Modified

Lesson #1


Teacher: Alexis Kiriakos Grade Level: Second

Subject: Science Unit or Chapter: Matter

Acquisition stages of the ELLs in my class: One EL at Starting (Level 1), 2 ELs at
Developing (Level 3)

1. What are the ELL or content area standards?

Matter
Science 2.3 The student will investigate and understand basic properties of solids, liquids,
and gases. Key concepts include
a) identification of distinguishing characteristics of solids, liquids, and gases;

English 2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
d) Identify and use synonyms and antonyms.
e) Use vocabulary from other content areas.

This lesson is the introduction of the matter unit. Students will learn about matter and the
properties of matter. Students will explore the characteristics of solid, liquids, and gases through
real life examples, creating their own definitions, reading text, hands-on activities, working with
peers. For this lesson, I will start off by activating prior knowledge by showing slides of
pictures of matter around them. These examples will include items from the ELs culture/country
they are from. I will read the story Whats the Matter in Mr. Whiskers Room By Michael
Elsohn Ross. This will allow students to gain more background knowledge and to spark the
conversation of what we can find in Ms. Kiriakos room that is a solid, liquid, or gas. From
there I will teach the definitions by showing them real life examples of solids, liquids, and
gases. We will then go into the properties of each where the students will represent solids,
liquids, and gases in the classroom. We will write solid, liquid, and gases in the ELs native
language. Students will then get in groups to create their own definition. There will be a
reporter for the definition and students will draw their definition of solid, liquids, and gases (EL
students will draw/label picture). We will then end the lesson with the round table strategy by
giving students to name examples/what they know about the properties of matter. This lesson
will allow students to see that matter is all around us, in all cultures, allowing it to be a
multicultural lesson.

2. What key concepts will students learn, and what strategies will be used to teach them?

Key Concepts:
Students will be able to understand the difference between liquids, solids, or gases.
Students will be able to explain/represent the properties of a solid.
Students will be able to explain/represent the properties of liquids.
Students will be able to explain/represent the properties of a gas.

Strategies
- will make instruction concrete by using real life examples, pictures, and
demonstrations. This will allow EL students to see examples of matter from their
culture and learn in a hands-on way. Providing them will real life examples of solid
(objects around the room, vegetables, clothes, ice), liquids (water, soda, juice, rain),
and gases (air, steam, exhaust from car, smoke).

Collaboration- I will arrange for students to work in groups to discuss and report
their own definitions solid, liquids, and gases. This will allow EL students to draw
the definitions and label pictures as well. Giving them the role of the illustrator will
allow these students to represent their definition on their level.

Round table- At the end of the lesson, I will have questions about the properties
and definitions. In each group, one student will write a response and pass it to the
next students. The group will pass the paper around until they have written all the
responses they could think of. I chose this strategy because spelling does not count
or complete sentences, so this will be suitable for EL students. For the Starting EL
student, he or she will be allowed to draw their responses.
3. What background knowledge will students need? How will it be activated?

I will start the lesson by showing pictures of matter from objects that are found in our
classroom and country, and also include pictures of solids, liquids, and gases from the EL
students country/culture. This will allow all students to make connections to objects that
are around them and they are familiar with. I will them read the book Whats the Matter in
Mr. Whiskers Room by Michael Elsohn Ross to make student gain more background
knowledge of solids, liquids, and gases.
4. List key terms, words, idioms, and phrases (TWIPs) to be pretaught. Include simple,
student-friendly definitions. Identify words that are likely to be used outside class as well
as academic words that are content-specific.

1. Matter- anything that takes up space
2. Mass- how we measure matter
3. Volume- how much space a solid object takes up
4. Solid- has tightly packed molecules that has definite volume
5. Liquid- has loosely packed molecules that has definite volume
6. Gas- very loosely packed molecules that has no definite volume

5. Design one or more of the following activities for TWIP instruction:

Matching vocabulary with defintions
Drawing and labeling
Labeling maps
Filling out simple charts
Sequencing activities
Group activities and games:
- To understand the properties of solid, liquids, and gas, we will do an activity where
the students become solid, liquid, and gas.
- First the class will be a solid- I will have cones that make the shape of a square. I
will have students stand close together in rows and wiggle (I will demonstrate).
Explain this is the property of a solid. Write this word on an index card in English
and the EL students native language and place it next to the examples of solids
shown before.
- Next the class with is the property of liquids. Make the cones larger and have
students move around. Explain this is the property of liquids. Write Liquids on the
index cards and place it next to the liquids.
- Finally, have students carefully walk around the classroom to show the property of
gas.
Student-generated word walls
6. Check which of the following strategies you will use in class:

1. Buddies
2. Cooperative groups- Students will be working in groups to complete their own
definitions and round table activity. This strategy will benefit EL students because
they will be able to complete the definition by using a picture, labeling the picture,
and write on their level to represent the information. Students that are working
with EL students will be asked to collaborate using pictures if needed.
3. Graphs, charts, photos, drawings
4. Graphic organizers
5. Hands-on activities- The activity (described above) where students will be
acting to be the molecules of solids, liquids, and gases will help students grasp the
difference between each property. As the students are acting them out, I will be
writing each in the EL students native language to make them make the
 connection. I will put the English and non-English word by each other to make all
learners learn the words in English and the EL students language.
6. Taping explanations and photocopying notes
7. Highlighting, sticky notes, Wikki Stix
8. Using body language, skits, storytelling, music, videos
Vocabulary box whenever possible

7. How will you modify text for learners of English?

As I am reading the book, I will have solids, liquids, and gases written in the EL students
native language(s). I will up the card when the book is talking about a particular object. I
will stop and repeat the word in English after I hold up the card to allow students to
associate between the object and vocabulary term.