English Science grade 10 UNIT 2

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Causes and consequences of natural disasters

Learning objective (s) that this lesson is contributing to

10.1.4 - evaluate and respond constructively to feedback from others;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• identification of levels for later work

• reinforcement of learning and pupil motivation

• identification of problem areas

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Vocabulary and Speaking

Bad weather and natural disasters. Students do the exercise in

pairs, then check new words.

Check students understand all the new words.

Tell students that the adjective for storm is stormy. Highlight that thunder and

lightning are uncountable nouns and that we say thunder and lightning not.

Tell students that we say a tornado in British English and a twister in

American English.

Point out flood can be a noun and a verb and that the adjective is flooded.

Also tell students that heat wave is sometimes written as one word

(heatwave).

You can check meaning by asking students to describe the photos in the

lesson (an earthquake, a drought, a melting iceberg/a flood, a tsunami).

Model and drill the words. Pay particular attention to the pronunciation of

flood, earthquake and drought. Note that only the main stress in words/

phrases is shown in vocabulary boxes.

Play the recording for students to listen, check their answers and repeat the

words.

Students discuss the questions in groups. If possible, include

students of different nationalities in the same group.

Ask students to share any interesting or surprising answers with the class.

Focuses attention on the pictures. Give students a couple of

minutes to look at the photograph.

Ask them to describe the photo. Students can then compare ideas in pairs

before.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Common natural disasters

Learning objective (s) that this lesson is contributing to

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Analyze given feedback; Form opinion and give constructive answers to feedback

Identify facts and details in extended talks with little support

Value links

Lifelong learning.

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Speaking. Common natural disasters

Students work in pairs asking and answering the questions

expressing their opinions.

Talk about natural disasters in Kazakhstan. They compare natural disasters of their country with other countries.

Ask your students if they’ve ever read any message boards on the internet. If not, just explain that they are spaces for people to share their opinions on different topics. Ask them to read the opinions of the four people and then put them into groups to discuss the questions and write their own opinion in a message. When students have written their own message, ask them to compare their ideas to see if they agree or not. 5. Task 4 – Newspaper article This is a task for higher levels. The end product of this task is a group writing, but the process of the task will generate a lot of conversation. You will need to prepare a little in advance by finding a newspaper article about a natural disaster from the internet (see link below). Read the article through before the class and take it with you into the classroom. Tell students that you have a newspaper article about a natural disaster. Show them the article if there’s a photo or a headline that will give them some clues to use as starting points. Invite students to ask you questions about the event in the article to find out as much as possible about it. Tell them that later they are going to write about the article in a group so they should pay attention to everyone’s questions and take notes. Set a time limit or a limit of the number of questions they can ask. When you think they have enough information to write a summary of the event, get the students to work in small groups. You can monitor and offer help as they write. At the end, give the students a chance to read the other groups’ summaries. Try this link for a huge selection of articles about natural disasters: http://www.theguardian.com/world/natural-disasters

Optional activity

Task 5 – Survival role play (optional)

This is an adaptation of the classic ‘hot air balloon debate’ where a group of people decide who has to jump from a falling balloon in order to save the others. Each person has to justify why they should be saved. Give students a situation where a natural disaster has taken place and they are waiting to be rescued. As this situation is actually played out in real life all too frequently, be very sensitive to your students and depending on where you are teaching, adapt a situation accordingly to make it as realistic as you feel appropriate, but not too close to home. Assign a role to each student- you could invent more roles, ask them to think of reasons why they should survive over the others and then get them to debate in groups.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Focus on Kazakhstan

Learning objective (s) that this lesson is contributing to

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify the main idea in extended talks with little support

• Identify details in a text with little support

Interact in a pair, group and a whole class work presenting

Value links

Lifelong learning.

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Focus on the people in the picture and ask students what people

are doing and if they would ever volunteer to help after a natural

disaster? Why? Why not?

Reading

А

Be prepared with definitions, translations, etc. to pre-teach the vocabulary

in the box, or bring in dictionaries for students to check the meanings themselves.

Note that the aim of this exercise is to highlight which words you need to preteach in order to help students understand the article they are about to read.

Elicit students' answers to questions 1-5 in 3a and write them on the board.

Don't say if any of the answers are correct at this stage.

Students then read the Q&A article and check the class's ideas.

b

Students do the exercise on their own. Early finishers can compare

answers in pairs. Check answers with the class. Ask students if there was anything interesting or surprising in the texts that they didn't already know and encourage

them to share their reactions to the article with the class.

