LRC417

SIOP Lesson
Benchmark Assignment
By Katy Graves
Title of Lesson: Exploring Pollination
Grade Level: 2
Lesson Overview
In this lesson students will be exploring the process of pollination. They will learn
parts of a flower and participate in a pollination activity. Students will learn new
vocabulary will demonstrating the process of pollination.
Description of Learners
This lesson is intended for 2nd grade English Language Learning students at Elvira
Elementary. They are 7-8 years old. Most are of from Mexican heritage and 1 is
from Guatemala. Spanish is the primary language for most students. At this point
in their education they are still in an SEI classroom. They range from basic to high
intermediate proficiencies. For this reason I have included numerous visual
aspects in the lesson as well as opportunities for reading, speaking, writing, and
listening.
Standards
LS2.A Plants depend on water and light to grow, and also depend on animals for
pollination or to move their seeds around.
PO 2. Participate in guided investigations in life, physical, and Earth and space
sciences.
PO 1. Identify components of familiar systems
English Language Learning Standards
Listening/Speaking: LI-7: responding to academic discussions by sharing ones
view on facts, ideas, and/or events using academic vocabulary.
Reading: LI-16: following multiple-step positive and negative written directions
which include prepositions.
Writing: LI-3: writing phrases and simple sentences in a one paragraph report
based on collected data about objects, people or events with instructional support.
Content Objectives
Students will be able to define new academic vocabulary around pollination. They
will be able to label and identify parts of a flower and demonstrate the
pollination process.
Language Learning Objectives
Students will read and listen to the definition of new vocabulary and discuss
them with a partner.
Students will read directions and tell them to a partner.
Students will write the parts of a flower, and a reflection of the lesson.
Students will tell the pollination process to a partner.

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New Vocabulary
Pollination- polinizacin
Insect- insecto
Petals- ptalo
Stamen-estambre
Pollen- polen
Supplementary Materials
Pollination powerpoint including photographs and video
(https://www.youtube.com/watch?v=zy3r1zlC_IU)
Vocabulary/ Parts of a flower/ Reflection worksheets
Butterfly puppets
Paper cups
Pollen (crushed chalk)
Glue, Scissors, and Crayons
Sheltered Strategies

Content and language objectives displayed

Different grouping configurations
Vocabulary words defined or clarified
Opportunities for interaction
Connections to students prior knowledge
Appropriate wait time
Speech is appropriately controlled (slow, clear)
Clarification of key concepts
Step-by-step instructions
Hands-on activities
Adapted text
Use of manipulative or realia
Modeling, demonstrating of concepts
Opportunities to apply new knowledge
Positive feedback or other encouragement
Repetition
Graphic organizers
Gestures, facial expressions, drama
Other visual support (photography, posters, etc.)
L1 support
Authentic assessment
Connection to Background
Students learned about the life cycles of plants earlier in the year and many
have commented on the changed plant life with the new warm weather. Some
students will bring in flowers they find at recess. This lesson goes in depth of
the purpose of these flowers and how these new plants grow during the spring
This lesson connects to family funds of knowledge for any child who has a
garden at home. Some students here help out their parents with yard work on
the weekends, and have commented about the pollen in the air making them

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sneeze. This lesson will help them understand how pollen travels from plant to
plant.
Preparation
Content Objectives
Students will be able to define new academic vocabulary. They will be able to
label and identify parts of a flower and demonstrate the pollination process.
Language Learning Objectives
Students will read and listen to the definition of new vocabulary and discuss
them with a partner.
Students will read directions and tell them to a partner.
Students will write the parts of a flower, and a reflection of the lesson.
Students will tell the pollination process to a partner.
Process
Have powerpoint ready and make sure objectives are posted and clear.
Gather worksheets and materials for each student.
Each student should have vocabulary, flower, and reflection sheets.
Have paper cups ready for of students and butterfly puppets for other
Have crushed chalk of different colors
Building Backgrounds
Process
Ask students what they know about flowers. Have them think about the question,
then have them share with their partners, then with the group. Introduce new
vocabulary and have students record definitions.
Comprehensible Input
Process
New vocabulary definitions will be written in simple sentences, using words the
students already know. They will be presented in an order that builds upon one
another. Vocabulary will be accompanied by pictures and models.
Written directions for making a flower will be displayed on the powerpoint,
accompanied by visuals. Students will read directions to themselves and then
explain them to a partner.
Effective Strategies
Process
After new vocabulary is learned students will go over different parts of a flower, e.g,
stamen, petals, pollen. Students will label the parts of a flower on a worksheet.
They will summarize with their group what each part of the flower does, and what
materials represent that part of the flower (paper cups- stamen, paper-petals, chalk
powder-pollen)
Students will discuss what will happen when the butterflies fly from flower to flower.

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Interaction
Process
Students will have opportunities for interaction throughout the lesson. During
building backgrounds, vocabulary, directions, and applications. They will be using
English for the majority of the lesson but may use L1 for clarification.
Practice/Application
Process
Written directions will be posted and students will have an opportunity to discuss
them with a partner.
Partners will work together to create a flower with stamen, petals, and pollen, using
a paper cup, paper petals, and crushed chalk. Then each pair will be given a
butterfly puppet. Students will walk around the room using the butterfly puppet to
pollinate each others flowers. Students will observe how the different colored
chalks get mixed together on each flower.
Lesson Delivery
The lesson is designed to last about 60 minutes. 30 minutes spent on vocabulary,
and 20 minutes spent on the activities, and 10 minutes spent on reflection.
Depending on students level of understanding lesson may need to be paced slower
and expanded over 2 days.
Objectives are posted clearly at beginning and end of lesson.
Students are engaged either writing, discussion, or hands on activity throughout
the lesson.
Review/Assessment
Process
After each student has had an opportunity to pollinate the flowers, we will have a
whole group discussion about what they observed. We will review the vocabulary
and the purpose of pollination.
Students will fill out a reflection sheet answering the prompts Today I learned... ,
It is important because..., and My favorite part was....
Reflection sheets will be used to assess student understanding of pollination.
Teacher will also assess understanding by listening to conversations during
pollination activity, listening for key vocabulary and complete sentences.