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Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013

SIOP Element Describe activities/ ideas from Original


Lesson Plan
Describe additional activity(ies)/ ideas
related to element
I.PLANNING
1. Write content objectives clearly for
students:






I CAN engage in a problem solving
process that involves planning,
questioning, and investigations.
I CAN identify the three states of matter.
I CAN sort objects by looking at their
properties and characteristics.
2. Write language objectives clearly
for students:






I CAN read words solids, liquids, gasses,
properties, observe, predictions, and
experiment.
I CAN describe the properties of solids,
liquids, and gases.
3. Choose content concepts
appropriate for age and educational
background level of students.
List them:
Sorting and classifying
Solids and liquids
Water can be a solid and liquid

4. Identify supplementary materials
to use (graphs, models, visuals).
List materials:
Visuals: Music/ video & posters
Models: Experiments
Graphs for solid, liquid, and gas and
forms of water

5. Adapt content (e.g., text,
assignment) to all levels of student
proficiency.
List ideas for adaptation:

Group discussion
Use of visuals for students to refer too

Paired explanations and peer
teaching
Thumbs- up, Thumbs-down
Review of key vocabulary at the
beginning of lesson
6. Plan meaningful activities that
integrate lesson concepts (e.g.,
surveys, letter writing, simulations,
constructing models) with language
practice opportunities for reading,
writing, listening, and/or speaking.
List them:
Speaking: class discussion, sorting game,
experiment
Writing: state of matter work packet and
pre/post tests
Listening: teacher questions, listening to
peers, and
Speaking: pair responses and peer
teaching
II., Building Background
7. Explicitly link concepts to students
backgrounds and experiences.
Examples:

Did not really link to background orally,
instead did a pre-test
Instead of pre-test, discuss with students
if they have ever had a slushy in the
summer time. What is the slushy like?
(cold, frozen, sticky). What happens to
the slushy if you leave it outside in the
heat? (it melts, turns all to juice).
8. Explicitly link past learning and
new concepts.
Examples:



Relate the experience of a slushy melting
to the states of matter that it goes
through.
9. Emphasize key vocabulary (e.g.,
introduce, write, repeat, and
Show students posters after students
have already begun talking and
Discuss with students the vocabulary
that they will be using in this lesson:
Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013
highlight) for students.
List key vocabulary:

identifying states of matter.

Solids
Liquids
Properties
Observe
Predictions
Experiment
III. Comprehensible Input
10. Use speech appropriate for students
proficiency level (e.g., slower rate,
enunciation, and simple sentence
structure for beginners).
Not Possible for this assignment Not Possible for this assignment
11. Explain academic tasks clearly.







Students will tell a partner what it
means to 1) make a prediction, 2) do an
experiment, and 3) observe something.
After they have discussed each one with
their partner, allow them to share their
meanings to the class. Then, a couple of
pairs will be called on to retell the class
the meanings.
12. Use a variety of techniques to
make content concepts clear (e.g.,
modeling, visuals, hands-on activities,
demonstrations, gestures, body
language).
List them:
-Visuals: posters, video
Hands-on activities: 2 experiments and
sorting activity.

Have the words written: solids, liquids,
properties, observe, predictions,
experiment on the board.
IV. Strategies
13. Provide ample opportunities for
students to use strategies, (e.g.,
problem solving, predicting,
organizing, summarizing,
categorizing, evaluating, self-
monitoring).
List them:
Students will predict and participate in
experiments.
Organizing new information into charts
Categorize objects as solid, liquids, or
gasses.
Self-monitoring: check off steps to
complete.
Students can summarize to their partner
what happened to the ice and what the
water turned into.
14. Use scaffolding techniques
consistently (providing the right
amount of support to move students
from one level of understanding to a
higher level) throughout lesson. List
them:
Paraphrase student responses during
questioning

15. Use a variety of question types
including those that promote higher-
order thinking skills throughout the
lesson (e.g., literal, analytical, and
interpretive questions).
List them:

Identify what materials are solids,
which are liquids, and which are gases
that are going to be used in the
experiment.
Summarize to your neighbor what the
top of the water feels like and what
the tablet is doing.
Can you explain what the water is
Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013
doing?
Analyze what the water turned into.
V. Interaction
16. Provide frequent opportunities
for interaction and discussion
between teacher/student and among
students about lessons concepts, and
encourage elaborated responses.

Whole group discussions:
Discuss properties and characteristics
of solids, liquids, and gases
Ask students which state of matter
water would be considered. Ask
students what they use to cool a
warm pop.
Sorting game: call on students to
explain why they believe that their
example goes under the
corresponding state of matter.
Ask students which state of matter
water would be considered. Ask
students what they use to cool a
warm pop.
In introduction, after students have
discussed each one with their partner,
allow them to share their meanings to
the class.
Have them tell their neighbor and
example that they say of each. Then
call on students to give one or more
examples of each form.
Ask students to tell their neighbor if
ice a solid or liquid?

17. Use group configurations that
support language and content
objectives of the lesson.
List the grouping types:
Experiment groups Pair-Share/ Peer Teaching

18. Provide sufficient wait time for
student responses consistently.
Not Possible for this assignment Not Possible for this assignment
19. Give ample opportunities for
students to clarify key concepts in L1 as
needed with aide, peer, or L1 text.
Not Possible for this assignment Not Possible for this assignment
VI. Practice/Application
20. Provide hands-on materials
and/or manipulatives for students to
practice using new content
knowledge.
List materials:
Experiments
Post test

21. Provide activities for students to
apply content and language
knowledge in the classroom.
List them:

Students evaluate what materials in
the Discovery Time activity are solids,
liquids, and gases. They also discuss
the properties of the water.
In the Ice Experiment, students
discuss with their partner a
prediction, conduct an experiment,
and discuss observations in their
group.
Students can write a sentence
describing what they saw happen to
the water in the first activity.
22. Provide activities that integrate
all language skills (i.e., reading,
writing, listening, and speaking).
List them:

Reading: Reading experiments directions
Writing: filling out work packed
Listening/ Speaking: At the end of the
experiment, tell lab members to discuss
what they saw and decide if the
Writing sentences after Discovery Time
activity.
Listening/ Speaking: During ice
experiment, have students to tell their
neighbor what an experiment is. Have
Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013
prediction was correct. students to tell their neighbor: what a
prediction is and then to decide what
they are going to predict about the ice
experiment, what they are observing
during the experiment and discuss what
they saw and decide if the prediction
was correct at the end of the
experiment.
VII.Lesson Delivery
23. Support content objectives clearly. Not Possible for this assignment Not Possible for this assignment
24. Support language objectives clearly. Not Possible for this assignment Not Possible for this assignment
25. Engage students approximately 90-
100% of the period (most students taking
part and on task throughout the lesson).
Not Possible for this assignment Not Possible for this assignment
26. Pace the lesson appropriately to the
students ability level.
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VIII. Review/Evaluation
27. Give a comprehensive review of key
vocabulary.
Not Possible for this assignment Not Possible for this assignment
28. Give a comprehensive review of key
content concepts.
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29. Provide feedback to students
regularly on their output (e.g., language,
content, work).
Not Possible for this assignment Not Possible for this assignment
30. Conduct assessments of student
comprehension and learning throughout
lesson on all lesson objectives (e.g., spot
checking, group response)
Not Possible for this assignment Not Possible for this assignment