Individual: Integrated Unit Plan, Day Three, SIOP Lesson Plan

Date:

October 31, 2012, Michael A. DePolis, Grand Canyon University TSL

537

Unit/Theme:

Is it living or nonliving? Five Kingdoms of Living Things:

Content Standard(s):

Grade/Class/Subject:

Grade 5 Life and Environmental Science

Animal, Plant, Fungi, Protist, Moneran3-5 days

SC.5.4 Structures and Functions of Living Organisms LA.5.2 Compare and Contrast

TESOL Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.

Key Vocabulary
Day Three
(Animal, plant, fungi, protist, moneran, 5 kingdoms)
Virus, bacteria, cell membrane, nucleus, cytoplasm, cell wall,
chloroplast
(Review previous vocabulary.)

Supplementary Materials
Chart paper to model three-column notes
Science Journals
Manufacturer-prepared plant and animal cell slides
Microscopes for each group of four
Text reading on cells

SIOP Features
X
X
X
X

Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated

X
X
X
X

Integration of Processes
Reading
Writing
Speaking
Listening

X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

X
X
X
X

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent

X
X
X
X

Assessment
Individual
Group
Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to

Contains: Prior Knowledge/Building Background/Previous Learning
TW and SW create a concept web by brainstorming ideas for what other life kingdoms there could be besides protist and fungi
(previous learning). (Students may come up with animal, plant.)
TW activate prior knowledge and scaffold relevant learning by reviewing the previous days activities and vocabulary. We have
already learned of two kingdoms of living things; fungi (the yeast) and protist (the protozoa). Today we will learn about three more;
animal, plant, and moneran.
Content Objectives
Meaningful Activities
Review/Assessment
SW demonstrate understanding of the five TW model and create with students a
TW assess by giving a written test, short
kingdoms of living things.
KWL chart on cells.
answer and multiple choice. Three separate
SW demonstrate understanding of cell
TW model three-column notes illustrating
versions will be given in order to
parts.
with visuals the five kingdoms of life, then differentiate assessment. Beginning
SW compare/contrast animal and plant
the cell parts comparing and contrasting
English learners will have the opportunity
cells.
animal versus plant cell parts.
to have oral/visual assessment, and first
SW partner-read a given text on cells.
language support. Intermediate English
SW, in groups of the same four, examine
learners will have simplified language in
manufacturer-prepared slides showing
the questions, as well as shorter responses
animal and plant cells with microscopes.
being required. Advanced English
SW, with their original partners, illustrate
Learners will have more complexity in
and label a compare/contrast diagram of
questions with more sophistication
animal and plant cells (cell membrane,
required in short answers.
nucleus, cytoplasm in common, plants
have rigid cell wall, and chloroplasts, etc.) TW respond to written learning and
SW complete the KWL chart describing
pictures in dialogue journals as another
what was learned in science journals, to be measure of learning.
used as dialogue journals.

Individual: Integrated Unit Plan, Day Three, SIOP Lesson Plan

Language Objectives
SWBAT build on prior knowledge by
completing a KWL chart.
Beginning English learners will scaffold
previous vocabulary and reinforce new
vocabulary with visuals in three-column
notes. Intermediate and Advanced
learners will label the compare/contrast
diagram of plant versus animal cells. All
three levels will demonstrate vocabulary
and reading comprehension through
dialogue journals.

Before Reading and Writing: SW create

KWL charts, and create three-column
notes in science/dialogue journals.
During Reading: Original partners of one
Beginning English learner and one
intermediate or advanced English learner
will partner-read a text on cells. At given
intervals, partners will stop and discuss
understanding.

TW monitor reading by circulating the

room with SOLOM assessment.

After Reading: SW return to their groups TW assign Unit Test as described with
SW communicate in groups of four as they of four to examine, compare, and contrast differentiation above.
use microscopes to examine prepared plant prepared slides of animal and plant cells
with microscopes. SW return to partners
TW respond to dialogue journals, making
and animal cells with microscopes.
and create compare/contrast diagrams of
note of content concepts and language
plant versus animal cells. SW complete
learning.
KWL charts in journals.
Wrap-Up: Compare/Contrast animal and plant diagrams, amoeba paramecium posters, bottles with balloons, pond water samples,
vocabulary for word wall, videos, and related books will be set up as a display to celebrate the unit.
Question for next step: What happens when specialized cells come together and work together?
*This unit will most likely run for more than three days as time allows.
(Chamot & OMalley, 1996).
(Peregoy, et al, 2008).

References
Chamot, A. U., & OMalley, J. M. (1996). The cognitive academic language learning approach: A model for linguistically diverse
classrooms. The Elementary School Journal, 96(3), 259-273.
Peregoy, S. F., Boyle, O. F., & Cadiero-Kaplan, K. (2008). Reading, writing, and learning in ESL: A resource book for teaching k-12
English learners (5th ed.). Pearson Education, Inc.