Core Curriculum Science
The full module of 12 units (24 lessons) of Core Curriculum Science covering language and skills for ELs in science classrooms.
The features mentioned in this article are available to all Teachers on paid and free subscriptions. However, only a limited number of lessons are available on free subscriptions.
Table of contents
Target students
These lessons are for students who have already developed basic English proficiency and need
support acquiring the subject-specific language and skills necessary to engage fully in the science
classroom, especially LTELs. Lessons in this module target pre-intermediate levels (WIDA
Developing/CEFR B1).
Key features
All lessons in this series are based around the following elements:- Relevant topics for US secondary students: Topics for the lessons in this module all feature prominently in the science curricula and frameworks used in three influential US states: California, Florida and New York.
- Content and Language Integrated Learning (CLIL): The lessons in this module use a Content and Language Integrated Learning (CLIL) approach by introducing subject content through the medium of English. Language learning in meaningful contexts is most effective and so promotes quicker acquisition.
- Full WIDA mapping: Each lesson in the module is fully mapped to specific WIDA language expectations making it easy for teachers to use the lessons within a wider curriculum map.
- Versatile lesson content: While the Core Curriculum Science lessons can be taught from start to finish in a sequence, they can also function as standalone lessons. This means that core subject teachers can jump into a given lesson when necessary to support specific students needs’ at that particular moment.
Lesson Details & Links
The unit, lesson name (with link), and objectives are listed below for a quick overview of each lesson. Click a lesson name to launch it directly from this article. To see a spreadsheet of all Off2Class lessons, click here.
| Unit | Lesson & Link | Objectives |
| 1 - Introduction to Science | 1-1 General science | ELD-SC.9-12.Inform: Identify key science vocabulary. ELD-SC.9-12.Explain: Explain the use of prefixes and suffixes to aid in understanding the meaning of words. At the end of this lesson, students can understand basic science terminology used in the classroom. |
| 1 - Introduction to Science | 1-2 Inside the science classroom | ELD-SC.9-12.Inform: Identify key verbs used to describe tasks performed in the science classroom. ELD-SC.9-12.Explain: Understand and use imperative statements used to give directions. At the end of this lesson, students can describe things that happen in a science classroom. |
| 2 - The Science Lab | 2-1 In the science lab | ELD-SC.9-12.Inform: Identify key verbs used to describe tasks performed in the science classroom. ELD-SC.9-12.Explain: Understand and use imperative statements used to give directions. At the end of the lesson, students can use vocabulary related to lab equipment and its uses. |
| 2 - The Science Lab | 2-2 Lab safety | ELD-SC.9-12.Inform: Identify key verbs used to describe tasks performed in the science classroom. ELD-SC.9-12.Explain: Understand and use imperative statements used to give directions. At the end of the lesson, students can use vocabulary related to lab safety equipment and understand safety guidelines. |
| 3 - Biology I | 3-1 Cells | ELD-SC.9-12.Inform: Identify cell structures and use prepositions to describe their location and functions. ELD-SC.9-12.Explain: Use the present simple and prepositions of place to describe the function of cell organelles and the locations of the structures within the cell. At the end of this lesson, students can describe the location and the function of cell organelles. |
| 3 - Biology I | 3-2 Photosynthesis | ELD-SC.9-12.Inform: Identify vocabulary connected to photosynthesis. ELD-SC.9-12.Explain: Explain a process using sequence words and connectors to signal time (next, at the same time). At the end of this lesson, students can use sequence words to describe the steps in the process of photosynthesis. |
| 4 - Biology II | 4-1 Anatomy and physiology | ELD-SC.9-12.Inform: Identify the parts of the body ELD-SC.9-12.Explain: Explain the basic functions of body parts through use of the present simple tense. At the end of this lesson, students can identify the major parts of the body and discuss their functions. |
| 4 - Biology II | 4-2 Evolution | ELD-SC.9-12.Inform: Identify vocabulary related to genetics and evolution. ELD-SC.9-12.Explain: Explain how genes are inherited and passed from one generation to the next and how different species have evolved using the past tense. ELD-SC.9-12.Argue: Explain evidence that illustrates that living things have changed over time. At the end of the lesson, students can discuss the evolution of traits using the past simple and present perfect tense. |
| 5 - Biology III | 5-1 Ecology | ELD-SC.9-12.Inform: Identify vocabulary related to ecology and ecosystems. ELD-SC.9-12.Explain: Explain the ways that people can benefit the ecosystem using modal verbs. At the end of the lesson, students can discuss the basic workings of the ecosystem and the things the people should and shouldn’t do to help the environment. |
