In our latest blog post on language skills for science, English as an additional language specialist Sally Burbeary, offers some free language activities for Cambridge IGCSE science project work. Sally explains what skills can be developed through project work and what type of language skills are necessary to support this type of work. Our new Cambridge IGCSE science series contain project work activities for your students. You can find out about our resources on our science hub page.
21st century skills
Science is not just about learning facts and processes. We want learners to learn about science in the real world and be able to apply what they learn to other situations. If we think about it, when studying science, learners are using English and maths skills, amongst other skills. Learners need English to discuss and communicate their understanding of science, and they need maths to calculate mixtures, speed, volume and much more.
Science is a creative subject that involves collaboration skills when conducting experiments in a team and completing project work. 21st century skills, such as, communication, collaboration, creativity and critical thinking, are an integral part of studying science.
In these following sections, we will look at how we can apply these 21st century skills to projects in science and how we can support learners to use language skills when conducting science projects.
Language activities for Cambridge IGCSE science project work
Biology – A new species project
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Each year biologists discover new species. Some of these are small (insects, small plants) while others are surprisingly large (mammals, trees).
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When taking part in a project, students must work in a group of three or four. Group work requires planning, agreeing on roles and sharing of information and progress.
In this biology project, students must use the internet to search for some examples of newly discovered species and select one to research in detail. All group members should research and then collaborate to share their findings, before agreeing on which one to look at in detail.
The research could be divided like this:
| Student 1 | Research new species of trees |
| Student 2 | Research new species of plants |
| Student 3 | Research new species of insects |
| Student 4 | Research new species of reptiles |
Language skills
Planning and organisation will require students to discuss the project and decide what tasks need to be done, and who is going to do each task. Students need to collaborate to create a plan.
Students will need to discuss how to begin the research process. They will need to suggest ideas, offer their opinions and agree or disagree with others.
Organisation
It is easy for students to go off track as they get involved in researching the different aspects of the project. By having a table, it allows students to keep track of what information they have found out. It also helps divide the work up and to share findings.
Wh- questions
Students need to read the questions carefully to ensure that they are looking for the correct type of information. It is easy to assume what we think we should be doing, but to check the wh- question forms is a good idea. Imagine reading ‘How was the binomial for the new species chosen?’ and researching ‘What is the binomial?’ only. So careful reading skills are required.
Research
Researching on the internet can be overwhelming, as there is a vast amount of information available.
Decide which sites are suitable (authentic information, suitable level of English, relevant information).There will be a lot of information to read, but students are not expected to read every word. Instead, skimread texts by reading quickly to get a general overview of the suitability of the material. Then scan the text to find the specific facts that you are looking for.
Download the Activities
Chemistry – The presence of water project
A group has chosen the topic ‘the presence of water’ to research in detail for their project. You can use the research process and techniques from the biology project section.
This time, students are going to present their findings as an illustrated talk to deliver to the whole class. The talk should include:
Structure |
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| Introduction | Give details of the questions you have investigated. | Introduction – past
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| Short summary | Summarise the different areas that you researched. | Summary – past
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| Present key findings | Remember that you should include graphics, such as a pie chart, table or other visual representation to help your audience to understand your ideas. | Key findings – facts, possibilities, we found that…
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| Key conclusions | Summarise your key findings at the end. | |
Download the Activities
Physics – 5-minute podcast
The Project – Build on what we have learnt about density
Project part 1Work in groups of three or four and revise what you have learnt about density. 1. Explain how density is calculated 2. Describe how to measure the mass and volume of regular and irregular shaped objects 3. Describe how to work out the density of an object that can float |
Project part 2Now apply your knowledge and understanding to this example. RMS TitanicIt was claimed that the RMS Titanic was unsinkable. However, the ship sank in 1912 on its first voyage. 1. Explain why a ship can float despite being made of material that is denser than water. 2. Explain why a ship can sink, in terms of changes in density. 3. Find out about what bulkheads are and what are they for in ships? Why did the RMS Titanic sink despite being fitted with bulkheads? |
In part 1 of the project, learners are asked to say ‘how’ to do various actions.
In part 2, students are asked to say why certain things happen.
Connectives for reasons / cause and effect
Because and as connect two clauses together. Because and as are followed by a reason why.
Clause 1 |
Clause 2 |
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Situation |
because |
reason why. |
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Example:
Wood floats in water because it is less dense than water.
Wood floats in water as it is less dense than water.
Therefore and so connect two clauses together. Therefore and so are followed by the effect of the situation.
Clause 1 |
Clause 2 |
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Situation |
therefore |
effect or result. |
| so |
Example:
Wood is less dense than water, therefore it floats.
Wood is less dense than water, so it floats.
Conditional sentences
The first conditional has ‘if’ followed by the present simple, then the future simple in the other clause:
‘if’ + present simple, … ‘will’ + infinitive
It is used to talk about things which are likely to happen in the future.
For example:
If the air inside the ship is less dense than water, a ship will float.
Download the Activities
Download the answers for all three sets of activities
Conclusion
I hope your learners have fun with the project work. Remember that collaboration, communication, creativity and critical thinking all play an important role when studying science and completing science projects. You can use these strategies, for example, how to conduct research and looking at the language needed for different tasks to help your students to be successful in science, especially in their project work.
