SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 7.28

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name
Fabian Botero
Class Title

CWID
892494519
Lesson Title

Subject Area
Physics

Unit Title
Grade Levels
Total Minutes
Motion and
5 days / periods
Physical Science
Balloon Cars (Lesson 1)
8
Gravity
(55 min each)
CLASS DESCRIPTION (including specific special needs and language proficiencies)
The class (6th period) has 35 students total, 18 of which are designated as English Learners, and 2 students with
required in-class accommodations for either IEP or 504 plans. Of the 18 English Learners, 17 are Bridging, require
minimal direct assistance from the teacher, and are self-sufficient with social scaffolding from seating arrangement.
One of the English Learners, named Rogelio and seated toward the rear of the class on the left-hand side facing the
teacher, is of Expanding proficiency with a CELDT score of 3 and requires as-needed direct assistance with
understanding assignment directions and implicit language modeling during discussions. Mikayla, who sits front and
center, has a 504 plan for Anxiety and ADHD which allows her to chew gum in class, obtain preferential seating (as per
her seating chart placement), and requires extended time during assignments and tests as-needed. Zachary, who sits
in the center-back row to the left-hand side, has an IEP for ADHD and processing deficiencies in general attention and
phonological memory, requires preferential seating, clarification of unknown words/terms/phrases on assignments and
tests as-needed, as well as periodic checking for understanding of directions.
STANDARDS,OBJECTIVES, &ACCOMDOATIONS
Integrated ELD
CCSS Math, CCSS ELA & Literacy History/Social
Content Objective(s)
strategies for
Studies, Science and Technical Subjects, NGSS,
(cognitive, psychomotor,
developing knowledge
and Content Standards
affective)
in the content area (Part
I ELD)
Students have their prior
Students will demonstrate an
knowledge assessed and
MS.PS2-2
understanding of Newton's
utilized at the beginning of
Three Laws of Motion by
class. Scaffolding is done
Plan an investigation to provide evidence that the
constructing, testing, revising,
throughout the lesson and
change in an object's motion depends on the sum of
and explaining the reasoning
the bulk of the class
the forces on the object and the mass of the object.
behind a balloon car of their
focuses on modeling and
own device.
refining a model.
Tier II(General Academic) Vocabulary
Tier III (Domain Specific) Vocabulary
CREATE DESIGN, COLLABORATE, PRELIMINARY,
MEASURE, DISTANCE, MASS, FORCES, THEORY,
OBSERVATION
FRICTION, GRAVITY, PROPULSION
Designated ELD
Disciplinary Language
Strategies for
English Language Development Standards (ELD)
Objective(s)
developing knowledge
of disciplinary English
(ELD Parts 1 & 2)
ELD.PI.9.1.Ex: Contribute to class, group, and partner
Students will be able to
Students will engage in
discussions, sustaining conversations on a variety of
communicate concepts and
Extended Language
age and grade-appropriate academic topics by
ideas related to design,
Interaction through the use
following turn-taking rules, asking and answering
collaborative work, and teamof small group discussion
relevant, on-topic questions, affirming others,
building exercises as well as
and collaboration as well as
providing additional, relevant information, and
share observations of natural
class discussion and
paraphrasing key ideas.
phenomena in English using
explanation in English.
their own words.
These forms of language
ELD.PI.9.3.Ex: Negotiate with or persuade others in
interaction will focus on the
conversations using a growing number of learned
usage of grade-appropriate
phrases and open responses to express and defend
Academic English and
nuanced opinions.
exchange of ideas
concerning the
ELD.PI.9.11.Ex: Justify opinions and positions or
development of a model to
persuade others by making connections between ideas
engage with natural
and articulating relevant textual evidence or
phenomena, listening to,
background knowledge.
and sharing observations.
The events of the lesson
occur in a planned and
sequenced manner in
which objectives are clearly
delineated and presented

throughout the duration of

the class for students to
see on the board. Where
videos are used, pausing is
also used to pace the
information in a manner
that is conducive for
struggling conceptualizers
and English Learners.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
Specific Accommodations
Mikayla - Student is allowed to chew gum as she wishes to
relieve anxiety, remain seated in preferred arrangement
(See seating chart), and take extended time to complete
Mikayla - Anxiety, ADHD
assignments.
Zachary - ADHD, Processing Deficiencies (General
Attention, Phonological Memory)

STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

EL

PM

Zachary - Student requires preferential seating (See

seating chart), clarification of unknown
words/terms/phrases on assignments and tests asneeded, as well as periodic checking for understanding of
directions.
Feedback Strategy

How Informs Teaching

Demonstration of a
functional Balloon Car
and eliciting student
responses on
observations made

Immediate feedback,
students respond to
teacher with
observations made on an
event they have just
seen

If students are not able

to connect the
movement of the balloon
car with an observable
and audible system of
propulsion, more direct
examples can be used
such as physically
pushing an object on a
table and asking what is
causing the object to
move (correct answer
being "the force of your
arm")

Progress Monitoring and

Scaffolding opportunities

Construction and
Revision of Balloon Car
models anchored around
physical testing

Ongoing and immediate

feedback for the
students through
assistance and
classroom discussion on
general design
principles, finding out
what does and doesn't
work within the same
class setting

Progress and the pace of

progress for individual
groups informs teacher
of level of proficiency
with these kinds of
creative tasks for future
decisions on preferential
seating and small group
participants

Summative Written
Assessment over lesson
principles and ability to
connect concepts and
ideas

Students use a narrative

essay to address the
Central Question while
incorporating the 3 Laws
of Motion, design
elements of their balloon
cars, measurements of
mass, distance traveled,
and time elapsed for
their balloon car trials,
and their thoughts on
what else they need to
know as well as how they
would further improve
their balloon car in an
uninhibited fashion

Upon receiving the

graded work, students
get written feedback on
where conceptual holes
lie and where
connections between
concepts are missing.

Informs the teacher for

future work which
students will need
different seating
placement for social
scaffolding and extra
assistance in-class by the
teacher

Accessing Prior
Knowledge and
engagement of basic
observational knowledge
and skills

Implementation

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time
Teacher Does

Student Does

Engage (Day 1)
1) Teacher writes Central Question "What makes a
Balloon Car move?" and objectives for the day on the
board in bullet-point format, including
"Demonstration and Observations", "Class
Discussion", and "Design Phase". Teacher then leads
the students through the objectives for the day with
a brief explanation of the bullet-points.
2) Teacher demonstrates a functional balloon car for
the class built from in-class materials that the
students will use to construct their own. The balloon
car demonstration includes blowing up the balloon
through the straw, setting it down on the ground,
and letting the car run its course until it stops.
Teacher instructs the students to make note of any
observations they have about the car and how it
functions during the demonstration.
3) Teacher then prompts the class to discuss their
observations within their small groups of 4, before
asking the students to convene for a class
discussion.
4) During the class discussion, the teacher asks the
students to voice observations they have made
about the balloon car and how it functions. The
teacher then writes on the board student
observations pertaining to construction, propulsion,
and how the car comes to a stop.
5) Teacher introduces the lesson project, explaining
to the students that they will construct their own
balloon cars using in-class materials, including:
balloons, CDs, popsicle sticks, scotch tape, straws
(thin + wide varieties), foam cut-outs, cardboard cutouts, and wooden barbeque skewers. Teacher writes
this information on the board and directs the
students to use the rest of the period to design their
balloon car within their groups of 4 and turn-in their
draft at the end of the period.
Lesson Body
Time
Teacher Does
Explore (Day 2)
1) Teacher writes Central Question "What makes a
Balloon Car move?" and objectives on the board for
the day, including: "Build Cars", "Test Cars and
Time", and "Measure Distance and Mass". Teacher
passes back design drafts from Day 1 to the
students then leads the students through the
objectives and demonstrates how to use a weigh
scale. Teacher encourages the students to write their
observations on how the weigh scale works as notes.
2) Teacher provides white masking tape, tape
measures, and timers at the front of the class for
distance and time measuring purposes, and briefly
demonstrates how to use the timer and measuring
tape. The teacher then informs the students they
have half the remaining class period to build their
cars, and the other half to test and measure their
cars' performance and attributes.
3) Teacher directs the students to use a post-it note
to label the group each car belongs to, and to turn-in

