ENGLISH STEM PLAN

CAO LOC DISTRICT PEOPLE'S COMMITTEE CAO LOC TOWN SECONDARY SCHOOL ENGLISH STEM PLAN Teacher: Nông Lê Vân Telephone number: 0855583888 Gmail: [email protected] Cao Loc, February 2022

2 STEM THEME: MAKING THE PHOTO FRAME, THE PEN HOLDER AND THE LANTERN FROM THE RUBBISH A. Overrall - Teacher’s name: Nông Lê Vân - Subject: English - Time of working: 21 years - School: Cao Loc Town Secondary School - Contact number: 0855583888 1. Theme: Making photo frame, the pen holder and lantern from the rubbish. 2. Description Recycling is understood as the process of rubbish or unnecessary materials (scrap) into new the products with applicability to bring the benefit for people. Around us, there is a lot of recycled rubbish such as paper bags, cardboard, plastic, disposable chopsticks... Most of the rubbishes which are not treated in right way, it effects certaintly to the living environment. Therefore, recycling the used things in our lives, it brings us invironmental education and human culture. The STEM lesson: Making the photo frame, the pen holder, and the lantern from recycled rubbish is a STEM education-oriented teaching idea for students at school. By using surrounding materials such as disposable chopsticks, ice cream sticks, cardboard... to design some items. The teacher lets students observe videos about recycled products, thereby orienting students to design models such as photo frames, pen holders and decorative lanterns for their learning and activities. 3. Analyze the theme In order to carry out this project, students need to master the knowledge of the lesson and related content as following: Order factors Content that is included in the topic - The concept and application of square, square, circle, 1 S triangle. (Science) - Testing and evaluating products - Physical properties of the materials that make up the

3 products. T - Application of information technology, design of 2 (Technology) products. - Use technology equipment to record videos and take photos during the implementation process. 3 E - Techniques and methods of using tools: Replacing (Engineering) materials, testing and evaluating products. - Select designs and suitable materials for each type of products. 4 A - Using recycled materials, raising awareness of (Arts) environmental protection. - Making products with aesthetic, high applicability in use. 5 M - Applying knowledge about squares, circles and (Mathematics) triangles - Calculate, arrange, use materials to make suitable products. 4. Level of project teaching: Making products from used things from the rubbish. 5. Participants: 15 students in class 8A5 at Cao Loc Town Secondary School. 6. Time for performing the theme: 01 week (In which, there are two lessons in the class). 7. Implementation location: - For activities outside the class: + Students discuss and choose the place. + Self-research activities, preparing tools and equipment to complete the products. - Foractivities in class: + Work in the classroom of class 8A5 of the school. + Working in 3 small groups to draw model drawings, making vthe products and test operations. + Presenting reports about model drawings, activities of making products, real products, discussing and evaluating results of groups.

4 8. Achievements after implementing the topic 8.1. Common aims - Students understand the meaning of recycling activities. - Students can make photo frames, pen holders and decorative lanterns. - Asking questions about the problems that need to research, planning of working and solving the problems. 8.2. Aims of knowledge, skills, attitudes, capacity development 8.2.1. Knowledge - Maths: + Review knowledge about squares, circles, triangles. - Information technology: + Look up some information about how to make recycled products from used things. + Using laptops, making powerpoint presentations. - Technology: + Learn the technique of assembling things to form a completed product. - Skill: + Selecting suitable products for recycling activities. - Art: + Apply knowledge of art, layout, and colors to make products that are both valuable in use and beautiful in appearance. - English + Listening, speaking, reading and writing skills. + Search ìnormation, discuss and present in English. 8.2.2. Skills - Calculate and draw the model drawings. - Find out and give some practical problems, solve problems through learned knowledge. - Know how to collect information from many different sources and know how to process the information appropriately. - Know how to cooperate in working, planning individual tasks to complete the group's common tasks. - Build ideas and design the products. - Presentation talking and expess (model drawings and products). 8.2.3. Attitude

