Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: STRUCTURES AND PROPERTIES OF MATTER

VISUAL SCAFFOLDING

Name: Lucero Castillo Date: 1/28/2019 Grade Level: 7th

ELD Objectives: ELA Language Standards for Grade Level

After this mini lesson on structures and properties of matter, ELL students
from grade 7th will be able to identify the different states of matter and
relate them with the movement of their molecules using English language
to describe their properties with 90% of accuracy.
ELD Language Objective:
ELL students will listen actively to verbal English explanation of images,
and demonstrations with academic context. Students will use precise
vocabulary to verbally describe content specific images.
ELD Content Objective:
ELL 7th grade students will write and verbally describe structures and
properties of matter using domain-specific vocabulary context that
conveys a visual matching chart.
Cog. Taxonomy/DOK Levels
Level 1: Identify, recognize, arrange
Level 2: Organize, interpret, relate, make observations
Level 3: Explain phenomena in terms of concepts, compare, construct
Level 4: Connect, create, apply concepts
W.7.1.C Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and evidence.
SL.7.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
RI.7.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on meaning
and tone.
RST.6–8.7Integrate quantitative or technical information expressed
in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-
PS1-1),(MS-PS1-4)
NGSS Content Standards for Grade Level
MS-PS1-1 Develop models to describe the atomic composition of
simple molecules and extended structures.
MS-PS1-4 Develop a model that predicts and describes changes in
particle motion, temperature, and state of a pure substance when
thermal energy is added or removed.

ELD Standards (2014) that apply

Collaborative
1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics
Interpretive
5. Listening actively to spoken English in a range of social and
academic contexts.
Productive
9. Expressing information and ideas in formal oral presentations on
academic topics
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.
12. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

-Images of the states of matter -Liquid: a substance that flows freely but is of text chapters/reference)
-Pencils constant volume, having a consistency like that  Visual Scaffolding (50 Strategies)
-Glue of water or oil.  Theory Base of Instruction
-Paper
- Solid: firm and stable in shape; not liquid or o Provide Comprehensible
-Graphic Organizer
fluid. Input
-Gas: a substance or matter in a state in which it o Increase Verbal Interaction
will expand freely to fill the whole of a o Contextualize Language
container, having no fixed shape (unlike a solid) o Reduce Anxiety
and no fixed volume (unlike a liquid). o Provide Active Involvement
-Plasma: an ionized gas consisting of positive Opportunities
ions and free electrons in proportions resulting  Tapping into Prior Knowledge (SDAIE)
in more or less no overall electric charge,  Contextualize the Lesson Group
typically at low pressures (as in the upper Discussion, Hands on Activities
atmosphere and in fluorescent lamps) or at very (SDAIE)
high temperatures (as in stars and nuclear  Student to Student Interaction
fusion reactors). (SDAIE)
-Matter: Anything that has measurable volume

Pre-Assessment: How will you determine prior
knowledge?
Individually students will observe the various
images and in a piece of paper they will write
what they know about properties of matter
using sentence frames provided by the teacher
with a word bank. Students will use those notes
to share information with their peers.
and mass.
-Volume: The amount of space an object
occupies.
-Weight: The measure of the gravitational force
on an object (usually by the Earth or another
very massive object).
-Mass: The amount of matter in an object.
-Density: An intensive/ characteristic property of
matter. The amount of matter (mass) in a unit
volume. Equals mass divided by volume.
Gravity: A force of attraction between objects.
The strength of the force depends on their
masses and the distance between them.
Motivation Strategy: How will you catch attention of Real World Connection: How are learning goals
students and focus their minds on the learning goals? relevant to students’ lives?
Teacher will present images of the different Students will be able to identify the states
states of matter to provide an explanation of matter in different objects that they use
about the properties of each one. The teacher commonly during their day as well as the
will present examples of the different properties meaning behind their properties. In order
using common objects. After the explanation, to attain the previous goal students will
students will be asked to complete a graphic need to actively listen to the explanation
organizer where they will need to match the of the states of matter pictures in order to
property with its corresponding image. Also, verbally explain their properties and
students will have to write a word or two complete a graphic organizer. Visual
(depending on the EL level) to describe the scaffolding will help students learn the
property so they can use this graphic for future content vocabulary and it will reduce the
lessons. Sentence frames and basic descriptive anxiety that is created when sharing
words will be provided for students’ reference. information and identifying new concepts.

