UDL Instructional Plan Project Draft

Curriculum/Lesson Plan Overview

This Grade 4 Science Class currently working on a hands on inquiry with electricity and making a complete circuit with 1 wire, D-Cell Battery, and lightbulb. There are 23 students in this class 11 girls and 12 boys, there are two 504’s for Attention Deficient Hyperactivity Disorder (ADHD), one 504 for a student with low vision, and three students who are considered gifted by the district. The classroom is currently situated as two U shapes, one inside the other. The classroom has normal décor of birthdays, Classroom Jobs, charts for reading, writing, and mathematics relevant to the curriculum. Hanging from the lights are the students Hopes and Dreams for the year. There are books organized in baskets and on shelves. Overall the room appears to be quite organized. During this lesson the teacher asked questions to determine the background knowledge of the students. The first question that the teacher asked and had displayed on the Smartboard was: “What do you know about electricity?” There were various responses from no understanding, to my dad is an electrician I will ask him, and one student who clearly understood that the wire needed to be attached to the battery. “How do we get the lights to light in our house?” This is the first lesson in the Electricity Unit. The teacher explained that each student pair would be given one wire, one D-Cell, and one lightbulb. On the next Smartboard slide, the teacher displayed the question: How can you use the wire, the D-Cell to light the lightbulb? On the next Smartboard slide she had pictures of the items needed to complete the experiment. Students were grouped according to names on a clock, today it was their ten o’clock partner. I spoke with the teacher briefly about the clocks, these were partner choices that have been used throughout the year. Students were to attempt lighting the lightbulb and record each attempt in their Science Notebooks using pictures with labels and words. Their Science Notebooks are traditional composition notebooks with grid lines. Once students were given the materials the teacher monitored the room by going from group to group to remind them to take the time to record their attempts in their notebooks. Students were given 20 minutes to record their thinking. For groups that were successful quickly they were given another wire to attempt the same process. This wire was the same type of wire as the first wire, a general wire covered in red plastic. The students needed to make the lightbulb light with two wires. When time was up the teacher pulled students together and used her document camera to have student demonstrate their success and their thinking. Once every group had a turn, the teacher took a moment to discuss the D-Cell battery as a source of energy and that each battery has a + and –sides. She spent time discussing how the components of an electrical atom arrange themselves in a circuit to allow the electricity to flow and that today they had built a beginning parallel circuit. Students were asked to write a small reflection of how a parallel circuit works. The rest of this unit discusses electricity and magnetism, parallel circuits, and series circuits. After these items students complete an electromagnet inquiry starter and then are asked to write an inquiry question. Students participate in a full-fledged inquiry. Currently the teacher is using behavior sheets for the ADHD students and she had each of them repeat directions. She also grouped them with students who had less executive functioning issues to keep them on task. For the low vision student she had all handouts increased in visual size and he sat closest to the Smartboard. Currently in the classroom there is a Smartboard, projector, document camera, and a computer for the teacher. The teacher can access to mobile carts of Chromebooks, PC Laptops, and iPads by reserving them on a school wide calendar. She also has access to a technology integrator and a technology teacher for support.

User Characteristics & Needs

UDL Instructional Plan Project: Class Learning Profile

General Information

Teacher: Brown

Grade Level: Grade 4

Subject: Science

Topic: Magnetism and Electricity

Goal: Light a lightbulb with a D-Cell battery, wire and lightbulb

Standard:

# of Students: 23

Any additional info to create a clear image of the class: 2 ADAH

students, 1 Low vision student, and three gifted students.

Students Strengths

List general strengths of all students or individual student's strengths as related to the topic/goal. Think about how students take in new information, how they demonstrate what they learn, what engages students in learning. There seemed to be a general issue with the gap in understanding from the beginning. There were students in the room who had significant background knowledge and students who knew very little about electricity. Students who had some background knowledge were able to light the lightbulb while others with less of an understanding were unsuccessful. Once the teacher model how to light the lightbulb at the end of the lesson the only hurdle seemed to be the single wire that needed to go from positive to negative and then place the lightbulb on the end of the wire. Students seemed very capable of drawing and labeling the pictures and writing their understanding. This teacher allowed different formats that students were comfortable with. Some students wrote on both sides of the paper, while other wrote only on one side. Some students used colored pencil, while other used pencil. Some students wrote in bullet points other wrote in paragraph form. The only option for showing their work was in paper/pencil format.

Students Weaknesses

List general weaknesses or individual student's needs including disability-specific needs/assistive technology needs. Think about how students take in new information, how they demonstrate what they learn, what engages students in learning. The student with Low vision needed to be very close to his work and seemed to struggle a bit with the notebook. One of the ADHD students had a very hard time organizing his thinking in the actual notebook, making many eraser marks, tearing pages in the notebook. Both of these students shared liberally in the circle.