5 - Students are interested in learning and love maths. - Practice working carefully, scientifically and exactly. - Apply the knowledge learned in their real lives. 8.2.4. Quality development - Students will be able to have a sense of responsibility, sociability and help each other in groups and classes. 8.2.5. Capacity development orientation Competence Component capacity group Language Practice the ability to present personal ideas and persuade partners through group activities. Have the opportunity to present group ideas, persuasive product information, practice the language, and argue to defend the opinions of themselves and the group. Calculation From the collection of actual data, it is possible to apply calculations and give product parameters: calculate the length, quantity of the product reasonably to ensure the requirements of the topic and art. Information Apply knowledge of information technology to conduct Teachnoloty research, presentation, information processing and making the products (programme software of document presentation: Microsft Word, Microsoft Powerpoint...) Art Through activities: Decorate beautiful and eye-catching products to increase the ability to convince observers. The group's products have a discussion, during the processing not only to ensure the set goals, but also to pay attention to the reasonableness of the details, the aesthetics of the overall product.. Solution and From specific tasks and activities, especially in the process of creativity making products, students have the opportunity to practice and discover existing problems and difficulties. With their own inferences, the sharing and discussion of group

6 Communicate members, the advice and help of teachers, thereby coming up and cooperate with creative ways to solve problems encountered, improve product parts, discover new and more efficient ways of processing. Have the opportunity to exchange and cooperate with classmates, practice coordination skills to perform tasks and work. Autonomy and Autonomously learn the knowledge that has been learned to self-study apply to the product. Actively self-study and apply the necessary knowledge to solve problems and tasks in different activities. B. Preparation 1. Teacher - Materials and equipments - Presentation, activity plan, presentation support accessories (projector, drawings, paper…) + Tools used for making the products (saws, scissors, knives, gloves, glasses, sticker…) - Video recorder to record activity videos as figures for presentation - Notes, studying accessories 2. Students + Notebooks, crayons, color markers, paint, paint brushes, studying tools, ... + Others: Cameras, laptop, mobile phone, ... + Recycle things: paper cards, used bamboo chopsticks, used ice- cream sticks, plastic sticks, ... + Clips about introduction of members of each group. + Clips and talks about the environmental problems. C. STEM programme 1. Overview of a specific lesson plan Activity Content Time 15 minutes 1 Creation of project ideas

7 Research on basis knowledge of making the 20 minutes 2 products 3 Design of model drawings 30 minutes 4 Report and evaluation of model drawings 15 minutes 5 Making products 45 minutes 6 Presentation and evaluation of products 15 minutes 7 Conclusion 10 minutes 2. Organization of groups. - The teacher chooses 3 groups of students (each group consists of 5 students), in which, 01 leader and 01 secretary. - The leader of each group assigns and directs the tasks for his/ her group. - The members in each group support each other to work for high efficiency. - Tasks to perform: Build the criterion of the products and model drawings, ask and answer questions about the activities, design model drawings, present and evaluate the model drawings, report the process of making their products and evaluate the products. . 4. The process of carrying out teaching activities BUILDING CREATIONS Activitiy 1 Creation of project ideas A. Aims - Students experience the application of knowledge of subjects such as mathematics, physics, Information Technology, art drawing, design, ... to solve a real-life situation of the products. - Students see the meaning of the connection of knowledge of subjects in high school while solving practical problems. - Students initially have confidence before embarking on project implementation. - Students receive the task of making their products, recognize the criteria of the product and the criteria for evaluating this product (students clearly define the task they need to do is to make the product, satisfy the criteria have been agreed with the teacher’s given and the level of completion of the products will be evaluated according to the evaluation criteria table). B. Content

8 - Teacher devides the class into 3 groups - The leaders of groups introduce their members and show videos about environmental problems and present this content. - With the environmental problems, each group discuss, give how to deal with the problems and decide to make one product from used materials. - Criterion versions + Evaluate the model drawings. + Evaluate of the products C. Expected product of student activity At the end of the activity, students should achieve the following products: - A record identifying the tasks to be done by each group. - An assignment of tasks of team members according to study. - Model drawings of the products - Real products. - Project implementation plan with clear timelines and tasks. D. How to organize the activities Specific process Teacher introduces: As you know, we have learnt many subjects at school What subjects do you have learnt? Students: Math, physics, English, technology, arts, history, listerature…. Teacher: Today we will use the knowledge of these subjects to apply to one project. Now, start STEM lesson. Teacher’s guidance Students’ activities - Teacher introduces: - Students listen to the teacher’s In this lesson, we’re going to study introduction. about making the the products from used things to protect our environment. Before starting our lesson, I would like - Students show clips and to devide our class into 3 groups then introduction of members of her/his group. After that they show clips and each group votes a leader. Next the talks about environmental problems. leaders of each group introduce members of her/his group. After that teacher askd students to show clips and talks about environmental problems. - Teacher asks students: To reduce the - Students answer the question: We

