Science Unit 1 Sample Lesson Plans 1

Transcription

1 Science Unit 1 Sample Lesson Plans 1 Week 1, Lessons Lesson Plan format was adapted from Echevarria, Vogt, & Short (2013). Making Content Comprehensible for English Learners: The SIOP Model. Science Unit 1 Bridges to Academic Success Draft, Summer

2 WEEK: 1 LESSON #: 1 FOCUS: Picture Sort & Organism Concept Map UNIT ESSENTIAL QUESTION (EQ): How do people and plants work? How are people and plants similar and different? These should be on your wall, but not introduced in this lesson. Since EQ #1 was recently changed to How do humans and plants function? simply annotate these 2 words humans function above people and work. Students should know both terms, and that the meaning is the same. DAILY OBJECTIVES: Content: Classify pictures as living or nonliving Language: Justify using is living/ nonliving because it can/ cannot. (revised & uploaded) *ALL students can respond using is living/ nonliving. Only students with more oral language need to justify in English using because. VOCABULARY: (new words in bold, review words not in bold) Tier 3 organism Tier 1 Verbs: live, die, breathe, grow, eat, move Adjectives: living, non-living MATERIALS: *Same language groups are ideal for this lesson, so students can justify in home language 1. Cut pictures for each table- living and nonliving things (L.1 images) 2. Week 1 glossary- ppt and student copies (print slides 3 per page) 3. Organism in the middle of chart paper for concept map 4. Sentence frame on tables is living/ nonliving because it can/ cannot. (L.1) 5. Sentence frame on chart. Under the first blank, list words of pictures they will sort. Under the second blank, list the characteristics of living things in their glossary. (Include pictures to support) Your chart will look like this to support student sharing after sort activity: is because it can/ cannot plant carrots cell rocks snow rain sun baby iguana tree insects seeds living nonliving die breathe grow eat move Science Unit 1 Bridges to Academic Success Draft, Summer

3 1. WARM UP Motivate, review yesterday s, prepare for today s 2. CONNECT Show, read and explain today s objectives and link past to present Explain or have student s predict how today s lesson supports the EQ or FQ 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 10 minutes individual /partners/ group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Groups Name three Pictures in Home Language and English: Hand out 3 pictures per table: plants, animals, people. Elicit/ present the word for each picture in English and hear how to say in different languages. Add humans as another way to say people. 1 minute whole class Explain that in Science class all year, you will study the living world, like plants, animals and people. Point to the place where you will keep daily objectives and explain that everyday we will have two objectives or things we need to do - something about Science, and something about English language. They are connected. Read and explain the objectives for today, acting out and pointing to visual aids/ charts as needed. 15 minutes whole class Present the three Warm Up Pictures: Say the word for each picture aloud again. Students repeat chorally. Say, A plant is living. A person is living. An animal is living. Students repeat chorally. Point to three nonliving things in the room: Say the word for each picture aloud. Students repeat chorally. Say, A table is nonliving. A cell phone is nonliving. Students repeat chorally. Present Vocabulary: Using vocabulary ppt and glossary, teach meaning of words that describe characteristics of living things: die, breathe, grow, eat, move (there are others not on this list: excrete, respond, reproduce..) *These concepts are oversimplified in unit 1, but students will develop more nuanced understandings as the year progresses. Ex. Plants need food, but they make it rather than eat it. Breathing looks different in humans and plants. Humans and animals can move, but this is different in plants so use the term respond. Etc) Show the living thing pictures again and ask for each: Can a plant die? Can a plant breathe? Etc. Students answer yes/ no. Allow for debate in week 1, and push students to justify their answers. Introduce and Name Task: Say, At your table, you are going to sort. Sort means to put things in different groups. (Demonstrate) Model I DO 2 : Say, Watch me. I m looking at my picture and I think, living or nonliving? A flower is living because it can grow. 2 Students do NOT talk during the I DO part of the model. They help during the WE DO. Science Unit 1 Bridges to Academic Success Draft, Summer

