Grade: 3rd Grade, Intermediate English proficiency, the class has both ELs

and native speakers

Subject: Science
Unit/Theme: Habitats around the world
Standards:
1. CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for
the answers.
2. CCSS.ELA-Literacy.RI.3.4: Determine the meaning of general academic
and domain-specific words and phrases in a text relevant to a grade 3
topic or subject area.
3. CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations
(e.g., maps, photographs) and the words in text to demonstrate
understanding of the text (e.g., where when, why, and how key events
occur).
4. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and
comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 2-3 text
complexity band independently and proficiently.
Content Objectives:
1. Each student will learn about seven different biomes and that will
include the types of animals, plants and other important facts about
that biome. (In the last class they learned what a biome is as well as
what an ecosystem is)
2. They will create a poster board with information about one of the
seven biomes, which will include 5 fun facts, what animals are in their
biome as well as plants and any vocabulary they learn.
3. The students will be able to locate each biome on a map.
Language Objectives:
1. The students will learn seven different biomes around the world and be
able to use the vocabulary (animals, plants, etc.) that goes with that
biome.
2. Students will listen to their classmates and take notes about other
biomes
3. Students will read an article about their biome where they will learn
new vocabulary and will be able to identify these vocabulary words
4. Students will share their poster board with the other students so they
can learn and understand all the different biomes.
Key Vocabulary:
1. Savannah
2. Temperate Forest
3. Grasslands
4. Tropical Rain Forest
5. Desert
6. Tundra
7. Coral Reef

Supplementary Materials:
1. A worksheet at the end of the class that will be homework
2. An article about each biome
3. Poster Board
4. Markers
5. Maps for biome location identification
6. Dictionaries/Laptops
SIOP Features:
1. Preparation
a. Links to Background
i. At the end of the class, I will ask the students if any of
them moved from a different biome or if any of them have
visited a different biome
b. Links to Past Learning
i. The class before this one they learned about biomes and
environments, so this lesson is going deeper into biomes
2. Integration of Processes
a. Reading
i. The articles
ii. The homework
b. Writing
i. The poster board
ii. When they take notes on other students biomes
iii. The warm-up activity
c. Speaking
i. Presenting their poster board
d. Listening
i. They have to listen to what the other students are
presenting and be able to comprehend it enough to write it
down
ii. The warm-up activity video
3. Scaffolding
a. Independent Practice
i. Writing notes from other students presentations
b. Comprehensible Input
i. They need to be able to read an article and take
information from it, based on the core standards.
ii. They also need to learn about biomes and the animals that
live there
1. I will make the input comprehensible by:
a. Allowing time for the students to ask questions
b. Having each student say the biomes allowed so
they know how to pronounce each one
c. I will find examples and images of each biome,
presented in a PowerPoint, so each student will

know what the biome looks like before

beginning their assignment
d. The articles to begin with are fairly simple,
language wise but they can have dictionaries
and/or laptops if they have them so that they
can look up words.
i. I will also be available for questions at all
times while they are doing this activity
4. Application
a. Hands-On
i. Have to make a poster board
b. Meaningful
i. They need this because of their common core standards
c. Linked to Objectives
d. Promotes Engagement
5. Grouping Options
a. Whole Class
b. Small Groups
6. Assessment
a. Individual
b. Group
c. Written
d. Oral
Lesson Sequence:
Warm-up! (Total of 7 minutes for warm-up) We will watch a video (3
minute video) on biomes and environments (they learned this in the
previous class) They will have a worksheet to answer a few questions
as the video progresses that will keep them engaged and show how
todays lesson is connected to what they learned last class
o We will go over the answers to the questions at the end and
discuss biomes for a little
Introduce the content and language objectives to the students. They
will begin the PowerPoint. (This is where the pictures of the biomes will
come up so they can see what each biome is and also where we will
learn to say the name of each biome as a class) (5 minutes)
Introduce each of the biomes and the assignment the students will
have to do. (15 minutes)
o The students will be split into groups that I already have
organized out based on how quite/talkative someone is, their
language group and separated from their friends in the class
Within each group, depending on how many students,
there will be a reader, a writer and a speaker and they can
double up if there are more than 3 students in each group.

o They will receive a short article on one of the seven biomes.

Each group will receive a poster board, markers and glue sticks.
To make the article comprehensible I will be available at all
times while they are working on it so they can ask
questions.
There will also be dictionaries or computers available so
they can look up any of the words that are not already
being described in the articles
o Based on the article, each group will have to provide a minimum
of 5 fun facts about their biome, what animals live in their biome,
what plants are in their biome, any vocabulary they learned from
the article and where their biome is located on a world map. (3045 minutes to create poster, this time can vary depending on
how long class periods are)
o Walk around and ask them questions about their biomes as they
work on their posters, so I can know they are understanding what
they are reading and writing.
What animals are in their biome
What plants are in their biome
Anything new you have learned?
Any fun facts that you really like?
Once they finish their poster board, each group will get the opportunity
to share it with the class. The students who did not participate in that
group will have to take notes on all of the other biomes, so they will
have all the information on all of the seven biomes. (15 minutes to
present)
o There will be an organizer provided so they can take notes
o Ask them questions about their biomes as they present their
poster
o Have questions ready for them after in case none of their
classmates have any questions for them
o Ask students who may not be speaking questions too when they
sit down/later before they leave to see if they have retained the
information they need
Once everyone presents, I will ask the students if they are from any of
the different biomes or if they have been anywhere in the world with
one of the biomes to wrap up the lesson and tie it to their background.
(5 minutes for each kid to say where they are from or where
they have been)
After we go through anyone who is from a different biome or has
visited one, I will hand out the homework and explain what they have
to do. (This will be for however long they have until the end of
the class period, if there is time, they can begin the homework
and be able to ask questions)

o The homework is a reading on habitat destruction and how

humans are causing this. I will talk about how our actions affect
our biomes and then give them the homework.
Review and Assessment: (End of the class period, before they leave)
1. Have each student state one fact that they learned either about their
own biome or a biome from one of the groups that presented. Have
them name all the biomes as a class together.
2. Review the objectives and have the students decide whether or not
they think we met the objectives for that class.
a. If not, what do we need to cover and why
3. Formative assessments
a. Take notes on what each kid is doing for the project and if they
are all contributing equally
b. This can also go along with the questions I will ask while they are
doing their projects to see if they are understanding what they
are learning and if they are retaining that information.
Adaptation:
1. Put lower level speakers with native speakers and higher-level
speakers so they are able to help each other.
a. Just make is a mix of students at each proficiency level
2. When I walk around, making sure all students are participating and not
just the higher speakers
a. If I see them having a hard time sharing the roles, assign roles
within each group
i. The lower level students may read the poster to the class
or write on the board
ii. Higher tell them what to write in order to help out, etc.
Anticipated Misconceptions:
1. They may not understand all the words in the articles, so have
dictionaries accessible in case they need them