Students Preferences/Interests

List general preferences/interests of all students or individual student's preferences/interests. Think about how students take in new information, how they demonstrate what they learn, what engages students in learning. The students were very engaged in the hands on portion of the Science lesson. Every student was on task with using the materials. There was some prompting needed from the teacher as a reminder to draw their attempts in their notebooks. Many students engaged their notebooks with labels and shared their thinking in the wrap-up section of the lesson. Students showed their drawings using the document camera which displayed on the SmartBoard

Present UDL Guidelines

Provide Multiple Means of Representation

Provide Multiple Means of Expression Provide Multiple Means of Engagement

1: Provide options for perception The directions for students were given auditory format and in print almost in checklist form.

4: Provide options for physical action N/A

7: Provide options for recruiting interest Having students create the circuit was an authentic engaging task.

2: Provide options for language, mathematical, expressions, and symbols

N/A

5: Provide options for expression and communication

N/A

8: Provide options for sustaining effort and persistence

Students worked in groups to create the circuits. The groups were broken down into materials person, time keeper, and a person to make sure everyone received a turn.

3: Provide options for comprehension The teacher probed for background knowledge from students by asking them what they knew about circuits. She also used hands on materials with guiding questions for them to answer in their notebooks with their labels and sketches. The hands on materials for creating and then the follow up discussion were ways of engaging students in conversation about their thinking about making the circuits to support student understanding of how the circuits were made.

6: Provide options for executive functions Checklist for student with a materials list A timer on the Smartboard to let students

know how much time was left.

9: Provide options for self-regulation Timer on the Smartboard

UDL Plan Using the resources we’ve discussed throughout the semester, please propose additional UDL strategies that could enhance the learning opportunities for identified class learning profile. The plan should integrate a variety of instructional and assistive technology, as well as non-technology options to offer multiple means of representation, engagement, and expression for students in K-12 or postsecondary settings. Feel free to use the UDL Guidelines/Checkpoints table we’ve used throughout the semester if that will help you organize the information (make sure to separate existing UDL strategies and additional ideas by using different fonts or colors)

Provide Multiple Means of Representation

Provide Multiple Means of Expression Provide Multiple Means of Engagement

1: Provide options for perception 1.1 Customize display of information Bar magnifiers could be helpful to for students to keep their place in their science notebook or for students who need print increased.

Increase the size of the lines in the science notebook.

4: Provide options for physical action 2.1 Provide the student with a computer to

read the Papers that are provide to do the labs with an Optical Character Recognition (OCR) program to read the PDF’s for the student. Like JOCR

Student should also have access to ways to change their screen with increasing font size, high contrast, and magnifiers.

7: Provide options for recruiting interest

Using an iPads checked out from the library or even the Powershot cameras allow students to take pictures to upload and share with the class of their circuit attempts 7.3 Allow students choice in where they will sit floor, desk, table. Have students complete one task at a time, do not introduce the 2nd wire until the experiment with one wire has come to a close

2: Provide options for language, mathematical, expressions, and symbols

2.1 Providing a way for students using a visual dictionary on the computer for the science content.

5: Provide options for expression and communication 5.1 Use classroom iPad or other means to take a photo that will allow students to import into an app that will allow them to highlight the actual circuit. (Explain Everything)

8: Provide options for sustaining effort and persistence 8.3 Make larger groups with two sets of materials. This will help students share the cognitive load.

When setting up “Clock Buddies” use personal interests to establish groups like favorite sport, etc.

3: Provide options for comprehension

6: Provide options for executive functions 6.1 Providing a tray for each of the groups to keep their materials on. To help with organization. 6.2

9: Provide options for self-regulation 9.3 Personal Timers for each group Checklist for students to keep track of where they are.

A Professional Development Plan for a 1 hour session.

Participants will learn about the three guiding principles with a spotlight on Multiple Means of Engagement.

Participants will be provided with a closer look at guideline 7 and given examples of principles and guidelines to optimize individual choice,

optimize relevance and authentic, and minimize distractions.

Participants will watch three video clips taking notes determining if they see any of the Universal Design Principles present in the video.

Participants will review their lessons for the upcoming week and intentionally review the lessons to be taught and add ways that Multiple Means of Engagement Principles can be addressed.

Training Materials:

Presentation with visuals of the different UDL principles with brief description of the principles and guidelines. This will contain the notes in the notes section of the PPT and will be shared with everyone with attached audio.

Provide participants with a list and scenarios of how multiple means of engagement supports can be helpful to learners.

Provide participants with an organizer for the video with possible hints for what they will see. Have them watch the video and allow them to

compare answers. Allow time for discussion about what was seen.

Provide a template for a single lesson plan with a special column for UDL supports.

