Siop Lesson Plan
Siop Lesson Plan
Siop Lesson Plan
Date: 12/20/2015
Grade/Class/Subject: 6th Grade Science
Unit/Theme: Water Cycle
Standards:
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Content Objective: Students will create and label a diagram of the Earth's water cycle.
Language Objective: Students will label and define Condensation, Evaporation, and
Precipitation on their diagram.
Background:
To build background about the water cycle the teacher will have the students work in
pairs and list activities they do in their daily life, at home and school, that requires the use
of water. Organizing students in pairs allows for every student to participate and use
language.
One student in the pair will write down the activities they come up with on their
mini white board.
The teacher can circulate the room to assess if students are activating their
knowledge about water use.
Once students have a list of examples, the teacher allows students to share and discuss the
many different ways we depend on water.
Materials:
1.
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Presentation:
Begin by showing a short video about the water cycle.
Next, the teacher will put the diagram below on the overhead and
explain the cycle and incorporate the content and language objectives.
Evaporation
Precipitation
The sun's heat causes water to evaporate from streams, lakes, rivers, and
oceans. The water vapor rises. When it reaches cooler air, it condenses to
form clouds. When the clouds are full of water, or saturated, they release
some of the water as rain or precipitation.
As the teacher explains the diagram to the students, he/she should emphasize the
language objectives.
Together with the students, the teacher reviews the meaning of Evaporation,
Condensation and Precipitation.
To assess student understanding, a quick thumbs up/down to review the content
objective and meaning of language objectives.
Practice:
Teacher scaffolds by first modeling the activity. Then, provides
guided practice with students in groups. Finally, students complete
activity together with teacher providing feedback.
Begin with whole-class lesson on the water cycle with the teacher modeling how to
make a drawing and label it correctly.
Next, move the class into small groups of 3-4 students.
Teacher picks groups with varying levels of language proficiency. This allows ELL
students to take a role that isn't as language demanding, but promotes content
and language development.
In groups, students practice with guided instruction from the teacher.
Next, groups work together to create their own water cycle diagram.
As the teacher circles he/she can easily spot any holes in understanding the
content and provide clarification.