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SIOP Unit Overview

Grade Level: 2nd Grade

Theme: States of Matter

Author: Kim Dieter


Abstract: This lesson teaches students the states of matter covering
three different content areas. Students will learn the States of Matter
through the subjects of science, language arts and physical education.
Students will participate in experiments, group activities, and relating
learning to past learning experiences. Students will be participating in
higher order thinking questions that get the critically thinking about
the three properties of water; solid, liquid and gas.

Standards Addressed:
GLCE.E.FE.02.14 Describe the properties of water as a solid
(hard,visible,frozen,cold) and recognize ice, snow and hail as water it
its solid state.
CCSS.S.4.3.a participate actively in cooperative group activities and
projects.
CCSS.RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
GLCE.E.FE.02.13 Describe the properties (visible, flowing, melting,
dew) of water as a liquid (lakes, rivers, oceans).
NASPE Content Standard 1 - demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and performance of
physical activities.

Lesson Overview:
Lesson One: In this science lesson, students will be watching a video
clip listening for key vocabulary words throughout the video. I will have
diagrams and pictures to help the English Language Learners and we
will be conducting an experiment to guide learning and meet the
content and language objectives. Students will engage in higher order
thinking questions throughout the lesson.
Lesson Two: In lesson two, students will be learning about the states
of matter through language arts. Students will think critically linking
prior knowledge from lesson one to the new content. Students will
engage in an activity called echo-reading to practice fluency in reading

text. Students will also use pictures to describe the states of matter.
Students will read States of Matter in partners to
Lesson Three: In this lesson students will get to go to the gym or a
large open space and physically demonstrate the molecules inside of a
solid substance, a liquid substance and a gas substance. The students
will at the end of the demonstration be able to discuss with a partner
what the physical demonstration of the solid turning into a liquid and
then into a gas represents.

SIOP Lesson Plan 1


Date:

March 6, 2014

Grade/Class/Subject:

2nd Grade Science


Unit/Theme: Science: Properties of Matter
Standards:
E.FE.02.14 Describe the properties of water as a solid
(hard,visible,frozen,cold) and recognize ice, snow and hail as water it
its solid state.
S.4.3.a participate actively in cooperative group activities and
projects.
Content Objectives: Students will be able to compare and classify
matter according to physical states by conducting the investigation
and coming to conclusions based on the experimental process.
Language Objectives: Students will use the key vocabulary words to
record observations and discuss their observations as a group to draw
conclusions.

Key Vocabulary
Hard
Visible

Frozen
Evaporation

Solid

Liquid

Condensation

Gas
Matter

Vapor
States of Matter

Cold

Supplementary Materials
http://www.chem4kids.com/files/matter_states.html
http://www.pinterest.com/search/pins/?q=states%20of%20matter
Science360 Clip

Science Log

Motivation (Building Background)


1.) Connect to experiences: Fast forward to a warm summer day, you
are enjoying a popsicle or ice cream, and suddenly its a mess!
Whats happening? Did the physical properties of your snack
change? Write your hypothesis in your Science Log.
2.) I will write key vocabulary words on the board and have the students
transfer these words down in their science notebook to refer back to
and incorporate in to their Science Log in the future.
3.) Prior to showing the Science 360 clip, direct students to listen for key
vocabulary. Show the Science360 video clip to give an overview of
the changing states of matter.

Instructional Activities
1.) Direct students to read together and write in their Science Log
the Content and Language Objectives.
2.) Comprehensible Input: Display a chart of directions for the
Changing States of Matter activity, including diagrams and
pictures to guide Level 3 students, and support other struggling
learners.
3.) Teacher forms groups of four, providing support for Level 3
students by helping them understand the academic text with an
outline of the information. Each person reads one step of the
directions in the text. Check for understanding.
4.) Begin activity by bagging ice cubes, measure and recording
temperature, mass, and physical properties of ice cubes.
Continue activity outside if the weathers warm, or use a baking
sheet and place bags of ice on the heater to observe (and melt),
checking to record temperature, mass and physical properties.
Provide a GO for Level 3 ELLs and other struggling learners to
record data and sentence frames for forming conclusions later.
This can be inserted into the Science Log, using a Notebook

Practice & Application


1.)
2.)
3.)

4.)

