Mod 10 Speak to Learn

 

     Making Content Connections                           

Your Name: _James Wiseman________________ Date: _6/25/25____________ 

Lesson Goal:

  • I can orally describe the polarity of water molecules using manipulatives using complete sentences.

Content Area:



Biology

Specific Topic:

BIO.2: The student will investigate and understand that chemical and biochemical processes are essential for life.

Grade

9th - 10th

Estimated Time:

Portion of class (max 30 min)

Strategy 


Think - Pair - Share

Describe how the strategy is used as a before-during- and/or after-reading activity


(List steps of strategy)





Either before, during, or after a reading activity, the teacher will pose a question to students. The teacher will give students a short time for students to think independently. Then the teacher will tell students to turn to a partner and discuss their answers. After partners have discussed their answers the teacher will ask students to share their answer with the class.

Describe how you would incorporate the strategy into a content lesson


(application of strategy)









Before the lesson begins, class partners are labeled “A” and “B” partners. I will pose a question to the students “What elements make of a water molecule?” I will give students 30 seconds to think of the answer. To assist students I will have an image of water molecules showing hydrogen bonding. I will have students turn to their partner, A will tell B their answer and B will either agree or disagree and correct. This will also be timed. Afterwards class discussion will start. 

 

Students are given vocabulary cards and manipulatives of magnetic water molecules. Using the image above, a second question will be posed. “How are water molecules attracted to each other?” As before students will think independently for 30 seconds before turning to their partner. This time B partner will discuss first and A will agree or disagree and correct. A class discussion will occur after.

Please attach any materials needed for explanation of the strategy.


List 3 key ideas from the course materials this week.


  • Students foster growth when they communicate academic language to each other. 

  • Interaction in group work makes group work productive. 

  • Creating group work routines nurtures productive group work.

 

List 2 strategies (in addition to the one you used for your organizer) that you will incorporate into your future teaching and include one sentence explaining why.


  • Jigsaw- when students are comparing and contrasting different macromolecules (Carbohydrates, Lipids, Protein, Nucleic Acid) to better form connections how they are similar and how each have different roles in the body.

  • Collaborative posters- Allows for larger groups and shows the contribution of each student easily. Good for showing how heat and pH affects different enzymes selected by me and how different enzymes have different optimal conditions by making graphs. Can be a gallery assignment.


List 1 question you still have about fostering collaborative conversations.


  • As classrooms are a mosaic of voices and language, how do you use speak to learn without signaling out lower ELLs?

Comments

  1. SaphiraJune 25, 2025 at 6:50 AM

    First of all, what really stood out to me at first was the excellent visual you had! Granted I know this one is pixelated( the blog isn't ideal for stuff like this I know all to well), but I get what you were going for. I remember chemsitry in High School being really challenging and I can only imagine how it is for English Language Learners! However, I feel, your use of visuals and manipulatives would help not only the ESOL population, but everyone, myself included. Furthermore, I really liked your use of "A" an "B" partners for turn and talk. I think talking things out can be really beneficial for students to understand what the will be learning.

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