Warmly Welcome

1. Warmly Welcome Workshop: „Promoting language skills in primary school through inquiry based learning with biographies” Primary Science Conference 2016, Belfast Science on Stage Germany Executive Board: Dr Jörg Gutschank, Mario Spies, Helga Fenz, Sebastian Funk, Thomas Lundschien Management: Stefanie Schlunk Main supporter: the Federation of German Employers' Associations in the Metal and Electrical Engineering Industries (GESAMTMETALL) with its initiative think ING. Main supporter:

2. Language and science Once there was a day when a man articulated a tone, a noun, to name some- thing, an object or an event in his environment. On this day language was born, but also science, because at the beginning words were nothing else than the understanding of natural phenomena and the intention to organize this.

3. birdtree Over there a yellowbirdis sitting on the branch of a tree with greenleaves and waits for a female that he wants to invite for pairing with his wonderfulsinging. The first words were nouns, followed by verbsthat describe activities, then adjectives and adverbscame. This allows us to specify our perception of objects and activities. Yves Quéré (Member of the French Academy of Sciences)

4. Albert Einstein: "The whole of science is nothing more than some refinement of simple thoughts in daily life."

5. Basic needs (by Krapp): • fostering experience of our own abilities and skills • Self-efficacy • Self-determination • Socialembeddedness • selfdevelopmentmainly in dealingwithotherpeople • Interaction language - cognitive development • (understanding bound to own linguistic formulations)

6. Language and communication skills: essential for coping with everyday life and for a successful education speaking writing Language skills reading thinking

7. Everyday language  language of instruction  special languageform clearness to accuracy Everyday language • understanding in daily life, in concrete situations • often focused specifically on the social environment • little differentiated vocabulary necessary • deictic elements

8. Everydaylanguagelanguageofinstructionspeciallanguageform clearnesstoaccuracy Language ofinstruction • regardless of the specific situation • appropriate and formulates purposeful • oriented on the written language • abstract, complex in structure (eg passive constructions, nominalizations, words with contextual meaning diversity) meaning diversity)

9. Everydaylanguagelanguageofinstructionspeciallanguageform clearnesstoaccuracy Special language • specifically for each science • is used for communication within the professional community • strictly defined basic terms, neologisms (subject-related compound words like 60-watt-bulb...) • subject-specific vocabulary, compact conceptual constructions, nominal style, passive constructions ...

10. Special language for science spoken in school • substructure of the respective special language • step by step in the jargon of science • increasing degree of abstraction • "Look, it moves them." • "Pins can be moved by magnets." • "Magnets attract some metals."

11. Causes of speech problems Do you understand? cognitive, neurological, sensory impairment impairment of short term memory (disturbances of naming, call up words or facts) lack of language models lack of promotion of action-oriented language acquisition little knowledge of spoken language in lessons

12. Result Children with problems in language perceive the language of instruction as a barrier which they cannot overcome by themselves. -> aggression, resignation, silence

13. "Lantern moon and hot ears" provides: exciting biographies of contemporary scientists a variety of proposals for language development experiments which bring research closer to the students tasks for thinking, research, investigation many links and tips to deepen further topics some texts are also available in simple language

14. Mona Goudarzi • Mechanical Engineer • Specialised on wind turbines • Wind tubines produce electricity, • Up high the wind is stronger. • The rotor blades turn faster. • But also the material has to be very light. • But the wind turbine also has to be stable enough.

15. Practical part: building a wind turbineGroups of 4-6 persons Material: • 20 sheets of paper • tape • 1-5 pins • scissors Build a wind turbine with a functioning rotor as high and stable as possible with this material. Your wind turbine should have something special aesthetically and has to stand alone (Do not tape it onto the table!).

16. Nouns wind circle turbine rule rotor scissor wings support base corner gondola chance tube front square form paper building Verbs rotate try give involved glue start take happen stitch find fix know cut need to copy say love must keep begin do explain Adjectives tall large big nessesarry small heavy tiny strong asthetic incredible Stable save high great

17. How to improve language skills • children have to read the text • carry out an experiment • share ideas • talk in a puroseful way • document what they are doing • present what they have learned

18. Many thanks for your attention ! You can download the publication „Lantern Moon and Hot Ears“ as PDF under: www.science-on-stage/lantern-moon Or order under: info@science-on-stage.de Information about the association: www.science-on-stage.de