SIOP Lesson Plan Template 2

Name: Casey Fichtner Grade: 2 Highlight one: Teach now - Future - Observation

Standards:
ELA W.2.7 Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
NGSS 2.LS4.1 Make observations of plants and animals to compare the diversity of life
in different habitats.

Theme:
Habitats

Lesson Topic:
Pillbugs

Objectives:
Language: Students will draw and label the parts of a pillbug. Students will write 2
sentences that describe their observations of pillbugs when touched or given water.
Content: Students will observe and learn about the structure and behavior of pillbugs in
response to stimuli.

Learning Strategies:
Modeling
Repetition
Realia
Partner work
Higher Order Thinking Questions
Visuals
Sentences Stems
Hands On

Key Vocabulary:
Observation, Label, Magnifying Lens, Pillbug, Antennae, Exoskeleton, Segment, Leg,
Crustacean, Egg, Roll, Threatened

Materials:
Next Time You See a Pillbug
Pillbugs
Petri Dishes
Magnifying Lenses
Wet Paper Towels
Graphic Organizer
Pencils
Vocabulary Cards and Picture Cards
Lab Reports (with questions about student observations)

Motivation:
The teacher will recount a story of being in the school garden clearing rocks to help the
garden teacher plant a new garden bed. While placing pictures of pillbugs on the board,
the teacher will describe the interesting creature that was found under the rock.

Presentation: (What the teacher says and does)

The TW recount the story of finding pillbugs under a rock in the school garden, placing
images of pillbugs on the board for students to see. The teacher will then place the
vocabulary word, pillbug, next to the images, telling students that this creature is called
a pillbug.

The TW ask students where they have seen pillbugs before. SW turn-and-talk about
their own experiences with finding pillbugs.

The TW then state the content learning objective: SW observe and learn about the way
pillbugs look and behave.

The TW then place the the pillbug body part vocabulary cards on the board, reading
each one aloud while placing the corresponding picture card beside it. The TW explain
that these words are the body parts of the pillbug.

The TW then read the first 5 pages of Next Time You See a Pillbug, asking students to
listen for vocabulary words that appear in the text. As the vocabulary words appear, the
TW stop and either think aloud about what the word means or have students turn and
talk to discuss the word meaning.

After finishing the text, the TW write the word ‘observation’ on the board and think aloud
to model how to make an observation. The TW use a magnifying lens to observe one of
the pillbug pictures, finding several tiny legs. The teacher will use the sentence stem, ‘I
notice’ to describe her observations. The TW then ask students to turn and talk about
what it means to observe. The TW record student thinking on the board, repeating and
recasting student ideas.

The TW call on a few students to make their own observations about the pillbug
pictures, repeating the ‘I notice’ sentence stem when students state their observations,
e.g., “(Student Name) noticed that the pillbug is brown.”
The TW then present students with their pillbug kits, modeling how to properly observe
from a good distance.

**While students are making observations, the TW stop periodically to instruct students
on additional steps.
1st stop: The TW call attention and demonstrate how to lightly touch the pillbugs with a
cotton swab.
2nd stop: The TW call attention and demonstrate how to put a damp paper towel into
the petri dish.

Practice/Application: (What the student does)

The SW take their pillbug kits and take turns observing the physical features of the
pillbugs. They will begin to draw what they see, adding labels to their drawings.

SW use the vocabulary words from the board to label their drawings.

SW take turns poking the pillbugs and discussing the behavior that they observe.

SW place a wet paper towel in the petri dish and discuss the pillbug’s response to the
stimuli. With teacher prompting, SW move the pillbug away from the wet paper towel to
see how the pillbug reacts.

SW take notes in their Lab Reports about the observations they see.

Review/Assessment:
After taking notes and drawing and labeling their pillbugs, SW return to the carpet. SW
share out with their partner about one interesting observation they made.

The TW ask students some questions about pillbug anatomy and use thumbs
up/thumbs down to assess learning.

The SW return to their desks and complete an exit ticket that asks about the reactions
that the pillbugs had to the different stimuli. SW write a one sentence response to each
question.
What did the pillbug do when it was touched?
Where did the pillbug go when you took it off of the wet paper towel?

Review/Assessment Con’t:
During the presentation, the TW make informal observations to assess prior knowledge
and understanding.

During the practice/application, the TW circle around the room to ask questions and
probe for understanding.