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
Physical Science

CWID

Subject Area

892494519
Lesson Title
Orbital Motion

Physics
Unit Title
Motion and
Gravity

Grade Levels
8

Total Minutes
5 days / periods
(55 minutes
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 will demonstrate
Students have their prior
understanding of gravitational
MS.PS2-4
knowledge assessed and
interactions by creating a
utilized at the beginning of
poster model showing the
Construct and present arguments using evidence to
class. Scaffolding is done
gravitational attraction
support the claim that gravitational interactions are
throughout the lesson and
between the Earth, the Moon,
attractive and depend on the masses of interacting
the bulk of the class
and the Egg Drop while
objects.
focuses on modeling and
indicating the effects of forces
refining a model.
and mass of objects.
Tier II(General Academic) Vocabulary
Tier III (Domain Specific) Vocabulary
CREATE, COLLABORATE, PRELIMINARY,
DISTANCE, MASS, FORCES, THEORY, GRAVITY, MOTION,
OBSERVATION, EXPLAIN, ELABORATE, REVISE
ANALYZE, EVALUATE
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

Encourage critical
analysis of prior
knowledge

Progress Monitoring and

Scaffolding opportunities

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

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.

Implementation

Feedback Strategy

Small group discuss they

already know about
gravity to contribute to
the class discussion.

Students immediately
receive feedback on how
many classmates share
their opinion and the
direction of class
consensus.

Informs the teacher of

where misconceptions
lie, to what extent, and
the nature of the
misconceptions so key
students can be
monitored in their
learning progression.

Students revise,
reiterate, and refine
poster models
throughout the duration
of the lesson week.

Students receive
continuous feedback
from peer groups and
their poster models,
small group discussions
over natural phenomena
and how it affects their
modeling, and
consensus-driven class
discussions.

Allows the teacher to

steer sense-making and
address nuanced
misconceptions and
conceptual
inconsistencies as they
arise.

Students receive e-mail,

phone call, or call slip on
top of written feedback
on their assignment after
the assignment has been
graded.

Teacher may e-mail or

phone parents to notify
of progress, and/or
summon the student to
discuss make-up work or
extra counseling
contingent upon poor
performance or
remaining conceptual
errors.

Students take a
Summative Assessment
narrative essay where
they will answer: What
do you know so far about
how Gravity works and
how would you include
this into your
interpretation of the Egg
Drop project? What is
there left to understand
and what questions do
you have left
unanswered"

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Engage (Day 1)
1) Teacher writes the Central Question "How does
Gravity work?" and the objectives for the day,
including: "Discussion" and "Modeling". The teacher

How Informs Teaching

Student Does
Engage (Day 1)
1) Students write down the Central Question and the
objectives for the day as notes, and follow-along as
the teacher leads the class through the importance

also writes the questions on the board: "What do you

know about Gravity? Is Gravity ever stronger or
weaker?" Teacher then leads the class through the
objectives for the day.
2) Teacher directs attention to the questions written
on the board and verbalizes them, asking the class
"What do you know about Gravity? Discuss with your
group members what you know and what you're
unsure of. Do you know of any examples where
Gravity is stronger or weaker?" Teacher then allows
time for group discussion before eliciting responses
from the class.
3) Teacher writes student responses on the board
and probes for elaboration. Similar student
responses get recorded as a tally, and students are
encouraged to write-down differing opinions. If
nobody has an example of where gravity may differ,
ask "Would you expect Gravity to be stronger or
weaker on Jupiter? Why?" Student responses are
then written on the board in a similar fashion.
4) Teacher passes out poster paper and explains to
the students the purpose of the poster paper to draw
a depiction (model) of what students currently
believe is the way gravity works, including any
forces that they believe should be included. Students
are told to work in groups to draw their illustrations
on the poster paper in PENCIL, and to include the
Earth, the Moon, and a little zoomed-in drawing of
their egg drop project. Teacher instructs the students
to label what they draw. The students are allowed to
work until the end of the period while the teacher
walks around and helps students as-needed.
5) Teacher collects the poster models as an exit slip
as students leave class.
Lesson Body
Time
Teacher Does
Explore (Day 2)
1) Teacher writes the Central Question "How does
Gravity work?" on the board as well as the objectives
for the day, including: "Poster Discussion", "Video",
and "Revision". Teacher then leads the class through
the importance of the objectives for the day.
2) Teacher passes back the group posters and opens
the floor for student groups to prepare and present
their posters with an explanation of what they drew.
When students are done presenting, they are
instructed to leave their poster at the front of the
class to remain visible.
3) When all student groups are done presenting, the
teacher shows a video about the dynamics of
Planetary and Moon Orbits and the Gravity of Stellar
Bodies. Students are encouraged to take notes while
the video is playing and the video is paused at key
moments to allow students to catch-up on notetaking.
4) Teacher allows the groups to retrieve their group
posters and asks the class the question "What did
you learn and how does this affect the way you
revise your poster model?" Teacher then allows
student groups to have the rest of the class time to

