SIOP Lesson Plan Template 2

STANDARDS: Samantha Guyre, Lisa Pereira, Whitni Pienezza, Casey Laing, Baylee Fox
Science First Grade Standard 2: Earth and S ace Science! Students "ill gain an understanding o# Earth and S ace Science through the study o# earth materials, celestial mo$ement, and "eather! %&'ecti$e ( Com are and contrast seasonal "eather changes! )*denti#y characteristics o# the seasons o# the year! )*denti#y characteristics o# "eather, e!g!, ty es o# reci itation, sunny, "indy, #oggy, and cloudy! )%&ser$e and record "eather in#ormation "ithin each season!

THEME: Weather LESSON TOPIC: *denti#ying Weather OBJECTIVES: Language:

SWB+, identi#y seasonal "eather changes &y listing $oca&ulary terms &y their icture a#ter discussing "ith their grou s! SWB+, resent their osters to the class using "eather $oca&ulary terms in small grou s!

Content:

SWB+, record "hat each season loo-s li-e &y dra"ing a icture o# their season in grou s! +ge: . / 0 Grade: First Context o# Learners: ,hey ha$e &een in the unit #or a "ee-! ,here is a "ide $ariety o# language learners and #irst languages s o-en in the class! +ll the students ha$e at least a &asic English $oca&ulary!

LEARNING STRATEGIES: ,hin-, Pair, Share: cogniti$e, socioa##ecti$e1 2igsa": cogniti$e,

socioa##ecti$e

KEY VOCABULARY:

Content3%&ligatory: climate, tem erature, reci itation, condensation, e$a oration! Content3Com ati&le: sno", rain, sleet, hail, sunny, "indy, #oggy, cloudy, summer, #all, "inter, s ring!

MATERIALS:
Pa er "ith season and num&ers on them! +rt su lies: crayons, mar-ers, colored enciles

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SIOP Lesson Plan Template 2

MOTIVATION:
(Building background) First gi$e 7uic- re$ie" o# re$ious lesson! *ntroduce t"o ne" $oca&ulary "ords: climate and tem erature! Climate is the descri tion o# the long3term attern o# "eather in an area8location! ,em erature is a "ay to descri&e the degree o# hotness or coolness o# an en$ironment! ,em erature is used to descri&e climate! ,hin-: Gi$e the students a moment to thin- o# their #a$orite season! Pair: 9a$e the children turn to an el&o" &uddy and tell them a&out their #a$orite season and "hy! ,hey should also share "ith their &uddy "hat they thin- the climate in :tah is during this season &y discussing the tem erature and "hat it usually #eels li-e! Share: Gi$e the students a chance to share "ith the class their #a$orite season!

PRESENTATION:

(Language and content objectives, comprehensible input, strategies, interaction, feedback) ;,oday "e are going to &e learning a&out "eather and seasons and ho" they are related!; ;Who can tell me "hat "eather loo-s li-e<; ;Who can tell me "hat it #eels li-e, or "hat the di##erent tem eratures #eel li-e<; ;+ny -ind o# "eather, 'ust descri&e it #or me!; We "ill ha$e a discussion a&out "eather and the di##erent ty es o# "eather! We "ill "rite the exam les the students come u "ith on the &oard! ;=o" loo- at these hotos!; We "ill ha$e a hoto o# each season > re#erred the same location?! ;Can you tell me "hat this season loo-s li-e<; ;What is the climate during this season<; ;*s it the same e$ery year<; Point to one o# the seasons! From here "e "ill tie the "eather discussion into the season discussion! ;@id you notice "e used some o# the same discri&ing "ords "e used to discri&e "eather, "hen "e "ere discri&ing the seasons<; ;We are trying to accom lish three things today! A create an accurate icture o# "hat a season loo-s li-e! 2 *denti#y your season "ith ( -ey $oca&ulary terms! Bou may use our $oca&ulary "all #or ideas o# "hat $oca&ulary * am loo-ing #or! ( Sho" your understanding o# our "eather $oca&ulary &y resenting your ictures in small grou s!; ;=o" "e are going to &rea- u into grou s! *n your grou s "e are going to use our -no"ledge o# seasons and "eather to ma-e a icture o# a season! * ha$e handed out a ers "ith a season "ritten across the to ! Find t"o or three &uddies that ha$e the same season as you do!;

PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback)
We "ill ass out sli s o# a er randomly to each student in the class! Each a er "ill ha$e a num&er and a season at the to ! ,he students "ill #irst #ind the eo le in the class "ho ha$e the same season as them! *n this #irst grou ing the students "ill &e dra"ing a icture o# an assigned season! ,hey "ill ha$e A5 to AC min! to dra" their icture! +#ter dra"ing their icture "e "ill gi$e

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SIOP Lesson Plan Template 2

the grou s time to tal- a&out $oca&ulary they could use to descri&e their icture! ,hey "ill &e reminded to add at least three $oca&ulary "ords to their icture! ;*tDs time to re3grou ! =o" that you are all ex erts o# the season on your a er, * need you to share "ith ne" #riends "hat you ha$e learned! When * say, ;go,; all o# the ones #ind the ones! +ll o# the t"os #ind the t"os! +ll o# the threes #ind the threes and so on!; * "ill esta&lish "here each num&er grou "ill &e located in the classroom &e#ore saying go! ;=o" that you ha$e #ound your ne" grou s ta-e turns teaching your #riends a&out your season!; ,hen the students "ill &e as-ed to #ind their corres onding num&ers and sit "ith them! Each grou should ha$e at least one o# each season! Each student "ill ta-e a turn teaching the rest o# the grou a&out their season and the "eather that corres onds "ith that season! Pass out a oster to each grou "hile they are teaching each other! Gi$e them a&out eight minutes! ;E$eryone sto ! 9as e$eryone had a chance to share<; ;* ha$e gi$en each grou a oster! * "ant you to glue your season on the oster "ith your #riendEs season! *# you can remem&er the order o# the seasons, * encourage you to glue them in that order! +#ter "e are done gluing, "e are going to share "ith the class "hat "e ha$e made!; Each student "ill ta e their icture to a oster &oard #or their grou ! *deally "e "ill ha$e them ut them in order o# the seasons >ex: "inter, s ring, summer, #all?!

REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning)

+#ter all the grou s ha$e #inished their osters, they "ill come u and resent their oster to the class and "e "ill tal- a&out "hat they did! +#ter all the resentations, address some o# the $oca&ulary the students used on their osters! ,his is a great time to go o$er -ey $oca&ulary!Bou can use the osters as a #orm o# assessment! ,his is a great "ay to see i# the students are understanding "eather and the $oca&ulary used to discri&e "heater! ;Lets go &ac- o$er our goal #or today! @id "e create an accurate icture o# "hat a season loo-s li-e< *# yes gi$e me a thum&s u , i# no gi$e me a thum&s do"n! *# you #eel li-e "e -ind o# did gi$e me an in &et"een!; ;%-ay no" did "e identi#y your season "ith three -ey $oca&ulary terms< *# yes gi$e me a thum&s u , i# no gi$e me a thum&s do"n! *# you #eel li-e "e -ind o# did gi$e me an in&et"een!; ;Finally "ere you gi$en the chance to sho" your understanding o# our "eather $oca&ulary &y resenting your ictures in small grou s! *# yes gi$e me a tum&s u , i# no gi$e me a thum&s do"n! *# you #eel li-e "e -ind o# did gi$e me an in&et"een!; Fe$ie" each o# the three o&'ecti$es using thum&s u 8thum&s do"n sel# assessment to ensure each students understanding!

EXTENSION:
Be#ore the next lesson "e "ill re$ie" the grou osters and $oca&ulary! ,his "ill &e leading us into tal-ing a&out "eather atterns! ,he stuents no" ha$e an understanding o# "hat "eather is an terms to discri&e "eather! We ta ed out icture to the oster so that the students could change the order i# they need to a#ter the next discussion!
>Fe roduction o# this material is restricted to use "ith Eche$arria, Gogt, and Short, 2556! Making omprehensible for !nglish Learners" #he $%&'( Model)? ontent

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