Spring SIOP Lesson

Grade Level K 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 we have been studying seasons and weather changes. Ask them what are some of the weather changes they have observed recently. 2.Teacher says today we will be learning about spring. 3.Teacher introduces key vocabulary. The first word is hibernation. Raise your hand if you have heard this word before. Now turn to your think-pair- share buddy and discuss what you think hibernation is. Then teacher goes over definition. If students were correct they will signal this with a thumbs up. Teacher continues this process throughout remaining vocabulary. 4. Go on an observation walk outside. Students will be given an observation form to make notes, and teacher will point out vocabulary when it presents itself. When students return to the classroom the students partner with their pair share buddy and are given a few minutes to discuss what they observed.

Name

Date

Today we are going to be scientists! We are going to 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. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Presentation: (language and content objectives,- comprehensible input, strategies, interaction, and feedback) 1. Teacher reads the book Spring Song By Barbara Sueling, reviewing vocabulary as it appears in context, and using images for visual connection. 2. In partners students will now 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 given 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.

My favorite thing about spring

Review and Assessment: (review objectives and vocabulary, and assess learning

Review Review by completing the find your partner activity. 1. Students will each get one statement or one answer on a slip. 2. Students will walk around and read their sheet to their peers and tell them what their paper says. Then they will ask 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. 5. The class will show thumbs up if they believe the partners are a correct match, and thumbs down if they believe they are not a good match. 6. Ask students to identify 5 vocabulary words that they heard in the activity. 7. Ask the students for 3 things that the find your partner 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 animal babies weather The Sun I come out of hibernation. I begin to grow out of the soil. It begins to melt and runs into the rivers. 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. These are born. Warm and rainy. I shine bright in the sky.

bloom farmer butterfly

Petals open to show their colors. I plant my vegetable garden. I come out of my cocoon.

rainbow rain boots and rain jacket

Assessment

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 should should compare their diagram with their partner and discuss any differences. The diagram will have many objects relating to spring (ex: flower, bunny, raindrop, etc.) and some that do not ( a snowman, or pumpkin) the students should draw a line connecting the items related to spring to a circle in the center.

Extension: For an extension assignment students will 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 for one of the four season. Example they label one quadrant Spring and give the tree budding flowers.