LESSON PLAN TEMPLATE

Name: ____Allison Date of Lesson: ____11/7/24

Chichizola__________________________ Total Time of Lesson: _____52 minutes

Content area & Grade: ___6th grade

science

Part 1. Preparation to Teach

Criteria Content
California (Write the content standard in its entirety. Include an CCSS.Math. when possible, to
Standards: support Math)

● CCS
S for ELA
and Math
(Write the content standard in its entirety and include the reference.)
● NGS
S MS-PS3-4. Plan an investigation to determine the relationships among the energy
● PE transferred, the type of matter, the mass, and the change in the average kinetic
energy of the particles as measured by the temperature of the sample.
● VAP
A
● Histo
ry
● Worl
d
Language
s
Learning (Use language from standards in your objectives with measurable higher order
goal(s)/ thinking verbs)
Content Students can create an insulated model that demonstrates how insulation can
Objective(s) prevent increase energy use in a home.

Assessment (What will students do to demonstrate mastery of content during the lesson?)
of learning Students will work together to build a climate friendly home with 100% accurately
goals(s)/ demonstrating how energy flows in and out of a house as well as how insulation
Content minimizes the flow of energy following the rubric in their workbooks.
Objective(s)
Rubric for (Attach a rubric for the assessment if a rubric is needed.)
the Green Ninja Rubric
assessment
CA ELD (Different from the content standards.)
Standard: Collaborative (Part I, Standard 1): Exchanging information and ideas with others
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 Criteria Content
(Part, Grade through oral collaborative discussions on a range of social and academic topics.
Level, Prof. Productive (Part I, Standard 10): Composing spoken and written language using
Level) appropriate register, vocabulary, and syntax for a range of communicative tasks.
Bridging (Part II, Standards 3-4): Using verb forms and academic vocabulary
specific to the discipline to communicate complex ideas.
Language (Use language from ELD standards in your objectives with measurable verbs.)
Objectives Students will correctly using vocabulary related to energy transfer and insulation
in class discussions and projects, suggesting a focus on building students'
capacity to understand and apply scientific terms.

Assessment Students will work together to build a climate friendly home with 100% accurately
of Language demonstrating how energy flows in and out of a house as well as how insulation
Objectives minimizes the flow of energy.

Criteria Content
Academic General (Tier 2) words and phrases:
Language
to be used
by students: "prototype," "transfer," "model," "minimize," and "assess."
Academic Content-specific (Tier 3) vocabulary:
Language to
be used by "insulation," "kinetic energy," "thermal energy," and "Greenhouse Gasses."
students:

Resources and Materials

(Include all materials, handouts, technology needed, links/websites and texts)
Chromebooks, Shoebox, insulation material (bubble wrap, foam, foil,etc.) Tape, markers, scissors, any
other material to make their house look like a home (very open ended for creative freedom)

How will technology be integrated during your lesson?

The instructions and warm ups will be presented on the screen.

How will students be using technology during your lesson?

Students can use their chromebooks to look up more insulation ideas if needed.

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 Part 2. Getting to Know Your Students

This is from Cycle 1 Template Step 1A.

Assets and Needs // Background Information
Describe each of these below (keep the descriptions separate):
Whole Class
1) prior academic knowledge related to the content in this plan,
&
2) social identity,
Focus Students (FS)
3) funds of knowledge,
4) prior experience/interests related to the content in this plan,
5) developmental considerations
Whole Class General Information:
This class has 13 girls and 8 boys. There are 9 white students, 1 Asian-
American students, and 11 hispanic students. Majority of students are
from a lower income family, only a few are considered higher-middle
class.

1.Before starting an “energy lesson” in 6th grade science, students

typically possess foundational knowledge that includes basic forms of
energy such as light, heat, and sound. They may have learned about
simple machines and how they can transform energy, as well as the
concept of motion and force. Many students are familiar with kinetic
and potential energy, often through relatable examples like how a
moving car has kinetic energy or how a stretched rubber band contains
potential energy. These early lessons help students understand the
basic principles of energy in a way that relates to their everyday
experiences. The vocab test given at the beginning of the unit, 85% of
student passed with at least a 70% or better.
2. This class is one of my more shy periods of the day. They will say
“hi” when they see me on campus but don’t seem to be as outgoing
with their peers. A lot of them do play sports outside of school and
some even play sports for the school.
3. Students in this class are from a variety of cultural backgrounds,
whether it be American students, Russian, Latino, or Asian-American
students, they all have some sort of cultural knowledge to bring to the
table.
4. Student have already gone over what the difference between
potential and kinetic energy are. They have an understanding of how
different temperatures move, hot temperatures move to cold
temperatures. They also have an understanding of energy transfer and
how energy moves in a system. They know that energy cannot be
created or destroyed. Lastly, they understand Greenhouse Gasses and
how they effect our atmosphere. They are also aware of Carbon
Footprint and how we can reduce it.
5. I do have many IEP students, 504 plans students, as well as one
ELD student, allowing extra time for assignments and notes are helpful
with this class. As well as guiding students more than having them do it
on their own.
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 Assets and Needs // Background Information
Describe each of these below (keep the descriptions separate):
Whole Class
1) prior academic knowledge related to the content in this plan,
&
2) social identity,
Focus Students (FS)
3) funds of knowledge,
4) prior experience/interests related to the content in this plan,
5) developmental considerations

