Erin Pepe

SIOP Lesson Plan

Grade 1, Level 3:
SUBJECT: Science
UNIT FOCUS: Constancy and Change

Lesson # 1 Length of lesson 40 min

STANDARD(S): PDESAS Standard - 3.1.2.C3 CONSTANCY AND CHANGE

Describe some plants and animals that once lived on Earth (e.g., dinosaurs) but can no
longer be found. Compare them to now living things that resemble them in some way
(e.g., lizards and birds)

LESSON TOPIC: Evolution

OBJECTIVES: write on board

Language Students will:

· Students will name and list newly learned extinct animals.

Content students will:

· List animals that once lived on Earth.
· Infer and predict the reason for their extinction.

KEY VOCABULARY:
· Plants
· Animals
· Extinct

MATERIALS:
· Extinct Animals of the Word Kids Encyclopedia: Wildlife Books for Kids
By Baby Professor
· Paper plates
· Paint
· Pencil

PREPARATION:
1. Present objectives to the students on board while also reading and
explaining them aloud with the students.
 2. Have students gather and listen to Extinct Animals of the Word Kids
Encyclopedia: Wildlife Books for Kids By Baby Professor.

3. Write the key vocab words on board as they are being said in the book.

4. Group students into groups and have them pretend to be a specific extinct
animal that was read.

MOTIVATION:
Students will list newly learned extinct animals. Now let’s look at our content objectives
for today. Students will list animals that once lived on Earth while also inferring and
predicting the reason for their extinction.

Warm-Up/Building Background (15 minutes)

· The teacher will group children into groups of two or three. The teacher
will ask the class as a whole if they know what the word “extinct” means or
if the word brings an idea to mind. The teacher will ask the students to
share what they thought of with their shoulder partner. The teacher will
then give out specific animals to the groups that they will be learning
about in the lesson. The teacher will give a brief example of how the
specific animal acts to each group. The teacher will then ask the students
to create a movement or sound that they believe their respected animal
makes. The teacher will then ask the groups to present one at a time as
they make their way to the reading carpet.
Expand the topic by asking the groups to think and discuss the following
questions:
o Where do you believe your specific animal lived? Explain.
o What do you think your specific animal ate? Explain.

○ Tell the students we are going to learn a new word for no longer existing
today. Introduce the word “Extinct”
○ Explain, “For each extinct animal we learn about today, we will create a
hand painting for it.”

PRESENTATION: (10 minutes)

• Read the first 15 pages of the book Extinct Animals of the Word Kids
Encyclopedia: Wildlife Books for Kids By Baby Professor. Check for
comprehension throughout and discuss any unknown words.

PRACTICE/APPLICATION (10 minutes)

 ○ Emphasize that all these animals are extinct and no longer existing on
Earth.
○ Students will write down the names of extinct animals and any unfamiliar
vocabulary words on the paper. The students will be asked to read aloud
what they listed and named.
○ Have the students explain their inference and predictions for why these
animals do not exist anymore in order to activate more critical thinking.

Scripted, Step By Step

1. Friends, I will be giving you a piece of paper where you will immediately write
your name on top, in the left-hand corner. *point to left-hand corner on an
example paper*
2. Once you finish writing your names, please put your pencils down and give me a
“thumbs up” so I know everyone is finished.
3. I will now explain the directions so please open up your listening ears fully!
4. Boys and girls, you will write down the names of extinct animals we just read
about and any words that may have made you wonder their meaning.
5. Once you finish listing and naming your animals and unknown vocabulary words,
please put your pencils down and give me a “thumbs up” so I know everyone is
finished.
6. After all pencils are down and thumbs are up, please turn to your shoulder
partner and share your animals.
7. Now, do any of my friends want to share what they wrote down on their paper?
*picks on students who raise their hand or go down the rows*
8. Very good! Can you tell me why you believe these animals do not exist anymore
on earth?
9. Great job discussing the extinct animals from the book boys and girls! We will
now be moving on to our last activity of the day.

REVIEW/ASSESSMENT: (5 minutes)

○ Students pick one extinct animal to make a hand painting for

the Exit Sheet for today’s lesson.

○ Review objectives. “Let’s see if we met our language objectives for today.”
Students will list newly learned extinct animals. Now let’s look at our
content objectives for today. Students will list animals that once lived on
Earth while also inferring and predicting the reason for their extinction.

Three Strategies used:

1. Close Reading Questions

a. I achieved this in my lesson by asking the students a variety of questions

during the story and after. It is important to ask close-reading questions

since they allow personal engagement and give students a reason to care

about what they are reading. It allows the students to be creative with their

responses while also following guidelines.

2. Think Pair Share

a. In my lesson, I incorporated think, pair, share during the Warm-

Up/Building Background section and my practice and application activity .

I allowed the students to first think on their own, discuss with their

shoulder partners, and then share with the rest of the class. Think, pair,

share, is a create way for students to gain knowledge from their peers and

teachers. It is especially beneficial for ELL students to broaden their

english and understanding.

3. Questioning/Elaborating (Elaborative Interrogation)

a. In my lesson, I incorporated both questioning and elbaorating on answers.

I asked the students questions and when they answered them simply, I

proceeded by pushing for more details in their answer. I used this

approach several times in my lesson, especially in my practice and

application activity. This is strategy is keen because it focuses on

enhancing the students memory. It brings out facts that are learned by
encouraging students to generate “Why” questions after reading the

material.