Students read the text quickly and write out the names of the disasters.

Ask students to read the text again and fill in the table. Students

discuss in pairs and tell the class if they have ever experienced

natural disaster.

Students complete the sentences paying attention to the type of a

conditional sentence. Ask students to make their own conditional

sentences using a new vocabulary of the lesson.

Organise students in small groups for conducting mini-research.

Ask groups to make and present a small research.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Mini research

Learning objective (s) that this lesson is contributing to

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Most learners will be able to use:

FUNCTIONS encouraging someone

GRAMMAR ways of referring to the future (review); future

continuous; future perfect; past perfect

continuous; past perfect simple vs. past perfect

continuous

VOCABULARY phrases to talk about the future; phrasal verbs

Some learners will be able to:

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Measuring the Line:

1. Have groups exchange seismograms. Explain that engineers always help each other by double checking each other's work and making sure they are correct.

2. Each group should measure the distance from peak to peak (which the start and stop of the shaking of the paper dispenser) of both seismograms they received. Tell them to predict which seismogram was created from lots of shaking and which seismogram was created from just a little shaking from the heights they measured. Then have the students record the secret code, which trial they think it was and the height they measured in their science notebook or a separate piece of paper.

3. Have each group tell the class which seismogram they thought was which and have the group that made the seismogram reveal the correct answer.

Drawing Conclusions:

1. As a class, discuss how students could tell which seismogram was which. (They should be able to see that more shaking created a bigger seismogram with a larger distance from peak to peak.)

2. Ask the students how the size or distance between peaks compares to the force of shaking. (Answer: The peaks increase with increased shaking.)

3. Ask the students how they could improve the seismogram. (Could they make it stronger? Could they make it more sensitive to shaking?

Assessment

Re-Engineering: Ask the students how they could improve the seismogram and have them sketch or test their ideas.

Town meeting: Tell the students that each group is an engineering firm. Each group should choose a name for their firm. Tell them that the town found a seismograph and does not know how it works. The town has asked their engineering firm to test the seismograph and figure out how it works. At a local town meeting, have the different engineering firms report back to the community on what they have discovered. Have the students make a short presentation or create an informative flyer for distribution to the community.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Prediction and prevention of natural disasters

Learning objective (s) that this lesson is contributing to

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Apply the rule for compound adjectives and adjectives as participles in practice

• Apply regular and irregular adverbs and comparative degree structures accurately

Value links

Lifelong learning.

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Ask: Does climate change affect natural disasters? How? Discuss as

a class. Tell students that they are going to speak about prediction and

prevention of natural disasters.

Vocabulary

Write adjective-noun collocations on the board and ask students if

they can use them in a sentence.

Ask students to look at the adjective-noun collocations and circle the

collocation in each group that has a different meaning.

1

Ask students to work alone to complete the sentences with the

correct form of the collocations from Exercise 1. Tell that in some

cases, more than one answer may be possible. Help weaker

students by giving them a translation in their own language of the

unknown words in the text. Check answers.

Key:

1 Due to their complexity, desalination plants are long-term projects that

may take many years to construct.

2 One of the worst natural disasters in human history was the 1556

earthquake in Shaanxi Province, China.

3 Controlled flood are sometimes used to improve the quality of rivers.

4 Large scale projects such as dams, flood defenses, and early warning

systems require huge amounts of investment.

5 In 1931, there was a(n) devastating in China, where more than a million

people lost their lives to the water.

6 Due to a very hot climate, sub-Saharan Africa suffers from more

prolonged drought than many other places in the world.

7 In an increasing number of places, the lack of winter rain makes the

chances of seasonal drought in the summer more likely.

8 Where proper planning has been in place, the chance of a flood or

drought turning into a natural disaster are reduced.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Comparing climates

Learning objective (s) that this lesson is contributing to

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Apply the rule for infinitives in practice

• Differentiate between possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves

• Apply regular and irregular adverbs and comparative degree structures accurately

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Speaking. Comparing climates

Students work in three groups and share ideas about the climate

in Kazakhstan, the climate in the UK, the climate in Australia.

Students write main ideas in the diagram. Ask one student from

each group to report their ideas. As a class find out if the climates

3

unit 2

25

of Kazakhstan, the UK and Australia have common features. Focus

students’ attention on the pictures and ask what type of natural

disasters they can see.

Get students to make a list of other types of natural disasters. Students

compare their list with a partner.

