Teacher: Stacy Waldrop Grade: 2nd & 3rd School: Rucker Boulevard Elementary

Summer S.M.A.R.T.S
Date: June 11, 2014 Start Time: 10:00 am End Time (45 minutes later): 10:45 am
Number of Students: 21 Number of ELLs: 21 Names of NEPs: N/A
Other aspects worth mentioning: N/A

UABs SIOP Lesson Plan 12/18/07
Subject: Science
Unit Theme: Under the Sun - Plants
Lesson Topic: Plants Make Food (Photosynthesis)
STANDARDS
(broad goals on which objectives are based)
OBJECTIVES
(what students will learn during this 45-minute lesson)
SWBAT
Alabama COS [Give code number(s) and
standard(s).]

CCRS 3.7.1 Describe the life cycle of plants,
including seed, seed germination, growth, and
reproduction
- Identify photosynthesis as a method used
to produce food

CCRS 4.5.1 Describe the interdependence of
plants and animals
- Trace the flow of energy through living
things
Content Objective(s): Academic Achievement
How ELLs are expected to (partially) meet the AL COS:
TSWBAT:
1. Describe photosynthesis and how it helps plants
2. Identify what a plant needs for photosynthesis

TESOL Standards [Underline the targeted
standard(s)]
ELLs will use English to:
#1Communicate for social, intercultural &
instructional purposes within the school setting;
and/or
#2, #3, #4, or #5Communicate information,
ideas, and concepts necessary for academic success
in the content area of (underline): #2language
arts, #3math, #4science, or #5social studies.
Language Objective(s): Academic Language
To meet the content objective(s), ELLs will learn to use
English in one or more of the following ways: discourse
functions, grammar, vocabulary, pronunciation, and/or
skills (listening, speaking, reading, writing):
1. Orally describe how a plant makes food
2. Listen to a partner describe what plants need so they
can make food
3. Read a passage on photosynthesis
4. Label a photosynthesis diagram using vocabulary
words




SEQUENCE (Order of activities planned for this 45-minute lesson)

The actual amount of numbered points may vary. This depends on the amount of different activities that are
planned.
BEGINNING (10 minutes)
MOTIVATION or hook activity
*1.Quiz, Quiz, Trade- review vocabulary words from yesterdays lesson (plant parts) and plant needs to
assess prior knowledge and build background on plant survival the life cycle.
2. Teacher will present students with a card that has pictures of living things and the items they eat (baby-
milk/baby food, birds-worms/insects, cow-grass, etc.) students will use their prior knowledge of living things
to roam around the room to pair up matching cards with a peer (discovery channel modified).
-Questions to discuss: Have you ever seen a flower or tree eat any of the items in your pictures? What do
plants need to survive? Do you think plants need food to survive? Why or why not? Where do you think
plants get their energy from? Do you think animals and humans can live without plants?

MIDDLE (If this takes longer than expected, skip certain parts in order to review during the last 5 minutes.)
PRESENTATION of new knowledge and/or skills
3. Read language and content objectives. Students will tell their shoulder partner what they will be doing in
todays lesson.
4. Identify the needs of plants and their life cycle using a PowerPoint presentation.
5. Pass out vocabulary words and photosynthesis steps to various students; when key word or phrase
discussed, the students will place them on the white board.
*6. Parallel Lines-practice reading new words and their definitions out loud using a parallel line formation.

PRACTICE/APPLICATION of new knowledge and/or skills
7. Teacher will model to students how to act out photosynthesis using kinesthetic body movement
8. Students will read a passage Plants Make Food along with the teacher while filling in the missing parts
of the text with key vocabulary words (cloze read).
*9. Classifying-Teacher will guide the students as necessary while they identify the process of
photosynthesis by labeling each step using a word bank and by looking back in the passage for information.


END (final 5 minutes)
REVIEW/ASSESSMENT
*10. Hot Onion-students will rotate a ball of question strips to one another while taking turns answering
the questions in order to review the lessons content and key vocabulary words


11. If time allots: students will write three things they learned about photosynthesis as an exit slip

EXTENSION:
12. Consumer and Producer mini-lesson (show video, act out process of photosynthesis while also using a
rabbit or worm to show consumer)
Now list and/or explain how this lesson plan will meet each of the 8 SIOP components and their features:

I. PREPARATION: List and/or explain how you plan to do the following
Content Objectives & Language Objectives (students oral interaction): objectives written on board; read
objectives at the beginning of lesson; students will tell a shoulder partner what they will be doing in todays
lesson.
Appropriate Content Concepts: content selected from Alabama College and Career Readiness Standards
Supplementary Materials needed: discovery channel cards (plant parts and pictures), prewritten vocabulary
cards, photosynthesis diagram to label with vocabulary words, PowerPoint for lesson delivery, cloze
passage: Plants Make Food, student diagram with labels, hot onion
Ideas for Content Accommodations: visual support, word bank for writing activities, illustrated vocabulary
words, additional scaffolding as necessary
Meaningful Activities planned: whole/small group discourse, quiz-quiz-trade, classifying photosynthesis
process, parallel lines, photosynthesis kinesthetic movement, hot onion

