A colleague in the science department has done a fabulous job of researching and preparing ways to help her ELLs improve their ability to write clear and concise conclusions to experiments carried out in her class.
Her planning document (here) sets out nicely the steps needed to produce a well written conclusion. It’s a very good example of how science learning intentions and English development can be combined.
It does this first by having student investigate and discuss a scientific concept, verbalising their observations right from the start. After this the students’ verbalisiations, which construct the knowledge, are guided by the teacher into a written text through shared writing. They are then empowered independently to write a conclusion of their own.
Having discussed the investigation, then been part of the shared writing process, students will have more secure knowledge of the scientific concept being covered and a clear idea of what their written conclusion should look like.