of the objectives.
2) Students have their attention directed to the
questions on the board as a primer and consider
them as the teacher verbalizes the question "What
do you know about Gravity?". Students then discuss
within their groups what they know and do not know
about how gravity works, as well as if there are any
examples that they know of where gravity would be
stronger or weaker.
3) Students volunteer what they know about gravity
as the teacher writes their responses on the board
with tallies next to similar opinions and information.
Students respond to teacher questioning for them to
elaborate on what they know and how they know it.
4) Students work in their groups to illustrate a model
that represents their working knowledge of how
gravity functions using the Earth, the moon, and
their egg drop project as props within the model, and
label the objects and forces that they draw. Students
summon the teacher for assistance as-needed.
5) Students submit their group posters as an exit
slip as they leave class.

Student Does
Explore (Day 2)
1) Students write down the Central Question and
objectives for the day as notes, and follow-along as
the teacher explains the significance of the
objectives.
2) Students receive their posters and prepare
among their groups to present their poster model.
Students then present their poster model to the class
and explain why they drew what they did on their
poster model. Students then leave their poster at the
front of the class so they remain visible throughout
the class time.
3) Students watch the video on Planetary and Moon
Orbits and the Gravity of Stellar Bodies. Students
take notes while they are watching the video.
4) Students retrieve their group posters and ponder
the question "What did you learn and how does this
affect the way you revise your poster model?"
Students work on revising their poster models within
their groups for the remaining duration of the class.
Students summon the teacher for assistance asneeded.
5) Students submit their group posters for collection

revise their poster models to include the information

they just learned. Teacher roams the class and
assists students as-needed.

as an exit slip as they leave the class.

5) Teacher collects the group posters as an exit slip

as students leave the class for the day.

1) Students write down the Central Question and

objectives for the day as notes, and follow-along as
the teacher explains the importance and context of
the objectives.

Explain (Day 3)
1) Teacher writes the Central Question "How does
Gravity work?" on the board as well as the objectives
for the day, including: "Ocean Tides", "Video", and
"Revision". Teacher then leads the class through the
importance and context of the objectives for the day.
2) Teacher motions for the students to gather their
groups and asks the students what they know about
ocean waves. This can be preceded by the question
"Have you ever been to the beach?" or "Have you
ever seen the ocean before?" Teacher has students
consider what they know about ocean waves and
what they think makes tides rise and fall. Teacher
then elicits responses from the student groups over
what they have discussed and writes student
opinions on the board. After every student response,
the teacher asks a derivation of "How do you know?"
followed by "Does anyone have something to add on
to this?" or "Does anyone agree with this?"
3) Teacher shows the class a video on tidal
movement based on lunar gravity, and has the
students take notes on what they are hearing and
watching. Teacher pauses the video at critical
moments to facilitate student note-taking.
4) Teacher elicits responses from the class and asks
how they would revise their poster models given
what they have seen. Teacher then writes the
responses on the board and tallies for similar
responses.

Explain (Day 3)

2) Students respond to the teacher's primers before

discussing in their groups what they know about
ocean waves and what they think leads to tidal rise
and fall. Students then respond to the teacher about
what they have discussed in their groups and how
they know. Students also participate in the
discussion about opinions written on the board.
3) Students watch the video on tidal movement
based on lunar gravity and write notes on their
observations and what they learn.
4) Students respond to the teacher concerning how
they would revise their models based on what they
have learned.
5) Students receive and continue to work on their
poster model revisions using the information they
have gained until the end of the period. If students
are finished early, they individually perform a
Quickwrite over what they have learned, what
questions they still have, and what they want to
know.
6) Students submit their poster models as well as
their Quickwrites (if applicable) as an exit slip as
they leave class for the day.

