Grades 9–12
SIOP® Science Lesson
From The SIOP® Model for Teaching Science
to English Learners, by Deborah J. Short,
MaryEllen Vogt, & Jana Echevarria
07_SIOP_Ch08_pp143-[Link]
SIOP® Lesson Plan
1/12/10 12:29 PM Page 148
148
SIOP® LESSON PLAN, Grades 9–12 Unit: Cells, Day 1: Cheek
Cell and Onion Skin Cell Lab Developed by Hope Austin-Phillips (continued)
Microscopes
Supplies for lab including: toothpicks, methylene
blue dye, glass slides, coverslips, water dropper
bottle, 1–2 onions
HOTS: Preparing a wet mount slide; identifying Cell Lab report form for recording observations
cell structures. and diagrams (BLM #13)
Connections to Prior Knowledge/Building Background:
● Often students have very little prior knowledge about cells, so it is helpful to show a short video clip about
cells. If it is not possible to find a video clip, show students some images of different types of cells and rein-
force the idea that all living things are made of cells. After the video clip (or other images), SW complete a
3-minute Quickwrite about cells (see procedures for Quickwrite in Chapter 2). The prompt for the Quick-
write is: “Write for three minutes. Discuss what you know about cells and list any questions you have.”
● TW ask for student volunteers to share what they know about cells and the questions they may have.
TW tell students “Today we are going to look at some real cells!” TW review content and language ob-
jectives for the day.
Objectives: Meaningful Activities: Review/Assessment:
Content Objectives: ● TW introduce directions to create a wet
SW prepare a wet mount mount slide by referring to posted Pro-
slide of cheek cells and onion cedures with Graphics (see explanation
skin cells. in Chapter 2). SW read the procedures
for creating a wet mount slide of cheek
SW observe cells and draw cells aloud with a partner. TW use
diagrams of those seen in the magic name sticks (craft sticks with
microscope. student names) to call on students ran-
domly to share procedures one step at a
time. TW model each step and refer to
Language Objective: the posted procedures with graphics.
SW orally tell a partner the
SW create a wet mount slide of cheek
●
steps for creating a wet ● TW monitor students as
cells. (See Think-Aloud 1) SW observe
mount slide of cheek cells they create their wet mount
cells under high power with the micro-
and onion skin cells using slides.
scopes. SW draw a detailed diagram
sequence words:
and write observations of the cells on
From Short, Vogt,First ...
& Echevarria the Cell
(2011). The SIOP® Model forLab reportScience
Teaching form (BLM #13).Learners. Boston: Pearson Allyn & Bacon.
to English
Second . . .
● SW read the procedures for creating a
Third . . .
Grades 9– wet 1 2 mount
S I O slide
P ® SofCtheI Eonion
N Cskin cells
E Lesson
aloud with a partner. TW call on stu-
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.
dents to share each step for making the
wet mount slide 2 of the onion skin cells ● TW use magic name sticks
and will remind them to use sequence to call on students to share
words. TW model each step and refer to
SW observe cells and draw cells aloud with a partner. TW use
microscope. student names) to call on students ran-
diagrams of those seen in themagic name sticks (craft sticks with
domly to share procedures one step at a
microscope. student names) to call on students ran-
time. TW model each step and refer to
Language Objective: domly to share procedures one step at a
the posted procedures with graphics.
SW orally tell a partner the time. TW model each step and refer to
Language Objective: ● SW create a wet mount slide of cheek
steps for creating a wet the posted procedures with graphics. ● TW monitor students as
SW orally tell a partner the cells. (See Think-Aloud 1) SW observe
mount slide of cheek cells ● SW create a wet mount slide of cheek they create their wet mount
steps for creating a wet cells under high power with the micro- ● TW monitor students as
and onion skin cells using cells. (See Think-Aloud 1) SW observe slides.
mount slide of cheek cells scopes. SW draw a detailed diagram they create their wet mount
sequence words: cells under high power with the micro-
and onion skin cells using and write observations of the cells on slides.
First . words:
.. scopes. SW draw a detailed diagram
sequence the Cell Lab report form (BLM #13).
Second . . . and write observations of the cells on
First . . . ● SW read the procedures for creating a
Third . . . the Cell Lab report form (BLM #13).
Second . . . wet mount slide of the onion skin cells
● SW read the procedures for creating a
Third . . . aloud with a partner. TW call on stu-
wet mount slide of the onion skin cells
dents to share each step for making the
aloud with a partner. TW call on stu-
wet mount slide of the onion skin cells ●TW use magic name sticks
dents to share each step for making the
and will remind them to use sequence to call on students to share
wet mount slide of the onion skin cells ● TW use magic name sticks
words. TW model each step and refer to the steps with the class.
and will remind them to use sequence to call on students to share
the posted procedures with graphics.
words. TW model each step and refer to the steps with the class.
