1. SIOP Lesson Planning for Science
Presented by,
Marilyn Ballard and Trish Hefner

2. Key components of a SIOP lesson plan
Today we will focus on:
Building Background- Link concepts to past learning, Key Vocabulary
Comprehensible Input- Teacher/Instructional Strategies
Strategies- Scaffolding, higher order questions, graphic organizers

3. Sample 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 partner
read the procedures for the experiment
write and classify our data
discuss our conclusions with another partner pair

4. Guidelines to ACHIEVE Comprehensible Input
TEACHER SPEECH and BEHAVIOR
Use expression and body language
Speak slowly and clearly
Pause more between phrases
Use shorter sentences with simpler syntax
Stress high frequency vocabulary
Repeat and review vocabulary
Clarify words throughout the lesson
Open discussion to different perspectives on the topic
Maintain a warm, supportive, friendly environment!

5. Guidelines to ACHIEVE Comprehensible Input
Instructional Strategies
Use visuals!
Use graphic organizers
Explain processes and tasks clearly and MODEL
Communicate the subject in oral, written, physical and/or pictorial form
Provide hands-on opportunities
Promote critical thinking
Incorporate cooperative learning opportunities
Adjust your instruction to meet every child’s needs!

6. Practice 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 word
Define the Word
Practice and Apply the word
Additional examples with oral and written practice will also benefit all learners, especially English Learners, allowing them to internalize the words.

7. KEY 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.

8. ZIPLINE VOCABULARY REVIEW GAME
Use this engaging activity as a quick review of your key vocabulary terms for the lesson
Materials 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?

9. HELPFUL HINTS for differentiating the ZIPLINE
Stickers on the key vocabulary term but not the definition
Use 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.

10. Scientific Inquiry in SIOP utilizes these strategies…
Learner engages in scientifically oriented questions
Learner collects and records evidence in responding to questions
Learner formulates explanations from evidence
Learner connects explanation to scientific knowledge
Learner communicates and justifies explanations.

11. Bloom’s Taxonomy Higher Order Thinking Skills
Level
Functions
Remember
Recognizing, recalling
Understand
Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Apply
Executing, implementing
Analyze
Differentiating, organizing, attributing
Evaluate
Checking, critiquing
Create
Generating, planning, producing

12. Examples 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?

13. NOW 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.

14. Scaffolding 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 students
Instructional Scaffolding- graphic organizers as pre-reading or pre-writing tools to support class discussion
Verbal Scaffolding- paraphrasing, using “think alouds”, reinforcing contextual definitions, recast – correcting pronunciation

15. Helpful 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