SIOP Lesson Plan Template Standards: Grade Level 1 WIDA English level proficiency Levels (1-4 beginning through

advanced) Science Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 3 Compare and contrast seasonal weather changes. 1. Identify characteristics of the seasons of the year. Theme: First grade students will complete this lesson as a smaller part of a two week long reading unit on Seasons and Weather changes. Lesson: Spring Objectives: Language Students will be able to express to a partner ideas about spring by pair share. Students will be able to write a descriptive sentence about spring individually. Content Students will be able to identify key characteristics and attributes of spring by completing a diagram independently. Learning Strategies: Find your partner- cognitive and socioaffective think-pair-share - cognitive and socioaffective

Key Vocabulary:

Content Complimentary Content Obligatory Meadow Hibernation Butterfly Cocoon Umbrella Bloom Seed Pollinate kite Drizzle Rainbow

Materials:

Spring Song By Barbara Sueling

Find Your Partner Slips: All About Spring Observation Form Images of spring Sentence starter kite worksheet --------------------------------------------------------------------------------------------------------Motivation: (Background knowledge) 1. Remind students that we have been studying seasons and weather changes. Ask them, What are some of the weather changes you have observed recently? 2. The teacher says, Today we will be learning about spring. 3. Introduce the key vocabulary. The first word is hibernation. Raise your hand if you have heard this word before. When I say go you will turn to your neighbor and think-pair- share. Discuss what you think hibernation means. Go! 4. Go over the definition of hibernation. Continue this process throughout remaining vocabulary. 5. Go on an observation walk outside. Give each student an observation form to take notes on. On the walk, point out vocabulary when it presents itself. Upon returning to the classroom the students will partner with their pair share buddy and share what signs of spring they found.

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Today we are going to be scientists! Lets go on a walk outside and look for signs of spring. On this sheet list as many signs of spring as you can see, hear, or smell. Write a sentence to describe what you see, hear, or smell. 1. grass Green grass is growing out of the ground.

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Presentation: (Language and content objectives, - comprehensible input, strategies, interaction, and feedback) 1. Read Spring Song By Barbara Sueling to the class, review vocabulary as it appears in context, and use images for visual connection. 2. In partners students will visit the computer lab and visit the provided website http://www.learner.org/jnorth/tm/tulips/jr/Intro1.html, and in pairs interact with a slide show about Spring.

Practice: (Meaningful activity, interaction, practice and application) 1. Using a word bank and the prompt My favorite thing about spring is students will write a descriptive sentence about Spring and illustrate it.. 2. Students will then read their sentence aloud to the class and share their picture.

My favorite thing about spring

Review and Assessment: (Review objectives and vocabulary, and assess learning) Review Find Your Partner 1. Students will each get one statement or one answer on a slip. 2. Students will read their slip. Then they walk around the room, read their slip to their peers and ask them, Are you my partner? 3. Once students find their partner they will sit down next to them. 4. Partners will take turns standing up and each reading their slips to the class. 5. The class will show thumbs up if they believe the partners are a correct match, and thumbs down if they believe they are an incorrect match. 6. Ask students to identify 5 vocabulary words that they heard in the activity. 7. Ask the students for 3 things this activity reminded them about spring (concepts). This is to ensure students have reached language objective. Find Your Partner: All About Spring bear flower snow rain Spring March, April, and May bird tree spring clouds drizzle I come out of hibernation. I begin to grow out of the soil. It begins to melt and runs into the rivers. This helps water plants. The season between winter and summer. The months of spring. I start to build my nest. I grow leaves again. The rainy season. These bring rain storms. This is light rain.

animal babies weather The Sun bloom farmer butterfly rainbow rain boots and rain jacket Assessment

These are born in the spring. This is warm and rainy. I shine bright in the sky. petals open to show their colors I plant my vegetable garden. I come out of my cocoon. I come out after the rain. Spring clothing

In order for the teacher to understand if students have reached content objective they will be given a diagram to complete. After they complete the diagram independently they will be given time to discuss the diagram with their partner. To check their own learning they will compare their diagram to their partners diagram and discuss any differences. The diagram will have many objects relating to spring (ex: flower, bird nest, raindrop, etc.) and some that do not (a snowman, or pumpkin). Students should draw a line connecting the items related to spring to a circle in the center. Extension: For an extension assignment students will be given a sheet of paper that they will be instructed to divide into four quadrants. The students will draw a picture of a tree up the center of the paper. In each quadrant they should accurately depict the tree as it is in each of the four seasons. Example they label one quadrant Spring and give the tree budding flowers.