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SIOP Model Template #2 Option 3 Lesson Plan and Three Assessment Styles Michele Robb UCS Co!rse #" # UC$3%2%& A!'!st %3( 2)%3

SIOP Lesson Plan Template 2


Standards:
#LA Listenin' and spea*in'" %a$d+ #LA Readin' standards in,ormation te-t" . #arth Sciences" .a #arth Science" .b /pre0ie1 ,or ,!t!re lesson2 Theme: Science

Lesson Topic: Classi,ication o, roc*s

Objectives:
Language:

%+ To compare3contrast characteristics o, roc*s !sin' descripti0e lan'!a'e /ad4ecti0e re0ie12 2+ Use comparati0e and s!perlati0e ad4ecti0es correctly 3+ To ma*e hypothesis re'ardin' types o, roc* and con0ey ,indin's to a 'ro!p
Content: 1. To describe roc*s by their characteristics !sin' descripti0e 1ords 2. To classi,y roc*s by analy5in' the characteristics+

Learning Strategies:
0is!als$ pict!res o, di,,erent types o, roc* 'raphic or'ani5er chart to list characteristics hands on e-perimentation 1ith roc*s 'ro!p disc!ssion small 'ro!p preteach and re0ie1 o, pre0io!s concepts lesson Key Vocabulary: i'neo!s roc*( sedimentary roc*( metamorphic roc*( crystals( ,ossils( 'as b!bbles( 'lassy( smooth( layers( pebbles %+ 2+ 3+ .+ 6+

aterials:
%+ 2+ 3+ .+ 6+ 7+ 8+ Se0eral types o, roc*s in all 3 classi,ications ma'ni,yin' lens description chart 'raphic or'ani5er to chart roc* characteristics pict!res o, 0ario!s types o, roc*s elmo or doc!ment reader to pro4ect 0is!als on screen dry erase boards /,or each st!dent2( mar*er( to1el or eraser

otivation:
%+ St!dents 1ere as*ed to brin' in a small roc* ,rom home+ 2+ St!dents 1ill be cond!ctin' e-periments !sin' hands on materials to classi,y roc*s+

Presentation:
%+ As* st!dents to do a 9!ic* 1rite on 1hat they *no1 abo!t roc*s+ Thin* abo!t %+ 1here roc*s come ,rom and 2+ 1hat are 1ays to describe roc*s /color( hardness( etc:2+ ;a0e st!dents !se the roc* they bro!'ht in as the e-ample and describe+ 2+ <hile the 'ro!p is en'a'ed( p!ll st!dents that need more instr!ction into a small 'ro!p+ Re0ie1 comparati0e3s!perlati0e ad4ecti0es disc!ssin' =er and =est 1ords to describe+ isc!ss ad4ecti0es and ho1 to describe 1ords based on o!r senses+ Use some 9!ic* e-amples( pencil( eraser( cat( m!d to assist st!dents in 0ario!s types o, descripti0e 1ords+ >i0e notecards 1ith three classi,ications o, roc*s on it+ >o o0er pron!nciation and read the de,initions o, each+ ;a0e them 'l!e this card in their lab noteboo* /they ha0e had e-perience 1ith this2+ Identi,y *ey 0ocab!lary and sho1 0is!al e-amples+ 3+ <hole 'ro!p" %+ ?!ic* re0ie1 o, #% by lettin' a ,e1 st!dents read their 9!ic* 1rites+ 2+ Pass o!t r!bric+ Re0ie1 lesson standards and ob4ecti0es that 1ill be co0ered in lesson+ /see r!bric2 3+ Usin' 0is!als on display( 'o o0er the characteristics o, the three types o, roc*+ #-plain 1here each type o, roc* comes ,rom and is created+ Use each descripti0e 1ord ,or each classi,ication+ Create chart sho1in' 1here each descripti0e 1ord 'oes into classi,ication /see description chart2+ As* ,or descripti0e 1ords+ .+ Usin' 'raphic or'ani5er on display( model ho1 to classi,y a roc*+ <rite in the descripti0e 1ords in the or'ani5er+ /see Roc* Identi,ication Sheet2 As* ,or class assistance so they are contin!in' to 'enerate the descripti0e 1ords they need to classi,y+