General description of the EL (including ELPAC level if available):

FS 1 FS1 has moderately developed English skills and can sometimes use
English Learners English to learn new things in school and to interact in social situations.
She is well developed in oral language, listening, and speaking. She is
somewhat developed in written language. Lastly, she is at a beginner
level for reading. All of these levels were pulled from her ELPAC.

1.FS1 has taken all previous science courses through one of the local
elementary schools. She has been here for the last 3 years, and before
that her science background comes from Sweden.
2. FS1 social identity appears to be more so influenced by the
American culture she has adapted to. This is regarding gender roles,
cultural norms, and her understanding of the education system. This
evidence can be seen by her daily interactions as well as her
interactions with the community, as she is on the junior cheer team for
the local high school. She is becoming more open and aware of her
new norms, now being in middle school for the first time, suggesting a
growing openness to different perspectives.
3. She has expressed that science is one of her favorite topics,
although she understands he struggles from time to time. She primarily
is interested in plants and animals, she has stated that she is looking
forward to that unit. As for energy she understands that things have
energy but does not know much context surrounding it. A lot of the
information that has been taught thus far is somewhat new to her,
especially the vocabulary.
4. She has expressed that science is one of her favorite topics,
although she understands he struggles from time to time. She primarily
is interested in plants and animals, she has stated that she is looking
forward to that unit. As for energy she understands that things have
energy but does not know much context surrounding it. A lot of the
information that has been taught thus far is somewhat new to her,
especially the vocabulary.
5.Their dedication to learning is evident in their enthusiasm to
overcome language barriers and explore more of the English language.
Their positive attitude and commitment to their studies make them an
inspiring and promising ELL student who is poised to continue thriving
in their English language acquisition. She is in curriculum support, as
well as getting EL services. Her EL goal is to improve her reading and
spelling with using less accommodations in order to help her get
reclassified.

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 Assets and Needs // Background Information
Describe each of these below (keep the descriptions separate):
Whole Class
1) prior academic knowledge related to the content in this plan,
&
2) social identity,
Focus Students (FS)
3) funds of knowledge,
4) prior experience/interests related to the content in this plan,
5) developmental considerations

Describe the learning challenge (IEP, 504) or GATE:

FS2 faces the challenge of learning with ADHD (Attention Deficit
Hyperactivity Disorder) and is supported by a 504 plan.

1.FS2’s prior knowledge is much like any other student, they have
completed grades K-5th and are very familiar with the learning
standards that were covered in their previous school. She passed the
vocabulary test at the beginning of the unit with a 80%.
2. FS2 is very outgoing and seems to be connected to a lot of her
peers on campus. At home she is the youngest of the family and is
raised by both her mother and her father. She has 2 older siblings, both
brothers. She has mentioned that her household does takes grades
seriously so there is a lot of pressure academically.
3.FS2 is asian and Pacific Islander, she has lived here in the US her
FS 2 whole life, but they do travel often to the Islands to see relatives. She
Special does not speak any other languages besides English. FS2 is a part of
Needs/IEP/504/GATE yearbook/broadcasting at the school and seems to want to be part of
leadership next year. She is very well spoken, and always offers up
ideas in class. She also has type 1 diabetes, but doesn’t let her affect
her socially. She goes to many school sporting events to support our
school as well.
4. FS2 does seem to travel a lot and has gone to a few science camps
which has definitely been shown to help her in class. She seems to
really enjoy this unit of energy although she is more so looking forward
to our unit on animals.
5.FS2 does need more time on tests and assignments as well as she
needs to be seated close to the teacher to help her keep focus. She
does tend to tune out at times and seems to work best with partners.
Her goal that is stated on her 504 plan is that she wants to extend her
focus time in class this year.