As students are allowing time for the ice to melt, groups use the
Reciprocal teaching strategy to read through the text for the
lesson. (Predict, read, clarify, monitor, question, and summarize).
If timing is appropriate, students will observe salt crystals from
previous lesson, and weigh separated materials again.
During the investigation, teacher circulates, assists in Level 3
students recording of observations, which is also supported by
other group members. Teacher is checking to be sure students
are using correct vocabulary as they make their observations and
record them; team members support and monitor one another.
Clean Up!

Review and Assessment


1.) Have students refer to their Science Log, or posted objectives and
rate how they met them in their Science Log (1-5 scale previously
practiced).
2.) Revisit hypothesis in Science Log, and see if they agree; discuss as
a whole class.
3.) Number students 1,2,3,4. Give each number group one of the
following questions, to prepare to answer chorally. Group One: How
could you change a solid to a liquid? Group Two: How could you
change a liquid to a solid? Group 3: How could you change a liquid to
a gas? Group Four: How could you change a gas to a liquid? Each
group answers chorally in a complete sentence.
4.) We will revisit the content and language objectives. I will provide an
Extension
1.) Disucss the following questions in groups: Condensation and
evaporation are antonyms, or opposite processes. What are other
opposite processes? Keeping the processes of evaporation and
condensation in mind, talk with another group about how dew is
formed.
2.) HOTS questions: Do you think fresh water and salt water freeze and
boil at the same temperatures? Why or why not? How could you
prove it?

SIOP Lesson Plan 2


Date:

April 10, 2014

Grade/Class/Subject:

2nd Grade Science


Unit/Theme: Language Arts: Matter

Length of Lesson: 50

minutes
Standards:
CCSS.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
GLCE.E.FE.02.13Describetheproperties(visible,flowing,melting,dew)ofwaterasaliquid
(lakes,rivers,oceans).
GLCE.E.FE.02.14Descirbetheproperties(hard,visible,freezing,ice)ofwaterasasolid(ice,
snow,iceberg,sleet,hail).

Content Objectives: Understand that matter has three states, each with unique
properties, and that temperature can cause matter to change states

Language Objectives: Read to gain fluency in oral and silent reading.

Key Vocabulary
Visible

Flowing
Freezing

Melting
Ice
Sleet

Dew
Snow
Hail

Hard
Iceberg

Visible

Supplementary Materials
http://www.edinformatics.com/math_science/states_of_matter.htm
http://www.chem4kids.com/files/matter_states.html
http://www.pinterest.com/search/pins/?q=states%20of%20matter
States of Matter Textbook

States of Matter Word Bank Worksheet

Motivation (Building Background)


1.) I will display the language and content objectives on the board for the students to see. We will discuss
them and how we will attempt to accomplish these objectives throughout the lesson.
2.) Ask students: Think about something such as a book you can hold in your hand. How is the book
different from something you pour? How is it different from the air you breathe? Explain that students
will learn about different kinds of matter and the language to use to talk about matter.
3.) Display the Theme Poem on the Theme Builder. Have students echo-read the poem, reading line by line
after you. Then read the poem in unison. Ask partners to use Learning Masters page 25 to practice
reading the poem.
4.) Use the Think and Discuss scene to teach Key Concept Words and model language forms. There are three
states of mattersolid, liquid, and gas. The people skate on ice. Ice is a solid. It will change to a liquid
when the sun hits it. Continue to model sentences, using the words listed below to help identify objects in
the scene. As you introduce words, jot them on chart paper. Display this Word Bank throughout the
theme.
5.) Have students work with partners to practice using the words and language forms:
The _____ is a ______. It will change to a ______ when you ______ it.

Naming Words
Gas

Ice

Liquid

Steam

Matter

Action Words
Solid

Change Heat

Melt

Temperature

3.) I will display the Think and Discuss scene on the Theme Builder again. I will ask the students to describe the
state of matter in each photo. I will have students get into partners groups making sure an E.L.L is paired with a
English proficient student. They will discuss the states of matter and how they can change.

Instructional Activities
1.) I will distribute copies of States of Matter. I will read aloud the title and authors name and point
out things like the headings, the contents page and how the sidebar adds information about the
states of matter.
2.) I will encourage students to use pictures to predict vocabulary: which words do you expect to see on
these pages?
3.) I will invite the students to follow along as I model reading aloud pages 4-12 in States of Matter. I
will read fluently, modeling smooth, accurate reading with appropriate expression. After reading
each group of pages, I will pause to think aloud. I will also encourage students to ask questions and
make observations.

