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STEAMing with Picture Books
Workstation Handouts
Elementary Cycle Three
English as a Second Language
Developed by the MEES ESL Programs Team
in collaboration with Quebec Reading Connection
MEES Working Document 2018
Information Sheet
STEAMing with Picture Books: Workstations
Differentiation to meet the needs of all students
Students can:
choose between reading books or listening to audio
recordings (process)
explore the provided texts of their choice (content)
use graphic organizers and templates to help
structure their ideas and take notes (process)
write their answers or record their discussions
using a recording device (process) explore additional interesting facts and online
games to further develop their competencies and
acquire new knowledge (content)
split their team in dyads and compare their work
after, if being four is difficult to manage (structure)
choose how to present their final product such as
multimedia presentation, letter, drawing and text,
3D model, podcast, etc. (product)
Evaluation Suggestions
Competency 1: At the workstations, teachers can gather traces of
students using theme-related vocabulary and
everyday expressions (e.g. agree/disagree, take
turns, maintain interaction, ask questions).
Competency 2: Workstation activities allow students to
demonstrate understanding of texts (e.g. Venn
diagram) and to select knowledge from texts in
order to deliver a final product individually (tree
house design, emergency kit).
Competency 3 (optional): Teachers can evaluate the email that each student
writes at workstation #3.
Procedure
Duration
Each workstation is designed to
last approximately 40 minutes.
Individual
Tally Sheet
Students are provided with a
tally sheet to keep track of their
work at each station.
Materials
The necessary materials for each
station should be prepared ahead
of time and kept in a designated
place (e.g. table, basket). A list
is provided on the back of this
sheet.
Rotation
Teachers can choose to keep
workstation baskets on different
tables and have students rotate
from one table to the next.
OR
Teachers can choose to keep
students working at a designated
table and rotate the
workstation baskets from one
team of students to the next.
Group
Formation
Students can be divided into
heterogeneous teams of four to
promote oral interaction and
allow students to help one
another as they carry out the
various workstations.
Prior
Knowledge
Since students will be asked to
work autonomously, it helps if
they are already familiar with
everyday expressions, strategies,
and cooperative skills.
Pedagogical Intention To present elementary ESL students with a series of seven autonomous workstations in which
they explore other school subjects through the use of illustrated picture books and Internet sites
in order to develop the three ESL competencies.
MEES Working Document 2018
Materials
School Supplies Handouts to Print
Seven baskets (approx. 11” x 14”) Sticky notes (a different colour or shape
per team) Eight dry-erase markers A light bulb, a battery, alligator clamp
wires, a knife switch (+ backups) Four laminated sheets of graph paper A tablet with the Sky View App Four computers (or more) 4 sets of earphones (or more) Splitters (optional) Copybooks, pencils, erasers, rulers
The tally sheet (one per student)
The instruction sheets for each workstations
The song lyrics, interesting facts and definition (x4)
The scientific method chart (one per student)
The mystery word handout (x4) (http://espacepourlavie.ca/en/complementary- activities/mystery-word-8-12-years)
The moon handouts (one per student) (http://espacepourlavie.ca/en/complementary- activities/observe-moons-phases)
The C1, C2, C3 checklists (Appendix 1)
The everyday expressions (Appendix 2)
The writing process poster (Appendix 3)
The SOAP poster (Appendix 3)
Suggested Illustrated Picture Books (quebecreadingconnection.ca)
- In the Tree House - Two Bobbies -Blackout - Scaredy Squirrel -Power Up - 100 Inventions that Made History - Professor Astro Cat’s Frontiers of Space - The Glow in the Dark Book of Space - First Encyclopedia of Space
- Roberto: The Insect Architect
- Architecture According to Pigeons - Earth-Friendly Buildings, Bridges and More - Towering Homes - Adventure Homes - Look at That Building! A First Book of Structures - First Shapes in Buildings - Storybook Homes - Dreaming Up: A Celebration of Building - Home
Online Resources
Getprepared.gc.ca This Canadian government site was developed by Public Safety Canada to help keep Canadians safe in case of an emergency. The site’s goal is to encourage Canadians to know the risks in their community, make an emergency plan and get an emergency kit.
http://www.hydroquebec.com/learning/durable/jeux/jeu2.html This Hydro-Québec site presents a short interactive video on how electricity is produced, followed by an interactive quiz.
http://www.hydroquebec.com/games/network/flash.html The purpose of this interactive game is to build a power system which will carry electrical power from the generating station to your home.
http://www.hydroquebec.com/learning/jeux.html This Hydro-Québec site presents six games to learn about safe and healthy habits.
http://www.hydroquebec.com/games/unplugged/ In this interactive game, students must find objects to help save energy and fight the Energivorus
monster that has taken over the spirits of the people in the house.
