SIOP Lesson Plan Day 5

Standards: CA State Science Standards: 2.c. Students know beaches are dynamic systems in
which the sand is supplied by rivers and moved along the coast by the action of waves.
7. a. Develop a hypothesis.
7. d. Communicate the steps and results from investigation in written reports and oral presentations.

Theme: Planet Earth.

Lesson Topic: How do beaches change? (Lesson 5 of 5)

Objectives:
Language: Describe how erosion and deposition shape ocean shorelines and beaches. Discuss
threats to the health of beaches.
Content: Compare sand from different locations.

Learning Strategies: Experimenting to analyze data, pair and share, graphic organizer,
Inside/Outside circle, leveled questions and visuals (grammar structure chart, sand samples and
images of beaches).

Key Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Arch
Barrier island
Beach
Cliff
Headland
Sandbar
Sea cave
Sea stack
Spit

Materials:
1.

Chart paper for drawings

2.

Copies of Venn diagrams for comparing and contrasting.

3.
Analyzing data: sand samples, black paper, white paper, hand lens, microscope, magnet, and
plastic bags.
4.

Worksheets for analyzing.

Motivation:
1.

Connect to Prior Learning: Using the overhead teacher will show images of different beaches.

2.
Alternate Activity: Have students work in pairs to draw a grain of each sand sample. Tell them
to chose a scale for their drawings so that each grain is easy to see and sizes of the grains can be
compared. Students should also color their drawings.

Presentation:

(language and content objectives, comprehensible input, strategies, interactive and feed back)
1.
Teacher will go over sentences describing sand using a previously created Sentence Structure
Chart.
2.
Direct Students to compare and contrast the sand samples using the Venn diagram. Working in
teacher assigned pairs.
3.
Comprehensible Input: Sand comes from weathered rocks and other materials. Rivers and
seawater carry the sand from place to place and eventually deposit it. Beaches are made up of this
deposited sand and are constantly changing due to erosion and deposition.
4.
Display directions in written form and read together, for each step of the data analysis
including each group members responsibility. Check for understanding.

Practice/Application:
(Meaningful activities, interaction, strategies, practice and application, feedback)
1.
Observe: Use a hand lens to examine each sand sample. To make viewing easier, place lightcolored sand on the dark paper, and place dark-colored sand on white paper. Record your
observations in the worksheet provided.
2.
Compare: Feel the sand samples with your fingertips. Note how the samples are alike and
different. Record your observations.
3.
Observe: Place a few grains of one sand sample on a slide. Look at the grains through the
microscope. Repeat this process with the other sand sample. Record your observations in the
worksheet.
4.
Experiment: Put each sand sample in a plastic bag and pass a magnet over it. Are any of the
grains of sand attracted to the magnet? Record what you observe.
5.
Analyze Data: Where might the materials making up the sand in your samples have come
from? Give reasons for your answers.

Review/Assessment: (Review Objectives and vocabulary and assess learning)

1.
Comprehension Check: the teacher or students read the selection aloud. Intermittently, the
teacher asks for verbal and nonverbal comprehension checks (raise your hand, thumbs up for
yes , thumbs down for no. The teacher uses a variety of question types: Right There, Think
and Search, On my own).
2.
Inside-Outside Circle- Students are arranged into two equal circles, one inside the other.
Students from the smaller inside circle face those in the outer larger circle and vice versa. Students
ask each other questions about a review topic. These maybe teacher or student generated. Students
from one of the circles rotate to either the left or right. The teacher determines how many steps and
in which direction. Another question is asked and answered.
Extension:
1.
Direct students to check underside of chairs for a sticker (previously place by teacher).
Pull the following questions from the Canned Questions can. Stickered students answer
the following questions (with support from their partner) earning tickets towards a trip to the
Treasure Chest. Questions: What makes up sand? If you analyzed the sand on a beach and
found it all had the same characteristics, what would you conclude about its source?
2.

Exit Ticket: On an index card, Compare and Contrast the different types of sand.

Remember to use vocabulary words correctly in your response.

3.
HOTS questions: How does sand on a beach change from day to day, or month-tomonth? Assume you can visit a beach every day. List the steps you would take to observe
changes on the beach.