Presentation on theme: "SIOP Lesson Planning for Science"— Presentation transcript:
1SIOP Lesson Planning for Science Presented by,Marilyn Ballard and Trish Hefner
2Key components of a SIOP lesson plan Today we will focus on:Building Background- Link concepts to past learning, Key VocabularyComprehensible Input- Teacher/Instructional StrategiesStrategies- Scaffolding, higher order questions, graphic organizers
3Sample SIOP Content and Language Objectives for a Science Lesson CO- Students will observe that light travels in a straight line and is reflected and/or absorbed.LO- We will:Tell predictions of which objects transmit or reflect light to our partnerread the procedures for the experimentwrite and classify our datadiscuss our conclusions with another partner pair
4Guidelines to ACHIEVE Comprehensible Input TEACHER SPEECH and BEHAVIORUse expression and body languageSpeak slowly and clearlyPause more between phrasesUse shorter sentences with simpler syntaxStress high frequency vocabularyRepeat and review vocabularyClarify words throughout the lessonOpen discussion to different perspectives on the topicMaintain a warm, supportive, friendly environment!
5Guidelines to ACHIEVE Comprehensible Input Instructional StrategiesUse visuals!Use graphic organizersExplain processes and tasks clearly and MODELCommunicate the subject in oral, written, physical and/or pictorial formProvide hands-on opportunitiesPromote critical thinkingIncorporate cooperative learning opportunitiesAdjust your instruction to meet every child’s needs!
6Practice and Apply the word Focus on Vocabulary!Identifying key vocabulary is vital to helping English learners master both the content and the academic language to demonstrate their knowledge.REMEMBER 3 EASY STEPS:State the wordDefine the WordPractice and Apply the wordAdditional examples with oral and written practice will also benefit all learners, especially English Learners, allowing them to internalize the words.
7KEY VOCABULARY includes… Content words- these are the key vocabulary words, terms, and concepts associated with a particular topic being taught in science.Process/function words- these include functional language; language used in the classroom for processes and tasks such as the scientific process words.Structural Words – these are words that enable students to learn new vocabulary, primarily based on English morphology. For example – if a science teacher is teaching photosynthesis, he/she can help students learn the meaning of that word by introducing the root – photo meaning light, then comparing the words photosynthesis, photocopy, photograph to see that these words are related in both spelling and meaning.
8ZIPLINE VOCABULARY REVIEW GAME Use this engaging activity as a quick review of your key vocabulary terms for the lessonMaterials needed- large index cards, printed words and printed definitions, start of the line and end of the line statements.Choose your key vocabulary terms and their definitions.The first student will hold the initial card that states “This starts the line.” and the first word.The next student will line up holding the card with the definition of the first word and the next vocabulary word. This process will continue until the last person has the last definition and the statement “This ends the line.”Expectations- Students are to move about the “Zipline” without speaking while matching their vocabulary words and definitions. Students will discuss their accuracy and justify their positions in the “Zipline”What did you notice about each word and it’s definition in the Zipline?How could all students benefit from this review task?
9HELPFUL HINTS for differentiating the ZIPLINE Stickers on the key vocabulary term but not the definitionUse the same font for both the word and its definition if necessary for all students to be successful.Provide a 30 second talk time for students to discuss the words on their cards before the silent zipline occurs.
10Scientific Inquiry in SIOP utilizes these strategies… Learner engages in scientifically oriented questionsLearner collects and records evidence in responding to questionsLearner formulates explanations from evidenceLearner connects explanation to scientific knowledgeLearner communicates and justifies explanations.
12Examples of higher order questioning: Imagine that you have just finished reading a novel with students, here are sample questions that you could ask on every level of the taxonomy. Remember: What are the six kingdoms of living things? Understand: How are living things classified into kingdoms? Apply: If a new life form were discovered, what process would you use to assign it to a kingdom? Analyze: How are fungi and plants similar to and different from each other? Evaluate: Should the classification of living things be based on their genetic similarities or their morphology/physiology? What are the reasons for your choice? Create: Think about some objects commonly found in your kitchen. How would you set up a classification system for those objects? What would be the rules of your classification system?
13NOW YOU TRY!Use the Verb List for Bloom’s Taxonomy and the chart paper to write 3 higher order questions for your current science unit. Write an analysis, evaluation, and create question please. Display your poster when you are finished and be ready to share.
14Scaffolding in Science Meet the kids where they are and take them to where they need to be….Procedural Scaffolding- one on one teaching, coaching, modeling, small group instruction, heterogeneously grouping studentsInstructional Scaffolding- graphic organizers as pre-reading or pre-writing tools to support class discussionVerbal Scaffolding- paraphrasing, using “think alouds”, reinforcing contextual definitions, recast – correcting pronunciation
15Helpful Learning Strategies for Science Lessons: Task-Based Use Background Knowledge Make Inferences Make Predictions Use Images Use your Kinesthetic Sense Find/Apply Patterns Classify/Sequence information Take Notes Summarize Use Selective Attention Cooperate Talk to Yourself – Self-Talk