9 rubbish as well to protect our can.... environment how can you do? (Expected’ answers: We can recyle used things to make other things, such as: sandals, sinks, bins, photo frame, and so on). Activity 2 Research on basis knowledge of making the products A. Aims: Students will be able to - Review how to draw squares, circles and triangles. - Calculate, arrange, use suitable materials to recycle suitable products. - Design model drawings about the products. B. Content: Students must self- study the relevantly basic knowledge in textbooks, references or on the network, … to complete all the questions, tasks and to acquire knowledge about making the products. Groups give the products evaluative criteria. C. Expected products - The recycled products: A photo frame, a pen holder and a lantern. - The report about the recycled products. D. How to organize the activities Teacher’s guidance Students’ activities 1. Study about shape, structures of the photo frame, the pen holder and the - Students work in 3 groups lantern. - Teacher asks students to work in 3 - Students observe some pictures groups about recycled products. - Teacher shows some pictures about - Students comment about shapes, recycled products. length and price of the products. - After observing the pictures, teacher (Expected’ answers: They are very asks students to comment about shapes, lovely, beautiful, easy to use and length and price of the products. cheap...) 2. Study about recycled materials of

10 the photo frame, the pen holder and - Students look at real recycled the lantern. materials as paper cards, used - Teacher asks students to look at real chopsticks, used ice - cream recycled materials as paper cards, used chopsticks, ... chopsticks, used ice - cream chopsticks, - Students find out the feature of ... the materials and the products. - Teacher asks students to find out the - Students listen to their teacher. feature of the materials and the products. - Teacher introduces: The recycled - Students answer: products as the photo frame, the pen Expected answers holder and the lantern which can be + We must choose suitable made from the rubbish as paper cards, materials and know how to make used chopsticks, used ice - cream the product. chopsticks, ... + We must make the product + To make these the products from used creatively, beautifully, things effectively, what criterions of economically and practically. making products can you have? + We have to present steps of how to make the products and answer + Teachers and students agree on the opponent questions other product evaluation criteria. groups clearly.

11 WORKSHEET No 1: EVALUATION CRITERIONS OF PRODUCTS (This sheet is used after product completion) Groups: ...... Order Content CRITERIONS Max Real of points points evaluation Group Group .... .... 1 Using the recycled materials 2 2 Creation and art 1 Product 3 Economy 1 4 Appication 5 How to make the product 1 2 6 Benefits 2 Report Presenting and answering the 1 7 opponent questions Totals: Activity 3 Design of model drawings A. Aims: Students will be able to: - Design the model drawings with meterials and steps of making of the products. - Present and demostrate about the model drawings B. Content: Students must base on the criteria of the products to give the evaluative criteria about model drawings of the products. C. Expected products: - The model drawings of the products. - The report about the model drawings of the products. D. How to organize the activities Teacher’s guidance Students’ activities - Teacher lets students discuss and - Students discuss and choose the

12 choose the topic and then present on large topic and then present on large sheets of paper. sheets of paper. Topic 1: Design a photo frame. Topic 2: Design a pen holder. Topic 3: Design a lantern + Before making these recycled products - Students answer: perfectly, what criterions of designing (Expected answers model drawings of the products can you We must draw beautifully and have? pracically. We must show steps of how to complete clearly and the knowlegde applied from other subjects. Besides, we must answer the + Teachers and students agree on opponent questions from other product evaluation criterions. groups clearly.) - Teacher asks students to draw models - Complete their drawings. which they have chose. (Students use laptops, mobile phone connected the Internet to find out the information as well pictures of the recycled products. Students can base on teacher’s guidance and the information or the pictures on the Internet to design their model drawing and complete their products more perfectly.)

13 WORKSHEET No 2: EVALUATION CRITERIONS OF MODEL DRAWINGS (This sheet is used after model drawing) Groups: ........... Order Content CRITERIONS Max Real points of points evaluation Group Group .... .... 1 Art 2 Model Creation 2 3 making Application 1 1 4 Operation of the product 2 5 Reporting Appied knowlegde 2 6 Presenting and answer 2 Totals: opponent questions Activity 4 Report and evaluation of model drawings A. Aims: Students will be able to: - Present their model drawings with steps of making of the products. - Ask and answer the questions about making the products B. Content: Students introduce the meterials and steps of making their products in detail. Give questions for other groups about the drawings and answer questions from other groups. C. Expected products - The model drawings: a photo frame, a pen holder and a lantern. - Complete the table of evaluation criterions about model drawings. D. How to organize the activities Teacher’s guidance Students’ activities - Teacher asks presenters of groups to - Presenters of groups introduce introduce their model drawings in order: their model drawings in order: Meterials, tools and price. Meterials, tools and price. - Teacher asks the rest groups pay - The rest groups pay attention to