Describe the life experience(s) that may result in a need for additional
FS 3 academic and/or emotional support
Underserved FS3 has currently been trying to navigate a new school on top of
having severe anxiety. This is also due to her have separation anxiety
from her twin sister, and they do not have any of the same classes
together. She has been noticeably withdrawn from class and a decline
in academic performance as well. This indicates that FS3 needs
support both academically and emotionally during this period of time.

1.FS3’s prior knowledge is much like any other student, they have
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 Assets and Needs // Background Information
Describe each of these below (keep the descriptions separate):
Whole Class
1) prior academic knowledge related to the content in this plan,
&
2) social identity,
Focus Students (FS)
3) funds of knowledge,
4) prior experience/interests related to the content in this plan,
5) developmental considerations
completed grades K-5th and are very familiar with the learning
standards that were covered in their previous school. She passed the
vocabulary test with a 70%.
2. FS3 is a very shy students, and when it comes to her social circle
she has very few friends. At home she lives with her mother and her
twin sister. She has mentioned that she visits her fathers house from
time to time. She has also mentioned that her mother has a new
boyfriend and therefore she spends a lot of time at her cousins house.
She is closest with her twin sister and has separation anxiety when
being away from her. She does talk to a counselor on campus once a
week as well.
3. FS3 is white and hispanic, she does travel to mexico with her family
from time to time, but is very close with her twin sister. They have no
classes together this year which has really seemed to bother her. She
is very interested in art and crocheting on her free time. She has not
withdrawn from these activities, they are her coping mechanism.
4. FS3 has a very strong interest in science. She loves understanding
how the world works, and has expresses she is very excited for our
oceans, plants and animals units. She has also state that she wants to
be a marine biologist when she grows up so science this year really
peaked her interest.
5.FS3 has a 504 plan as of right now, and she does meet with the
counselor on campus once a week. She is allowed extra time on
assignments and tests as needed. The main goal, which was discussed
with the school counselor, is to keep anxiety at a low to help her stay
on track.

Part 3. Anticipatory Set: 5 minutes (2–5)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Rationale for Instruction and

Student Grouping (whole, Differentiation
small, pairs, individual)

The teacher will start by Students will come in By reminding students of

reflecting back on the previous quietly and get their what they have learned
lesson, as students will be agendas and warmup previously, it is then easier
continuing notes from the papers out. for students to make

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 Teacher Activity Student Activity Rationale for Instruction and
Student Grouping (whole, Differentiation
small, pairs, individual)

previous day. connections during the

They will fill out their activities that are about to
The teacher will present the agendas for the class and take place.
day’s warm-up questions, then answer the two daily
having students complete them warm up questions.
as they take attendance.
Students will share their
Questions are: answers with their peers
- Define Insulator in your before sharing with the class.
own words.
- True or false: Kinetic
energy and Thermal
energy are not related..

The teacher will go over the

answers to the warmups as well
as what the objective is for the
lesson.

The teacher will have student

share answers with their
partners before sharing with the
class.

How will you communicate the learning goal and/or objective to students? (Visual and verbal)

Will be presented on the white board in student friendly words, the teacher will also ask a
student to read the objective for the lesson aloud

Script what will you state to students about how this lesson connects to the previous
lesson(s).

Yesterday, we learned about the design challenge in our workbooks.

Today, we will begin to build our prototype for our unit home.

What will you do and/or say to create a positive learning environment for students?

I will make sure students see that I am excited about the lesson, consistently have a positive
tone throughout the lesson, and I will remind students of our classroom agreements

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throughout the lesson if needed

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

FS1 will be provided FS2 will be given FS3 can check in FS1: Sentence
sentence starters as more think time for with the teacher frames provide
needed, they are the warmups, individually to make linguistic scaffolding
trying to not use as although they are sure they have an that supports FS1 in
many supports as trying to work on understanding while constructing complete
they are trying to extending their focus keeping their sentences. This
reclassify. time. anxiety low. encourages
participation without
the fear of making
language mistakes,
fostering confidence
in their English skills,
working towards her
goal.

FS2: Allowing FS2

extra time and
providing the
questions ahead of
time supports their
processing speed and
reduces anxiety about
being put on the spot.
This accommodation
ensures they can
participate
meaningfully while
also trying to
encourage reaching
their 504 goal.

FS3: Checking in with

FS3 one on one
keeps it a low stake
environment,
therefore keeping
their anxiety at a low.

