UDL Lesson Plan Template #_____

Teacher Candidate’s Name: Emma Murphy

Date Created: 11 November 2021

Content Area: Social Studies

School: Siena Heights University

Grade Level: 4th grade

Lesson Title: Where and How Many did you say?

Time: 30/35 minutes

Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

 SOC. 4 – G2.0.1 Describe ways in which the United States can be divided into different
regions.
 SOC. 4 – G2.0.2 Locate and describe human and physical characteristics of major U.S.
regions and compare them to the Great Lakes region.

 ART.VA.II.HS.5 -- Reflect, articulate, and edit the development of artwork throughout

the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

 Using manipulatives, the student will successfully describe the ways in that the U.S. can
be divided in different regions, with 100% accuracy.

 Using manipulatives, the student will successfully locate and describe human and
physical characteristics of the major U.S. regions, with 100% accuracy.

 Using manipulatives, the student will successfully locate and describe human and
physical characteristics of the major U.S. regions and compare them to Great Lakes
region, with 100% accuracy.

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Materials: (Low tech, including number needed)
Teacher:
 3 sets of worksheets, 25 each, 1 per student
 Social Studies Notebook

Students:
 Social Studies Notebook
 Pen/ pencil
 Student’s scissors (which they have in their desk)
 Color markers (which they have in their desk)
 Plain paper

Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

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Bibliography/References: (in APA format)
 Teacher research/planning
 Source of learning materials

Davis, B. (2021, January 28). Home. MVOrganizing. Retrieved November 16, 2021, from
https://www.mvorganizing.org/what-are-the-four-main-physical-features-of-the-usa/
#What_are_the_four_main_physical_features_of_the_USA. 

History Illustrated. (n.d.). Region definition for kids - youtube. Retrieved November 15, 2021, from
https://www.youtube.com/watch?v=GdrXc2m5hSk. 

Wikimedia Foundation. (2021, November 11). Great Lakes. Wikipedia. Retrieved November 16, 2021,
from https://en.wikipedia.org/wiki/Great_Lakes. 

Prior Learning Connections: (Background knowledge support)

 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

 In 3rd grade the students were taught the cardinal directions and how to describe the
relations of location.

 The students also learned thematic maps to identify and describe the physical and human
characteristics of Michigan.

 The students also learned how to describe different regions of Michigan.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities

 All IEPs will be reviewed by the teacher to implement accommodations.

 To support auditory learners, the teacher will explain and discuss.

 Sensory breaks every 5-10 minutes.

 Uses a schedule on the side on the board, a visual schedule.

 Check the digital clock on the wall so that students know what time it is.

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  During this lesson there is time for students to work on small group work.

 We will color parts of your worksheets.

 We will be putting in worksheets into our Social Studies Notebook.

 Student are allowed to use flexible seating.

 Students with hearing differences should receive optimal room placement and/or
support by an aide. Directions should be provided as written as well as verbal.

 Students with cognitive differences may need additional processing time.

Special Concerns (including medical, behavioral, and/or environmental):

None for this lesson.

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
 Observation of students
 Questioning of students
 Jot thoughts- Using Kagan Structure #12


Summative:
 End of unit exam

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Everything that is in red is what is on the board
Everything that is in green is what is a formative assessment
Everything that is Italic is what is being spoken
Everything that is bolded is an action

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Part 1: Engagement/Warm-up: (10 minutes)
 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

10 minutes

Do you remember what a region is? (FA) I am going to give you 1 minute to write everything you can
think about when you hear region, please pick your writer from your table group.
So now I’m going to play a video please take out your social studies notebook and take notes on the
video, PLAY VIDEO (1:01) https://www.youtube.com/watch?v=GdrXc2m5hSk Can some tell what a
region is now? (Student should respond with an area where most things are common)

Turn and talk (students know what to do, we do turn and talks daily) I would like you to do a turn and
talk with your groups and discuses and come up with as many different types of regions. (Give students
about 3-4 minutes to talk in small group) Turn back for group conversation and talk as a whole group
on what they just talked about.

