SIOP ® Lesson Plan Template 1

Teacher: Date: 4/18/2018 Grade/Class/Subject: 1st grade

Unit/Theme: Earth science, Reusable Resourses Standards:

Content Area: Earth systems science

Standard 3. Concepts and skill students master: Earths
materials can be compared and classified based on
properties.
Evidence Outcomes: c. Make predictions about how a
material on Earth might be useful based on its properties
(DOK 1-3)

f. Analyze the impact of reducing, reusing, and

recycling various materials (DOK 1-3)

Content Objective(s): Students will be able to identify
different parts of the process to create a tshirt or glass.They
will then put the cards into the correct order and write a
sentence telling what the cards are showing. Then they will
explain to a partner why they chose the order they did.
Language Objective(s): Students will identify the correct
orders of cycles by identifying pictures, ordering them and
then turn that into a sentence using appropriate vocabulary.

KEY VOCABULARY: SUPPLEMENTARY MATERIALS:

Seed, plant, mill, fabric, t-shirt - Cards with pictures of different steps in the process
Sand, heat, liquid sand, glass - Sticky notes for the students to label pictures
- Worksheet for students to write their sentence

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

LESSON SEQUENCE: LEADING UP TO THIS, THE STUDENTS HAVE BEEN LEARNING ALL ABOUT DIFFERENT MATERIALS THAT CAN BE FOUND
ON EARTH AND WHAT WE USE THEM FOR. FOR THIS LESSON WE WILL SEE HOW ELL STUDENTS WILL BE ABLE TO IDENTIFY, LABEL AND
ORDER THE DIFFERENT STEPS IN THE PROCESS OF TURNING THE MATERIALS INTO EVERYDAY OBJECTS.

1. STUDENTS WILL ALL START BY VIEWING THEIR OWN SET OF CARDS. EITHER REPRESENTING THE POCESS OF MAKING A TSHIRT OR
THE PROCESS OF MAKING GLASS. THEY WILL HAVE TIME TO STUDY THE CRADS.
2. STUDENTS WILL THEN LABEL EACH CARD WITH A STICKY NOTE SAYING WHAT THE CARD SHOWS.
3. ONCE LABELED, THE STUDENTS WILL BE EXPECTED TO PUT THE CARDS IN THE CORRECT ORDER OF THE PROCESS.
4. W HEN THE CARDS ARE CORRECTLY ORDERED AND CHECKED BY THE TEACHER FOR ACCURACY, THEY WILL BE INSTRUCTED TO
WRITE A SENTENCE ABOUT THE PROCESS THAT INCLUDES ALL OF THE SHOWN STEPS AND USES APPROPRIATE VOCABULARY.

5. STUDENTS WILL THEN BE PAIRED UP BY THE TEACHER TO A FELLOW CLASSMATE WHO WAS GIVEN THE OTHER PROCESS. THE
PARTNERS WILL BE ASKED TO SHARE THEIR SENTENCE WITH EACH OTHER AND EXPLAIN WHY THEY CHOSE THE ORDER THEY DID USING
APPROPRIATE ORAL VOCABULARY.

6. BRING ALL OF THE STUDENTS TOGETHER AND HAVE THEM SHARE THEIR SENTENCES.

REFLECTIONS:
Students will come together as a group again and share their ideas for repurposing.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP ® Model.