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
Bumper Cars

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
MS.ETS1-1
understanding of the iterative
knowledge assessed and
design process while
utilized at the beginning of
Define the criteria and constraints of a design problem
considering limiting variables
class. Scaffolding is done
with sufficient precision to ensure a successful
such as weight, impact force,
throughout the lesson and
solution, taking into account relevant scientific
propulsion, and available
the bulk of the class
principles and potential impacts on people and the
materials by using multiple
focuses on modeling and
natural environment that may limit possible solutions.
steps to design an optimized
refining a model.
bumper car schematic
Tier II(General Academic) Vocabulary
Tier III (Domain Specific) Vocabulary
CREATE DESIGN, COLLABORATE, PRELIMINARY,
MEASURE, DISTANCE, MASS, FORCES, THEORY,
OBSERVATION, IMPACT, MODULE, EXPLAIN,
MODULE, GRAVITY, MOTION, ANALYZE, EVALUATE,
ELABORATE, REVISE
CRUMPLE ZONE
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

Students are asked to

consider their past
experiences with bumper
cars and explain the
function and purpose of
bumper cars from their
observations and
experiences.

Students draw their

bumper car designs on
the board for evaluation
and analysis as well as
iterate on their designs
given new information
multiple times
throughout the lesson.

Students perform an
individual written
assessment of the
bumper car iterative
design process by
answering the
summative assessment
question prompt: "What
are the features of a
good bumper car? How

Feedback Strategy

Students have
immediate feedback on
how their experiences
stack up with their
classmates' experiences
to gain additional
perspective even when
they have none.
Immediate and ongoing
feedback is provided to
the students based on
in-class analysis and
evaluation of their
bumper car schematics
from classmate input.
Students are also given
an idea how their
bumper car designs fit
into the overall picture of
what makes for a good
bumper car based on
what parts of their
bumper car share
homology with a
generalist view on
efficient bumper car
design.
Students receive written
feedback after the
assessment has been
graded which informs
them of cognitive holes
that exist in their
understanding of
iterative design changes
and rationale.

How Informs Teaching

Based on what
percentage of the
students don't have
experience with bumper
cars, this will determine
how often the video on
bumper cars is paused
and how much if any
verbal guidance the
teacher provides
throughout the bumper
car video.

Supervision of initial
designs as well as the
ongoing revision process
inform the teacher where
students are going astray
and what concepts the
students do not yet
comprehend as they are
designing changes to
their bumper car
schematics, providing
opportunities for in-class
design scaffolding.

The results from the

summative assessment
informs the teacher
exactly how effective the
lesson plan was at
providing an
environment where
students can learn about
iterating on previous
designs and combining

multiple concepts from

previous lessons into
designing a more
complex module. This
information provides
context for how to evolve
future lesson plans.

do you know? Why are

these features better
than other options?"
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Engage (Day 1)
1) Teacher writes the Central Question "What are
the features of a good bumper car?" and the
objectives for the day, including: "Past Experiences",
"Looks and Purpose", "Context", and "Laws of
Motion". Teacher then leads class through the
objectives and what can be expected for the day.
2) Teacher probes for prior knowledge by asking the
students to consider their past experiences with
bumper cars. Teacher gives the students a minute to
think about it before asking the class for feedback on
what they remember about the experience.
3) Teacher instructs the students to form their
groups and discuss what they know about what
bumper cars look like and what the purpose or intent
of a bumper car is. How is it different from a normal
car? The teacher then elicits responses from the
students and asks them to demonstrate with their
hands what a bumper car looks like as well as
express what the purpose or intent of a bumper car
is.
4) Teacher shows the class a video about bumper
cars in action, and suggests that the students take
notes on what they observe. The teacher pauses the
video at key segments to allow the students to catch
up on note-taking.
5) Teacher passes out a group handout and asks the
students to consider what they have observed in the
video regarding the action of bumper cars and
connect what they have observed with what they
know about the 3 Laws of Motion and mitigation of
impact force. Teacher then allows the students to
discuss within their groups the connection between
these concepts and observations and write down
their conclusions in bullet form on the group
handout.
6) Teacher collects the group handouts as an exit
slip.
Lesson Body
Time
Teacher Does
Explore (Day 2)
1) Teacher writes the Central Question "What are
the features of a good bumper car?" on the board as
well as the objectives for the day, including: "Discuss
and Design" and "Design Sharing". Teacher then
leads the class through an explanation of the day's
work and the importance of the objectives for the
day.
2) Teacher passes back stamped group handout
from the day before to student groups as well as a