4 WE DO: Do one together with class, have students help you. (Only students with more English justify using because. Others can justify in home language.) 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class and where most happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students 20 minutes individual/ partners/ group YOU DO: At their tables, students sort the rest of the pictures, and put them into living/ nonliving piles. Circulate to hear students using the frame (all students saying is living/ non living. ) Whole class: Review piles and elicit from students why they chose living. Use the chart to scaffold students reporting. Begin the organism concept map. Students will create the same map you create on chart paper. They must be in the correct place in their word study notebook. Create a concept map as a class for organism, listing the qualities of things that are living. (This can be basic now, because you will revisit this concept all year.) 10 minutes whole class/ group / individual Return to Pictures and Justify: Ask students to share what they have learned today Assess individual Connect to EQ or FQ 1. Act out words for students to name: die, breathe, grow, eat, move 2. Hold up images from sort for students to name as living/ nonliving Science Unit 1 Bridges to Academic Success Draft, Summer

5 WEEK: 1 LESSON #: 2 FOCUS: EQ#1 & Lab #1: Human body structure/ function UNIT ESSENTIAL QUESTION (EQ): How do people and plants work? (introduce today) DAILY OBJECTIVES: Content: Do an experiment to understand how the nose functions. Language: Connect human structures to functions using Humans need to. VOCABULARY: (new words in bold, review words not in bold) Tier 3 organism Tier 1 Nouns: body Verbs: live, die, breathe, grow, eat, need, see, hear, taste, smell, think Adjectives: living, nonliving MATERIALS: 1. So Many Systems (video- 3:46) 2. See-Think-Wonder worksheet 3. How do things work? Ppt 4. Chart paper with the EQ #1 written in big letters in the middle 5. Essential questions #1 for Translation (one for each home language group) 6. Lab Materials (see L.2. lab) 1. WARM UP Motivate, review yesterday s, prepare for today s 2. CONNECT Show, read and explain today s objectives and link past to present Explain or have student s predict how 10 minutes individual /partners/ group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Build Background: Watch So Many Systems video clip (3 mins 46 secs). See-Think-Wonder. (Students were introduced to see-thinkwonder in Lesson 1 ELA). Share and chart. Try to restate student thoughts in English. Explain that scientists look very carefully at things, they think about how things work, and they ask questions about the world. Students will see-think-wonder a lot in Science class this year. 1 minute whole class Explain that there are many organisms or living things in the world, but we are going to take six weeks to focus on two major groups: people/ humans and plants. Today we will start to look at people or humans and start to think about how the body works or functions. Read and explain the objectives for today, acting out and pointing Science Unit 1 Bridges to Academic Success Draft, Summer

6 today s lesson supports the EQ or FQ 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) to visual aids/ charts as needed. 20 minutes whole class Present (8 mins) : Show How do things work? Ppt. Present first slide with question (add function to ppt above work ). (students watch and listen) Then go to next slide and explain simply how a car works, A car has an engine, it takes gas, and all of these parts (or structures) make the car go. Point to the different structures. *You are not spending a lot of time with the ppt. The goal is simply to demonstrate that many things we use everyday, and don t think about, have various structures that make the thing function. Plants and humans also have structures to carry out the many functions needed to survive. Present the next slides and elicit from students how these things work after each first slide. Reinforce that work and function are the same and that parts and structures are the same. In Science, we use structure and function. Translate EQ (8 mins): In home language groups, students translate the EQ. Hear the different translations. Introduce the new vocabulary words for basic human body functions, using the ppt. Introduce and Name Task: Say, Today you will be scientists and you will do an experiment. (Use ppt slides to show experiment and scientist ). Scientists do experiments to try to answer questions about the world, our bodies etc. Hand out the lab worksheet, read the question and clarify as needed. Ask, What is your hypothesis? Your hypothesis is what you think will happen. Generate a hypothesis as a class, and push students to say WHY they think this will happen. Model (4 mins) I DO: Say, You will do a simple experiment in your group to show one way the human body works/ functions. Watch me first. Demonstrate the procedure that students will follow and read each step on the lab procedure as you demonstrate. Students only need to follow and repeat steps chorally. For HW they will draw each step, or translate in home language. Science Unit 1 Bridges to Academic Success Draft, Summer