You can show an episode from a disaster film as a lead-in to this

activity. Put students into groups and ask them to discuss what

kind of disaster films they have seen and if they like them. Why?

Why not? Ask students to say if there is any connection between

the risk of natural disasters and the climate of a country and if

there is any connection between the risk of natural disasters and

the geographical position of a country?

Ask students to read the paragraph and search the Internet to find

the answer to the question asked in the end.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Seismic waves

Learning objective (s) that this lesson is contributing to

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Convey fantasy ideas including emotions and senses

• Identify the correct form of a word, appropriate sentence structure and text layout

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Introduction

1. Ask a student to give a definition of an earthquake using the knowledge gained . Remind students that earthquakes occur when elastic energy is accumulated slowly within the Earth's crust as a result of plate motions and then released suddenly along fractures in the crust called faults. Tell students that the released energy can travel through the Earth's interior and along its surface, and that it can put human beings and human structures in danger.

2. Encourage students to discuss how they think the elastic energy travels to the surface of the Earth or whether they think it passes through the entire Earth. Use a simple example: Ask students to predict what would happen if they touch one end of a brick and tap the other end with a hammer. If you have a brick and a hammer, allow students to experiment with them. Students should be able to feel the energy of the hammer in their fingertips. Encourage students to guess why they can feel the energy. Explain to them that they can feel it because the energy of the hammer blows travels to their fingertips in the form of waves.

3. Explain to students that earthquake energy travels in the form of waves. These waves are called seismic or earthquake waves. There are different kinds of earthquake waves: body waves and surface waves. Body waves pass through the interior of the Earth whereas surface waves travel along the Earth's surface. Explain that earthquake waves move particles of material in different ways: whereas, compressional waves create a back and forth motion parallel to the direction of the waves, create a back and forth motion perpendicular to the direction of the waves.

4. Ask your students where they think the seismic waves of an earthquake originate. Students may answer: along the fault plane or at a single point along the fault. Introduce to your students these two terms: hypocenter (focus) and epicenter. While the focus of an earthquake is where rock ruptures and slips, the epicenter is the point on the surface of the Earth that lies directly above the focus.

Caution: While the first seismic waves radiate from the focus, later waves may originate from anywhere across the area of slip. Therefore, all the energy of an earthquake is not always radiated from the focus, and for this reason the focus of an earthquake is not always the only source of seismic waves (Wampler, 2002).

Tapescript

CD 1. Prediction and prevention of natural disasters

Planet Earth is dynamic and always changing. Just 10,000 years ago, about half of the planet was covered in ice, but before that period, the Earth had been very steamy and warm, with vast forests and large bodies of water. It may surprise you that oceans had covered the whole planet until about 2.5 billion years ago, when land formed above sea level. As you can see, the Earth has experienced quite a lot of environmental change. Today only about 10% of the planet is covered in ice, as

the Earth has been warming since the last ice age.

Part of this environmental change is due to natural, rather than human, causes. Sometimes, natural forces can destroy the environment. In 1991, a volcano in the Philippines erupted and killed many people and animals. It destroyed around 300 square miles of farmland and a huge area of forest. It also caused severe floods when rivers were blocked with volcanic ash. However, humans are also responsible

for a lot of habitat destruction. There were originally more than 6 million square miles of rainforest worldwide. Less than three and a half million remain today, and deforestation is occurring at a rate of approximately 1,722,225 square feet per year.

In Europe, only about 15% of land hasn’t been modified by humans.

In some places, habitats haven’t been destroyed, but they have been broken into parts, for example, separated by roads. This is called fragmentation. If animals are used to moving around throughout the year and a road is built through the middle of their habitat, fragmentation can cause serious problems. Humans haven’t only affected the land and its animals; they have also affected the sea. Pollution

from coastal cities has damaged the ocean environment and destroyed the habitat of fish and other sea life. Habitat destruction hasn’t been bad news for all animals.

In fact, some species have adapted extremely well to living closely with people and benefit from living near them.

In Africa and Asia, monkeys live in cities alongside people and exploit the

human environment by stealing food or eating things that humans have thrown away. In Singapore, the 1,500 wild monkeys that live in and around the city have become a tourist attraction. In North America, coyotes have wandered into urban areas, even big cities like San Francisco and Chicago. Coyotes have learned to cross busy roads safely to find places to live in the city without being noticed. They survive by eating a wide variety of things, such as gophers, squirrels, and rabbits,

but not everyone welcomes the coyotes. They sometimes eatm people’s dogs and cats and might attack pet owners if they try to defend their dogs or cats. Likewise, police in India recently spotted several young leopards in the streets of Mumbai.