Student Does

Engage (Day 1)
1) Students write down the Central Question and
objectives for the day as notes, then follow-along as
the teacher explains and elaborates on the
importance of the objectives for the day.
2) Students take a minute to consider their past
experiences with bumper cars and recall what it is
like to either ride or drive one. Students then
respond by stating or elaborating upon their past
experiences with the nature of bumper cars.
3) Students convene in their groups and discuss
what they know about what bumper cars look like
and what the purpose or intent of a bumper car is.
Students also ponder the question "How is it different
from a normal car?" The students then contribute to
the class discussion by providing feedback based on
what they have discussed within their groups.
4) Students watch a video showing bumper cars in
action, being driven, and colliding. Students take
notes on their observations on bumper car function
and operation.
5) Students receive a group handout which prompts
for a connection between what they know about
bumper cars, what they have seen in the video, and
what they know about the 3 Laws of Motion and
mitigation of impact force from the Egg Drop module
lesson. Students then work within their groups to
discuss and connect the ideas on paper in bullet
form (or their own words).
6) Students submit the group handout with their
group member names written-down 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 leads the class through an explanation of
the day's work and the importance of the objectives
for the day.
2) Student groups receive their stamped group
handouts from the day before as well as a new
design handout. Students consider what they know
already and what they have learned about balloon

design handout. Teacher instructs the students to

consider what they know and what they have
learned about balloon car design and construction as
well as egg drop module design and construction
and the in-class materials they have used in the past
in order to discuss and design a preliminary bumper
car module on their design handout. Teacher
proceeds to walk around the room and help asneeded while students work.
3) Teacher directs student groups to elect an artist
who can draw the group's design on the board with
labeled parts. Teacher supervises as students
command the white board and draw their designs
with labeled parts.
4) Teacher elicits student responses on what
similarities they notice between designs drawn on
the board. Teacher then draws and labels the parts
of a prototype bumper car based on the
commonalities noted by the students, and directs
the students to copy the design onto their design
handouts.

car design and construction as well as egg drop

module design and construction. Students consider
this along with the in-class materials they have
become familiar with to discuss and design a
preliminary bumper car module on their design
handout. Students summon the teacher and ask
questions as-needed.
3) Students elect an artist from their group to draw
and label the design and parts of their bumper car
design on the whiteboard while the teacher
supervises.
4) Students respond by observing and noting
similarities and commonalities between different
groups' bumper car designs. Students copy the
generalist design that the teacher draws on the
board from a combination of similar features across
all student group designs.
5) Students submit their design handout to the
teacher as an exit slip as they leave class.
Explain (Day 3)

5) Teacher collects design handouts as an exit slip

as students leave class.
Explain (Day 3)
1) Teacher writes the Central Question "What are
the features of a good bumper car?" on the board as
well as the objectives for the day, including:
"Crumple Zones", "Group Discussions", and
"Revisions". Teacher then leads the class through an
explanation of and the importance of the objectives
for the day.
2) Teacher shows a video about crumple zones in
cars, how they function, and the purpose they serve.
The students are instructed to take notes on their
observations from the video. The video is paused at
key sections to allow students to catch up on notes.
3) Teacher elicits student responses based on the
notes they have taken on the video, writing down
student observations on the board. The teacher then
instructs the students to convene in their groups and
discuss what the purpose of the crumple zones are
as related to forces and the Laws of Motion, as well
as how this connects to the Egg Drop. Teacher then
elicits student responses based on what they have
discussed in their groups and writes student
responses on the board.
4) Teacher begins another student discussion, this
time prompting the groups to consider why they
think this feature of cars is important and if it has a
place in bumper car design. Teacher walks around
the room and assists students as-needed. After the
group discussion, the teacher elicits student
responses and writes their ideas on the board as to
how it could be incorporated into bumper car design
and why it is important.
5) Teacher directs the students to spend the rest of
the class time revising their bumper car designs, and
passes back the design handout for this purpose.

