The Pulley and the Pendulum: Thinking Maps for ESOL Science
	
Mary Lou McCloskey			ml@mlmcc.com 
Marjorie Cooper			marjoriecooper@globalvillageproject.org
The Global Village Project		www.globalvillageproject.org 
Handouts: 				www.mlmcc.com 

Who are We at The Global Village Project?  We Serve:
Refugee
Teenage
Girls 
With Interrupted Education

Mission
•	a strong educational foundation for each student within a caring community 
•	using a strengths-based, constructivist approach to content, with
•	Intensive instruction in English language and academics 

Vision
•	To ensure that all refugee girls with interrupted schooling have access to the education necessary to pursue their dreams.

STEAM-based learning
Science
Technology
Engineering
Arts 
Mathematics
Mentoring
Community-focus
Whole-school Thematic learning
Water Treatment
Water Treatment Song
Living Wax Museum: Imagining a Career in Science
Technology – Robogals Partnership with Georgia Tech

Overview: Thinking Maps Bridge Language and Content for English Learners
The Need:
•	English Learners in science class perform at multiple levels and may have interrupted education.
•	They need additional scaffolding to make content accessible and promote cognition
•	Visual models positively enhance learning (Tzeng, 2010)
•	Graphic organizers like Thinking Maps (Hyerle, 2011) provide schema to provide this scaffolding. 
•	Maps lend themselves to active, interactive learning environments in which learners take initiative and have responsibility. (Applebee, 1996)

Integrated Curriculum
•	Science with Language
•	Focus on thinking – Thinking Maps
•	Incorporating language objectives
•	Integrated with school-wide themes
•	GA Middle School Science Content
•	Filling in gaps from earlier grades
•	Active, Interactive, constructivist learning

Engineering
•	Dedicated STEAM Class
•	Collaborative instruction with math and science teachers.
•	Hands-on, integrated experiences in discovering and inventing.  Example: Simple Machines with Thinking Maps
•	Thinking Maps in the Science Classroom 
•	8 Basic Thinking Maps
o	Double-Bubble Thinking Map 
Comparing and Contrasting Fish and Whale
o	Tree Map Classifying Forms of Energy
o	Diagram Describing the Eye, and 
Flow Map Showing How Eye Responds to Light
o	Brace Map Showing Parts of a Science Book about Energy
o	Flow Map Showing Sequencing
(River Water to Purified water.  )

Thinking Maps in the Science Classroom

Pendulum Demonstration
•	Demo with pendulum
•	Observe and count the number of times the pendulum swings. 
•	Discuss: 
•	What happened? 
•	Why?  

Introduce terms with cards: push, pull, force, friction, gravity
Push			Pull			Force			Motion
Energy		Friction		Gravity		Potential
•	Kenetic

Heads Together
•	Groups of about 4 number off.
•	T presents question/challenge.
•	Groups put heads together to find the answer.
•	T calls out a number; group members with that number answer the question.
•	T gives feedback, points, and asks again.

The Six Simple Machines and Examples: Developing Oral Language:

•	Entry/Exit Ticket
•	Find the Simple Machines:
Instructions
o	In your group, put your heads together.
o	Look carefully at the image on the next slide.
o	Find examples of the six simple machines and write them on your chart
o	Make sure all group members are prepared to give your group’s answer. 

The Challenge: Hit the target with your car three times in a row. 

•	Design a ramp (inclined plane).
•	Run the car (wheel and axle) down the ramp to hit a target.
•	Modify your ramp as needed.
•	Record your attempts.

I Have, Who Has Vocabulary Review
•	Teach vocabulary. Use important terms frequently and give learners opportunities as well
•	Create game cards using template (handout)
•	Start with first card.
•	Exchange cards, start again.
•	Add new challenges, e.g., timed trials. 

Summary: Brace Map Showing Whole to Part 
•	Hands-on experiences to connect to previous experiences
•	Cooperative experiences to motivate and promote social learning
•	Mapping analysis and connecting to cognition with thinking maps
•	Enhancing discussion by introducing language of science
•	Opportunities to describe, analyze orally
•	Language frames to support writing and oral reports
•	Rich and varied experiences with vocabulary