7 4. INTERACT Students interact with activities and each other to meet objectives 15 minutes individual/ partners/ group YOU DO: Students work in groups to do the experiment, following the procedure. This is bulk of the class and where most happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today 5 minutes whole class/ group / individual Share: Groups share out about what happened in the experiment. Ask students to use the experiment to answer EQ#1. Humans need a nose to. Assess individual Connect to EQ or FQ (Sharing and writing results will continue in tomorrow s warm up). HW: Students draw/ translate each step of the procedure. Science Unit 1 Bridges to Academic Success Draft, Summer

8 WEEK: 1 LESSON #: 3 FOCUS: EQ#2 & Lab #2: Plant structure/ function UNIT ESSENTIAL QUESTION (EQ): How do people and plants work? (introduced yesterday) DAILY OBJECTIVES: Content: Do an experiment to understand how plant structures and functions. Language: Connect plants structures to functions using Plants need to. VOCABULARY: (new words in bold, review words not in bold) Tier 3 Organism Tier 2 structure, function, absorb, support Tier 1 Nouns: body, roots, stems, leaves Verbs: live, die, breathe, grow, eat, need, see, hear, taste, smell, think MATERIALS: Adjectives: living, nonliving 1. Chart of a plant diagram with parts labeled: leaves, stem, roots 2. Real plant with leaves, stem, roots 2. Plant Lab (L.3) 3. Materials for lab (see L.3 Plant Lab) 1. WARM UP Motivate, review yesterday s, prepare for today s 10 minutes individual /partners/ group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Review: Review yesterday s lab. Explain that scientists do experiments, and they follow these steps. In Science you must do things very carefully and accurately (act this out). Review the question, hypothesis, procedure, and results for yesterday s lab. Generate the results and conclusion sentences as a class. LEA: Begin a basic LEA text with EQ#1: How do people (humans) and plants work (function)? You will add to this LEA in the next few lessons. (see Teacher s Guide for more details about LEA) Today s LEA chart might look like this: Humans are organisms. The human body has structures. Structures do work or functions. Humans need a nose to smell and taste. Science Unit 1 Bridges to Academic Success Draft, Summer

9 2. CONNECT Show, read and explain today s objectives and link past to present Explain or have student s predict how today s lesson supports the EQ or FQ 2 minutes whole class Explain that all organisms have structures that work or function. If structures don t work, organisms can die. Yesterday we started to look at how the human nose functions, and today we will look at two structures that help plants function. Read and explain the objectives for today, acting out and pointing to visual aids/ charts as needed. Show the plant diagram (and ideally a real plant) and point to and name the structures. Ask students what they think the different structures do/what their function is. Elicit student responses. (Students will get the human and plant diagrams in tomorrow s lesson.) need to. 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 15 minutes whole class Introduce New Vocabulary: Use the ppt (and student glossary) to look at new words- structure, function, absorb and support. Structure/ Function: (not in glossary) Show structure with examples and define as parts. Show function by acting out and define as work/ job. Write these sentences as examples, writing structures in one color and functions in another. Cars need wheels to go. A phone needs a battery to turn on. Humans need eye to see. For each word (structure and function), elicit the word in home language. Draw student attention to similarities between English, French and Spanish and that they are cognates. Tell students that MANY words in Science will be similar to the same words in these languages. Students log structure/ function in vocabulary binder. Absorb/ Support: (in glossary) Explain that the function of the roots is to absorb or take in water from soil, and one function of the stems is to support or hold up the plant. Explain that the experiment today will help students see another function of the stem. Science Unit 1 Bridges to Academic Success Draft, Summer