14 attention to the group presenting and give the group presenting and give them them questions about the drawings. questions about the drawings. - Teacher asks each group to discuss and - Each group discuss and evaluate other groups’ drawings basing evaluate other groups’ drawings. on the evaluation criterions of the (Students complete sheet 2) drawings. - Students listen and write what the teacher comments and concludes - Teacher comments and concludes the about the drawings. knowdedge related the drawings. Activity 5 Making products A. Aims: Students will be able to: - Make real recycled products B. Content: Students use suitable recycled meterials and tools to make real products. C. Expected products: - The completed products: A photo frame, a pen holder and a lantern. D. How to organize the activities Teacher’s guidance Students’ activities - Teacher asks students base on parts of - 3 groups make their real products: designing the models and the criterions of Base on parts of designing the the products to make their real products. models and the criterions of the products make their real products. Group 1: Making a photo frame from used ice – cream sticks. Group 2: Making a pen holder from used ice – cream sticks. Group 3: Making a lantern from used chopsticks. (Students use used materials, tools used for making the products (saws, scissors, knives, gloves, glasses, sticker…).

15 Activity 6 Presentation and evaluation of products A. Aims: Students will be able to: - Report the process of making their products, pesent the knowledge and how to use the products. - Evaluate the products basing on the criterions of the products. B. Content: Students report the process of making their products. Give questions about the products for other groups and answer questions from other groups. C. Expected products: - The completed products: A photo frame, a pen holder and a lantern. - Complete the table of evaluation criterions about the products (sheet 1) D. How to organize the activities Teacher’s guidance Students’ activities - Teacher asks to report the process of - Presenters of groups report the making thei products. process of making thei products. - Teacher asks the rest groups pay - The rest groups pay attention to attention to the group presenting and give the group presenting and give them them questions about their products. questions about their products. - Teacher asks each group to discuss and - Each group discuss and evaluate other groups’ products basing on evaluate other groups’ products. the evaluation criterions of the products. (Students complete sheet 1) - Teacher comments and concludes the - Students listen and write what the knowdedge related the products teacher comments and concludes about the products. - Students evaluate themselve and - Teacher guides students to evaluate their friends at home basing on themselve and their friends at home their groups’ products and reports. basing on their groups’ products and (Students complete sheet 3, 4) reports. - Teacher will report the result next week.

16 Worksheet No 3 – SELF EVALUATION Order Criteria Usually Often Sometime Seldom (4) (3) (2) (1) 1 I complete all my personal task in the group 2 I follow the instruction of group’s manage 3 I actively join the discussion 4 I focus on listening to another member and do not interrupt when they are spreaking 5 I respect other members 6 I give appropriate explanation for my idea 7 I understand my mission in group 8 Overall * Points 22 – 28: excellent 15 – 21: good 8 – 14: averrage 0 – 7: bad

17 WORKSHEET No 4 – EVALUATION OF TEAM MEMBERS IN GROUP Criteria Appraiser (Group leader): ............................................................ Member Group name: ............. 1 Giving Help Enthusias, Coope- Effective Overal 2 3 ideas Friends Earnest ation (0 – 2) l 4 (0 – 2) (0 – 2) (0 – 2) (0 – 2) 5 * Points 22 – 28: excellent 15 – 21: good 8 – 14: averrage 0 – 7: bad Activity 7 Conclusion A. Aims: Students will be able to: - Know the knowledge applied of making the products. - Know advantages and disadvantages of model drawings and the products. B. Content: Teacher concludes the knowledge of the STEM lesson: The application of other subjects, advantages and disadvantages of model drawings and the products. The meaning of this lesson. C. Expected products: - Content of teacher’s conclusion. D. How to organize the activities Teacher’s guidance Students’ activities - Students listen to their teacher’s - We have studied English STEM conclusion. lesson. We have known the meaning of - Students can make other products this lesson. We have known how to from the rubbish as much as recycle some products to protect our

18 environment as well to save money. If possible. we always do this work, our environmental problems will be solved. Besides, we can make many other useful products but now we don’t have time. We have to make them later. Thank you for your help. Teacher’s remarks: …………………………………………………………….................................. ……………………………………………………………………...................... …………………………………………………………….................................. ……………………………………………………………………...................... …………………………………………………………….................................. ……………………………………………………………………......................