| 5 - Biology III | 5-2 The food chain | ELD-SC.9-12.Inform: Identify vocabulary related to the food chain. ELD-SC.9-12.Explain: Introduce the food chain through connectors used to show consequences and causality. At the end of this lesson, students can use the past tense to discuss the food chain. |
| 6 - Earth Science | 6-1 Introduction to earth science | ELD-SC.9-12 Inform: Identify adjectives used to describe the natural world. Explain: Use sequencing and reference words to discuss time. At the end of the lesson, students can understand basic Earth science terminology and use basic sequencing and reference words to discuss time. |
| 6 - Earth Science | 6-2 Climatology | ELD-SC.9-12 Inform: Identify language used to describe the climate. Explain: Use modal verbs to describe possible impacts of humans on the environment At the end of the lesson, students can describe the weather and discuss climate change and its reasons and results. |
| 7 - Chemistry | 7.1 Atoms and Elements | ELD-SC.9-12 Inform: Identify parts of an atom Inform: Identify parts of the Periodic table and describe the positioning of elements using adverbs of place. Explain: Describe the properties of matter using the present simple and the zero conditional. (If you heat ice, it melts...) At the end of this lesson, students can discuss atoms, elements, and their properties. Students can describe where elements are on the Periodic Table. |
| 7 - Chemistry | 7.2 Chemical equations | ELD-SC.9-12 Inform: Identify language used in chemical equations. Explain: Explain the result when combining different chemical elements through using conditional statements. At the end of this lesson, students can read and write chemical equations and predict the outcome when combining elements. |
| 8 - Physics | 8.1 General Physics | ELD-SC.9-12 Inform: Identify language used to describe physics. Explain: Explain language used in word problems to represent physics concepts. At the end of this lesson, students will be able to discuss the basics of physics. |
| 8 - Physics | 8.2 Work and Energy | ELD-SC.9-12 Inform: Identify language used in physics to describe work and energy. Explain: Show relationships using connectors and conditionals. At the end of this lesson, students will be able to discuss work and energy and describe how one force affects another. |
| 9 - The Scientific Method | 9.1 Labratory procedures | ELD-SC.9-12 Inform: Identify language used in lab procedures. Explain: Use imperative statements to explain common lab procedures. At the end of the lesson, students can read and understand laboratory procedures. |
| 9 - The Scientific Method | 9.2 The Scientific Method | ELD-SC.9-12 Inform: Identify language used in the steps of the Scientific method. Explain: Use common phrases to offer a suggestion. At the end of the lesson, students can understand the parts of the scientific method and the vocabulary involved in planning an experiment. |
| 10 - Forming a hypothesis | 10.1 Asking questions | ELD-SC.9-12 Inform: Identify language used in forming a hypothesis and the different ways to format an experimental question. At the end of the lesson, students can ask questions common in science experiments. |
| 10 - Forming a hypothesis | 10.2 Generating a hypothesis | ELD-SC.9-12 Explain: Define and generate a hypothesis using the first conditional. Explain: Use modality to express obligation or certainty (might, could, must, need to), or to open up to other possibilities (possibly, apparently, perhaps, definitely, absolutely) about a hypothesis. At the end of the lesson, students can define and generate a hypothesis and make predictions. |
| 11 - Observations | 11.1 Making observations | ELD-SC.9-12 Explain: Construct scientific explanations that describe observations and/or data about a phenomenon. Inform: Use measurement units to describe measurements. At the end of the lesson, students can use observational and comparative language in the science classroom. Students can use basic language to make measurements. |
| 11 - Observations | 11.2 Explaining cause and effect | ELD-SC.9-12 Explain: Construct scientific explanations that relate how a series of events causes something to happen. Argue: Use connectors for clarification (for example, this shows how…). At the end of the lesson, students can describe cause and effect relationships using words and phrases to describe reasons and results. |
| 12 - Analyzing and interpreting data | 12.1 Data collection and analysis | ELD-SC.9-12 Explain: Use objective language to describe data that has been arranged in a chart or graph. Argue: Interpret scientific arguments by analyzing whether evidence is relevant or not. At the end of this lesson, students can collect data and display data in charts and graphs. |
| 12 - Analyzing and interpreting data | 12.2 Summarizing findings | ELD-SC.9-12 Argue: Construct scientific explanations that establish a neutral or objective stance in communicating results. Argue: Use declarative third person statements to record claim, observations, and conclusions. Explain: Report the result of a group. At the end of the lesson, students can summarize scientific findings and produce a simple lab report. |