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    Science Section 2 Cep 452

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    api-240596425
    This document summarizes a lesson plan incorporating elements of Universal Design for Learning (UDL). The lesson involves students working in groups to conduct experiments with magnets. Checkpoints from each of the three UDL elements - Engagement, Representation, and Action and Expression - are addressed. For Engagement, students collaborate in groups during the experiments and reflect on their predictions. For Representation, a video is used to build background knowledge and define vocabulary. For Action and Expression, organizational supports, accessible classroom layout, and graduated levels of support are provided.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Science Section 2 Cep 452

    Uploaded by

    api-240596425
    21 views2 pages
    This document summarizes a lesson plan incorporating elements of Universal Design for Learning (UDL). The lesson involves students working in groups to conduct experiments with magnets. Checkpoints from each of the three UDL elements - Engagement, Representation, and Action and Expression - are addressed. For Engagement, students collaborate in groups during the experiments and reflect on their predictions. For Representation, a video is used to build background knowledge and define vocabulary. For Action and Expression, organizational supports, accessible classroom layout, and graduated levels of support are provided.

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    science section 2 cep 452

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    This document summarizes a lesson plan incorporating elements of Universal Design for Learning (UDL). The lesson involves students working in groups to conduct experiments with magnets. Checkpoints from each of the three UDL elements - Engagement, Representation, and Action and Expression - are addressed. For Engagement, students collaborate in groups during the experiments and reflect on their predictions. For Representation, a video is used to build background knowledge and define vocabulary. For Action and Expression, organizational supports, accessible classroom layout, and graduated levels of support are provided.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views2 pages

    Science Section 2 Cep 452

    Uploaded by

    api-240596425
    This document summarizes a lesson plan incorporating elements of Universal Design for Learning (UDL). The lesson involves students working in groups to conduct experiments with magnets. Checkpoints from each of the three UDL elements - Engagement, Representation, and Action and Expression - are addressed. For Engagement, students collaborate in groups during the experiments and reflect on their predictions. For Representation, a video is used to build background knowledge and define vocabulary. For Action and Expression, organizational supports, accessible classroom layout, and graduated levels of support are provided.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    CEP 452

    Lesson Plan
    Section 2: The UDL Elements
    Engagement

    Which checkpoint did you


    incorporate?
    8.3 Foster collaboration and
    community.

    9.3 Develop self-assessment and


    reflection.

    8.2 Vary demands and resources to


    optimize challenge.

    How and why?


    Students move from station to station with their table groups.
    While they all have individual recording sheets, they get to
    work and communicate with their groups while completing
    the lab. This allows the students to share their discoveries
    with other students and to have conversations with each other
    during the experiments to question Why? and How? aloud. It
    strengthens the inquiry process.
    Students make predictions for what will happen during the
    experiments, and at the end, the teacher will ask them to
    reflect upon their predictions. Did their ideas about magnetic
    attraction change? This way, students are intentional about
    their thinking and reflect upon their surprise when their
    predictions were incorrect.
    Students experiment with objects that they are familiar with,
    but do not know the results of yet. They are just beginning the
    lesson with magnets, and are asked to complete tests with
    them that they have never done before. There are also 3 very
    different activities in this lesson that present the information
    in different waysthrough video and hands on
    experimentation. Students have the opportunity to learn
    through multiple resources.

    Representation

    Which checkpoint did you


    incorporate?
    3.1 Activate or supply background
    knowledge.

    2.1 Clarify vocabulary and symbols.

    How and why?


    At the beginning of the lesson, the teacher should remind
    students of the lesson they had previously by asking questions
    about some of the properties of magnets. A review is
    important to ensure that students are prepared to take in new
    information for a scaffolded lesson.
    Showing the Bill Nye video is an engaging way for students to
    learn vocabulary and see a visual representation of how
    magnets work. Definitions are clearly described for students

    1.2 Offer alternatives for auditory


    information.

    in this video. It sets the foundation for students to be


    successful in the lesson.
    Subtitles are available on the YouTube video for students that
    need additional support for auditory information. If no
    subtitles were available for students that had hearing
    impairments, they would miss the entire point of the video.

    Action and Expression

    Which checkpoint did you


    incorporate?
    6.3 Facilitate managing information
    and resources.

    4.1 Vary the methods for response


    and navigation.

    5.3 Build fluencies with graduated


    levels of support for practice and
    performance.

    How and why?


    The teacher models how the students should fold their paper,
    and has the students list each object in the same order. The
    teacher also directs which side of their papers to write each
    part of the lesson on. This helps the students to stay organized
    and keep their information in the correct order.
    The table groups in this classroom must be far enough apart
    to support a student in a wheelchair to move throughout the
    classroom. This ensures full class participation and doesnt
    force the teacher to provide individual materials for that
    particular student.
    This lesson is scaffolded in an I Do- We Do- You Do setup. The
    students begin with watching a video and listening to the
    teacher present. Then they work in groups with individual
    recordings during the lab experiment. Then they complete an
    assessment individually. Students have the opportunity to
    strengthen their learning through the graduated levels of
    support.

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