Engage (Day 1)
1) Students take their assigned seats among their
small groups of 4 and follow-along with the bulletpoints that the teacher explains. Students write
down the Central Question and the objectives for the
day.
2) Students watch teacher demonstration of balloon
car and write their observations on balloon car
construction and movement as notes.
3) Students participate in small group discussion
over the observations they have made about balloon
car construction and factors affecting movement.
4) Students participate in whole class discussion
over observations they have made about balloon car
construction and factors affecting movement.
Students respond to teacher solicitations for input
and volunteer their observations, making note of
which observations the teacher chooses to write on
the board and comparing the information to what
they have written down.
5) Students listen to the teacher describe the lesson
project and make note of the materials the teacher
lists on the board. Students then convene into their
small groups to plan the design of their preliminary
balloon car, and draw/write the design on a sheet of
paper for the group. Students turn-in this design
draft at end of period as an exit slip.

Student Does
Explore (Day 2)
1) Students take their assigned seats among their
small groups of 4 and follow-along with the bulletpoints that the teacher explains. Students write
down the Central Question and the objectives for the
day. Students receive their design drafts back and
observe the weigh scale demonstration, taking notes
on their observations on how it functions.
2) Students observe the teacher demonstration on
how to use the masking tape, timer, and measuring
tape. Students then listen to the teacher's
instructions and begin using class time to construct
their balloon cars.
3) Students continue to construct their balloon cars
and test the performance of their balloon cars using
the masking tape markers, timers, and measuring
tape. Students then use a provided post-it note to
label which car belongs to their group before turningin their preliminary project to the teacher. Students
raise questions for the teacher to answer as they

their car as well as their noted measurements at the

end-of-class. Teacher then walks around the
classroom and addresses questions and problems as
they arise.
Explain (Day 3)
1) Teacher writes Central Question "What makes a
Balloon Car move?" and objectives on the board for
the day, including: "Class Discussion Part 1",
"Background Information", "Class Discussion Part 2",
and "Learning Log". Teacher then leads the students
through the day's objectives and ties-in the
discussion process with the central question.
2) Teacher initiates Class Discussion Part 1 by
allowing the students to briefly convene with their
small groups and discuss amongst each other about
what they believe allowed their car to move, travel,
and ultimately come to a stop. The teacher allows 3
minutes for this before soliciting responses from the
whole class, with a focus on feedback about
fundamental principles that allow the balloon car to
move. Observations about propulsion, mass, and
friction are written on the board.
3) Teacher then shows the class 3 short videos
about Newton's 3 Laws of Motion. Following the
videos, the teacher allows the students 5 minutes to
write down what they learned from the videos in
their own words and how the Laws of Motion might
apply to their balloon cars. The teacher then allows
the students 2 minutes to discuss their responses
within their small groups.
4) The teacher reconvenes the class for Class
Discussion Part 2. During the discussion, the teacher
probes for responses as to how the 3 Laws of Motion
apply to balloon car movement and what forces are
at play. The class is then allowed 2 minutes to
discuss amongst their groups about what could be
done to improve the functionality of their balloon car
before the teacher solicits responses from the class
to answer this question.
5) The teacher then requests the students to write
in their Learning Log what they have learned about
the 3 Laws of Motion, how it applies to their balloon
cars, and what can be done to improve the function
of their balloon car. This Learning Log is stamped as
the students leave for the day.
Elaborate (Day 4)
1) Teacher writes Central Question "What makes a
Balloon Car move?" and objectives on the board for
the day, including: "Revise Balloon Cars", "Document
Revisions and Changes", "Measure Mass, Distance,
and Time", and "QuickWrite Exit Slip". Teacher then
leads the students through the objectives for the day
and presents the same in-class materials and
instrumentation available on Day 2.
2) Teacher informs the class that they have just
under half the class period to revise their balloon
cars and just under the remaining half of the class
period to document their revisions and changes,
measure the mass of their balloon cars, and re-test