10 Introduce and Name Task: Explain that today students will do another experiment. Review the steps in an experiment, using today s lab. Introduce the question, and elicit a hypothesis as a class. Review the materials. Model: I DO: Demonstrate the lab procedure by reading and doing each step. Explain that we will not see results for a few days. 4. INTERACT Students interact with activities and each other to meet objectives 20 minutes individual/ partners/ group YOU DO: Groups set up their experiment, following the procedure. This is bulk of the class and where most happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual Connect to EQ or FQ 10 minutes whole class/ group / individual Review Experiment: Ask students what they think is going to happen in each glass and why. What do we think this will show about how plant stems function or work? *Lab handouts must be filed in the Science Journal section of the binder. Students will not be able to see the results of this data for another day or 2. The results observations for this data are scheduled for Lesson 5. Science Unit 1 Bridges to Academic Success Draft, Summer

11 WEEK: 1 LESSON #: 4 FOCUS: Review Humans and Plants & LEA Revised UNIT ESSENTIAL QUESTION (EQ): How do people and plants work? (introduced in L.2) How are humans and plants similar and different? (introduce today) DAILY OBJECTIVES: Content: Identify similarities and differences in human and plant structures and functions. Language: State functions using need to. Compare using Both and. Contrast using but. *Compare and contrast frames will be used by students with more oral English. VOCABULARY: (new words in bold, review words not in bold) Tier 3 organism Tier 2 absorb, support, structure, function Tier 1 Nouns: body Verbs: live, die, breathe, grow, eat, need, see, hear, taste, smell, think Adjectives: living, nonliving, similar, different MATERIALS: 1. Set of pictures and words to match for each table for warm up (cut from Week 1 Glossary) 2. LEA chart for the week (you will add to this today) 3. Venn diagram on chart (with humans in one circle and plants in other) See Teacher Toolboxes> Interdisciplinary Toolboxes> Compare & Contrast (copy only chart for Venn diagram, students do not need this copy today). 4. EQ #2 for translation (L.4) 5. Sentence Frame (L.4) for students AND on a chart (list the blank frame several times. You will fill it in during this class.) 6. Diagrams- Human Body / Plant (L.4) 7. People and Plant Structures/ Functions (L.4) Science Unit 1 Bridges to Academic Success Draft, Summer

12 1. WARM UP Motivate, review yesterday s, prepare for today s 2. CONNECT Show, read and explain today s objectives and link past to present Explain or have student s predict how today s lesson supports the EQ or FQ 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 5 minutes individual /partners/ group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Review Week s Vocabulary: Each table matches set of Week 1 vocabulary pictures to words. Review as a class, focusing on pronunciation as well as meaning. 5 minutes whole class Review EQ #1, reinforcing the connection between parts/ structures and jobs/ functions. Introduce and translate EQ#2: Explain that we will think about how humans and plants are similar and different. Introduce EQ#2: How are humans and plants similar and different? Ask students to translate and share the translations. Read and explain the objectives for today, acting out and pointing to visual aids/ charts as needed. 15 minutes whole class Read Aloud: Hand out the structure/ function packet. Tell students to follow as you read, and to read/ listen for ways that humans and plants are similar and different. Show them the Venn diagram that you will add to as they share back. Read aloud slowly, and stoop after each sentence. Ask students to raise hands when they see something similar or different. Plug in key words in the Venn diagram. You will use this as a Venn throughout the next few weeks, as you compare and contrast humans and plants. Review what students can identify so far about similarities and differences. Elicit anything else they can add. Present: Hand out diagrams for human and plant structures. Students file these in their vocabulary binders with glossaries. Begin with the human body and ask students the difference between the 3 diagrams. Focus only on internal structures, project on smart board, and circle ones you think are important for students to know first (ears, eyes etc). Students circle these on their diagrams. Practice naming as students point. Introduce and Name Task: Explain that students will use a sentence frame to help them with the English to say sentences about human body structures and functions. Present the frame on the chart paper. need to. Science Unit 1 Bridges to Academic Success Draft, Summer

