Hanoi National University of Education

Faculty of English

ASSIGNMENT ON

TEACHING SCIENCE IN ENGLISH

TO PRIMARY SCHOOL STUDENTS

INSTRUCTOR: Ms. DOAN THUY LINH, MA.

STUDENT: Nguyen Thi Hong Anh

CLASS: 69K

CLASS’S CODE: 695914010

ACADEMIC YEAR: 2023

Hanoi – 01 /2022
 JOURNAL FOR LESSON PLANNING

Questions 1. Why did you choose the model?

I choose the 5E Model because it allows educators to create a unique learning experience for
students. Teachers who can incorporate instructional models like the 5E Model into their
classrooms help students build a strong foundation of knowledge through active participation..
A significant benefit of the 5E model is that it uses many positive aspects from other learning
models; it allows teacher-centred instruction and guidance at varying degrees dependent on
the lesson and students' level of understanding and knowledge, allows for student-centred
enquiry and critical thinking, develops.
Using a learning cycle approach in the classroom helps to facilitate inquiry practices because
learning cycles focus on constructivist principles and emphasize the explanation and
investigation of phenomena, the use of evidence to back up conclusions, and experimental
design.
Question 2. How could the designed activities help students understand and practise the
scientific concepts and skills?
Activities are designed in accordance with the 5E model to ensure that all benefits are
brought into full play in one period. One of the things to keep in mind when designing
activities to help students understand and practice science concepts:
- Make it fun: Teacher should get students involved in science at an early stage and try to
make it fun and interesting. Teacher can show hands-on experiments to grow the interest in
them.
- Connect it to everyday life: Teacher should show the students how science is used in
everyday lives. We have cell phones, video games, tablets, etc. because of science. Teacher
should tell them how these things are making your life better.

- Give them opportunities: Teacher can create contests and ask the students to use science
to come up with new ideas, design, etc. For example, teacher can ask them to develop an
app for everyday use. Teacher can encourage group competition as well.

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- Bring it to life: Create the natural curiosity about science in the students’ mind. Teacher
can do so by connecting science to daily lives. To make them understand science better,
teacher can come up with explorative and creative opportunities. In most schools, events,
like a science fair, are organized. Having more events like this will motivate the students to
do interesting experiments and create the interest in science. There are many TV shows and
YouTube channels nowadays where students can watch different programs related to
science. teacher should encourage the students to watch those programs and even discuss
those programs in class. By growing interest for science from a small age is necessary to
encourage them to take up science as their career path.

Question 3. How would you motivate the students and promote learning?
Motivation plays a significant role in student learning. Students with high motivation levels
tend to have the best learning outcomes. In the 5E model, motivating students and promoting
learning is demonstrated in many ways:
- Trigger their interests: By connecting language to something personal in your students’
lives, they’ll tap into something emotional that will help with engagement.
- Integrate fun activities and technology: Games and fun activities offer several benefits
to students
- Encourage language experiences outside of the classroom: By engaging students with
English outside of the classroom, you can impact your students’ motivation.
Question 4. How would you reach different learner styles?
All students have different learning styles. Some students are auditory learners, some are
kinesthetic learners, and some are visual learners. The more engaged a student is in their
learning, the more likely he or she is to succeed in the classroom. As a teacher, the first step
is to have the knowledge and understanding of the various learning styles and then provide
the students with a variety of learning experiences to meet their individual needs. There are
there ways to reach different learner styles:
- Know the different learning styles in the class.
- Provide an uncommon experience.
- Let them work at their own pace and use a multisensory approach.
Question 5. What might be anticipated problems when you teach this lesson and solutions?
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 Anticipated problems Solutions
Students do not understand/did not do the - Disseminates the requirements of the
required tasks activity.
- Describe students' unclear knowledge
through visual images and ask questions to
check their understanding.
Students taking the wrong steps lead to - Promptly discovered
failure in the experiment - Help students find mistakes and fix
problems
(If not in time, teachers flexibly let them
observe the successful experiment results
of other groups)
Students do not want to move on to the next - Give a specific time for each activity and
activity project that time on the screen (or signal the
time is up).
- Have a summary and lead to the next
activity
Students making noise or not following - Remind and give reasonable punishments
class rules

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 LESSON PLAN
TEACHING SCIENCE IN ENGLISH TO PRIMARY SCHOOL STUDENTS
Teacher: Nguyễn Thị Hồng Anh
Learners: Grade: 4
School: Hanoi Star Primary (assumption)

STATES OF MATTER: SOLIDS, LIQUIDS AND GASES

1. Objective(s) of the lesson
At the end of the lesson the students should be able to:
- Identify the state of matter from images showing the arrangement of particles
- Describe that molecules are in continuous motion and how this differs between states of
matter
- Explain that there are intermolecular spaces between molecules,
- Recognize that there are attractive forces between molecules
2. Students’ Previous knowledge
- Name the three main states of matter
- Differentiate between a solid, liquid, and gas.
- Give examples of changes in states of matter from heating and cooling.
- Understand that matter contains molecules
3. Teaching aids and materials
+ Teacher’s: student’s and teacher’s book, powerpoint;
+ Students’: books, notebooks, workbooks
LINK VIDEO DEMO EXPERIMENT:
https://drive.google.com/drive/folders/1lGfDYgRgM20brB2XxyEVifm6aAjADkxK?
usp=share_link
4. Procedure/steps of the lesson (Based on different models)
ENGAGE
- Play the game "What's in your pocket"
- Teacher plays music and asks students to pass the secret bag in a circle. When the music
stops, students holding the bag will pick up an object from the bag and shout out if it is a
solid, liquid or gas.
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- Tell students that they are going to learn about solids, liquids, and gases, or states of
matter.

