

From Deborah J. Short, a Research Associate with the Center for Applied Linguistics who
has done extensive research, teaching training, and materials development on integrated
language and content instruction.

SAMPLE LESSON 3

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Subject:
Math
Topic:
Counting
Objectives: To identify place value

Grade: 2
Level: Beginning

Activity - (30 minutes)

Divide the class into ten groups. Divide bottle caps into ten piles
(use at least 125 caps per group). Have each group place one
pile of bottle caps in a plastic bag. Say, "Count out piles of ten."
Give time for each group to divide their caps into sets of ten.
Observe whether the students understand the instructions.
Pointing to one group, say, "How many groups of ten do you
have?" Say, "Let's count by tens to see." Count, "Ten, twenty..."
etc. "How many bottle caps do you have?" Give different
colored/labeled tickets for piles of hundreds and remaining tens
and ones.
Give each group an appropriate number of tickets for the total
number of bottle caps they hold.
Continue until piles of bottle caps and tickets show the same
number.
Ask,
"How many hundreds do we have?"
"How many tens do we have?"
"How many ones do we have?"

Have students place tickets representing the total number of

their bottle caps in a place value pocket.

Vocabulary
count out
total
hundreds
tens
ones
class
Skills
Thinking:

Sensory/auditory/visual
learning, spatial relations
Language: Answering questions, giving
information, counting
School:
Participating in groups,
working individually
Literacy: Counting
Materials Needed
10 plastic bags
Collected bottle caps
Place value pocket chart
10 tickets marked 100 (may need more)
30 bundles of 10's
30 single tickets

Assessment

Do Total Physical Response (TPR) activity with individual

students using the core vocabulary.

From: PREP (Preparing Refugees for Elementary Programs) Curriculum, U.S. Department of State Overseas
Refugee Training Program (Draft).

SAMPLE LESSON 4
Subject:
Math
Topic:
Money
Objectives: To round off amounts to the nearest peso
To make estimate by rounding off amounts
To make change from pesos
Activity - (30 minutes) Role play:
Set up a store in the classroom. Give each
student a "peso" to spend. Tell the students, "You
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Grade: 3
Level: Beginning

Vocabulary
storekeeper clerk
customer
change

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have one peso to spend in the store today. I will

be the first storekeeper."
Go to the store area and say, "The store is open.
________ will be the first customer. Come in,
______. What would you like to buy today?"
Allow student to make choices. Student must say,
"I would like to buy _______." Respond by
saying, "Here are your things. That will be __
cents. One dollar minus ___ cents is ___ cents.
Here is your change. Thank you for coming to my
store."
"Customer" becomes "storekeeper" (clerk).
Rotate until all have had the opportunity to
participate in the role-play.
Provide subtraction equations until the students
are able to verbalize the math problems
themselves.
Allow time for the students to communicate what
they would like to "buy."

Assessment

Give students "peso" bills and cards marked 1

to 25 (or play money). Give several word
problems which include subtracting amounts
from Php 1.00. " Show and tell me how much
money you would have left."

Math Literacy Support Activity

Each student writes his/her own math problems

for classmates to solve using "peso" and "cents."

cost

Structures
Wh- questions and modal would. What would
you like to buy? How much change would
you have?
Skills
Language:

Answering/asking questions,
following directions
Interpersonal: Participating in class activity,
listening
Thinking:
Designing problems to be
solved
Materials Needed
1 "peso" per student, change cards or play
money, various items marked with prices for
store.
Follow-up Activity
Teach the children to estimate change by
rounding to nearest ten and adding, e.g.: It
cost 79. Round to 80. Change is
approximately 20.
Homework
Students copy and solve subtraction word
problems, e.g.,
1.00 One peso
.36 minus thirty-six cents
Php .64 is sixty-four cents.

This lesson can be adapted to suit the level of competency, e.g., use Php5 or Php10 instead of one peso.
From: Content-Based ESL Curriculum, Hartford Public Schools (Draft).

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