Individual: Integrated Unit Plan, Day Two, 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, Moneran 3-5 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 Two
Amoeba, paramecium, protozoan, protist (plural and adjective
forms not introduced at this time)
(Review: Microscope, microscopic, yeast, fungi, cell)

Supplementary Materials
Day Two
Baby food jar and lid for each student
Local lake or pond
One student microscope for each group of four
Slides and cover slips
Eyedroppers

SIOP Features
X
X
X
X

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

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
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent
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 Activate prior knowledge and scaffold learning by reviewing microscope parts, vocabulary of microscope, microscopic, yeast,
fungi, cell. TW review slide and coverslip preparation. TW provide background experience with a short field trip to a local lake or
pond. SW collect water samples from near the sediment in their baby food jars. TW say, We are looking for single celled creatures.
They are too small to see without a microscope, so we will take our samples to the classroom where we will prepare slides to look for
them under the microscope.
Content Objectives
Meaningful Activities
Review/Assessment
SWBAT demonstrate through observation
SW collect samples of lake or pond water. TW circulate between groups of four to
that amoeba and paramecia are tiny living
TW show a small collection of Youtube
assess and make note of discoveries and
things whose bodies are single cells.
videos of amoeba and paramecia. TW say, the following of the scientific process
SW demonstrate understanding, orally and This living thing has a body made of one (previously learned).
in writing, that amoeba and paramecia are single cell.
protozoa and in the kingdom of protist.
SW prepare slides, in same groups of four,
SW compare/contrast amoeba and
with eyedroppers with pond water and
protozoa.
coverslips, and look for amoeba and
paramecia. With some luck, they will find
both and compare/contrast.
SW break their groups of four back to
TW grade posters and partner presentations
their partner and create posters/diagrams, for accuracy of diagrams.
labeled with vocabulary of cell, amoeba,
paramecium, protozoan, protist.
SW will practice with partner their oral
presentation of compare/contrast amoeba
and paramecium for the class.

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

Language Objectives
SW communicate ideas in their original
groups of four containing two beginning
English proficient learners, and one or
more intermediate English proficient
learners and advanced English learners as
they prepare slides and examine pond
water using microscopes. SW listen and
speak to facilitate communicative
learning.
Partners will listen and speak to each
other as they prepare posters/diagrams to
present to whole class. Beginning English
learners will practice speaking the key
vocabulary, if willing. They will
participate artistically with posters/visual
diagrams with their groups. Intermediate
and Advanced English learners will label
diagrams. Advanced English learners will
take the lead in preparing the oral
presentation and speaking notes.

Before Writing:
TW show a collection of Youtube videos
showing amoeba and paramecia. TW say,
This living thing has a body made of one
single cell.
SW listen and speak as they work in
groups to find amoeba and paramecium in
pond water using microscopes, according
to what they have seen in the videos.
During Writing: Original partners will
create posters/diagrams. Activities will be
differentiated. Beginning English learners
will practice speaking the key vocabulary,
if willing. They will artistically participate
in creating the posters/diagrams.
Intermediate and Advanced English
learners will label diagrams with the
vocabulary of cell, amoeba, paramecium,
protozoan, protist.
Partners will vary according to the makeup of the class. Beginning English learners
will be paired with either an Intermediate
or Advanced English learner.
Advanced English learners will take the
lead in preparing the oral presentation with
speaking notes.
After Writing: SW reinforce learning by
presenting their findings to the class in the
form of a diagram/poster.

TW circulate between groups. Using the

SOLOM, TW assess the communicative
efforts of each member.
TW circulate between partners. Using the
SOLOM, TW assess the communicative
efforts of each member.

Using the SOLOM, TW assess the oral

presentation of partners.
TW grade the diagrams for accuracy of
content.

Wrap-Up: TW say, Lets save our collected pond water samples so that we can examine it further in the future. We can look for
changes that may take place after it sits (stagnant) for a long time.
Tomorrow, we will work some more with cells, and examine kingdoms of life other than protists!
(Chamot & OMalley, 1996).
(Preegoy, et al, 2008).