Community Impact

This young student is now able access the accessibility features on the iPad, PC, and Mac computers to magnify a computer screen, turn on text to speech, and other accessibility feature to assist him in reading material on a digital screen. This has increased his work completion rate and his ability to participate in classroom discussions. By allowing students to take pictures and creating digital notebook pages for this science content, students

are able to spend more time addressing the higher level questions of why the light bulb will light. This semester UDL has been my favorite class. It is so applicable to teaching and learning. Philosophically, I realized this semester, that I truly

believe that if it is possible to provide students with opportunities to be successful in a regular education environment, as the teacher it is my duty to provide those supports. Other teachers that I work with often remark about how I am always trying to provide the best learning environment for students and they just don’t have the energy. This semester the lists of ways to differentiate for all students and how making those adjustments for

one students usually makes it better for others. By planning intentionally and writing the Universal Design for Learning Guidelines in the actual plan I build my repertoire of choices to support students.

This semester when the videos were provided and the Universal Design for learning experts sat around at the table and watched video tape of lessons presented to students by teachers we very enlightening. Listening to these experts pick apart a lesson was very valuable for me. I was able to see that

things that I thought of as everyday ways to teach can fit into a Universal Design for Learning. It doesn’t have to always be technology. Low tech options can be very helpful and easy to provide at a moment’s notice. This semester, I am walking away with the importance of staying current in my

chosen profession, thinking creatively about how all resources can be used to support student learning, all learners are different and capitalizing on that can increase student learning and engagement. I know that the audio PowerPoints, the checklists provided for this class, and the linear organization of the materials was very helpful for me.

Community Impact

This young student is now able access the accessibility features on the iPad, PC, and Mac computers to magnify a computer screen, turn on text to speech, and other accessibility feature to assist him in reading material on a digital screen. This has increased his work completion rate and his ability

to participate in classroom discussions. By allowing students to take pictures and creating digital notebook pages for this science content, students are able to spend more time addressing the higher level questions of why the light bulb will light. The low tech items like larger paper and bar magnifiers help students with low vision by spotlight content in the moment. The students can grab any book with the bar magnifier and make the

print readable for himself. There were also other children in the room who wanted to use the bar magnifier because it helped them keep their place and kept them on task.

The checklist and the personal timers are very good at helping all students self-regulate their time to complete a task. Students in the classroom consulted the SmartBoard Timer while completing the activity and there were some who left their group to stand at the board and watch the numbers

reduce. They required a reminder to stay on task. The personal timers for the groups would allow students to consult the time without leaving their group. The check list for the science notebook reminding students of what they were supposed to accomplish will stop lots of questions about what is

next. Students can consult their checklist to stay on task. This allows students to stay in their group and complete the tasks in a timely manner, knowing exactly when they are ready to move onto the second portion of the science inquiry.

Being less rigid about where students sit in their groups will help students stay on task. The student who kept falling to the floor would probably be more productive sitting or lying on the floor attending to the task. The chair and desk seemed to be very difficult with the constant body movement.

This would reduce the noise in the classroom environment from the moving of chairs and desks on the floor during learning time.

STAGE 1: IDENTIFY DESIRED RESULTS

Established Goal(s) Generalizations about what students should know and be able to do

Content Standards 4.4 Electrical and Magnetic energy can be transferred and transformed.

4.4a. Electricity in circuits can be transformed into light, heat, sound and magnetic effects.

4.4b. Magnets can make objects move without direct contact between the object and the magnet.

Expected Performances 1. Construct complete (closed) and incomplete (open) series circuits in which electrical energy is transformed into heat, light, sound and/or motion energy. 2. Draw labeled diagrams of complete and incomplete circuits, explain necessary components and how components can be arranged to make a complete circuit. 3. Predict whether diagrammed circuit configurations will light a bulb. 4. Develop a method for testing conductivity and analyze data to generalize that metals are generally good electrical conductors and nonmetals are not. 5. Observe magnetic effects associated with electricity and investigate factors that affect the strength of an electromagnet. 6. Describe materials that are attracted by magnets. 7. Design procedures to move objects and separate mixtures of solids using magnets.

8. Investigate how magnets react with other magnets and analyze finding to identify patterns in the interactions between north and south poles of magnets. 9. Give examples of uses of magnets (e.g., motors, generators household devices).

BIG IDEAS:

Enduring Understandings Insights earned from exploring generalizations via the essential

questions (Students will understand THAT…)

Essential Questions Inquiry used to explore generalizations

Electric current flows, is transferred from an energy source through a circuit and back to a source.

A complete circuit is a closed circuit. An incomplete circuit is called an open circuit.

Magnets can make objects move without direct contact between the object and the magnet.

Electricity in circuits can be transformed into light, heat, sound and magnetic effects.

What is the role of energy in our world?