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 Part 4. Instructional Input (I do): 5 minutes
Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Rationale for Instruction and

Student Grouping (whole, Differentiation
small, pairs, individual)

The teacher will review the Students will review the By first introducing students
vocabulary for the lesson: vocab and read/repeat the to the vocabulary and
vocab when asked. concepts of the notes, this
And introduce the lessons allows students to have a
instructions for how students Students will listen to
better understanding of how
should set up their material and instructions keeping in mind
begin building their insulation how long they want to test
the vocabulary is used in the
model. their insulation for and what lesson. As well as having
materials they might use. directions for students to
Explaining that they will be testing follow, helps them to stay on
their models 4 at a time, to make task and understand the
sure that their model is ready and expectations.
complete.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

FS1 will be provided a FS2 will be allowed to FS3 will be able to FS1: Providing FS1
translated copy of the take a movement check in with the with translated
vocabulary if needed, break between teacher or a trusted vocabulary allows
due to her goal vocabulary and notes partner from time to them to still build their
if needed to help her time to track their vocabulary and
reach her focus goal. progress and reading skills while
reduce anxiety. also providing a
backup reference in
case she needs it.

FS2: Allowing a
movement break for
FS1 will help her
focus goal during
instructions time. This
way she can focus in
chunks, knowing she
can take a break in
between.

FS3: Having FS3

check in with the
teacher or trusted

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 peer allows them to
stay on track while
also keeping their
anxiety at a low.

Informal/Formative/Checking for Understanding Assessment

What will you do to check for understanding during this Rationale for the assessment
portion of the lesson?
What evidence will students have to show to demonstrate
mastery at this point?
Be specific with questions. Do they employ higher order
thinking?

The teacher will check for understanding by asking By asking students to say/repeat
questions regarding the new vocabulary and calling on the definition it allows student to
some students to define the words aloud. better understand the content of
the words.
Evidence of Mastery:
● Correct use of vocabulary during class discussion.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Rationale for the

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE adaptation(s)

FS1 will be allowed Allow extra time for FS3 will be given
to use translated FS2 to process the option to write FS1: Having FS1
vocabulary to help vocabulary and down their answers
use their translated
answer if needed, definition. This way she rather than
this way she can still can process what she answering orally in vocabulary as a
build her reading wants to say and focus front of the class to support allows her
skills. on the task at hand reduce anxiety the option to use
an accommodation
for her reading if
needed while still
helping her move
towards her
reading goal.

FS2: Allowing FS2

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 extra think time
allows her to
process the
information while
still helping her
focus goal.

FS3: Reducing
public participation
pressure helps FS3
manage anxiety.

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 Part 5. Guided Practice (We do): 10 minutes

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Rationale for Instruction and

Student Grouping (whole, Differentiation
small, pairs, individual)

The teacher will help students with Students will bring their By guiding them through the
testing their insulation models. models to a heat lamp when testing it allows the teacher
instructed to. to keep them on track while
The teacher will have 4 heat lamps also checking for
set up around the room. The Students will write down the
understanding from time to
teacher will have 4 groups at a before and after
time come over with their temperatures in their
time.
completed model and put it under notebooks.
the heat lamp.
If they are not being tested
The teacher will help take the they will wait patiently and
before temperature for students watch other groups as they
models and then set a 5 minute are testing.
timer and turn on the heat lamps.
Students will clean up all
The teacher will then have materials once finished with
students turn off the heat lamp and their worksheet in their
the teacher will help students take notebooks.
the temperature of their models
again.

The teacher will then repeat the

process with the remaining groups
until all groups have their models
tested under the heat lamp.

Then have students clean up after

they have completed their
worksheet in their notebooks.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

FS1 will use a translated FS2 can use a FS3 can check in with FS1: Providing FS1
worksheet and slides if highlighter to highlight the teacher to make with translated
needed important information sure that they worksheets allows
on their worksheet. understand the her to be able to
material on the follow along with the
worksheet, as well as English version,
follow along with a
supporting her
trusted partner.
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 writing and reading
goals as well.

FS2: Highlight
important material
for FS2 allows her to
work on her focus
time while also
providing support to
her note taking.

FS3: Allowing FS3 to

check in with the
teachers key or a
trusted partner allows
them to make sure
they have the right
information while
keeping anxiety at a
low.

Informal/Formative/Checking for Understanding Assessment

What will you do to check for understanding during this Rationale for the assessment
portion of the lesson?
What evidence will students have to show to demonstrate
mastery at this point?
Be specific with questions. Do they employ higher order
thinking?