Audio recording of the song Brother by Peter Katz and Royal Wood Audio recordings of the books Two Bobbies and Blackout that can be found on Internet (optional) Sky View App (or any other application that allows you to view the sky above your school)
MEES Working Document 2018
http://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/learning/jeux.htmlhttp://www.hydroquebec.com/games/unplugged/
Name: Group:
My partners:
Tally Sheet In teams, you will carry out seven workstations to prepare for the final task:
designing a tree house preparing an emergency kit for a tree house
Activities Completion Notes Workstation
#1
□ Completed □ Incomplete
1. Predict: What do you think the emergencies will be in these two books? □ Drought □ Flood □ Fire □ Blackout □ Other
2. Verify Predictions: Were the emergencies you predicted for each book the ones that happened in the books?
□ Yes. What was the same? □ No. What was different?
Workstation #2
□ Completed □ Incomplete
3. Name energy sources and their impact on the environment, plants and animals:
Workstation #3
□ Completed □ Incomplete
4. Did you draw a floor plan using a scale for the measurements? □ Yes □ No, I will add one in my project.
5. Did you help each other? □ Yes □ Not really, next time I will help my partners more.
Workstation #4
□ Completed □ Incomplete
6. Which books will you refer to when creating your tree house?
Workstation #5
□ Completed □ Incomplete
7. Based on the brotherhood song and definition, who would you invite to your tree house?
Workstation #6
□ Completed □ Incomplete
8. Did you complete the Scientific Method Chart? □ Yes □ No
Workstation #7
□ Completed □ Incomplete
9. Write two things you learned at this workstation:
MEES Working Document 2018
More ideas for…
My emergency kit:
My tree house:
Remember!
Neatly put away all materials after each workstation. Be sure to whisper when discussing!
My emergency kit:
My tree house:
MEES Working Document 2018
Kits That Fit! Workstation #1
Materials
The story book: Two Bobbies The story book: Blackout (Kirby Larson) (John Rocco)
Internet site: Getprepared.gc.ca A computer and earphones
The story book: Scaredy Squirrel Checklists: I Interact Orally in English, I (Melanie Watt) Read Stories, I Listen to Texts (Appendix 1)
Your copybook, pencil and eraser Audio recordings of the suggested books (optional)
Everyday expressions
(Appendix 2) Tally Sheet
Activities and Strategies
1. Your Mission: To prepare an emergency kit!
2. Discuss:
(Refer to the everyday expressions (Appendix 2), if needed.)
a. What is an emergency? b. Name some emergencies. Use your dictionary, if needed. c. What would you do in one of these emergencies? d. How do you think you would you feel?
3. Look at the cover pages of Two Bobbies and Blackout.
a. Predict: What do you think the emergencies will be in these two books? □ Hurricane □ Flood □ Fire □ Blackout □ Ice storm □ Blizzard □ Windstorm □ Hailstorm
Word Bank
first aid kit matches whistle tools toiletries
MEES Working Document 2018
4. Read the books or Listen to the audio recordings of Two Bobbies and Blackout.
5. Verify Predictions: Were the emergencies you predicted for each book the ones that happened in the books? Write your answer on your tally sheet.
6. Discuss:
a. Take the book Scaredy Squirrel from your basket. b. Turn to the page with the sticky note. c. Would Scaredy Squirrel’s emergency kit be helpful in the situation
presented in Two Bobbies? d. Would it be helpful in Blackout? e. Which of Scaredy Squirrel’s ideas would you keep? f. Which ideas would you change?
7. Go to: Getprepared.gc.ca
g. Click on “Get a kit”. h. Read the list OR watch the video. i. Discuss what to put in an emergency kit to help the characters in Two Bobbies
and Blackout based on the information you found on the Internet.
8. Compare:
j. Take your copybook. k. Draw a Venn diagram similar to this one. l. In section A, create an emergency kit
for the characters of Two Bobbies. m. In section C, create an emergency kit
for the characters of Blackout. n. In section B, write useful items
for the characters in both books.
9. Reflect: (Choose three questions)
o. Did we read the instructions? p. Did we look at the strategy posters and everyday expressions? q. Did we complete numbers 3 to 6 before going on the Internet site (#7)? r. Did we participate, using English only? s. Did we take notes? t. Do we better understand what an emergency kit is? u. What can we do better next time?