How are electrical and magnetic energy transferred and transformed?

·

Knowledge What students are expected to know

Skills What students are expected to be able to do

1. That magnets and iron objects work together. 2. The force of magnetism go through materials. 3. Can the strength of the force of attraction between two magnets be measured. 4. Students can convey which components are needed to make a complete circuit. 5. Explain the difference between an open and closed circuit. 6. Light two bulbs to light at the same time. 7. Light two bulbs brightly with just one battery. 8. Make a miniature junkyard crane (electromagnet with a rivet) that turns on and off by using a steel rivet that isn't a magnet. 9. Change the strength of an electromagnet by increasing the number of winds..

recording of data, predictions, questions, observations , conclusions, and reflections

Design and conduct simple investigation Use measurement tool s and standard units Communicate

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s) Authentic application in new context to evaluate student

achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)

Other Evidence

Application that is functional in a classroom context only to evaluate student achievement of desired results

Goal: See Attached

Role: Audience: Situation:

Product Performance and Purpose:

Standards and Criteria for Success:

Notebook entries that show evidence of a testable question, procedure, materials, schematic diagram, observations and conclusions. Students will also complete a rubric and self reflection (see attached).

The Junkyard Crane (Electromagnet) circuit

Assessment: Posttest from FOSS Magnetism and Electricity Module

STAGE 3: DEVELOP LEARNING PLAN Use FOSS Magnetism and Electricity Module

Investigation 1-1 Investigating Magnets and Materials 1 day

Investigating Magnets and Materials: What kind of materials do magnets stick to? What happens when you bring two or more magnets together?

Investigation 1-2 Investigating More Magnetic Properties 1 day

How do magnets interact with other objects? Does an iron object have to touch a magnet to become a temporary magnet? Does magnetic force go through all materials?

Investigation 1-3 Breaking the Force 1-2 days

How can we measure the force of attraction between two magnets?

Investigation 1-4 Detecting the Force of Magnetism 1 day

Can you figure out where two magnets are taped in a box without looking?

Investigation 2-1 Lighting a Bulb 1 day

How can you get electricity from a source to a receiver? Where do connections need to be made? How does electricity flow through a circuit?

Investigation 2-2 Making a Motor Run 1 day

How can you get electricity from a source to a receiver? How is the motor circuit like the light bulb circuit? How is it different? What does a switch do in a circuit?

Investigation 2-3 Finding Insulators and Conductors 1 day

Can any of the test objects complete a circuit? How much of the classroom environment is made of conductors?

Investigation 2-4 Mystery Circuit 1 day

Students work with mystery boards to reinforce the concept of conductor and check their understanding of how electricity flows through a circuit

Investigation 3-1 Building Series Circuits 1 day

Can you get two bulbs to light at the same time? Can you make two lights bright in a series circuit?

investigation 3-2 Building Parallel Circuits Can you light two bulbs brightly with just one battery? How many different ways can you wire a parallel circuit?

Investigation 4-1 Building an Electromagnet 1 day

Can you make a magnet that turns on and off?

Investigation 4-2 Changing Number of Winds 1 day

How does the number of winds of wire around a core affect the strength of the magnetism?

Performance Task Students complete performance task and create a poster to show what the teams learned.

Name _____________ Date ___________

Goal: Junkyard Incorporated has hired you for a new contract they just bid on and won. They need to

remove a larger amount of iron debris in a shorter amount of time. This means that they will need to

have a stronger crane that will pick up a larger quantity of debris.

Role: You are the electrical engineer. You need to create an electromagnet crane that will be strong

enough to pick up large amount of iron debris and can be easily turned on and off.

Audience: Junkyard Incorporated CEO’s and your Electrical Engineering Design Team.

Situation: Junkyard Incorporated needs to remove a larger amount of iron debris in a shorter amount of

time. This means that they need you to create a stronger crane (electromagnet) that will pick up a

larger quantity of debris.

Product Performance and Purpose: Using your previous design experience of electromagnets and

circuits,design a crane that will be more powerful.

Standards and Criteria and Success: Your individual success will depend on the evidence in your

science notebook.

In your Science Notebook you should include the following:

A design plan using schematic drawings and correct labels

A materials list

A well-organized proposal that explains how you will create a stronger crane and how it will work. Be sure to use scientific vocabulary to express your proposal clearly.

4 3 2 1

Proposal Proposal is extensive and unusual in its level of detail and use of scientific vocabulary.

The proposal is well detailed using some scientific vocabulary.

Proposal is limited or mostly general. scientific vocabulary

Proposal uses no scientific vocabulary and has minimal details.

Diagrams The diagram is detailed, accurately drawn, and labeled

Diagram is neat, complete and well labeled.

Diagram shows some essential parts and contain some labels.

Diagram is difficult to understand or lacks labels.