13 Model: I DO: Use the frame to make 1-2 sentences for human body structures and functions. Chart these sentences and say them as you write. Make sure to think aloud as you use the frame, with sentences like Ok I see I need a structure here, so I will look at my diagram. WE DO: Invite students to make a few oral sentences, using the frame. Fill in the blanks for their sentences. You may need to provide verbs for functions if students can only say in home language. Read all 4 sentences aloud chorally. 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class and where most happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today 20 minutes individual/ partners/ group YOU DO: Hand out the frame to each pair. Partners work together to produce sentences orally. Groups share out, you chart and read chorally. Repeat the process for plants orally. Repeat the oral process for plants. Model the process for writing sentences in the structure/ function packet. Partners read sentences to each other. 10 minutes whole class/ group / individual Add to LEA Text: Return the LEA text. Add sentences about structures and functions, and sentences about how humans and plants are similar and different based on what students know so far. Read chorally. Assess individual *Type the LEA text for tomorrow. Students will read this for fluency practice. See the Teacher s Guide for more detail about this routine. Connect to EQ or FQ Science Unit 1 Bridges to Academic Success Draft, Summer

14 WEEK: 1 LESSON #: 5 FOCUS: Lab #2 Results, Review Week 1 & Assess UNIT ESSENTIAL QUESTION (EQ): How do people and plants work? How are humans and plants similar and different? DAILY OBJECTIVES: Content: Classify and review structures/ functions for plants and humans. Language: Construct sentences about structures and functions. VOCABULARY: (new words in bold, review words not in bold) Tier 3 organism Tier 2 absorb, support, structure, function Tier 1 Nouns: body Verbs: live, die, breathe, grow, eat, need, see, hear, taste, smell, think (students may have listed and learned other verbs as well). Adjectives: living, nonliving, similar, different MATERIALS: 1. Plant lab materials- colored pencils (you will return to this experiment in this lesson for results) 2. LEA chart for the week 3. Typed LEA for students to read in partners 4. Sentence strips for sorting (L.5) 5. Blank Venn diagram chart for each table (Students will sort papers into this, but not write on it. Keep these because groups will use these for all compare and contrast activities over the year.) 6. Learning Log (L.5) 1. WARM UP Motivate, review yesterday s, prepare for today s 20 minutes individual /partners/ group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND LEA Partner Reading: Partners each get a copy of the final LEA. You will read aloud once, and then partners read. Circulate to support pronunciation. Ask one student to read the whole text, while you track (follow print) on big chart. When students read aloud, emphasize the need to stop at a period. Collect data on Lab #2: Explain that flowers are now ready to look at. Review experiment: question, hypothesis, materials, procedure. Groups take 5 minutes to draw results (one box for each flower) and share as a class. Draw conclusions from results. Science Unit 1 Bridges to Academic Success Draft, Summer

15 2. CONNECT Show, read and explain today s objectives and link past to present Explain or have student s predict how today s lesson supports the EQ or FQ 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class and where most happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today 1 minute whole class Explain that is the end of the week, which means students will be assessed on what they learned this week. Review both essential questions. Explain that first they will work in groups to review, then they will do a log (quiz) on what they learned about plants and humans. (Show log just to give them a visual). Reinforce that the group is the time and place to learn and practice. The log will be done alone, without help. 2 minutes whole class Model I DO: Say, You are going to review what is true for humans and plants. Each person at your table has 2-3 sentences to read. As a group, decide if this is true for humans, plants or both humans and plants. Demonstrate using one strip. 10 minutes individual/ partners/ group YOU DO: Students work in groups to sort their sentences. Circulate to make sure strips are divided among group members, that each person is reading, and groups are negotiating where to put the different sentences. Review as a class. 20 minutes whole class/ group / individual Learning Log: Students complete. Collect and grade to return in the beginning of lesson 6. Assess individual Connect to EQ or FQ Science Unit 1 Bridges to Academic Success Draft, Summer