10. Put away all materials in the basket.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
Two Bobbies Blackout
http://www.bing.com/images/search?q=venn%2Bdiagram&view=detailv2&adlt=strict&id=8CBDB363ADCF38D78A85457CF28A4C317A294466&selectedIndex=7&ccid=o9MYq0A7&simid=608015315585076928&thid=OIP.Ma3d318ab403bd79a550c1d03d937bf42H0http://www.bing.com/images/search?q=venn%2Bdiagram&view=detailv2&adlt=strict&id=8CBDB363ADCF38D78A85457CF28A4C317A294466&selectedIndex=7&ccid=o9MYq0A7&simid=608015315585076928&thid=OIP.Ma3d318ab403bd79a550c1d03d937bf42H0
You’ve Got the Power! Workstation #2
Materials
Internet site #1: http://www.hydroquebec.com/learning/durable/jeux/jeu2.html
Internet site #2: http://www.hydroquebec.com/games/network/flash.html
Internet site #3: http://www.hydroquebec.com/games/unplugged/
Internet site #4: http://www.hydroquebec.com/learning/jeux.html
A computer or tablet
Your copybook, pencil and eraser
Everyday expressions (Appendix 2)
Checklists: I Interact Orally in English, I Read Stories, I Write Texts (Appendix 1)
Writing Process poster (Appendix 3)
SOAP poster (Appendix 4)
Tally Sheet
Activities and Strategies
1. Your mission: To create a power system.
2. Discuss:
(Refer to the everyday expressions (Appendix 2), if needed.)
a. Have you ever visited a Hydro-Québec power plant? Tell us about it. b. What can produce electricity, besides water? c. What kind of power do you use at home? d. What kind of heating is used at school?
MEES Working Document 2018
Word Bank
power plant: where electricity is generated
http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/games/unplugged/http://www.hydroquebec.com/learning/jeux.html
3. Go to: Internet site #1: http://www.hydroquebec.com/learning/durable/jeux/jeu2.html
Test your skills with a fun interactive quiz!
Internet site #2: http://www.hydroquebec.com/games/network/flash.html Create your own power system that will carry electricity from the generating station to your house!
Internet site #3: http://www.hydroquebec.com/games/unplugged/ Fight Energivorus the monster that has taken over the spirits of the people in the house!
Internet site #4: http://www.hydroquebec.com/learning/jeux.html Choose from six games to learn more about safe and healthy habits.
4. Write an email to your teacher explaining which type of electricity you think should be
developed more in the province of Québec (water, wind, natural gas, oil, nuclear).
a. Name the type of electricity you selected. b. Explain your choice (e.g. its impacts on the environment). c. Use the I Write Texts checklist/Writing Process and the SOAP posters to write
your email. d. Send it to your teacher. The best ones will be sent to the Prime Minister!
5. Reflect :
a. Did we read the instructions? b. Did we collaborate? c. What words did we learn? d. Did we use English only? e. What can we do better next time?
6. Put away all materials in the basket.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/games/unplugged/http://www.hydroquebec.com/learning/jeux.html
Draw Like an Architect Workstation #3
Materials
Laminated sheets of graph paper (one per student)
Dry-erase markers (one per student)
A ruler (one per student)
Everyday expressions (Appendix 2)
Checklists: I Interact Orally in English, I Read Stories (Appendix 1)
Tally Sheet
Activities and Strategies
1. Your mission: To draw a floor plan of a tree house.
2. Discuss:
(Refer to the everyday expressions (Appendix 2), if needed.)
a. Who uses graph paper or floor plans? Think of occupations. b. Have you ever used graph paper to draw? c. For which project did you use graph paper? d. How did it help you?
3. Read:
a. Choose the dimensions you want your tree house to have. For example, you might want your tree house to be 4 metres long by 3 metres high.
b. Use a scale to reduce the dimensions of your tree house to fit the size of the graph paper. For example, you can decide that 1 metre = 10 squares on your sheet.
MEES Working Document 2018
Word Bank
graph paper: floor plan:
height: length:
4. Draw the floor plan of your tree house using the graph paper provided in the folder.
5. Add furniture to your tree house. For example, to add a chair to your scale plan, you can
measure your classroom chair to discover how many squares to use on your sheet.