EXPLORE
Materials for each group
• A tennis ball
• 3 cups
• A balloon
• A bottle of water
• A box
Procedure
- Review the key words from the vocabulary preview lesson (states of matter, molecule,
solid, liquid, gas, colloid) through video/direct manipulation of objects.
- Organize for students to perform experiments and write down the results on the Activity
Sheet (Appendix 1)
+ 1st time: Drop the ball (solid) into 3 different containers (3 cups)
+ 2nd time: Pour water (liquid) into 3 different containers (3 cups)
+ 3rd time: Transfer the air of the balloon (gas) to a closed box.

- Ask students: Why do matter have different shapes?

Expected results
Shape
take the shape of
States
definite shape their container no definite shape
of matter
Solid
✓
Liquid
✓
Gas
✓

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→ Molecules are in continuous motion and how this differs between states of matter

- Ask students to predict the motion of matter by completing Activity Sheet 2 (Appendix
2)

SOLID LIQUID GAS

EXPLAIN
Procedure
- At the end of the exploration activities, Teacher asks students to report the group’s
discussion. (What is the difference between the shape of solid, liquid and gas?)
Expected result:
Students give some explanation:
• The molecules in a solid are packed tightly together and move slightly in place
• The molecules in a liquid are close together and can touch each other, but they can
also flow and move around.
• The molecules in a gas move around freely and quickly
- Other groups comment and supplement the answer (if any). The teacher comments and
gives conclusions.
- Explain that students will be demonstrating the molecules in each state of matter.
• Start with solids. Have students stand shoulder to shoulder with each other and move
slightly back and forth while staying in place.
• Next, have students demonstrate the molecules in a liquid. Students should be
walking around the room but staying close to their classmates, carefully brushing
into one another as they walk around.

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 • Then, have students demonstrate gas. Have students walk quickly (or run, depending
on the nature of the space being used). As they carefully make contact with other
students, they should walk or run in another direction. Have them spread around the
entire space..

ELABORATE
Demonstrate to students that liquids can float or sink in water.
- Explain to your students that they will be making a substance using cornstarch and water
called "oobleck"

Materials for the demonstration

• Cornstarch (1 cup per group, pre-measured)
• Water (1/2 cup per group, pre-measured)
• Mixing bowls (1 per group)
• Plastic spoon (1 per group)
• Green food coloring (optional)
Procedure
- Divide the class into 4 groups, ask students to predict the results on the given
worksheets. Ask students:
• The teacher asks students to predict what state the oobleck is in?
Expected results: The oobleck is solid/ liquid/ gas
- After receiving the student's prediction result sheet, the teacher started to do the
experiment to verify results.

- Show students how to put the cornstarch in the mixing bowl and slowly add the water.
You can also add two drops of food coloring if desired.

- Tell students that after making the oobleck, they will have several minutes to play with it!

- Designate tasks for each student. For example, designate someone to pour the water,
someone to stir, etc.
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- Write the following questions on the board for students to discuss within their groups:
• What does the oobleck feel like now?
• Is it bumpy or smooth? Hard or soft?
• What do you think the molecules in the oobleck look like, and why?
• What state of matter do you think the oobleck is, and why?
Expected results:
• It's soft, smooth and cool
• I think the molecules in oobleck are tightly packed together and move slightly in
place. Because I find it very hard
• I think the molecules in the oobleck are sparsely arranged and can bump into each
other, they move slowly. Because I find it soft and meltable like water
- Explain that the oobleck is a colloid, which is like an "in-between" state of matter because
it has properties of a solid and a liquid.
- Give students some other real-life examples of colloids, such as butter, shaving cream,
lotion, and ketchup.
- Give students time to clean up.

EVALUATE
Procedure
- Teachers use the KWLH chart to reinforce the learning that has taken place.
- The groups discuss completing the KWLH chart.
- The teacher goes around to support the groups.
- The group that finishes first presents the product
- The teacher summarizes the lesson and asks students whether they still have question
Expected result:
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 K W L H

What we What we learn What we learned How can we

know learn

definition of - How many states of - There are 3 states of

experiment
solid, liquid matter? matter: solid, liquid and
discussion
and gas gas
- How is the state of matter - Solid: packed tightly
in terms of their molecular together, move slightly
structure expressed? - Liquid: close together;
flow and move around
- What is colloid? - Gas: move around freely
and quickly
- Colloid is an "in-
between" state of matter
(soid and a liquid.)

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Appendix 1

Appendix 2

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