NLC LESSON 27.pptx during the first year of implemetation

lesson 27

1. GRADE 8 ENGLISH LESSON 27 Locating and interpreting information in a non-linear explanation text

2. MOST ESSENTIAL LEARNING COMPETENCIES • Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts.

3. COMPONENT 1: SHORT REVIEW This week so far we have been revising different types of expository texts – texts that give us information. In this lesson, we are going to look at a non-linear Explanation text. Let’s see what you remember about Explanations. Write your answers to these questions in the Workbook.

4. COMPONENT 1: SHORT REVIEW Answer the following questions in the Workbook: Q1. What’s the purpose of an Explanation text? Q2. What sort of topics do you expect to find in an Explanation text? Q3. The text in this lesson is non-linear – what does that mean?

5. COMPONENT 1: SHORT REVIEW To give reasons or to describe how something works or why something happens. Q1. What’s the purpose of an Explanation text?

6. COMPONENT 1: SHORT REVIEW Cause and effect; science topics; practical, everyday topics. Q2. What sort of topics do you expect to find in an Explanation text?

7. COMPONENT 1: SHORT REVIEW It does not need to be read from start to finish but the reader can look for the information required from anywhere in the text – e.g., a table. Q3. The text in this lesson is non-linear – what does that mean?

8. COMPONENT 2: LESSON PURPOSE In this lesson we are going to revise a type of information text that provides explanations. Explanations tell us how things work or why something happens. They can help us to understand the cycles of nature or the causes and effects of various phenomena. The text we are going to look at in this lesson is a table explaining the effects of global warming for a range of temperature increases from 1.5°C to 3°C above pre-industrial levels – that since about 1800.

9. COMPONENT 3: LANGUAGE PRACTICE Heat waves Coral reef degradation arid and semi-arid regions fragile ecosystem Vulnerable areas Below are words that are important in the narrative we will read. Let’s practice these words. agriculture Species extinction

10. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. long periods of very high temperatures Heat waves

11. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. Coral reef degradation where the water is so hot that coral loses its colors – ‘bleaching

12. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. arid and semi-arid regions areas where there is not much rain – dry areas, e.g., deserts

13. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. fragile at risk, constantly in danger, easy to make weak

14. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. community of living things and how they interact with each other and their environment) ecosystem

15. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. areas at risk from high temperatures Vulnerable areas

16. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. farming; growing and harvesting crops and raising animals, or livestock for food and non-food products) agriculture

17. COMPONENT 3: LANGUAGE PRACTICE Determine the word being defined. where animals or plants die out Species extinction

18. COMPONENT 4: LESSON ACTIVITY How Global Temperature Rises will affect the World29 Here is a table explaining the potential effects of temperature increases of 1.5°C, 2°C, 2.5°C, and 3°C above pre-industrial level. Component 4A: Reading the Text

19. COMPONENT 4: LESSON ACTIVITY Component 4A: Reading the Text

20. COMPONENT 4: LESSON ACTIVITY Component 4A: Reading the Text

21. COMPONENT 4: LESSON ACTIVITY Component 4A: Reading the Text

22. COMPONENT 4: LESSON ACTIVITY Q1. At what temperature does the Philippines become affected by increases in global heating? Q2. What countries will be the worst affected by a rise of 3°C? Give a reason for your answer. Q3. Scientists have said that the world can cope with a rise of 1.5°C but not 3°C. Find 3 pieces of evidence from the table to show that an increase of 3°C is much worse than an increase of 1.5°C. Component 4B: Questions

23. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions 2.5°C Q1. At what temperature does the Philippines become affected by increases in global heating?

24. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions Small island nations because they are at risk of complete submersion (e.g., Maldives, Marshall Islands, Kiribati). Q2. What countries will be the worst affected by a rise of 3°C? Give a reason for your answer.

25. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions Some small island nations will disappear; sea level rise will threaten coastal cities and towns; some species will become extinct; heatwaves will be more severe; sea level rises will be higher. Q3. Scientists have said that the world can cope with a rise of 1.5°C but not 3°C. Find 3 pieces of evidence from the table to show that an increase of 3°C is much worse than an increase of 1.5°C.

26. COMPONENT 4: LESSON ACTIVITY Q4. At what point does global heat increase start to affect food supplies? Q5. Which effects at 3 °C will be worst for coastal countries? Q6. Using the data from this table, write a paragraph entitled, Why we must stop the earth warming to 3 °C. Component 4C: Questions GROUP DISCUSSION

27. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions 2°C – ‘reduced crop yields’. Q4. At what point does global heat increase start to affect food supplies?

28. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions Higher sea-level rise; loss of coastlines. Q5. Which effects at 3 °C will be worst for coastal countries?

29. COMPONENT 4: LESSON ACTIVITY Component 4B: Questions Q6. Using the data from this table, write a paragraph entitled, Why we must stop the earth warming to 3 °C.

30. COMPONENT 5: CONCLUSION Q1. The focus of the lesson was on learning about how information is presented in a non-linear Explanation text . How has the lesson helped you to understand this ? Q2. Which questions were easy to answer? Why? Q3. What strategies did you use to answer the harder questions? Questions

31. HOPE YOU ENJOYED TODAY’S LEARNING CAMP! THANK YOU!