UDL Lesson Plan Template

Teacher Candidate’s Name: Connor Roeske

Date Created: 10/5/23

Content Area: Social Studies

School: Blissfield Middle School

Grade Level: 6th grade

Lesson Title: map lab 3 of United States and Canada

Time: Two class periods

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.)

7-G1.2.1 Locate the major landforms, rivers and climate regions of the Westeren Hemisphere.
7-G2.1.1 Describe the landform features and the climate of the region (within the Western or
Eastern Hemispheres) under study.

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.)

Learners will be able to find and locate on a map with coordinates, landforms of the
Western Hemisphere. The students will be able to do this with 80% accuracy or better
after the two days.

Materials: (Low tech, including number needed)

Teacher: 21 copies of the map lab.

Students: Pencil, binder, and computers.

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

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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
Map Lab 3 Direction Sheet.PNG - Google Drive
Map Lab 3 Questions (1-6) (2).PNG - Google Drive
Map Lab 3 Questions (7-10) (1).PNG - Google Drive
Map Lab 3 recording Sheet.PNG - Google Drive

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

The Students have been doing worksheets and activities with the western hemisphere for
the last week, so they should be familiar with the maps and the region of the world.

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

The students who need help with reading will have the directions read aloud to them.
There will be other documents given to certain students who need help with reading.
This doc will have the answers available for them so that they can check your answers.
There is also a student who has a hearing problem so I will be talking in a microphone.
Special Concerns (including medical, behavioral, and/or environmental):

The concern that I have for this lesson is that the students may have a hard time
understanding the polling of the points and how to use coordinates.

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: The students will turn in their map labs, and I will look them over,
this will tell me if the students understand the content or not. I will also be asking
the students questions throughout the two days, making sure they are on task and
understanding the content.

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 Summative:

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.

Part 1: Engagement/Warm-up: (Time) five to ten minutes for both days

 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?

I will start off the class with a class starter. The students will answer the question in their Chrome Books.
After a short time, I will pull sticks and have the students tell me their answers. As a whole class, we will discuss
the answers and talk about the questions.

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.)

I will start to pass out the map labs as the students are giving me the answers for the class starter.

Part 2: Instruction/Exploration: (Time) 90 minutes over the next 2 days

 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).

At the start of the first day, I plan on going slow and really looking over the directions of the map lab.
So, I will first give the directions for the map lab as a whole talking about how to plot and what some of the
questions the map lab will ask the students.
From here I will put the map lab on the doc camera, and we will slowly start to go through the first questions.
I will step by step walk the students through the first 3, 4, or 5 questions. This all depends on if the students really
understand the content or not.
If they understand it by question 2 or 3 I will ask the student to do the next question on their own but to not move
on the questions after that because we will come back as a whole group and discuss the answer. This will be the

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end of the first day.
The second day starts, and the students will do their class starters and then get their map labs out. I will ask the
students who understand the content and who need more help. The students that need more help will be allowed
to come to the front of the class and work through the rest of the problems with me while the other students will
work independently in the seats finishing the map lab.

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.)
Once the students understand the content in the smaller group, I will send them to their seats
and have them try it on their own. For the rest of the class, I will walk around, ask questions,
and help students who are still having a tough time.

Part 3: After Lesson: (Time) 5 to 10 minutes

Closure:
 Refer and tie back to course objectives
 One last quick assessment

The students by now should have the map lab done.

I will ask the students some review questions at the end of each hour to see where they are at
with the content. Finally, I will review the map labs that they turn in and see if they have
understood the content, and hit the objective.
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:

Areas for Growth:

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