6. Snap shot! (Optional) Take a picture of your scale plan and post it on the class blog.
7. Reflect:
a. Did we read the instructions? b. Did we draw a floor plan using a scale for the measurements? c. Did we help each other? d. What words did we learn? e. What can we do better next time?
8. Put away:
a. Erase your plan with a tissue. b. Place all materials in the basket.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
Reading Nook Workstation #4
Materials
Companion books such as: o Home o Storybook Homes o Towering Homes o First Shapes in Buildings o Architecture According to Pigeons o Dreaming Up: A Celebration of Building o Adventure Homes o Earth-Friendly Buildings Bridges and o Look at That Building!: A First Book of More
Structures o Roberto: The Insect Architect
Sticky notes
Your copybook, pencil and eraser
Everyday expressions (Appendix 2)
Checklists: I Interact Orally in English, I Read Stories (Appendix 1)
Tally Sheet
Activities and Strategies
1. Your mission: To collect ideas to inspire your tree house design.
2. Discuss what type of information to look for (e.g. materials, architectural details). (Refer to the everyday expressions (Appendix 2), if needed.)
3. Browse through the books provided in your basket. When you see a
useful idea, put a coloured sticky note on that page for future reference.
4. Rotate the books from one partner to the other.
MEES Working Document 2018
Word Bank
browse: look sticky note:
5. Sketch: When you have looked at all the books, you can start sketching plans in your copybook to see if these ideas would look good in your tree house.
6. Share your ideas with your partners.
7. Reflect:
a. Did we read the instructions? b. Did we look at several books? c. Did we take notes? d. Did we share our ideas? Yes, we did! No, let’s do it now. e. Did we speak English only? f. What words did we learn? g. What can we do better next time?
8. Put away all materials in the basket. *** You can leave the sticky notes in the books for future use. Remember the colour of your
team.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
Brotherhood Workstation #5
Materials
Four laminated copies of the lyrics of the song Brother by Peter Katz and Royal Wood
Audio recording of the song Brother by Peter Katz and Royal Wood on a phone/tablet/computer
Earphones and splitters
Four dry-erase markers
The Brotherhood Definition handout
Everyday expressions (Appendix 2)
Checklists: I Interact Orally in English, I Read Stories, I Listen to Stories (Appendix 1)
Tally Sheet
Activities and Strategies
1. Your mission: To make connections between songs,
stories and personal experiences.
2. Discuss: (Refer to the everyday expressions (Appendix 2), if needed.)
a. Do you have siblings? If you don’t have siblings, think of a cousin, friend or pet. b. Do you spend time together? When? c. Do you sometimes fight or disagree? Why? d. Do you protect each other? How? e. Share something you do with your sibling(s), cousin, friend or pet.
3. Take the lyrics of the song Brother. Read the Missing Lyrics section at the bottom.
MEES Working Document 2018
Word Bank
siblings: brothers, sisters
pride: to be proud of who you are and what you do, to feel good about yourself.
upset: unhappy or angry
4. Listen to the song.
N.B. If you only have one audio recording, two students can start with questions 8 and 9.
5. Write the missing lyrics using the dry-erase marker. You can listen to the song as
many times as necessary.
6. Compare your answers with your partners and verify your answers
with the correction key (see your teacher). Erase your answers with a tissue.
7. Discuss the relationship between the two brothers in the song.
(Refer to the everyday expressions (Appendix 2), if needed.)
a. Are the two brothers the same age? Which clues from the lyrics helped you answer this question?
b. How do they feel about each other? Do they like or hate each other? c. Do you think they still live together? Which line did you refer to for your answer? d. What do the brothers in the song have in common with the brothers in the story In the Tree
House? Compare. e. How do the brothers in this song remind you of your family? f. Do the brothers in this song remind you of siblings from a movie, book or song? Explain.
*** Write your answers in your copybook or record your discussion using the recorder.
8. Interesting Facts!
Take a look at the extra information about Peter Katz on the back of the lyrics handout. You can visit his website to listen to more of his songs.
9. Read the Brotherhood Definition found in your basket together with your partners.
a. What connections can you make between this definition, the song and In the Tree House?
b. Do you think the term brotherhood is only for boys? c. What could be the equivalent for girls? d. Based on this definition, who can you call your brother or sister? Explain in your
copybook.
10. Reflect:
a. Did we read the instructions? b. Did we speak English at all times? c. Did we listen to each other? d. What can we do better next time?
