Multiple Subject Lesson Plan Template

PRELIMINARY INFORMATION 
NAME: Ruby Nava DATE:  03/17/2023 GRADE:     6th #
STUDENTS:          
UNIT/TOPIC:  Sistema de la Tierra LESSON # _1_ OF _4_   
LESSON NAME: Repaso de Las Systema de la Tierra

STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE 

CONTENT STANDARDS (Math) (ELA) (Social Studies) (Science): List the academic content
standards (include both number and text) (e.g., Common Core State Standards, Core Content
Connectors, NGSS standards). If only a portion of a standard is being addressed, then only list
the part or parts that are relevant.
MS-ESS2-4. Develop a model to describe the cycle of water through Earth's system driven by
energy from the sun and the force of gravity.

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS (Interacting, How

English Works, Foundational Literacy): List the standard(s) (include both number and text) that
are most relevant to the lesson.
Part I: Interacting in Meaningful Ways Corresponding CA CCSS for ELA/Literacy*
A. Collaborative 1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics.

Part I: Interacting in Meaningful Ways Corresponding CA CCSS for ELA/Literacy

C. Productive 9. Expressing information and ideas in formal oral presentations on academic
topics

CONTENT LEARNING OBJECTIVE(S): Based on the content standards, write one or two
content learning objectives that state what students should know and/or be able to do as a result
of this lesson. Objectives MUST be: specific, measurable, and realistic.  

Students will be able to identify what the earth system is.

Students will be able to identify and describe interactions between Earth’s systems, four systems
to be studied; This lesson will only focus on one, atmosfera.

STUDENT-FRIENDLY LEARNING GOAL(S):

Students will be able to identify that there are layers of gas. (Say it to me)
LANGUAGE OBJECTIVES:  Based on the ELD standards, write one or two language
objectives that state how students’ English language development will be supported through this
lesson. Consider how you might include objectives that meet the needs of students at different
proficiency levels (emerging, expanding, bridging, lifelong learning)

Students will be able to use academic language while speaking oral with other students
regarding the prompts.

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 STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE 
ACADEMIC LANGUAGE: Identify the language demands of the lesson. Detail the level and
complexity of the texts being used, as well as the key vocabulary students must understand in
order to participate effectively in this lesson.

FRONTLOAD
ATMOSFERA : CAPA : GAS : DISTANCE : Terrestre : ozono : radiaciones nocivas (UV) :
estrellas fugaces
Troposfera
Estratosfera
Mesosfera

  STRATEGIES AND LEARNING TASKS 

LAUNCH/HOOK/ENGAGEMENT: How will you start the lesson to connect with what students
have already learned and know (activate background knowledge)? How will you integrate
what you know about your student’s academic knowledge, social development, funds of
knowledge, and cultural backgrounds to engage the students from the start?
Students will be told we are going to remember what you learned about the earth’s system,
which was taught to you in fifth grade. I will use a T-Chart. The left side read (Hypothesis) what
we know about the earth system. The right side will read what we learned.
As students share what they know . . I will initial students' names for participation. (Pre-
assessment)

Se les dirá a los estudiantes que vamos a volver a aprender el Sistema de la Tierra, que se
enseñó en quinto grado. Usaré una gráfica T-CHART.
El lado izquierdo lee (Hipótesis) lo que sabemos sobre el sistema terrestre.
El lado derecho leerá lo que (Aprendimos)
Mientras los estudiantes comparten lo que saben. Pondré iniciales en los que comparten y
escribo para darles puntos de participación. (Pre-evaluación)

LESSON SEQUENCE: Specify the sequence of activities that will scaffold your students’
learning toward the objectives. What will students be doing? Think specifically about what
questions you will ask, in what activities students will engage, how you will promote discussion,
and how you will facilitate students’ use of key academic language. As you write this section, be
sure to design your instruction to support all learners in your classroom (i.e., utilize universal
design principles: engagement, representation, action & expression; accommodations and
modifications).

What formative assessments will you use for each activity?