The teacher will ask students a question based on their By checking for understanding in
insulation model testing, ensuring all groups have been tested. this manner it fosters
collaboration and gives students
Questions include: “Can you show me on your fingers how time to formulate their ideas
many degrees your model rose in temperature?”
before sharing publicly.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Rationale for the

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE adaptation(s)

.FS1 can write out FS2 can write out their .FS 3 can answer FS1: Allowing FS1 to
their answers if they answers if needed. the questions write out their
need to individually with the answers (in either
teacher. language) helps
them to be able to
process their

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 answers better

FS2: Having FS2

write out their
answers allows
them to have more
time to think about
how they might want
to answer instead of
putting them on the
spot

FS3: Answering
individually with the
teach support the
low anxiety
environment.

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 Part 6. Independent Practice (You do): 10 minutes

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Rationale for Instruction and

Student Grouping (whole, Differentiation
small, pairs, individual)

The teacher will have students Students will write down their Having students grade each
write their opinions of other group’s scores they want to give two other promotes collaboration
models of their choice on two group’s models of their and allows students to reflect
sticky notes and place them with choice, not putting their name on their work.
the model’s chart paper for on the note.
students to then review, without
their names. Students will have a few
minutes at the end of this
The scale they will be rating them piece to also review the
(while looking at the models data information that was posted.
tables on the worksheet as well)

- 0: Model is not complete

- 1: The model rose in
temperature a lot and little
effort was shown
- 2: The models temperature
rose a little and little effort
was shown
- 3: The models temperature
rose a little and effort was
shown
- 4: The models temperature
did not rise and effort was
shown
- 5: The models temperature
did not rise and there was a
lot of effort shown

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

FS1 can have a FS2 can have extra FS3 can hand theirs FS1: Having FS1 have
translated rating scale if think time if needed. to the teacher if they a translated copy of
they need. do not feel the rating scale helps
comfortable placing FS1 to understand the
them on the chart task wh
paper.
FS2:

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 FS3:

Informal/Formative/Checking for Understanding Assessment

What will you do to check for understanding during this Rationale for the assessment
portion of the lesson?
What evidence will students have to show to demonstrate
mastery at this point?
Be specific with questions. Do they employ higher order
thinking?

To check for understanding the teacher will ask groups in the By checking fo understanding in
room questions about their feedback. For example they might this manner it allows the teacher
ask “ What was one positive note you received” “What about to make sure students
something you could work on for next time?” completed their work while also
assessing how they digested the
material

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Rationale for the

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE adaptation(s)

FS1 will be allowed to FS2 will have extra think FS3 can share their FS1: Allowing FS1 to
use her notebook to time if asked questions answer privately or use her notebook or
help her answer can share with a vocab allows her to
questions as well as partner first and then have support while
her vocabulary with the teacher building language as
well

FS2: Allowing FS2

extra think time
allows her to
process the
information while
still helping her
focus goal.

FS3: Sharing with the

teacher or partner
helps FS3 keep her
anxiety at a low

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 Part 7. Closure: 5 minutes

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Rationale for Instruction

Student Grouping (whole, and Differentiation
small, pairs, individual)

The teacher will instruct students Students will clean up all Having students complete a
to clean up and put away their unit materials and put away their unit progress report before
homes for the day. homes. leaving class will help the
teacher assess where
The teacher will then instruct Students will then complete their students are in progressing
students to complete their last progress report before they their assessment, it will also
progress report in their workbook leave class and turn it into the allow students to reflect on
as an exit ticket before they leave, teacher before leaving. their day.
which has end of the unit questions
as well, to assess students
learning

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

FS1 will be able to FS2 will be able to FS3 can have a FS1: Allowing FS1 to
check her spelling have extra time partner from her check her spelling
with the teacher when completing the report group to help write helps support her
writing their report, if needed and think out their spelling and reading
report. goals
helping her spelling
goal.
FS2: Allowing extra
time for FS2 to write
their answers allows
them extra think
time to focus on the
task

FS3: Having FS3 work

with a partner helps
reduce anxiety while
also helping work
through the material

Connecting to the Next Lesson

Script what you will say to explain to students how this lesson is connected to the next
lesson(s).
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Today, we tested our unit home.

In the next lesson, we will start to review for our unit test.

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 Part 8. Reflection
Criteria Response
Higher order thinking:
When you teach this lesson
again in the future, what
would you do the same or
differently to improve
higher-order thinking/deep Academic language development:
learning about the content?

If you were to develop and

teach this lesson again,
what would you do the
same or differently to
develop your student’s
academic language?

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