SIOP LESSON PLAN

Date: 12/20/2015
Grade/Class/Subject: 6th Grade Science
Unit/Theme: Water Cycle
Standards:
_______________________________________________________________________
Content Objective: Students will create and label a diagram of the Earth's water cycle.
Language Objective: Students will label and define Condensation, Evaporation, and
Precipitation on their diagram.
Background:
To build background about the water cycle the teacher will have the students work in
pairs and list activities they do in their daily life, at home and school, that requires the use
of water. Organizing students in pairs allows for every student to participate and use
language.
One student in the pair will write down the activities they come up with on their
mini white board.
The teacher can circulate the room to assess if students are activating their
knowledge about water use.
Once students have a list of examples, the teacher allows students to share and discuss the
many different ways we depend on water.

Teacher presents objectives to the whole class:

Content Objectives: Students will create and label a diagram of the Earth's water cycle.
Language Objectives: Students will label Condensation, Evaporation, and
Precipitation on their diagram.
The teacher will have prepared four Corners Vocabulary Charts for the language
objective words.
The teacher will point to and explain Condensation, Evaporation, and
Precipitation from the chart. This will be displayed in the classroom so that
students can refer to them often.
Key Vocabulary: Condensation, Evaporation, Precipitation, Conserve, Saturated
Motivation: Students will individually draw or describe, on their white boards, any way
they used water the day before. This activity allows them to see the importance of water
in their daily life.
ELL students can choose to illustrate instead of describing.
Assessment is done by having students show the teacher their white board.

Materials:
1.
2.
3.
4.

Video on the water cycle

Smart Board/Pens
Mini-white boards and dry eraser markers
6- Poster boards and markers

Presentation:
Begin by showing a short video about the water cycle.
Next, the teacher will put the diagram below on the overhead and
explain the cycle and incorporate the content and language objectives.

The Water Cycle

Condensation

Evaporation
Precipitation

The sun's heat causes water to evaporate from streams, lakes, rivers, and
oceans. The water vapor rises. When it reaches cooler air, it condenses to
form clouds. When the clouds are full of water, or saturated, they release
some of the water as rain or precipitation.

As the teacher explains the diagram to the students, he/she should emphasize the
language objectives.
Together with the students, the teacher reviews the meaning of Evaporation,
Condensation and Precipitation.
To assess student understanding, a quick thumbs up/down to review the content
objective and meaning of language objectives.

Practice:
Teacher scaffolds by first modeling the activity. Then, provides
guided practice with students in groups. Finally, students complete
activity together with teacher providing feedback.

Begin with whole-class lesson on the water cycle with the teacher modeling how to
make a drawing and label it correctly.
Next, move the class into small groups of 3-4 students.
Teacher picks groups with varying levels of language proficiency. This allows ELL
students to take a role that isn't as language demanding, but promotes content
and language development.
In groups, students practice with guided instruction from the teacher.
Next, groups work together to create their own water cycle diagram.
As the teacher circles he/she can easily spot any holes in understanding the
content and provide clarification.

Creating a diagram and labeling the language objectives provides a hands-on

meaningful activity. It allows students to work together and discuss the elements of the
water cycle. ELL students will gain better English language proficiency by listening and
talking in the small group.
Formal assessment: Is the completed diagram with correct labeling.
Informal assessment: Sharing specifics about their model.
Review:
1. Class discussion regarding objectives.
2. Outcome sentences: Teacher writes on the board
I discovered.
I still have a question about.
Something I will remember is..
Students turn to face partners and answer the questions.
Higher-Order Thinking Questions:
Evaluate your family's part in the water cycle. Students participate in share aloud.
Where does your water comes from and where does it goes? Students share aloud
Share with your elbow partner 3 ways your household can conserve- use less - water?