11. Put away all materials in the basket.
Don’t forget to complete your tally sheet! MEES Working Document 2018
Song Lyrics Name: _________________________ Title: Brother Artists: Peter Katz and Royal Wood
I caught a vision of you Looking in the mirror A (1) I had seen Before me all these years I'd always wanted me to Follow where you walked To be the (2) of this brother I had watched
Well I know dear brother That the sand it falls away Hourglass Into the hourglass With every passing day We (3) our own roads But no matter what the cost I stand before you saying No, nothing was lost
We may have followed beating hearts and settled (4) Shelter We may have built a life away in another town But blood is thicker* than the water in the ground You are my brother with my brother I am found
I have that (5) where I'm cradled in your arms I'm still that boy now offering (6) from the storm Well I release you from your standing of the guard I push your boat away and know you will go far
We may have followed beating hearts and settled down cradled We may have built a life away in another town But blood is thicker than the (7) in the ground You are my (8) with my brother I am found
(9) or in motion that we keep Inside tucked away in lock and key Some things in this life were made to last Like brother when I see (10) , no time has passed
* (Blood is thicker than water: Family is important)
Missing Lyrics: d) at rest h) shelter a) you e) water i) down b) brother f) picture j) image c) photo g) chose
Interesting Facts!
MEES Working Document 2018
Who is Peter Katz?
He is a Canadian singer-songwriter.
He was born on December 26, 1981. So he was a Christmas gift to his parents!
He was born in Montréal.
He is a Canadian musician. He plays the guitar and the piano.
He won “Best Male Vocalist” in 2014, at the Readers' Choice Awards.
He was nominated at the Juno Awards and at the Canadian Folk Music Awards.
You can discover more about the artist at: http://www.peterkatz.com/
https://en.wikipedia.org/wiki/Juno_Awardshttps://en.wikipedia.org/wiki/Canadian_Folk_Music_Awardshttp://www.peterkatz.com/
Brotherhood Definition
People use this word a lot, yet only a few understand its true meaning. Google cannot give you the
meaning or the definition because it’s not something that can be put into words.
Brotherhood is something that is felt in the heart, deep down in a place that nothing else can reach. It holds its place next to pride. They support each other, without one the other cannot survive.
You can take pride in your brother as well. You wonder why some people get upset when you call them brother when you first meet them or do not call you brother in return? It’s because you
have not earned that place yet.
“Brother” is not a catch all, it is a title of honour that is and should be used with prejudice. If you want to keep brotherhood
alive… understand the meaning, live by honour, surround yourself with people that have values you look for in a brother,
and the person you want as a brother.
- Anonymous
Correction Key Title: Brother Artists: Peter Katz and Royal Wood
I caught a vision of you Looking in the mirror A (1) picture I had seen Before me all these years I'd always wanted me to Follow where you walked To be the (2) image of this brother I had watched Hourglass
Well I know dear brother That the sand it falls away Into the hourglass With every passing day We (3) chose our own roads But no matter what the cost I stand before you saying No, nothing was lost
We may have followed beating hearts and settled (4) down Shelter We may have built a life away in another town But blood is thicker than the water * in the ground You are my brother with my brother I am found
I have that (5) photo where I'm cradled in your arms I'm still that boy now offering (6) shelter from the storm Well I release you from your standing of the guard I push your boat away and know you will go far
We may have followed beating hearts and settled down cradled We may have built a life away in another town But blood is thicker than the (7) water in the ground You are my (8) brother with my brother I am found
(9) At rest or in motion that we keep Inside tucked away in lock and key Some things in this life were made to last Like brother when I see (10) you, no time has passed
* (Blood is thicker than water: Family is important)
Missing Lyrics: d) at rest h) shelter a) you e) water i) down b) brother f) picture j) image c) photo g) chose
A Light Bulb Moment! Workstation #6
Materials
A light bulb, a battery, alligator clamp wires, a knife switch
Power Up! (Shaker N. Paleja)
100 Inventions that Made History (Tracey Turner) (pp.66-67)
Your copybook, pencil and eraser
Everyday expressions (Appendix 2)
Checklist: I Interact Orally in English (Appendix 1)
Tally Sheet
Activities and Strategies
1. Your mission: To create an electric circuit and turn on a light bulb.
2. Discuss: (Refer to the everyday expressions (Appendix 2), if needed.)
a. Brainstorm objects that work with electricity. b. Scan the book Power Up. Which sources of electricity have you ever used? (e.g. Fossil fuels: coal, oil, natural gas; renewable energy: wind, solar, hydro, geothermal; nuclear)
3. Discuss: (Refer to the everyday expressions (Appendix 2), if necessary.)
a. Which items are in your basket? Name them. b. How can the materials be assembled to light the bulb?