The leopards had moved into the city from the nearby forests. One expert said that the surprising thing was that leopards had been in the city for a long time, but people rarely saw them. Leopards are very secretive, and they prefer not to be seen. One other animal that is as at home in both the city and in the countryside is the raccoon. In fact, raccoons are so at home in the city that the number of city raccoons has increased. Raccoons have different diets depending on their environment. Common foods include fruit, plants, nuts, and rodents. Raccoons living in the city eat garbage.

We tend to think of human activity as always having a negative impact on

the environment. However, some people feel that we can have a positive impact, too. Conservation means trying to save habitats. Ecotourism is an approach to travel and vacations where people visit natural areas such as rainforests, except rather than destroy the environment, they help preserve it. Visitors to the La Selva Amazon Eco Lodge in Ecuador watch and learn about local wildlife, visit tribes who live in the forest, and stay in an environmentally friendly hotel. Their presence doesn’t damage the local environment, and most guests leave the hotel as conservationists. When they experience the beauty of nature firsthand, they feel strongly that they want to protect and preserve it. Not everyone feels that ecotourism is actually helping the environment. Tourists who travel long distances by airplane create pollution, as do resorts, which use local resources such as fresh water and produce waste that creates pollution in the local environment.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 8

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Group project

Learning objective (s) that this lesson is contributing to

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify details in a text with little support

• Identify the correct form of a word, appropriate sentence structure and text layout

• Clarify the meaning of the word in a dictionary or other digital references

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Most volcanoes look like peaceful mountains, unless they've erupted recently. When Mt. Saint Helens in Washington erupted in 1980 it hadn't erupted for 123 years . People just thought it was a beautiful mountain. Although an eruption can happen without warning, lava flows from volcanoes rarely kill people because they move slowly enough for people to get out of the way. However, blankets of ash can be thick enough to suffocate plants, animals and people.

Active Volcanoes

There are about 26 types of volcanoes. Some of the most common types are shield volcanoes, cinder cones and submarine volcanoes. Right now there are about 1500 active volcanoes in the world. Active means the volcano has a possibility of erupting again. The number of inactive volcanoes is unknown because they haven't all been counted yet. There are also volcanoes on the ocean floor and on Mars and Venus that shouldn't be forgotten.

Kilauea, in Hawaii, is the world's most active volcano. It has been erupting continuously since 1983.

Make Messy Volcanoes

Follow these step-by-step instructions to make your very own volcano at home – just be sure to have a hose handy to clean up the mess when you’re done!

1. Fill a big (one-quart sized) re-sealable plastic bag one-third full of a 50/50 mix of water and vinegar (half water, half white vinegar).

2. Scoop baking soda into a big tablespoon.

3. GO OUTSIDE.

4. You’ll need a friend to help you with this part: it the spoon inside the plastic bag without letting any of the baking soda spill or touch the liquid inside. Do this by having your friend hold onto one side of the bag while you hold onto the other. Gently lower the spoon of baking soda into the bag and use the hand you’re holding onto the bag with to grab the spoon handle from the outside of the bag. Now your original hand that was holding the spoons should be free.

5. Use your free hand to seal the bag tight. DON’T LET GO OF THE SPOON!

6. When you’re ready, dump the baking soda into the liquid. Put the bag on the ground and stand back. You have about 10 seconds to get out of the way!

You didn’t think we’d do all of the work for you, did you? You’ll definitely have to do some legwork to make this science fair project complete. Here are some suggestions for what else you can do:

• Research and tell the story of the ancient city of Pompei.

• Make your own Volcano Hall Of Fame & Fun Facts, including some of the following explosive topics: Mexico’s Paricutin volcano; volcanic bombs; the varying chemical composition and temperature of lava;

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Culture. Birdwatching

Learning objective (s) that this lesson is contributing to

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Interact in a pair, group and a whole class work presenting

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 10

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Disaster prevention day

Learning objective (s) that this lesson is contributing to

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Plan, write, edit and proofread work at text level

• Use punctuation marks correctly

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

WRITING

My life in the future

1 As a brief introduction to the topic, ask students to work in pairs or small groups and talk about what job they would like to do in the future. Ask students to read the text quickly in order to think about the question: How will your future be similar or different to the writer’s? Put them in pairs to discuss their ideas and get feedback in open class.

Answers

Students’ own answers.

• Speak to your friends, classmates and family about climate change and its negative impacts.