II. INSTRUCTION: Give names of specific techniques for each feature & explain how you plan to do
them.
These 6 components are not in a fixed order. They occur in a cyclical manner, often simultaneously,
throughout a SIOP lesson.
BUILDING BACKGROUND
Links to Students Cultural Backgrounds: Types of food people and animals eat to probe student thinking
about what plants eat
Links to Students Prior Knowledge: Question and answer of students prior knowledge of plant parts and
plant needs; Quiz, Quiz, Trade Activity
Key Vocabulary emphasized (visible, oral, interaction): word wall, parallel lines, cloze read, classify and
label diagram, acting out photosynthesis process (photosynthesis, chlorophyll, carbon dioxide, stomata,
glucose)

COMPREHENSIBLE INPUT
Appropriate Speech: slowed pace, age-appropriate vocabulary, repetition
Academic Tasks Explained Clearly: spoken directions, modeling of activities, ask student to repeat
directions to monitor understanding
Techniques to Clarify Content Concepts: illustrations, tangible materials to display photosynthesis process,
kinesthetic movement, repetition, cloze read

STRATEGIES
Scaffolding Techniques: visual aids, photosynthesis diagram display, partner and small group work, cloze
passage & word bank, label diagram, putting-it-all-together
Question Types to promote higher-order thinking: What do plants need to survive? Do you think plants need
food to survive? Why or why not? Where do you think plants get their energy from? Do you think animals
and humans can live without plants?


INTERACTION****
Meaningful Interactive Peer-to-peer Oral Techniques (name at least 4 different IPOTs): Quiz, Quiz,
Trade, Discovery Channel (modified), Parallel Lines, Classify & Sequence & Hot onion
* Multiple grouping configurationspairs & new pairs (name the IPOTs), triads, groups, full class:
whole class, small groups, partners, triads, parallel lines group, hot onion groups, quiz-quiz-trade partners,
cloze read
Sufficient wait time: opportunities to think first, sharing with partner, brainstorming as a class
Clarification of key concepts in L1 (if needed): repetition by teacher, allow student use of L1 (Spanish), co-
teacher can relay information in L1 (Spanish) as necessary

PRACTICE and APPLICATION****
Hands-on materials to practice new concepts: vocabulary words and photosynthesis steps, label diagram, hot
onion
Activities to apply content and language knowledge: quiz-quiz-trade, parallel lines, classify and sequence
activity, cloze read, hot onion
Activities that integrate all 4 language skills (list below after the following feature) ****
Ample opportunities to practice each of 4 literacy domains (list several activities after each skill):
Listening: large group discussion, small group discussion, partner talk, quiz-quiz-trade, parallel lines,
classify and sequence activity, cloze read, hot onion
Speaking: large group discussion, small group discussion, partner talk, quiz-quiz-trade, parallel lines,
classify and sequence activity, cloze read, hot onion
Reading: content & language objectives, vocabulary words, steps of photosynthesis, quiz-quiz-trade,
parallel lines, classify and sequence activity, cloze read passage, hot onion
Writing: cloze read, classify and label activity, exit slip

LESSON DELIVERY
Support of content objectives: large/small group discussions, PowerPoint presentation, parallel lines, quiz-
quiz-trade, classifying and sequencing activity, cloze read, kinesthetic movement of photosynthesis
Support of language objectives: large/small group discussions, partner talk, quiz-quiz trade, parallel lines,
cloze read, classify and sequence photosynthesis process, putting-it-all-togther
All students engaged 90% of time: multiple centers and groupings, kinesthetic movements, several IPOTs,
use of SMARTBoard
Appropriate pacing: multiple activities, minimal transition time, groups allowed to move around the room to
complete activities

III. REVIEW/ASSESSMENT: Give names of specific techniques for each feature & explain how you
plan to do them
Review of key vocabulary and language: hot onion- students will rotate a ball of question strips to one
another while taking turns answering the questions in order to review the lessons content (photosynthesis and
plant needs) as well as key vocabulary words
Exit Slip=students will write down three things they learned about photosynthesis
Review of key content concepts: Hot onion, Quiz-Quiz-Trade (review of previous lessons content)
Ongoing feedback to students regarding language production and the application of new content concepts:
questioning and clarification during whole class activities, teacher (and co-teachers) constantly moving
around the room and assuring comprehension and task completion
Formal & informal assessment of student progress (formative & summative) in meeting lesson objectives:
teacher traveling during small group work, observation, student responses in whole class work, review of
content from previous lesson using quiz-quiz-trade, correctly describing vocabulary terms in parallel lines,
cloze read passage clearly depicting usage of vocabulary words, demonstration of understanding in hot onion
activity