Okay everyone standup for 5 seconds… ready… set… go!!! (Have the students stand for about 30
seconds)

Transition: (This is a bridging statement or question to help students connect what occurred during
Engagement to what will occur during Instruction/Exploration. It is NOT a direction or instruction.)

You guys did very well with that group talk. Has anyone ever-seen different types of regions in the
United States? (FA) Wonder how many different types of regions are there in the United States? (FA)
Well, we are going to talk about different regions in the United States.

Part 2: Instruction/Exploration: (Time)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

I would like everyone to write in their Social Studies notebook how many regions there are in the
United States and what are they. (FA) something we are doing a jot thoughts with our table groups.
Now can someone tell me what they wrote? (Answers may vary) So there are 5 regions, and they are
Northeast, Southwest, West, Southeast, and Midwest.

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Hand this out of every student. Also present on the board. Now we are going to color the
different regions.

(Now show this picture give student about 5 minutes to color their pages and glue into their
notebooks.) Put timer on the board. Now we are going to color each region in a different color. Once
you are done coloring the United States regions, I would like you to glue it into your Social Studies
notebook.

Really quick standup… ready… set… go!!!! (Have the students stand for about 30 seconds)

We are now going to learn why they are classified as each Northeast, Southwest, West, Southeast, and
Midwest.

1. Northeast

 Maine 
 Delaware 
 New Hampshire 
 Vermont 
 Massachusetts 
 Rhode Island 
 Maryland 

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  Connecticut 
 New York 
 New Jersey 
 Pennsylvania

2. Southeast

 Alabama
 Florida
 Georgia
 Kentucky
 Maryland
 Mississippi
 North Carolina
 South Carolina
 Tennessee
 Virginia
 West Virginia

3. West

 Montana
 Idaho
 Wyoming
 Colorado
 Utah
 Nevada
 California
 Oregon
 Washington
 Alaska
 Hawaii

4. Southwest

 Arizona
 New Mexico
 Oklahoma
 Texas

5. Midwest

 Michigan
 Ohio
 Indiana
 Illinois
 Minnesota
 Iowa
 Missouri
 North Dakota
 South Dakota

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  Nebraska
 Kansas

The paper I just handed out to you; we are going to cut them out and now glue those into our
notebooks Show the student you are gluing it into the notebook with the doc camera. Now you are
going to highlight with the colors you used on the map each Northeast, Southwest, West, Southeast,
and Midwest.

Can anyone think of different types of physical features of the region of the United States? (FA) Okay
so a hand full of physical features are Appalachian Mountains, Rocky Mountains, Great Salt Lake,
Grand Canyon or Mississippi River. Has anyone visited these places? (Allow students to answer)
Now let’s write down in your notebooks a couple of common physical features, rivers, oceans, plains,
hills, mountains, and lakes. Write these your notebook on the doc camera so the students can see it
and copy it.

Speaking lakes how many of you guys know what the Great Lakes are? Let’s see a raise of hands.
Good job!! Can anyone tell me what the five Great Lakes are? (FA) Great job!! So, the 5 Great
Lakes are Superior, Ontario, Huron, Erie, and Michigan. Look at the board we are now going to
label our sheets

Present this on the board

This is the handout

Transition: (This is a
bridging statement or question to help students connect what occurred during Instruction/Exploration to
what will occur during After Lesson. It is NOT a direction or instruction.)

We have learned a lot and we have added a lot of information to our Social Studies Notebook.

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Part 3: After Lesson: (Time)
Closure:
 Refer and tie back to course objectives
 One last quick assessment

Now you guys are going to bring up your Social Studies Notebook for me to check to make sure all the
information is correct. If you have the wrong information, I would like you to go back to your group
and discus what is wrong and make the corrections.

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of the
lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Not applicable in this lesson
Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)