Ch08_pp143-[Link] 1/12/10 12:29 PM Page 149 ● SW
the createprocedures
posted a wet mount
withslide of the
graphics.
onion skin cells. SW observe the cells,
● SW create a wet mount slide of the
draw a diagram, and write three de-
onion skin cells. SW observe the cells,
tailed observations on the Cell Lab re-
draw a diagram, and write three de-
port form.
tailed observations on the Cell Lab re-
● SW do a think-pair-share to discuss TW give positive and
port form. ●
their observations. TW record observa- informative feedback to
● SW do a think-pair-share to discuss ● TW give positive and
tions on the board. TW introduce the students as they label their
their observations. TW record observa-
vocabulary words: plant cell, animal informative feedback 149
to
diagrams.
tions on the board. TW introduce the students as they(continued)
label their
cell, cytoplasm, cell membrane, cell
vocabulary words: plant cell, animal diagrams.
wall, and nucleus. TW think-aloud (continued)
®
c h a p t e r 8 / SIOP Science Units and Lessons for Grades 9–12 one part of the cell. SW
while labeling
® label the rest of the structures on their
c h a p t e r 8 / SIOP Science Units and Lessons for Grades 9–12
drawings.
Wrap-Up: SW participate in Simultaneous Round Table (see procedures in Chapter 3) to review their
observations and vocabulary for the day. TW call on student volunteers to share their comments. TW
highlight any vocabulary words that are brought up and will remind students of any vocabulary that was
not brought up. TW review the goals for the day.
(Template developed by Melissa Castillo & Nicole Teyechea. Used with permission.) © 2008 Pearson Education, Inc.
PLANNING POINT 1
Many commercial textbooks have CDs or websites with relevant video clips. Also, your
school may have a subscription to Brainpop or Discovery Education, both of which
have good video clips on cells.
PLANNING POINT 2
I prepare Procedures with Graphics posters for all the science labs. I list the steps and
draw pictures to remind students what to do. If students forget what to do next, they can
refer to the poster and not have to question me. I can also re-use these posters each
year, especially if I laminate them.
THINK ALOUD 1
Because some of my English learners have interrupted educational backgrounds, not all
may be familiar with the procedures for using a microscope or preparing a wet mount
slide. In these cases, I partner these ELs with more experienced peers.
From Short, Vogt, & Echevarria (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Pearson Allyn & Bacon.
SIOP® LESSONGrades PLAN: 9– 1 2Grades
S I O P ® 9–12
SCIEN Unit: Cells,
C E Lesson
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.
Day 2: Animal Cells Developed by3 Hope Austin-Phillips
Key: SW = Students will TW = Teacher will HOTS = Higher Order Thinking Skills
Quickwrite (also suitable for Review & Assessment)
SHELTERED INSTRUCTION
SIOP COMPONENT: Building Background
®
OBSERVATION PROTOCOL
Grade Levels: 3–12
Grouping Configurations: Individual
Approximate Time Involved: 5 minutes
Materials: Paper and pencil
Description
A Quickwrite is a simple way to help students remember and connect with prior knowl-
edge. There is no right or wrong answer in a Quickwrite, and it is a safe way for students
to share their connections to a certain topic.
Upon direction, students write what they know about a topic for a brief period of
time, usually 2–3 minutes. A wide range of topics suit a Quickwrite, including butterflies,
volcanoes, earthquakes, stars, natural forces, animals, insects, roller coasters, the solar
system, magnetism, electricity, and so forth.
The rules for Quickwrite are
● Spelling and grammar do not matter.
● Students must be writing during the entire time allotted.
Usually after the students have finished writing, they share out, perhaps with a partner
first or in a small group. A Quickwrite also gives the teacher insight into students’ mis-
conceptions. Uncovering misconceptions is an integral part of science education.
c h a p t e r 2 / Activities and Techniques for SIOP® Science Lessons
From Short, Vogt, & Echevarria (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Pearson Allyn & Bacon.
Grades 9– 1 2 S I O P ® S C I E N C E Lesson
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.
4
techniques such as using visuals, demonstrations, gestures, movement, role plays, and
simulations are very applicable to the science classroom.
Procedures with Graphics
SHELTERED INSTRUCTION
1/12/10 SIO P PM
107_SIOP_Ch02_pp021-[Link] 12:21
COMPONENT:
Page 39
Comprehensible Input
®
OBSERVATION PROTOCOL
Grade Levels: All
Grouping Configurations: Individual, partners, small group, whole class
Approximate Time Involved: 5 minutes
Materials: Markers and chart paper, dry erase board, or overhead projector
39
Description
c h a p t e r 2 / Activities and Techniques for SIOP® Science Lessons
Written procedures with graphics help make content more comprehensible to students.
In science, it is especially important for students to be able to follow procedures in
experiments.