All strategies will be research based and from one of the texts.
Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Ask students to observe a couple pictures
independently and they will write in a few words their
previous knowledge about structures and properties of
matter.
2. Gather students in pairs to share their findings while
using their notes.
3. Visual Scaffolding:
 Teacher will present the pictures in front of
the whole class using Google slides. Open link
https://docs.google.com/presentation/d/1B3
RyANMNsO3OSLyaJvfrHKvTAGV5oNYYtzK-
Tprl3ms/edit?usp=sharing
 Teacher will provide the picture with the
following English word that represents the
picture.
 Teacher will explain the definition of the word
using gestures.
 Teacher will show an example of how to
complete the graphic organizer.
 Teacher will display sentence frames with a
word bank to describe the vocabulary words.
4. Gather students in groups of 4.
5. Provide students with a graphic organizer to match the
vocabulary word with the picture.
6. Allow students to write a couple words or sentence to
describe the vocabulary word.
7. Teacher will be monitoring each group to answer any
particular questions and clarify directions.
8. Once finish one person from each group will present a
word from the graphic organizer with the class.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
1. Students will observe pictures independently to identify what they
already know about the topic.
2. Students will gather in pairs to share their findings.
3. Students will follow the teacher’s gestures, visuals, and demonstrations
in order to learn the meaning of the vocabulary words.
4. Students will observe a modeling of how to complete the graphic
organizer.
5. Students will gather in groups of 4.
6. Students will work together to complete a graphic organizer.
7. Students will be able to use the teacher’s sentence frames and word
bank to describe each word.
8. Students will be reminded on what to do at each of their group tables as
well as to receive help from the teacher in how to complete their work
and identify characteristics.
9. Students will share one of the words in the graphic organizer to the
whole class using the sentence frames.
Collaborative (engagement with others)
1. Students will discuss previous knowledge in groups.
2. Students will work together to connect ideas and describe the
different properties of matter.
Interpretative (comprehension and analysis of written and spoken texts)
1. Comprehend Visual and Writing Skills- Students will comprehend the
properties of matter by analyzing different images that represent its
characteristics.
2. Interpret information using sentence frames and word bank. Students
will use sentence frames to interpret information and explain their
findings.
Productive (creation of oral presentations and written texts)
Students will complete their graphic organizer and share it with the class.
Collaborative (engagement with others)
1. Collaborative discussion in groups.

Interpretative (comprehension and analysis of written and

spoken texts)
1. Students will identify and analyze images to describe
their properties.
2. Students will use the sentence frames and word bank to
provide written description for each word.
Productive (creation of oral presentations and written texts)
1. Students will create a graphic organizer that includes all
content words, picture, and description.
2. Students from each group will present the one word to
the class.

Review and Assessment: What specific assessment tools are being Student Reflection: How will you provide for student reflection on
used? learning?
Whole-Group Assessment (Informal): Students will have the opportunity to verbally share with their teacher
Teacher will observe discussions being held in class that lead to and classmates about what they have learned during this activity. For
language development and which students participate in the teacher- example, the characteristics of the properties of matter and where can
led and student-led discussions about the images that represent the we find them around us. In addition, any other comments about their
properties of matter. graphic organizer and pictures can extend their language and academic
development.
Individual Assessment (Formal):
Students will create a graphic organizer that will be grade in
organization, following directions, and effort. Students will be
assessed on their ability to follow verbal explanations and physical
demonstrations from the teacher. In addition, students will be
provided with a rubric for their final product.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective
Students might struggle understanding the explanation of the
different images as well as create fear of presenting their work to
the class due to the anxiety develop while using English. The
pronunciation of words might be challenging for some students.
 Content Objective
Students may struggle to correctly incorporate usage of their
assigned vocabulary words and organize them into the graphic
organizer.
Attach copy of student work
The complete graphic organizer will be posted in the word wall to use as
support for the following lessons.
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
After students verbally share what they have learned throughout this
activity, I will reflect on the responses by answering the following
questions:
1. How did this lesson help students’ language development?
2. How did this lesson help students’ use images to describe properties
presented in the content?
3. What strategy/strategies helped them? Why?
4. What did they learn from this lesson?
5. What did they learn from other students’ presentations?
Modifications will be made if needed (vocabulary, etc.) in order to
meet the needs of each student.

Growth Mindset Reflection- (completed after the lesson)

What theory or theorists would most strongly support use of this strategy?

One theory that most likely supports this lesson is the Conversation Theory which states that people learn to speak in a new language by
participating in conversations. In this lesson, the students have various opportunities to speak and discuss with each other their findings and
beliefs about the new words. The students were gather in pairs which gave them the opportunity to communicate with peers using the sentence
frames provided and the knowledge that they already have. Scaffolding new vocabulary words will be the beginning of the new content and when
they the words in future lessons they will be familiarized with the vocabulary.

Also, the Output Hypothesis by Swain will support this lesson because according to this theory the simply listening to or reading the target
language is sufficient for learners to develop grammatical accuracy and cultural appropriateness in the second language. By presenting a series of
pictures that are familiar to the students and verbally explaining the content correlation behind each of them, students will be listening
information in the second language and reading it in the slides. In addition, the verbal explanation of their peers can enrich their language
learning by being exposed to it.
 Properties of matter
(Graphic Organizer)
Name:_________________________________ Date:______________
 IMAGES FOR PRE KNOWLEDGE ASSESSMENT

Liquid

Solid

Gas

Plasma

Volume

Matter

Mass

Density

Weight

Gravity