Activity 2

This text illustrates these five approaches in the context of a science lesson about photosynthesis for Secondary Education students:

Lesson Example (Secondary Education)
Understanding Photosynthesis

Today, we are going to explore photosynthesis. Photosynthesis is the process by which plants make their own food using sunlight, water, and carbon dioxide. Let’s break down this term: “photo-” means light, and “synthesis” means to make. So, photosynthesis literally means “making with light”.
Word bank: photosynthesis, chlorophyll, carbon dioxide, glucose, oxygen

Now, let’s use a sentence frame to describe this process:
Plants use _______ (energy source) to convert _______ and _______ (raw materials) into _______ (food) and release _______ (byproduct).
Word bank: sunlight, carbon dioxide, water, glucose, oxygen

As we progress, we will use more complex sentences to describe the process in detail.

For our experiment today, we are going to measure the rate of photosynthesis in different conditions. You will be writing a lab report using academic language. For example, instead of saying “The plant grew more,” you might write, “The rate of photosynthesis increased significantly under higher light intensity.”

Let’s watch this short animation of the photosynthesis process (https://www.youtube.com/watch?v=FF65nXJ8p48).
Pay attention to how the sunlight interacts with the chlorophyll.

(After the video)
Now, in pairs, act out the process of photosynthesis. One person will be the sun, providing energy, while the other represents the plant, showing how water and carbon dioxide are used and how glucose and oxygen are produced.

As we encounter new terms, let’s think about how we can understand them better. For instance, with “chlorophyll,” we can break it down: “chloro-” often relates to green, and “-phyll” relates to leaves. So, “chlorophyll” is “the green pigment in leaves”.

When you come across a word you do not understand, try these steps:

Look for familiar parts of the word.
Consider the context.
Try to explain it in your own words.
If still unsure, ask for clarification.

Now, let’s practice this with the term “stomata”. Think about where you have seen this word in our lesson and try to deduce its meaning.

Your Task

Now, you can plan a similar lesson by using a text from one of the following two ones. Once done, please, upload your Word or PDF doc onto the platform and complete the rubric that you will find there:

Secondary Education (Grades 9-11)
“The Impact of Social Media on Society”

Social media has revolutionized the way we communicate, share information, and interact with one another. While these platforms offer numerous benefits, they also present significant challenges to individuals and society as a whole.
Positive impacts of social media include:

Enhanced connectivity and global communication.
Rapid dissemination of news and information.
New opportunities for business and entrepreneurship.
Platform for social and political activism.

However, there are also negative consequences:

Privacy concerns and data security issues.
Spread of misinformation and “fake news.”
Potential for addiction and mental health problems.
Cyberbullying and online harassment.

The influence of social media extends to various aspects of society:

Politics: Social media platforms have become crucial tools for political campaigns and public discourse, but they can also facilitate the spread of propaganda and polarization.
Education: While social media offers new learning opportunities, it can also be a source of distraction and may impact students’ attention spans and critical thinking skills.
Economy: Social media has created new industries and job opportunities, but it has also disrupted traditional business models and raised concerns about data commodification.

As social media continues to evolve, it is crucial for individuals, organizations, and policymakers to address its challenges while harnessing its potential for positive change.

Final remarks

The integration of conceptual understanding and academic language in PTDL creates a powerful learning environment where students develop both content knowledge and the language skills necessary to express that knowledge effectively. This dual focus prepares learners for the complex linguistic and cognitive demands of academic and professional settings in a globalized world.

By emphasizing both conceptual understanding and academic language, PTDL ensures that learners not only grasp key ideas but also develop the linguistic tools to articulate, analyse, and apply these concepts across various contexts and disciplines.

	Minimal (1)	Developing (2)	Proficient (3)	Exemplary (4)
*Explicit Instruction*	Little to no evidence of explicit instruction techniques.	Some attempt at explicit instruction but lacks clarity or structure.	Clear examples of explicit instruction, with some room for improvement in presentation or sequencing.	Excellent use of explicit instruction techniques, with clear explanations, modeling, and guided practice.
*Scaffolding*	Little to no evidence of scaffolding strategies.	Some scaffolding present, but not consistently applied or appropriate for learner needs.	Good use of scaffolding techniques, with some variety and consideration of learner levels.	Excellent scaffolding throughout the lesson, with a variety of techniques tailored to different learner needs and gradual release of responsibility.
*Authentic Tasks*	Tasks are artificial and disconnected from real-world language use.	Some attempt at authenticity, but tasks still feel contrived or overly simplified.	Most tasks are authentic and meaningful, with clear connections to real-world language use.	All tasks are highly authentic, engaging, and directly applicable to real-world language situations.
*Multimodal Approaches*	Relies primarily on one mode of instruction (e.g., only textual or only auditory).	Incorporates two modes of instruction, but integration is limited or imbalanced.	Good use of multiple modes (visual, auditory, kinesthetic), with clear attempts to address different learning styles.	Excellent integration of multiple modes throughout the lesson, with seamless transitions and support for diverse learning preferences.
*Metacognitive Strategies*	No explicit inclusion of metacognitive strategies.	Some mention of metacognitive strategies, but implementation is superficial or unclear.	Clear inclusion of metacognitive strategies, with opportunities for learners to reflect on their learning process.	Comprehensive integration of metacognitive strategies throughout the lesson, with varied opportunities for planning, monitoring, and evaluating learning.

Additional Evaluation Criteria

Minimal

(1)

Developing

(2)

Proficient

(3)

Exemplary

(4)

Overall Coherence and Flow

Lesson components feel disconnected or poorly sequenced.

Some logical progression, but transitions between activities could be smoother.

Good overall flow with clear connections between lesson components.

Excellent coherence throughout, with seamless transitions and a clear, logical progression.

Alignment with Learning Objectives

Activities do not clearly align with stated learning objectives.

Some alignment with objectives, but connections are not always clear.

Most activities clearly support the learning objectives.

All activities are tightly aligned with and clearly support the learning objectives.

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