MEES Working Document 2018
Word Bank
wire: light bulb: alligator clamps:
4. Complete the Scientific Method Chart together (one sheet per student). *Tips! 1- A hypothesis predicts the answer to a question.
2- To write your hypothesis use “If”, “then”, “because”. Examples: If I put water in the freezer, then the water will turn to ice because the temperature is below zero in the freezer. If I go to bed late, then I will feel tired the next day because my body will lack sleep. If I don’t eat a good breakfast, then I will have trouble concentrating because I will be hungry.
“I have not failed. I’ve just found 10,000
5. Try it! ways that won’t work!” Does the light bulb work? Thomas Edison (inventor of the light bulb)
Yes! High five!
No. It’s okay! Try different connections until the light bulb lights up.
6. Write your results on your Scientific Method Chart.
7. Reflect:
a. Did we read the instructions? b. Did we all participate in the experiment? c. Did we complete the Scientific Method Chart? d. What did we learn about electricity? e. What can we do better next time?
8. Scientific facts!
Learn about the light bulb by reading pages 66 and 67 in the book 100 Inventions that Made History.
9. Put away all materials in the basket.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
Name:
The Scientific Method Chart
Experiment: A Light Bulb Moment!
1- Question (task): How can I create an electrical circuit
to turn on a light?
3- Materials: _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2- Hypothesis (answer): If…__________________________________________________
Then…______________________________________________
Because…__________________________________________
4- Procedure (steps): Draw your circuit connections: _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5- Results (What worked? What did not work? Why so?): _______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
6- Conclusion (Answer question #1):
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
If your plan did not work, try again! Draw a new one on the back of this sheet.
MEES Working Document 2018
Wish Upon a Star Workstation #7
Materials
Tablet with the Sky View App
Mystery Word activity sheet
The Moon in All its Phases activity sheets
First Encyclopedia of Space (Paul Dowswell)
Professor Astro Cat’s Frontiers of Space (Dominic Walliman)
The Glow in the Dark Book of Space (Nicholas Harris)
Your copybook, pencil and eraser
Everyday expressions (Appendix 2)
Checklist: I Interact Orally in English (Appendix 1)
Tally Sheet
Activities and Strategies
1. Your mission: To name the constellations that are located above your school.
2. Discuss: (Refer to the Everyday expressions (Appendix 2), if needed.)
a. Have you ever looked at the stars through a telescope? b. When was that? Where were you? c. Do you know the names of any of the constellations? d. What else do you know about space? Scan the books for ideas.
3. Turn on the tablet. MEES Working Document 2018
Word Bank
constellation: star grouping telescope:
4. Open the Sky View App.
5. Point the tablet to the ceiling.
6. Observe the image of the sky. Discuss what you see?
Constellations? Planets? Anything else?
7. Draw the constellations and planets you located above your school in your copybook.
8. Identify the constellations and planets you drew in your copybook.
9. Reflect:
a. Did we read the instructions? b. Did we participate? c. What words did we learn? d. What can we do better next time?
10. Complete:
The Mystery Word activity sheet.
AND/OR
The Moon in All its Phases activity sheet.
11. Put away all materials in the basket.
Don’t forget to complete your tally sheet!
MEES Working Document 2018
APPENDIX 1
APPENDIX 1
APPENDIX 1
APPENDIX 1
CHECKLIST
To write texts
I Write Texts
1 . I prepare t o w r i t e.
• I think of the instructions.
• I take out the resources I need
(my books, my dictionary, my bank of expressions . . .)
• I look at the model.
• I write down ideas in English.
• I put them in order.
2 . I w r i t e a draft .
• I look at the model again.
• I follow the instructions.
• I use my ideas.
• I write short sentences in English. (Subject / V erb / Object)
• I use the vocabulary and expressions I know. • If I have a problem:
➤ I ask for help, I use my bank of words . . .
3 . I revise m y t ex t.
• Did I follow the instructions?
• Did I follow the model?
• Are my ideas original?
• I check the spelling, the word order and punctuation with
the resources I have.
• I ask a friend to revise my text.
• I correct my text.
4 . I w r i t e m y f inal t ex t.
• Is it OK?
• Is it neat?
• Is it easy to read?
APPENDIX 3
MEES Working Document 2018
APPENDIX 4 MEES Working Document 2018
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