When explaining an experiment or other activity, the teacher states the directions,
shows the students directions that are displayed on the board, shows students the images
that align with the directions, and, finally, models the directions. By including each of
these aspects to communicate the directions, the teacher gives students many opportuni-
ties to comprehend the directions before they carry out the activity. After delivering the
directions, the teacher can instruct the students to think-pair-share the directions and then
call on a few students to repeat or paraphrase for the class.
Physical Science Application
Lesson Concept: Chemical Reactions
Content Objective: Students will be able to follow written procedures for an
experiment.
Language Objective: Students will be able to use sequence words to rewrite the steps
in the experiment.
Key Vocabulary: scoop, swirl, first, second, third, next, then, after that, finally
In a middle school Physical Science classroom, the students are learning about
chemical reactions. The students are going to participate in a simple activity that lets
them observe a chemical reaction first-hand. Although the procedure seems simple,
it is important for the teacher to have very clear directions and expectations for the
students. This can be accomplished by using procedures with graphics. First, the
teacher asks the students to read the procedures silently as she reads them aloud to
the class. Next, she demonstrates the procedures as she reads them aloud again. At
this point, she checks on student knowledge of sequence words, such as first, next,
after that, and calls their attention to a Signal Words poster containing sequence
words. She then has the students write the directions on their paper using the
sequence words. Finally, the students tell a partner the steps to the directions using
sequence words.
From Short, Vogt, & Echevarria (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Pearson Allyn & Bacon.
After the teacher calls on a few students to share their sequenced steps with the class,
the teacher
Grades will be9–
able
1 2toSassess
I O P ®whether
S C I E Nthe CE students
Lesson understand the procedures. If the
students
Copyrightdo©understand, they willInc.
2011 Pearson Education, proceed with the
or its affiliates. experiment.
All rights reserved. If the students do not
seem to understand, the teacher 5might decide to do the experiment as a class demonstra-
tion, one step at a time.
three smaller circles. The teacher moves from circle to circle as students share information.
Simultaneous Round Table (Adapted from 99 Ideas, p. 178)
SHELTERED INSTRUCTION
SIOP COMPONENT: Review & Assessment
®
OBSERVATION PROTOCOL
Grade Levels: 4–12
Grouping Configurations: Small groups
Approximate Time Involved: 5–15 minutes
Materials: Paper and pencil
Description
Simultaneous Round Table is a process for students to quickly generate responses to a
prompt. Students pass papers around the table and record their responses. Not only do
they write their own response, but they also read and learn from the responses of others at
their table. This technique works especially well to review information at the end of a les-
son or a unit.
Procedures:
1. Each student gets out a pencil and a piece of paper.
2. The students write the names of all students at their table on the paper.
3. Students listen to the teacher for the writing prompt. A prompt should be designed so
that it offers many possible responses. (See sample prompts in Figure 3.11.)
4. Each student writes a response to the prompt.
5. When every student at the table is done with his/her response, the students pass their
papers clockwise to the next person.
7107_SIOP_Ch03_pp052-[Link] 6. Students
1/12/10 12:23 read
PM the answers
Page 76 on the paper and add a different answer to the list. They
can add a new idea or they can write an idea they read on another paper.
7. The students continue generating responses to the prompt and passing the paper
around the table until the teacher tells them to stop.
8. At the end of the activity, the students share their ideas aloud at the table and then the
teacher calls on students to share with the class.
76
FIGURE 3.11 Sample Prompts for Simultaneous Round Table
General Science Earth Science Physical Science Life Science
Make a list of tools you List the famous volca- List as many elements List the parts of a
can use to measure noes (middle school) as you can (middle microscope (middle
Introduction
things (middle school) List celestial objects school) school)
List famous scientists (middle school) List as many minerals List the parts of
and their contributions List factors that con- as you can (middle plant/animal cells (high
(high school) tribute to air pollution school) school)
Write observations you List types of energy List examples of forces List the bones/muscles/
made during the exper- and give examples in your daily life tendons in the body
iment (or field trip) (middle school) (middle school) (high school)
Give examples of List genetic disorders
potential energy being (high school)
converted to kinetic List factors of a specific
energy (high school) biome
From Short, Vogt, & Echevarria (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Pearson Allyn & Bacon.
Grades
Physics 9– 1 2 S I O P ® S C I E N C E Lesson
Application
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.
6 of Energy
Lesson Concept: Transformation
Content Objective: Students will be able to provide examples of energy transformations
13 c e l l lab repor t
In the space below, draw a diagram of what you see in the microscope when you look at the onion
skin cells.
In the space below, write three detailed scientific observations of what you see.
After the class discussion, go back to your drawings and label the cell wall, cell membrane, cyto-
plasm, and nucleus.
From Short, Vogt, & Echevarria (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Pearson Allyn & Bacon.
196 Grades 9– 1 2 S I O P ® S C I E N C E Lesson
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.
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