5) Teacher passes back the poster models and

allows the students to work in their groups to revise
their models until the end of the class period. If the
students appear to have finished with time to spare,
a Quickwrite is assigned for the students to write
what they have learned today and what questions
they still have as an exit slip.
6) Teacher collects the poster model and the
Quickwrite (if applicable) as an exit slip as students
leave class for the day.
Elaborate (Day 4)

Elaborate (Day 4)

1) Teacher write the Central Question "How does

Gravity work?" on the board as well as the objectives
for the day, including: "Final Revisions",
"Presentation", and "Quickwrite". Teacher then leads
the class through the significance of the objectives
for the day.

1) Students write down the Central Question and

objectives for the day as notes, then follow-along as
the teacher explains and discusses the significance
of the day's work.

2) Teacher passes back poster models one final time

and asks the students how they would now revise
the egg drop section of their poster model given the
information they have learned, and writes the
student responses on the board. The student
responses are left on the board for the students to

2) Students receive their poster models a final time

and respond to the teacher's questions about the
egg drop given what they have learned so far about
what affects gravity. Students then work on revising
their poster models with a focus on the egg drop
component while taking note of the observations
written on the board.

view as they continue to work on revising their

models. 20 minutes out of the period are taken for
model revision before the teacher calls for students
to present their work.
3) Teacher allows for students to cross-talk with
other groups and share their posters with a
neighboring group. This happens twice, with 10
minutes per session. During this time, the teacher
walks around and listens to student presentations,
asking probing questions where necessary focused
on "How do you know?" aspect of student assertions.
The student poster models are then summoned to be
displayed at the front of the class.
4) Teacher begins and mediates a student-led
discussion on what is left to be understood and what
questions students have, allowing other students to
respond to their classmates with conjectures and
opinions. Teacher steers the conversation if prior
knowledge of forces and mass are not incorporated
into the dialogue until the end of class.

3) Students participate in a cross-talk presentation

activity where they meet with neighboring groups to
discuss and explain their poster models while the
teacher scaffolds the experience. This happens for
ten minutes, twice. Students then bring the poster
models to be displayed at the front of the class.
4) Students participate in a discussion about what is
left to be understood and what questions they may
yet have. Students are allowed to respond to
classmate responses and inquiry, but are expected
to center their arguments around what has been
covered in-class with a focus on forces and mass of
objects.

Lesson Closure
Time
Teacher Does
Evaluate (Day 5)

Student Does

1) Teacher writes the Central Question "How does

Gravity work?" on the board as well as the objectives
for the day, including: "What do we know?" and
"Summative Assessment". Teacher then leads the
class through the significance of the objectives for
the day.
2) Teacher asks the class to contribute what they
have learned and know about the way that gravity
functions and what influences the strength of gravity.
Teacher then writes student responses on the board
and asks the students to elaborate on individual
bullet points and assertions with a focus on how they
know what they know and where they got their
evidence.
3) Teacher passes out Summative Assessment
handout with the prompt "What do you know so far
about how Gravity works and how would you include
this into your interpretation of the Egg Drop project?
What is there left to understand and what questions
do you have left unanswered?" Teacher directs the
students to individually answer the question prompt
for the remainder of the class period in a narrative
essay.

Evaluate (Day 5)
1) Students write down the Central Question and the
objectives for the day, then follow-along as the
teacher explains and discusses the importance of the
day's objectives.
2) Students contribute what they know about how
gravity functions using language and concepts
consistent with what they have learned. Students
also elaborate on what they know with evidence and
take note of student responses that the teacher
writes on the board.
3) Students receive and consider the question
prompt on the Summative Assessment handout, then
answer the question prompt with a narrative essay
that serves as their summative assessment for the
duration of the class period.
4) Students submit their Summative Assessment
handout as an exit slip as they leave class for the
day.

4) Teacher collects the Summative Assessment

handouts from the students as an exit slip as they
leave class.
Instructional Materials, Equipment, and Multimedia
Whiteboard, dry erase markers, poster paper, videos, handouts.
Co-Teaching Strategies
One teach, one
observe
Supplemental
teaching
CO-PLANNINGNOTES

One teach, one assist

Differentiated
teaching

Station teaching
Team teaching

Parallel teaching
Not applicable

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?