CLIL-SIOP Micro-Lesson Plan

 

Teacher: María Camila Estepa Veloza
Date of elaboration: 03-06-24	Date of application: (03-18/19?-24)
Institution: The English School	Academic year/grade: First grade
Number of students: 20	Ages of students: 7-8 years old
Description of students: A group of first grade students in a bilingual school. They know the basis of English; They continue to improve their speaking skills. They are able to establish a conversation in a L2 with basic vocabulary.
Subject: Science	Timing: 60 minutes.
Micro-lesson name: Name of the unit: This is our home. Plant Scavenger Hunt
Explicit Connections to Prior Knowledge and Experiences/Building Background:   We will start the class with an 8-minute trigger where students will be able to share what do they know about the topic. T will make a brainstorm in order to organize all the questions the student will have about the topic. This product will be located somewhere in the classroom so that the student will be able to view it at any time.   Assess prior knowledge of habitats, animals, and plants. Are students sorting accurately? Do students know what plants and animals need to survive?   Learning opportunities are presented in writing, verbally, and with images.
Content objective(s): SWBAT:   ·         Students will be able to identify the different parts of a plant, including the roots, stem, leaves, and flowers, in both English and their native language.	Language Objective(s): SWBAT:   ·         By the end of the lesson, students will be able to draw and label the parts of a plant.   ·         SWBAT describe the different parts of a plant making some comparisons with two different types of plants.
Key content-language: habitat (noun), environment (noun), ecosystem (noun) plants (noun), animals (noun), roots (noun, verb), stem (noun), leaves (noun), serrated edges (noun), Leaf (noun), tendril (noun),  seed (noun), tree bark (noun),  flowers (noun) ·         What are some important features of each habitat? (guide students to notice the shelter opportunities, plants and vegetation in the areas, opportunities for food and water). ·         Look at your sorted plants and animals. ·         Do you know of any roles that they play in the environment? ·         Do you know the parts of the plant? ·         Can you name some of them? ·         All words will be written on a poster to glue somewhere in the classroom.	Key general-academic-language: I found a…. There is … there are… Plants have… Next to… On top of…. Between  This ____ is bigger than____  This _____ is the biggest ______  I can see a….  They are the same…  We need this for…  ·         Students will be invited to review vocabulary as a group ·         Previously they were learning about comparatives and superlatives so that, ·         T expects first grade students to use this language. ·         Label and Describing plants.
Ways to integrate cultural opportunities:  ·         Working together in pairs and groups to share opinions.  ·         They will work in a space outside the classroom.  ·         The scavenger hunt will let students work in a real environment.  ·         They will be able to interact directly with plants.  ·         It will also create awareness of the care and importance of plants in our daily lives.  ·         The idea is that the student identifies the parts of a plant in both languages (in our Spanish and English context).
Key sequence of activities:  ·         Warm up approx. 10 minutes Begin with inquiry questions: Let’s think of the plants that we know. Ø  Where have you seen them? Ø  Why do you think different plants live in different places?   approx. 5 minutes ·         Teacher will ask students to agree with one of the following statements- There is nature in the middle of the city. OR There is a city in the middle of nature.  Ask some of the students to justify their opinion.  approx. 10 minutes ·         Reviewing vocabulary as a group.  ·         Students will work in small groups to complete a plant scavenger hunt.  ·         Before leaving the classroom, we will look at the checklist together and introduce (or review) vocabulary.  ·          Teacher will make an example using two different leaves (e.g. This leaf is bigger than the other one; This leaf is round; These leaves are from the same plant)  approx. 20 minutes ·         Each group will use an iPad to take pictures of evidence for each item on the list.  ·         Students will fill in the worksheet before they go back to the classroom.  approx. 5 minutes  ·         Teacher will check with the students the worksheet.	Materials:  Scavenger hunt worksheet.  Pencil and eraser.  iPad to take pictures.  Labels
	Strategies:  Cognitive strategies: ·         Students create a diagram or model of a plant, labeling each part and explaining its function. ·         Analyze the different types of plants they will find in the activity. ·         students compare the different plant parts, such as roots, stems, leaves, and flowers.  The use of the information around the classroom is a visual that helps the student to remember all these contents.   Metacognitive: ·         Encourage students to be aware of their learning process as they study the different parts of a plant. ·         Ask them to reflect on what they already know, what they need to learn, and how they plan to go about learning it. ·         Students will reflect on their own creation, video, and opinion about plants. After students have studied the topic, encourage them to reflect on what they have learned and how they have learned it.  Social/affective: the idea is to realize all the activity in groups so that Students can interact, share, and practice with others (listening and speaking).
	Review/Assessment:  ·         The teacher will be monitoring the whole activity, making some observations to the groups, or asking questions that guide the objective of the task ·         When a team finishes, they need to come back to the classroom so the teacher can check the pictures and the worksheet, if there is a mistake they have to work as a group to correct it.
Wrap-Up:  approx. 10 minutes ·         Students will share what items were easiest/most difficult to find.  Discuss why. ·         Were there any items that you couldn’t find? Why do you think that is? ·         Closure will allow students to make connections to their prior knowledge or make inferences about plants and plant parts. ·         The teacher will make a final reflection talking about how plants are amazing living things that provide us with oxygen and food. Remember them to take care of plants by giving them water, sunlight, and nutrients.
Include below additional considerations, materials, and resources useful for the planning and application of the lesson:  In this lesson we try: ·         Providing real-life examples of the plant’s parts. ·         Differentiating instruction to accommodate different learning styles and abilities. The is a Piar student in the classroom he Will work with his therapeutic companion. The worksheet will be modified for him. ·         Encouraging student-led discussions and group work to promote collaboration and deeper understanding.  Additional materials useful for the lesson may include: ·         Diagrams and charts illustrating the different parts of a plant.  In case a high-level student finishes first, they will have an “extension activity” to discuss with their group. A couple of questions that will help them think more about plants, that will help them get a brief idea about the next lesson in class.