SIOP Lesson Plan Template 2

STANDARDS:
Science 3.3.5.A4: Explain the basic components of the water cycle. S5.A.1.1.2: Explain how observations and/or experimental results are used to support inferences and claims about an investigation or relationship (e.g., make a claim based on information on a graph). Reading, Writing, Speaking, and Listening Speaking Level 5: Explain in detail results of inquiry (e.g., scientific experiments) Writing Level 4: Take notes using graphic organizers

THEME: The Scientific Method LESSON TOPIC: Learning the Scientific Method Through The Water Cycle
This lesson will require prior learning on the water cycle which will be reinforced in one half hour class period. The Scientific Method will be introduced during the class period. The lesson could be extended for a 5 day period with in depth hands on activities.

OBJECTIVES: Language:
Interpret the words "Hypothesis, Observations, Conclusions, and Analysis" and apply the vocabulary through written and oral language Organize written ideas and vocabulary into a graphic organizer

Content:
Students will be able to apply their knowledge of the water cycle to make predictions, observations, and draw conclusions Students will be able to identify three steps of the scientific process Students will be able to predict, observe, and anlyze conclusions through hands on expirements (evaporation, condensation, precipitation)

LEARNING STRATEGIES:

sharing prior knowledge about hypothesis, observations, and analysis reciting examples of new vocabulary words applying knowledge of vocabulary words to real life scenarios and video clips worksheet to record ideas use of technology to reinforce ideas activation of prior knowledge of the water cycle, evaporation, precipitation, and condensation use of images and visuals to adapt to early language learners oral and written recitation of new information guided practice through hands on activities use of graphic organizers oral explanation of new found knowledge

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

justification of predictions, observations, and conclusions repetition and reinforcement

KEY VOCABULARY:
predictions, hypothesis, observations, conclusions, analyzations, evaporation, condensation, precipitation, the scientific method Language Reinforced through graphic organizers, oral discussion, and technology Concepts reinforced through hands on experiments, guided practice, oral discussion, and technology

MATERIALS:

-Smartboard -powerpoint with online activities activities -http://www.youtube.com/watch?v=RUJrBFDixNo (The scientific Method) -http://www.youtube.com/watch?v=_cl0aw87LqA (Storm Cloud) -http://www.turtlediary.com/grade-1-games/science-games/the-water-cycle.html (The Water Cycle) -worksheet given to student for the video clip -Graphic organizer given to student for the hands on activities -Experiment 1: two sponges, water, hair dryer, paper towels -Experiment 2: warm water, empty water bottle, matches -Experiment 3: cotton balls, water droppers, water, paper towels, tongs

MOTIVATION:
(Building background) This topic was chosen because the student has solid prior knowledge on the water cycle. Through this lesson, the student will be able to apply her knowledge of the water cycle as a segway into learning about the scientific method. Her prior knowledge of the water cycle will build confidence which will be a helpful asset to learning a new topic that is the scientific method. The student will watch an upbeat, exciting song about the scientific method in order to motivate her and excite her about learning more on this topic The teacher will ask the student to relate the new vocabulary words to her own life by asking her to predict what tomorrow will be like and make observations about the classroom. By doing this, the information becomes relevant to the student and she is more likely to be engaged in the content. The student will also be motivated through hands on activities where she can apply her knowledge to expirements that are fun and engaging.

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback) This lesson plan will introduce the scientific method and focus in on new vocabulary words which are "hypothesis, observations, and conclusions/analyzations" The new topic of the scientific method will be taught through revisiting an already familiar topic of

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

the water cycle The presentation will start with a video about the scientific process The concept will be reinforced by reviewing the steps of the scientific process, the three that will be focused on that day, and the key vocabulary for each day. The teacher will activate the student's prior knowledge on the new vocabulary and apply it to their lives The new concept of the scientific process will be further explained by building upon the student's prior knowledge of the the water cycle. The teacher will review the steps of the water cycle through a youtube video and engaging powerpoint activity that allows previously learned concepts to be reinforced. The concept will also be reinforced by use of technology, a worksheet that corresponds with the smartboard activity, oral discussion, and explanations Visual aids will assist in adapting to early language learners. Visual aids include: power point images youtube videos diagrams written language corresponding worksheets *The teacher will continually check for understanding for both linguistic tasks as well as tasks related to content

PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback)
The student will apply her knowledge of the water cycle and the scientific process to three hands on activities. - The first activity focuses on evaporation;the student will be given two wet sponges one of which will be heated by a blow dryer and the other one will be left in the room to airdry - The second activity will focus on condensation; the student will be given a water bottle filled with warm water, they will squeeze the water bottle and see that nothing happens, then they the teacher will light a match inside the bottle and the student will see that it condensed and formed a cloud -The third activity focuses on precipitation; the student will predict how many water drops the cotton ball can hold and record the amount it held until the water leaked out of the cotton ball. The concepts learned from the activities will be applied to the use of a graphic organizer The student will be asked to record her hypothesis, observations, conclusions, and analysis Physical representations of objects as well as clearly defined graphic organizers will help adapt to early language learners. The teacher will also be exceptionally clear with directions and often stop to check for understanding The content objectives of the water cycle will be reinforced through the analysis, where the student relates what she has already learned in order to justify the results of the experiment

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

The language objectives related to the scientific method will be reinforced through application of new vocabulary in a graphic organizer

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

The student will orally explain her hypothesis/predictions, observations, and conclusions/analyzations for one of the three experiments. The teacher will collect her graphic organizer as an assessment The graphic organizer will be able to show the students application of the new vocabulary. The analysis section will be able to show how the student applied her knowledge of the water cycle to the hands on activities and the scientific method

EXTENSION:
The lesson could be extended to a week long investigation on the water cycle. The student can compose a hypthosesis about the water level of a cup placed on a window cill. He/she can record observations throughout the week and adjust their hypothesis accordingly. At the end of the week the student can draw conclusions and compare their conclusions to their original hypothesis. To further extend this activity, there could be multiple cups of water placed in various areas of the room. The lesson could also be extended to teach three other steps of the scientifc method and the key vocabulary involved in those steps, considering that this first lesson only focuses on three of the six to seven steps. It could also be extended by relating the scientific method to another area that has been previously learned. It does not only have to be applied to the water cycle; many other areas of science would be applicable as long as there were hands on experements that related to both the science subject and the steps of a scientific process
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP Model.)

2008 Pearson Education, Inc.