Formative Assessment(s)

Teaching Strategies/Learning Tasks/Activities

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Before starting the lesson I will go over the five expectations
when we are learning/working.
1. Eyes on the person speaking/presenting
2. Body is towards person speaking/presenting
3. Pláticas personales en pause maneras aprendemos
4. Engaged
5. Participation (Model) - Mrs. Martinez

Tables four ,five , and six will be asked to move forward

surrounding me in the front of the classroom. Purpose -
Appropriate proximity during instruction leads to better
classroom management, student engagement, and progress
monitoring.
Se les pedirá a las mesas cuatro, cinco y seis que avancen
rodeándome en el frente del salón de clases. Objetivo -
La proximidad adecuada durante la instrucción conduce a una Assessment 10:2
mejor gestión del aula, participación de los estudiantes y Students will be given two
minutes to answer a prompt in
seguimiento del progreso.
regards to las capas de
atmosfera.

Will now move away from the T-CHART. I will explain that I (Students would be peer
will be focusing on one of the Earth's systems (Chunked). In sharing) students have
this case Atmósfera. expectations their dialogue is to
be in spanish, and complete
Using Chart paper I will ask to create a pictorial. The earth will sentences.
be in the center labeled “The Earth's System” Beginning with
labeling Atmósfera on the top left side. I will then discuss (Refer to expectations on wall)
some

Evaluación 10:2
Los estudiantes tendrán dos
Usando papel cuadriculado, crearé una ilustración. La tierra minutos para responder a un
estará en el centro etiquetada como “El Sistema de la Tierra” mensaje respecto a las capas
de atmósfera.
Comenzando con la etiqueta Atmósfera en el lado superior
izquierdo. Luego hablaré de algunos puntos claves. (Los estudiantes compartirán
con sus compañeros) los
Key details reading the La Atmosfera estudiantes tienen expectativas
● Es la capa de gas. de que su diálogo sea en
● Compuesta de Aire que respiramos, gases que español y oraciones completas.
permiten que vivamos, capas/niveles de temperatura y
presión.
Capas de la atmósfera:
● Troposfera (Más cercanas a la tierra)

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 Cual son unas razones porque
la capa Estratofia es
importante para nosotros que
vientos en la tierra ?

● Estratosfera

(Capa de ozono, un gas que protege la Tierra de las

radiaciones nocivas del sol ).
● Mesosfera

Qué pasa con las estrellas

fugaces cuando entran en la
mesosfera?
● (La capa más fría. En ella se observan las estrellas
fugaces) meteoros - burning out (Burns out / no gas ) No trial
● termosfera

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 ● (Se forman las auroras boreales y las estrellas
fugaces )
● Exosfera

( Última capa antes del espacio exterior. En ella

orbitan los satélites artificiales )
Capa más externa de la atmósfera terrestre

example : viasat in carlsbad

saben para que se usan los satélites?

internet , weather, defense, space network

CLOSURE: How will you bring closure to the lesson? What questions and/or prompts might you
use to support students in articulating/sharing their learning? How will you preview what will
come next for the students in regard to the subject matter?
Now that we have learned about 1 of the four earth systems, I would like you to take your Dario
de aprendizaje out. Please list, write, draw key ideas regarding what you learned today!
Eventually we will learn about other earth systems once we are done covering the remaining
three.
Ahora que hemos aprendido acerca de 1 de los cuatro sistemas terrestres, me gustaría que
saques tu Diario de aprendizaje. ¡Enumere, escriba, dibuje ideas clave sobre lo que aprendió
hoy! Eventualmente, aprenderemos sobre otros sistemas terrestres una vez que hayamos
terminado de cubrir los tres restantes.

RESOURCES AND MATERIALS: What materials will you need for this lesson? What materials
will students need?
Instructor will need poster paper, and markers.

Students will need their Dario de Aprendizaje / writing utensil.

El instructor necesitará papel para afiches y marcadores.

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 Los estudiantes necesitarán su Diario de Aprendizaje / utensilio de escritura.

If appropriate, the lesson may include a rubric for the formative assessment. If so, the
chart below may be used. The objective(s) is listed at the left, followed by brief
descriptions of the criteria for each rubric score.

Rubric & Success Criteria for Formal Formative Assessment

3 = Exemplary/Accomplished 2 = Proficient/Achieving 1 = Developing/Emerging
(as represented on the SAC)
Objective(s) 3 2 1

Specific UDL supports & extensions available to all students that will help those
groups: Keep focus students and/or students at levels 1 & 3 on SAC Pre-Lesson
Assessment in mind as you ponder these, and list below:

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