• Ask your teacher to give you some lessons on the issue.

• Save energy, then we won't have to produce more than we need.

• Reuse plastic products - they take more than 500 years to decompose.

• Plant a tree - they absorb carbon dioxide. If you have a bicycle, use it more often. It will make you fit and healthy and you wont have to use transport that releases large amounts of carbon dioxide.

• Water is a limited and vulnerable resource.

• Use water responsibly - some countries already have a problem with water shortages.

What is vulnerability? Vulnerability happens when a community is in danger of being affected by one of the man-made or natural phenomena we have called a risk. To know whether we are vulnerable or not, we must think about what kinds of things we might be venerable to? Landslide, fire, flood, a tidal wave or tsunami? Coastal settlements are more vulnerable to tidal waves (tsunamis) and high tides; this is not the case for those who live in mountainous areas, as they are higher up and further from the coast. People who live in the mountains are more vulnerable to landslides than those on the plains where there are no hills.

How can we reduce our vulnerability? Reinforcing buildings: Every school should be safe. If the school was not built to be earthquake resistant the infrastructure must be reinforced to reduce the chances of collapse. Disaster risk reduction education: Schools that teach disaster risk reduction as part of the curriculum, educate children to live in harmony with nature, to avoid major risks, and to protect themselves, their family and their community in the event of a disaster. Children who are aware of their rights: Children who know their rights are less vulnerable because they will ask local, national and international authorities to protect and fulfil their rights to prevent risk and reduce disasters. Reinforcing buildings: Every school should be safe. If the school was not built to be earthquake resistant the infrastructure must be reinforced to reduce the chances of collapse. Disaster risk reduction education: Schools that teach disaster risk reduction as part of the curriculum, educate children to live in harmony with nature, to avoid major risks, and to protect themselves, their family and their community in the event of a disaster. Children who are aware of their rights: Children who know their rights are less vulnerable because they will ask local, national and international authorities to protect and fulfil their rights to prevent risk and reduce disasters.

What is disaster risk?

How can we avoid or reduce risk and disaster?

Draw up a School safety plan.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: UNIT 2 NATURAL DISASTERS

School:

Lesson 12

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Habitat destruction

Learning objective (s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify details in a text with little support

• Identify the correct form of a word, appropriate sentence structure and text layout

• Clarify the meaning of the word in a dictionary or other digital references

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

A New Way of Life

Imagine waking up one morning and your house and neighborhood have been destroyed. Roads to things like the grocery store and school are no longer there. After the shock of your new situation wears off, you would have to find a way to find food and shelter. This sounds like a nightmare, doesn't it? Unfortunately, for many animals this habitat destruction is a reality. Habitat destruction is when a habitat is so damaged that it's impossible for most organisms to survive in it. Let's take a look at why this is occurring and what happens as a result of it.

Causes of Habitat Destruction

The human population is growing and the way we get our food and other resources has changed over the years. Technology and other inventions have made it possible for companies to sell their goods all over the world. Since they can sell to more people, these companies need more space and resources to make their products, and this has consequences for many animals' habitats.

Agriculture

Agriculture is the leading cause of habitat destruction. Instead of the small farms to support a few families and small communities that we used to live off of, there are now large businesses whose sole purpose is to grow food to sell quickly to people all over a country, or even the world. These crops require a large area of land, so forest habitats get cleared, meaning all of the trees are cut down or burned, to make room for more farmland.

Goods and Services

The growing population of people also need a place to live and shop, right? Natural areas are also cleared to build houses for people to live in, stores for them to shop in, and roads for them to get from place to place. Also, trees are cut down to be used as building materials and for making paper and furniture.

When humans use water as a resource, either for consumption or energy, they sometimes build dams or change the way water flows. This affects the amount of water available in a habitat, and the quality of that water.

Natural Disasters

Fires, earthquakes, floods, and volcanoes can also cause habitat destruction. Global warming, partly caused by burning fossil fuels, causes air temperatures and sea levels to rise, changing and eventually destroying habitats.

What is the MAIN cause of habitat destruction?

Animals reproducing too quickly. Earthquakes

Humans clearing land to be used for agriculture. New roads being built.

1. How does global warming affect some habitats?

It raises the air temperature.

It causes too many trees to grow.

It decreases the water level.

It causes the sun to shine too brightly.

2. Which of the following is NOT a cause of habitat destruction?

Fires burning forests

Trees being used to make paper

Forests being cleared to use for farmland

Too many birds migrating at once

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?