become known.
Explain (Day 3)
1) Students take their assigned seats among their
small groups of 4 and follow-along with the bulletpoints that the teacher explains. Students write
down the Central Question and the objectives for the
day.
2) Students convene with their small groups to
discuss their balloon car project and what they
believe allowed their car to move, travel, and come
to a stop. Students then participate in a class
discussion by voicing their observations concerning
propulsion, mass, and friction.
3) Students watch 3 videos on Newton's Laws of
Motion. After the videos, students write down their
observations on the videos, what they learned using
their own words, and how the Laws of Motion might
connect to their balloon car project. Students then
discuss amongst their small groups what they have
written down.
4) Students respond to teacher by describing how
Newton's 3 Laws of Motion apply to the functioning
of their group's balloon car. Students then reconvene
into their small groups and discuss what could be
done to improve their balloon car functionality.
5) Students write in their Learning Log as an exit
slip, to be stamped upon exiting the classroom. In
their Learning Logs, students write what they have
learned for the day concerning Newton's 3 Laws of
Motion, how the Laws of Motion apply to the function
of their balloon cars, as well as what could be done
to improve the function of their balloon cars.
Elaborate (Day 4)
1) Students take their assigned seats among their
small groups of 4 and follow-along with the bulletpoints that the teacher explains. Students write
down the Central Question and the objectives for the
day.
2) Students listen to directions and time constraints
and begin work on their balloon car revisions.
Students take under half the class time to revise or
reassemble their balloon cars given their new
designs and the remaining half of the period to test
their balloon cars and record mass, distance, and
time of travel.
3) Students participate in the class clean-up when 510 minutes remain in the period. After the clean-up,
the students perform a QuickWrite exit slip about the
design changes they have made with justification,
the documented changes in the balloon car behavior,
differences in mass, and how these changes connect
to the 3 Laws of Motion.
4) Students hand-in their QuickWrite as they leave
class as an exit slip.

their balloon cars while measuring distance traveled

and time elapsed.
3) Toward the end of the period (5-10 minutes
remaining), the teacher calls for a clean-up and
instructs the students to perform a QuickWrite as an
exit slip wherein they detail the changes made to
their balloon car, the changes in the balloon car's
behavior, any difference in mass, and what about
the changes they made they feel led to these
performance differences while connecting to the 3
Laws of Motion.
4) Teacher collects the QuickWrite exit slips as the
students leave.
Lesson Closure
Time
Teacher Does
Evaluate (Day 5)
1) Teacher writes the Central Question "What makes
a Balloon Car move?" and the objectives on the
board for the day, including: "Class Discussion" and
"Narrative Essay". Teacher then leads the students
through the objectives that are expected of them.
2) The teacher initiates the class discussion by
allowing students to discuss for 5 minutes amongst
their small groups how their balloon cars move
according to the 3 Laws of Motion as they relate to
the design and changes they made to their balloon
cars. The teacher then solicits answers from the
class with the objective of answering the Central
Question. The teacher writes relevant student
answers on the board, with a focus on how the 3
Laws of Motion relate to balloon car design and mass
measurements. The students are then allowed 5-10
minutes to ruminate on the answers written on the
board.
3) The teacher then instructs the students to take
out their journals and write a narrative essay directly
answering the Central Question while incorporating
the 3 Laws of Motion, design elements of their
balloon cars, measurements of mass, distance
traveled, and time elapsed for their balloon car
trials, and their thoughts on what else they need to
know as well as how they would further improve
their balloon car if they could use anything they
wanted.
4) Student journals are stamped by the teacher as
students exit the class.

