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Individual: Integrated Unit Plan, Day One, SIOP Lesson Plan

Date:

October 31, 2012, Michael A. DePolis, Grand Canyon


University TSL 537

Unit/Theme:

Grade/Class/Subject:

Is it living or nonliving? Five Kingdoms of Living Things:

Content Standard(s):

Grade 5 Life and Environmental Science

Animal, Plant, Fungi, Protist, Moneran -- 3-5 days

SC.5.4 Structures and Functions of Living Organisms LA.5.2 Compare and Contrast

TESOL Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.

Key Vocabulary
Day One
Energy, waste, reproduce, grow, respond to change, yeast, fungi,
cell, protist
(Review: microscope, microscopic,)

Supplementary Materials
Day One
Science journals, graduated cup, warm water, 2 plastic bottles per
group of four, funnel for each group of four, plastic spoons, dry
sand, sugar, 2 balloons for each group of four, dry yeast

SIOP Features
X
X
X
X

Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated

X
X
X
X

Integration of Processes
Reading
Writing
Speaking
Listening

X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

X
X
X
X

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent

X
X
X
X

Assessment
Individual
Group
Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to


Contains: Prior Knowledge/Building Background/Previous Learning
TW activate prior knowledge and build background with whole class brainstorming to create a concept map of What makes
something alive? SW provide ideas and TW assist in categorizing and organizing ideas. TW review previous vocabularymicroscope, microscopic, and as the smallest unit of life is introduced- cell.
Content Objectives
SWBAT compare/contrast bird and plane
for life processes.
SWBAT identify signs of life in the yeast,
sugar, and water mixture.

Meaningful Activities
In partners consisting of one beginning
and one intermediate or advanced
proficiency English learner, SW
compare/contrast bird and plane on charts
in science journals according to the signs
of life: Getting Energy, Using Energy,
Getting Rid of Waste, Reproducing,
Growing, and Reacting to Change. SW
conclude that something is alive if it
carries out all six of the life processes.

Review/Assessment
TW review charts for correctness.

In groups of four, two sets of partners


from the previous activity, SW carry out an
experiment. Each group will measure a
mixture of sand, water, and sugar into a
bottle. In the other bottle, yeast, water, and
sugar will be measured. A balloon will be
placed on each. SW infer that the yeast has
come to life by identifying signs of life
previously discussed. (After 15 minutes,
yeast should bubble up and balloons
should inflate.)

TW circulate among the groups and make


note of experiments being carried out
accurately.

Individual: Integrated Unit Plan, Day One, SIOP Lesson Plan


Language Objectives
SWBAT read a short passage on life
processes.
SWBAT write about life processes in a
chart format. Beginning proficiency
English learners will participate by
assisting with chart and illustrations, and
by listening and writing lesson vocabulary.
Intermediate level English learners will
orally share findings.
Advanced level English learners will read
the passage and write about findings, as
well as speak to the class about findings.
SW compare/contrast living versus
nonliving.

Before Reading and Writing:


TW assess a quiz of key vocabulary, in
Differentiated for beginning level English writing context.
learners, Intermediate and Advanced
proficiency English learners will describe
and illustrate the following vocabulary in
three-column notes in science journals:
Energy, waste (e.g. carbon dioxide gas),
reproduce (cell), grow, respond to change,
yeast (bread rising), fungi, and cell.
During Reading: Partners will stop and
orally discuss the reading while attentively
listening to each other. Partners will be
heterogeneously grouped.

TW use the Student Oral Language


Observation Matrix (SOLOM) during
reading and after reading as he circulates
between groups.

After Reading: Advanced English


learners will write a summary to be orally
shared with the class with their group of
four. Intermediate English learners will
assist with the wording of the summary,
and assist with completing the
compare/contrast chart. Beginning English
learners will reinforce vocabulary with
their group, help with the chart, and
illustrate vocabulary, so that they can
participate in group presentation.

TW assess science journals, as


communication journals, for accuracy and
comprehension.
TW assess oral presentations using the
SOLOM.

Wrap-Up:
Discussion: Yeasts are single-celled fungi. Fungi are one kingdom of living things. Tomorrow, we will visit a lake or pond to collect
water samples, and we will investigate cells further.
SW observe their bottles to compete and see which groups balloon inflates the most by the end of the day.
(Chamot & OMalley, 1996).
(Peregoy, Boyle, & Cadiero-Kaplan, 2008).

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