1) Students write down the Central Question and the

objectives for the day as notes, and follow-along as
the teacher explains and discusses the importance of
the objectives.
2) Students watch the video on crumple zones and
take notes on their observations as well as the
function and purpose of the crumple zones.
3) Students respond to the teacher by offering what
they have written for their video observations.
Students then convene in their groups to discuss the
purpose of the crumple zones and how they are
related to forces and the Laws of Motion, as well as
how the concept of the crumple zone connects to the
Egg Drop. Students then respond to the teacher by
offering what they have discussed amongst
themselves as the teacher writes the responses on
the board.
4) Students reconvene in their groups to consider
why they think the crumple zone feature of cars is an
important concept and if the concept has a place in
bumper car design. Students summon the teacher
for assistance as-needed. After the group discussion,
students respond to the teacher by stating and
elaborating what they have discussed in their groups
as the teacher writes student responses on the
board.
5) Students receive the design handouts back and
spend the rest of the class time revising bumper car
designs in their groups, using the generalized
bumper car design from the previous day as their
new starting model.
6) Students submit the design handouts as an exit
slip to the teacher as they leave class.
Elaborate (Day 4)
1) Students write down the Central Question and the
objectives for the day as notes, and follow-along as

6) Teacher collects the design handouts as an exit

slip as students leave class.
Elaborate (Day 4)
1) Teacher writes the Central Question "What are
the features of a good bumper car?" on the board as
well as the objectives for the day, including: "Class
Discussion", "Video", "Group Discussion", and
"Revisions". Teacher then leads the class through an
explanation of the objectives for the day.
2) Teacher asks the class to consider what the
biggest problem was that they faced with using
balloons as a form of propulsion during the balloon
car lesson. The students are allowed a few minutes
to discuss this in their groups before responding.
Teacher writes down student responses on the board
and tallies for similar responses, steering the class in
the direction of difficulties with balloon car mass if
need be.
3) Teacher shows video of aluminum and carbon
fiber inclusion into automobile design to save
weight. Students are encouraged to write notes and
observations, and the video is paused at key points
to let the students catch up on notes.
4) Teacher poses the question to student groups:
"What are ways that we can make the bumper car
move faster?" The students are allowed time to
discuss their answers to this question before
responding with their answers. Student responses
are written on the board and tallied for similar
responses. Students are encouraged to write
classmates' responses as notes.

the teacher leads the class through an explanation of

and the importance of the objectives.
2) Students consider the question "What was the
biggest problem that you experienced with using
balloons as a form of propulsion during the balloon
car trials?" Students discuss amongst their groups
the answer that they have to this question before
responding to the teacher while the teacher writes
down student responses on the board.
3) Students watch the video on aluminum and
carbon fiber inclusion into automobile design to save
weight, and write down notes and their observations
while watching the video.
4) Students consider the question "What are ways
that we can make the bumper car move faster?"
Students take time in their groups to discuss their
answers to this question before responding to the
teacher. Students take note of classmates' responses
as the teacher writes student responses on the board
and tallies similar responses.
5) Students receive their design handouts back and
work until the end of the period in their groups to
revise their bumper car designs.
6) Students submit their design handouts to the
teacher as an exit slip as they leave class.

5) Teacher passes back design handouts and

instructs students to work in their groups to revise
their bumper car designs for the rest of the period.
6) Teacher collects design handouts as an exit slip
as students leave class.
Lesson Closure
Time
Teacher Does
Evaluate (Day 5)
1) Teacher writes the Central Question "What are
the features of a good bumper car?" on the board as
well as the objectives for the day, including: "Share
Designs", "Explain and Elaborate", and "Summative
Assessment". Teacher then leads the class through
the importance of the objectives for the day.
2) Teacher passes back the design handouts and
asks the students to elect an artist to go up to the
board and draw out their group's latest bumper car
design with labeled parts. Teacher elicits student
responses on what they observe to be similar
between designs at this stage in the process, and
the teacher draws a general bumper car design with
labeled parts based on these observed
commonalities. Teacher leaves the general bumper
car design up on the board for the summative
assessment.
3) Teacher collects the design handouts and passes
out a summative assessment handout with the

Student Does
Evaluate (Day 5)
1) Students write down the Central Question and
objectives for the day as notes, and follow-along as
the teacher explains the importance of the
objectives.
2) Students receive their design handouts back and
elect an artist to draw their latest bumper car design
on the board with labeled parts. Students then
respond to the teacher by observing similarities and
commonalities between the latest bumper car
designs
3) Students receive the summative assessment
handout with the question prompt: "What are the
features of a good bumper car? How do you know?
Why are these features better than other options?"
Students take the remainder of the period to answer
the question prompt individually, thoroughly, and
using their own words.
4) Students submit their summative assessment

Central Question embedded within the question

prompt: "What are the features of a good bumper
car? How do you know? Why are these features
better than other options?" The students are
instructed to individually answer the question
prompt for the remainder of the period.

handout with their completed narrative response as

an exit slip as they leave class.

4) Teacher collects the summative assessment

handout for grading as an exit slip as students leave
class.
Instructional Materials, Equipment, and Multimedia
Whiteboard, dry erase markers, 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?