Student Does
Evaluate (Day 5)
1) Students take their assigned seats among their
small groups of 4 and follow-along with the bulletpoints that the teacher explains. Students write
down the Central Question and the objectives for the
day.
2) Students consider the Central Question and
discuss for 5 minutes within their groups how the 3
Laws of Motion affect the movement of their balloon
cars. Students then respond to the teacher by
offering answers based on what they have discussed
in their groups from what they have experienced in
the lesson thus far. Students then consider and writedown the answers the teacher has written on the
board.
3) Students take out their journals and spend the
rest of the class time individually writing a narrative
essay connecting the 3 Laws of Motion to the
movement of their group's balloon car, considering
the design elements of their balloon cars,
measurements of mass, distance traveled, and time
elapsed for both iterations of their designs. Students
also write down what else they would need/like to
know as well as what they feel they could do to
further improve the balloon car design if they could
use anything they wanted.
4) Students have their journals stamped by the
teacher for collection at the end of the unit as an exit
slip before leaving class.

Instructional Materials, Equipment, and Multimedia

Tape measures, in-class construction materials (Depending on location and funds), timers / stopwatches, journals,
handouts
Co-Teaching Strategies
One teach, one
One teach, one assist
Station teaching
Parallel teaching
observe
Differentiated
Team teaching
Not applicable
Supplemental
teaching
teaching
CO-PLANNINGNOTES

The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and
the building of background knowledge. It comprises strategies for classroom organization and delivery of
instruction.
Ask yourself:

Teacher Preparation
1. Do I have (and will I post) clearly defined content objectives for students?
2. Do I have a plan to review the objectives at the beginning of the lesson and provide an opportunity for
students to state at the end of the lesson whether the objectives have been met?
3. Are the concepts I plan to teach appropriate for the age and educational background of students,
(students' L1 literacy, second language proficiency, and the reading level of the materials)?
4. Have I planned to incorporate supplementary materials (charts, graphs, pictures, illustrations, realia,
math manipulatives, multimedia, and demonstrations by teacher and other students) to promote
comprehension?
5. Have I planned to adapt content to ELLs needs through use of graphic organizers, outlines, labeling of
pictures, study guides, adapted text, and highlighted text?
6. Have I designed meaningful activities that integrate lesson concepts with language practice
opportunities in listening.speaking, reading, and writing?

Indicators of Instruction:
Building Background
1. Am I linking concepts to students background experience (personal, cultural, or academic)?
2. Am I linking past learning and new concepts?
3. Am I emphasizing key vocabulary and introducing a limited number of new vocabulary items in context?
Comprehensible Input
1. Am I using speech that is appropriate for students' language proficiency?
2. Am I explaining tasksin aclear, step-by-step manner with visuals?
3. Am I using a variety of techniques to make content concepts clear?Am I focusing attention selectively
on the most important information? Am I introducing new learning in context?Am I helping students learn
strategies such as predicting and summarizing?

Strategies
1. Am I explicitly teaching students how to use learning strategies? Am I providing ample opportunities for
students to use learning strategies? Am I encouraging students independence in self-monitoring?

2. Am I consistently using scaffolding techniques throughout the lesson? Do I introduce a new concept
using a lot of scaffolding and decrease support as time goes on?
3. Do I use of a variety of question types, including those that promote higher level thinking skills?

Interaction
Do I provide the following for ELLs:
1. frequent opportunities for interactions about lesson concepts which encourage higher level thinking
skills;
2. grouping which supports language and content objectives. Cooperative groups, buddies, pairs, large
and small groups;
3. ample wait time for responses;
4. opportunities for clarification in native language, if possible?

Application
Does my lessoninclude:
1. hands-on materials or manipulatives for student practice;
2. activities for students to apply content and language knowledge in the classroom;
3. activities that integrate all language skills :listening, speaking, reading and writing?

Lesson Delivery
1. Are my content objectives supported by lesson delivery?
2. Are my language objectives supported by lesson delivery?
3. Are my students engaged 90% to 100% of the period?
4. Is the pacing of the lesson appropriate to students ability level?