Practice!"pplication:
1. @rea* o!t into lab partners /preset by teacher2+ 2. ;a0e st!dents 1or* to'ether to classi,y the roc*s+ One person ma*es a description 1hile the

other 1rites the 1ord( then s1itch+


3. <hen ,inished classi,yin' the roc*( the pair m!st 1rite their concl!sion o, the type o, roc* it is

and 1hy+ Sho!ld 1rite t1o sentences !sin' the correct descriptive #ords$ .+ %ive time to identi&y at least one o& each type o& roc'$ 5. <hen complete( ha0e st!dents classi,y their roc* ,rom home+ (iscuss #ith each

other their &indings$


6. Pair t1o partner 'ro!ps to'ether /no1 ha0e 'ro!p o, .2 and ha0e each st!dent present their

personal roc* to the 'ro!p !sin' the describin' 0ocab!lary+

)evie#!"ssessment:
1. Come bac* as a 'ro!p+ As* ho1 many st!dents ha0e i'neo!s( sedimentary and metamorphic

roc*s+ As*" <hich type o, roc* do 1e ha0e the most o,A <hy do 1e thin* thisA 2+ >o to http"33111+learner+or'3interacti0es3roc*cycle3types+html+ As* the class to indi0id!ally classi,y the roc*s in the lesson by completin' assessment %+ A,ter each classi,ication( ha0e st!dent 1rite a B i, they classi,ied it correctly and ,elt they !nderstood+ ;a0e st!dent 1rite a A i, they classi,ied it incorrectly OR '!essed+ /n!mbers %$72 3+ Cor n!mbers 8$%)( !se completed 'raphic or'ani5er sheet on the projector screen

giving the characteristics of an unknown rock. Using the description, have class identif the t pe of rock. !tudents will

write on the dr erase "oard the answer for a #uick show to teacher.
This is a 'ood 1ay to ens!re st!dents are !nderstandin' the 0ocab!lary and not 4!st relyin' on the 0is!al representations o, the roc*s ,or classi,ications+ .+ <hen assessment is ,inished( ha0e st!dents t!rn in to teacher+

Three Assessment Styles !rin' this lesson( I 1o!ld cond!ct three di,,erent assessments to ens!re mastery o, the concepts+ The ,irst 1o!ld be d!rin' the lab+ Standard #LA Listenin' and Spea*in' re9!ires that st!dents be able to e,,ecti0ely en'a'e in disc!ssion( carry o!t assi'ned roles and re0ie1 the *ey ideas and e-plain their !nderstandin'+ !rin' lab( I 1o!ld 1al* aro!nd the room( obser0in' and ta*in' notes o, the interactions o, the st!dents+ Some 9!estions to *eep in mind( DAre the st!dents comm!nicatin' 1ith each otherAE DAre they !sin' the correct 0ocab!laryAE DAre they sharin' the responsibilities and tas*s assi'nedAE This 1ill 'i0e me a better !nderstandin' o, ho1 the st!dents are en'a'in' and 1or*in' collaborati0ely+ The ne-t assessment 1o!ld be d!rin' the small 'ro!p 1rap presentations+ #ach pair is as*ed to classi,y a roc* ,rom home+ Usin' the classi,ication process( the team m!st ans1er the classi,ication and 'i0e reasons 1hy in at least t1o sentences+ #LA standard( Listenin' and Spea*in' %d( re9!ires st!dents to be able to e-press their o1n ideas and !nderstandin'+ This 1ill enable me to *no1 i, %+ the st!dent is able to classi,y the roc* /Science standard .a2 as 1ell as be able to e-press their *no1led'e and !nderstandin' to the lar'er 'ro!p+ The ,inal assessment can be cond!cted by chec*in' ,or lan'!a'e !nderstandin' as 1ell as the classi,ication o, roc*s+ Cirst( !sin' an interacti0e 1ebsite( http"33111+learner+or'3interacti0es3roc*cycle3types+html( I can assess the st!dentsF *no1led'e o, !sin' the 0ocab!lary 1ords( in con4!nction 1ith the 0is!als to identi,y the three types o, roc*+ A,ter each piece( the st!dents can sel,$assess and correct the mista*es+ The second part o, the same assessment 1o!ld then ta*e o!t the 0is!al and !se only lan'!a'e ,or identi,ication+ I 1o!ld 'i0e the partners the same 'raphic or'ani5er chart completed+ It 1o!ld be their 4ob to identi,y the roc* !sin' OGLH the chart( 1itho!t the roc*+ This 1o!ld e0al!ate the st!dentsF