Practice & Application


1.) Students will now share the reading. In partners the students will complete the reading. I will
encourage them to pause after reading one or two pages and have conversations about what they
have read. I will ask them to share questions they may have.
2.) I will have students reread to practice fluency. I will read aloud pages 6-7 of States of Matter
sentence by sentence. I will have students echo-read each sentence in unison imitating my model.

Extension
3.) Askstudentstospeakincompletesentencesastheyidentifyobjectsandtellthestateof

matterofeach.Extendtheactivitytoclassroomobjects.

Review and Assessment


5.) Students will complete the States of Matter Word Bank work sheet

STATES OF MATTER
Read the words in the Word Bank, Then write each word in the correct
place on the chart.

Word Bank
Air

Bubble

Solid

Ice

Jar

Juice

Marble

Liquid

River

Steam

Soup

Gas

Complete the sentences. Use the word solid, liquid, or gas.

1.) Water gets very cold. The water will change to a


___________________.
2.) Your aunt heats water. Some of the water will change to
a _____________________.
3.) Your parent lights a candle. Some of the candle will
change to a _____________________.

SIOP Lesson Plan 3


Date:

April 21, 2014

Grade/Class/Subject:

2nd Grade Science


Unit/Theme: Physical Education: Matter

Length of Lesson: 50

minutes
Standards:
GLCE.E.FE.02.13 Describe the properties (visible, flowing, melting, dew) of water as a
liquid (lakes, rivers, oceans).
GLCE.E.FE.02.14 Descirbe the properties (hard, visible, freezing, ice) of water as a
solid (ice, snow, iceberg, sleet, hail).
NASPE Content Standard 1 - demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and performance of
physical activities.
Content Objectives: Understand that matter has three states, each with unique
properties, and that temperature can cause matter to change states

Language Objectives: Students will be able to discuss in partners


what the physical demonstration of the solid turning into a liquid and a
gas represent.

Key Vocabulary
Visible

Atoms

Molecules

Matter
States of Matter
Liquid
Heat

Solid

Gas

Supplementary Materials
http://www.chem4kids.com/files/matter_states.html
http://www.pinterest.com/search/pins/?q=states%20of%20matter
Gymnasium or Space Large enough to move around
Worksheet (attached)

Elmo Projector

Motivation (Building Background)


6.) I will review the key vocabulary terms we have discussed in previous lessons with the students.
7.) I will write the content and language objectives on the whiteboard for students to write down in their
Science Journals. Students will discuss the objectives with their peers on how they can be these learning
goals.
Instructional Activities
4.) I will slow my rate of speech, enunciate clearly and simplify my sentence structure
and explain simply to students that we are going to go to the gym (or outside
weather permitting or if gym is unavailable).
5.) Once in the large open gym space I will have students sit on the line in the gym and
clearly explain the directions to the students. I will tell students that we are going
to physically demonstrate the molecules or atoms inside of a solid, then a gas and
then as it heats up more a gas. I will call up a few volunteers to help demonstrate
the activity for the class. I will ask students why they are so packed together and
what that represents (solid). Then, I will ask all the students to stand up and spread
out and move a bit more freely then the volunteers had moved. I will then ask them
what that represents (liquid). Then, the students will have much more freedom as
the liquid heats up and becomes a gas.

Practice & Application


1.) The students will discuss what they represent with a partner and how
moving around
And spreading out represents the warmer the water or substance is like
gas moving about the room then turning into a liquid then finally a solid
object that they can hold like ice.

Extension
4.) Askstudentstospeakincompletesentencesastheydiscusshowtheyphysically

demonstratedthepropertiesofmatter.Studentswillcompletetheworksheet(attached)
basedonwhattheylearnedaboutthemoleculesinasolid,liquidandgas.Iwillplacethe
worksheetontheelmoprojectorandhavethestudentswalkthroughthesolidanswers
withmeasaclass.Iwillcallonavarietyofstudentstocomeassistmeinwritingdown
theanswersontheelmofortheclasstoseetheworkoftheirpeers.

Review and Assessment


6.) Students will be assessed on the worksheet and discussion with their partners
about what they represented physically in the whole group activity.
7.) We will as a whole group go back to the classroom and discuss if the content
and language objectives were met and how we met those objectives.

SOLID

LIQUID

GAS

A solid is

A liquid is

A gas is

Draw the molecules in the


solid

Draw the molecules in


the liquid

Draw the molecules in


the gas

Examples of solids

Examples of liquids

Examples of gases

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