5-E Model ESL Lesson

Title How are plants and animals classified?

Purpose/Rationale To develop a conceptual understanding of why plants and animals need to

be classified, and how these classifications came about and are organized.

Community Resources and By using animals that the students recognize from their surroundings, they
meeting needs of particular can think like local naturalists to create animal classifications to explain
population of students. how the animals are related. This will give them a better understanding of
the relationships of the animals in their local environment.

WIDA Language Levels and Attached.

Objectives (include chart)

Virginia SOLs LS 4d Explain the characteristics that define a species.

LS 1h data are organized, communicated through graphical representation,
interpreted, and used to make predictions

Materials Activity sheet printout for noodle dichotomy

Various noodle shapes
Animal cutouts
Scissors
Glue/tape
Blank paper/card stock
Markers

Safety and Class Management Ensuring that students use proper techniques when cutting and
Issues pasting to avoid injuries from scissors, paper cuts, etc.
Ensuring that students neatly glue so that they dont make the
desks messy or sticky.
Proper recycling and cleanup of scrap paper from cutouts

SIOP Features (check all that Preparation: Scaffolding: Group Options:

apply) _X_Adaptation of content _X_Modeling
_X_Whole class
_X_Links to background ___Guided practice
___Small group
___Links to past learning _X_Independent practice
_X_Partners
_X_Strategies incorporated ___Comprehensible input
_X_Independent

Integration of Process: Application: Assessment:

_X_Reading _X_Hands-on
_X_Individual
 _X_Writing _X_Meaningful
_X_Group
_X_Speaking _X_Linked to objectives
_X_Written
_X_Listening _X_Promotes engagement
_X_Oral

Procedures for Teaching (numbered with time frame)

Engage Introduction to Classification Activity

(5 minutes) 1. Show pictures of two clearly related animals (e.g. a lion and a
tiger) next to pictures of two clearly unrelated animals (e.g. a
shark and a bear).
2. Ask the students to examine the pictures and discuss with a
partner which pair they think is more closely related.
3. Show a series of animals that vary in their relatedness to the
students (e.g. a human, a monkey, a cow, a fish)
4. Ask the students to organize the animals based on how related
the animals are to the students.

Explore Noodle Dichotomous Key Activity

(10 minutes) 1. Demonstrate sorting of large noodles (lasagna, linguini, spaghetti)
2. Distribute activity sheet and sets of noodles
3. Instruct students to sort their noodles into their dichotomous key
4. Ask students to discuss with a partner why they placed

Explain Discussing the Noodle Dichotomous Key

(15 minutes) 1. Ask students to discuss how they used the dichotomous key.
2. Ask students if they all classified their noodles the same way.
3. Asks students if they would have classified their noodles in a
different way if they did it themselves.
4. Have the students discuss all of these with a shoulder partner
(using their L1 or their L2, as needed/appropriate).
5. Ask the students if the Italian names for the noodles are easy to
say or remember, or if common names (such as bow tie pasta
instead of farfalle) are easier to say and remember.
6. Explain that this is the same with plants and animals and their
Latin or common names.

Elaborate Create a Taxonomy Activity

(15 minutes) 1. Write the word taxonomy on the board.
2. Ask if any students know what the word means. If no students
know, explain that it means a classification system for plants and
animals. Ask students if they know what a classification systems
is/to give an example of a classification system.
3. Explain to students that they are to make up a classification
 system (use the word taxonomy, so they are used to hearing it in
context) for the animals on their activity sheet.
4. Have the students cut out the animals on their sheet and then
paste them in categories (divide into categories, and then arrange
in increasing complexity within their categories)

Formative Activity Sheet (attached)

Activity Sheet(s) Attached

rebecca.raab@vt.edu
Engage Activity Image Pairs
Pair #1
Pair #2:
COGNITIVE FUNCTION:

TOPIC-RELATED LANGUAGE: Classification through Dichotomous Keys

SPEAKING LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

ENTERING EMERGING DEVELOPING EXPANDING

Respond to WH Describe the Rephrase concept Defend

questions using noodle placement of taxonomy in placement of
gestures and one in simple context of noodles noodle, including
word/simple sentences from a with a partner. justification using
response to modeled sample. academic
review noodle vocabulary, with a
sorting. partner.

READING LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

ENTERING EMERGING DEVELOPING EXPANDING

Sort animal Sort animal Make predictions Make predictions

images from images from based on the visuals based on the
visual and visual and and characteristics visuals and
characteristics characteristics on on the activity characteristics on
on activity sheet activity sheet into sheet about how the activity sheet
with a partner groups of the images will about how the
after a modeled pre-taught words correlate after images will
sample. (i.e. predator, teacher modeling. correlate after
prey) with a teacher modeling.
partner.

WRITING LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

ENTERING EMERGING DEVELOPING EXPANDING

Draw and label Extend sentence Explain steps in a Use

the pasta on the starters (i.e. I paragraph about details/examples
activity sheet separated the solving how to place from
after completion group into two the noodles in the teacher/peers to
of manipulation o because/by) dichotomous key support ideas on
f noodles in pairs with original ideas after sample noodle placement
or triads. based on modeling by the and compose a
manipulation of teacher. paragraph about
the noodles in their sorting
pairs. technique..
LISTENING LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
ENTERING EMERGING DEVELOPING EXPANDING

Identify Follow multi-step Identify main Identify main

placement of oral concepts from concepts from
animals on key commands/instru teacher to teacher to
using gestures ctions to accomplish noodle accomplish
(e.g. pointing) complete the sorting activity with noodle sorting
after a teaching noodle sorting a Level 4 partner. activity with a
model. activity with a Level 3 partner.
partner.