Next, explanation of the core concepts that the definition involves, must be taken up. Further, a clear depiction of the definition must be brought about. Finally, the definition can be substantiated with examples from real-time and with experiments in class. Therefore, the content objectives are set in line with the task at hand.
The language needs to be of a Middle School level, with emphasis being laid on the explanation and usage of technical and scientific terms, like Inertia and Velocity. Sentences that define the key concepts must be written, and finally must lead to the law itself. Later, examples can also be illustrated.
Charts and pictorial depictions of the law can be used. Besides this, an action of the real-life depiction can be done in class by getting groups of students to enact each example. This way, it drives home the concept, while also promoting team-building and bonding.
The content must not be perceived from the sole purpose of explaining the law. It must invoke a genuine interest to learn about Newton. Besides this, the very pertinence of this law in day-to-day activities can help stress on the amalgamation of reality and science, and a confluence of the two.
Thus, the preparation for the instruction of this class, must ...
Besides this, the very pertinence of this law in day-to-day activities can help stress on the amalgamation of reality and science, and a confluence of the two.
Thus, the preparation for the instruction of this class, must involve the proper portrayal of Newton and his laws. The first law must be explained with the help of key concepts. Then, real-life examples must be used to help students comprehend the concept clearly. Finally, active representation of the law can be portrayed in class.
Making Content Comprehensible for English Learners: The SIOP Model, Second Edition, by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short. Published by Allyn and Bacon.Copyright 2004 by Pearson Education,