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Name
CWID
Fabian Botero
Class Title
Physical Science
Subject Area
892494519
Lesson Title
Egg Drop
Physics
Unit Title
Motion and
Gravity
Grade Levels
8
Total Minutes
5 days / periods
(55 minutes
each)
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
EL
PM
Implementation
Feedback Strategy
Construction, testing,
revision, and defense of
student egg drop module
designs
Summative Written
Assessment over lesson
principles and ability to
connect concepts and
ideas
Narrative essay
addressing the Central
Question "How can we
counteract the force of
impact?" using the egg
drop module creation
process as well as the
design element rationale
of the final product or a
competing, successful
product
Accessing Prior
Knowledge and
engagement of basic
observational knowledge
and skills
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Engage (Day 1)
1) Teacher writes objectives on the board but does
not write Central Question. Objectives include
"Demonstrations", "Discussion", and "Design".
Student Does
Engage (Day 1)
1) Students write down the objectives for the day
and follow-along as the teacher explains the
importance of the day's objectives.
Student Does
Explore (Day 2)
1) Students write down the Central Question and
objectives for the day and follow along as teacher
explains the objectives.
2) Students form their groups and accept their
project design handouts. Students then work in their
groups to construct their module designs out of inclass materials provided by the teacher and mass
their modules using the Weigh Scale.
3) Students equip their modules with eggs given by
the teacher and proceed outside for testing.
Students record their observations on how their
module falls and impacts the ground, as well as if
their egg broke or not.
4) Students turn-in their modules after evacuating
the egg and get their observations stamped as they
leave class.
Explain (Day 3)
Explain (Day 3)
Elaborate (Day 4)
1) Teacher writes Central Question "How can we
counteract the force of impact" on the board as well
as the objectives for the day, including: "Forces
Discussion", "Group Work", and "Structural
Discussion". Teacher then leads the students through
the importance of the individual class objectives.
2) Teacher instructs the students to form their small
groups and discuss amongst themselves what forces
are at play in the movement and impact of the egg
drop module. Teacher writes the question on the
board "What forces are present in the fall and impact
of the egg drop module?" for the students to focus
on during the small group discussion.
3) Teacher elicits responses from the class to answer
the question on the board about forces. Teacher
encourages the students to write down the
responses their classmates have, and writes down
student responses on the board with an
accompanying free-fall diagram depicting the egg
drop module as it hits the floor.
4) Teacher instructs the students to form their small
groups again and discuss amongst themselves what
structural features of their module mitigates the
force of impact and How. Teacher writes on the board
the question "How does the design of your module
and what parts of your module soften the force of
impact?" to guide students during their small group
discussion.
Student Does
Evaluate (Day 5)
1) Students write down the Central Question and the
objectives for the day as notes, and follow-along as
the teacher elaborates on the importance and
significance of the day's objectives.
2) Students work within their groups to discuss and
address the their answers to the Central Question
using their group's egg drop module as a reference.
Students write-down their conclusions in the form of
bullet-points with an accompanying diagram of their
module and the forces involved. Students then elect
a member of their groups to serve as a designated
speaker who will participate in the Cross-Talk activity.
3) Elected speakers from each student group brings
their information sheet to a neighboring group to
discuss and elaborate on what they have concluded
in addressing the Central Question. Students
listening to elected speakers write down their notes
on what if any differences there exist between what
they have accomplished and what others have
accomplished, as well as similarities.
4) Students submit their work for scoring, including
diagrams, notes, observations, and measurements
made during the overarching Egg Drop lesson.
Students then receive a handout with the Central
Question as an essay prompt and answer the
question using the knowledge they have gained, in
their own words, with an accompanying diagram of
either their group's module or a neighboring group's
module to showcase the forces involved.
5) Students submit their narrative responses for
collection as a summative assessment as they leave
class.
Station teaching
Team teaching
Parallel teaching
Not applicable
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?