6 !nderstandin' o, the descripti0e 1ords( the 0ocab!lary terms and the concept itsel,+ I belie0e this process o, 1or*in' 1ith the ma-im!m amo!nt o, s!pports /'raphic or'ani5er( description chart and 0is!al to or'ani5er only2 1ill sca,,old the process to1ards 'ainin' the lan'!a'e needed 1hile learnin' the s*ill ,or science+ Relatin' bac* to the SIOP model( I am !sin' the ,ollo1in' strate'ies to enhance the co'niti0e( metaco'niti0e and lan'!a'e learnin' strate'ies" identi,yin' *ey 0ocab!lary( predictin'( 'raphic or'ani5ers and sca,,oldin' in,ormation and independence+ Iey ,eat!res ,rom the SIOP model are also incl!ded in the lesson+ In the preparation cate'ory( this lesson has the content and lan'!a'e ob4ecti0es de,ined( a'e appropriate content /as set by the standard2( s!pplemental materials are !sed /0is!als( 'raphic or'ani5ers and interacti0e comp!ter site2+ The entire lesson is meanin',!l as the st!dents ha0e the ability to cond!ctin' their o1n e-periments !sin' roc*s they choose+ This also leads into b!ildin' a bac*'ro!nd ,or the st!dents+ They 1ill identi,y roc*s ,rom home( allo1in' them to !nderstand more abo!t the 'eolo'y o, their comm!nity+ A 0ariety o, techni9!es s!ch as disc!ssion( modelin' and hands on lab 1or* 1ill 'i0e the st!dents a 1ide ran'e o, opport!nities ,or !nderstandin' the material+ The lesson also ,oc!ses on interaction thro!'h the !se o, partners( small 'ro!p and 1hole 'ro!p instr!ction+ !rin' the practice piece o, the lesson( st!dents 1ill !tili5e ,eat!res s!ch as hands on materials( listenin' and spea*in' s*ills d!rin' t!rn ta*in' in the partnersF lab+ The assessment is sca,,old( allo1in' the st!dent to 'o ,rom per,ormance 1ith 0is!als to te-t only prod!ct+ Cinally( a r!bric /introd!ced at the be'innin' o, the lesson2( clearly de,ines the 'oals and e-pectations o, the lesson+

Roc*sJ
Standards and Ob4ecti0es" <e 1ill learn to identi,y the three types o, roc*s+ <e 1ill describe roc*s by their characteristics+ <e 1ill present o!r ,indin's to the class+

To do @rin's a roc* ,rom home+ Participates in Lab % /1or* 1ith partner2 Completes % description chart Presentation o, home % roc*+ Assessment Total )

Points 6

Score KKK3KKK

2 2 2

3 3 3

. . .

6 6 6

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<orth %) points

Types o, Roc* escription Chart I'neo!s Roc* GO crystals Shiny >lassy >as b!bbles Types o, Roc* escription Chart /St!dent complete2 I'neo!s Roc* Sedimentary Roc* Metamorphic Roc* Sedimentary Roc* Sand Pebbles May ha0e ,ossils+ Metamorphic Roc* ;as layers that loo* li*e ribbons+ Crystals

Roc* Identi,ication Sheet >i0e t1o descriptions" escription % escription 2

Use yo!r chart+ Ho!r roc* is" KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK <rite yo!r ,indin's"

10

Roc*sJ
Game KKKKKKKKKKKKKKKKKKKKKKK irections" Complete the chart+ Identi,y the type o, roc*+ 1ord ban*
igneous rock cr stals sand sedi%entar rock shin pe""les glass fossils %eta%orphic rock gas "u""les la ers

ate KKKKKKKKKKKKKKKKKKK

%+

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2+

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3+

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11

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6+

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