UDL Lesson
Plan
- Author: Amy
Sherry
- Topic: Science
- Grade Level (3rd):
- Content: Forces
and Interactions
- State Standard: 3
- PS2 - 1. Plan and conduct an investigation to provide evidence of the
effects of balanced and unbalanced forces on the motion of an object.
- Lesson Objective:
Using newspaper and tape, the student will create a tower to hold the
force of an eraser with 100% accuracy in the first nine weeks. BL:
Synthesis, MI: Bodily-Kinesthetic, Visual
- Lesson Materials: Handout, Smart
Board, Document Camera, Clip Board, Newspaper, Tape, Pink Erasers, Pencil
Instructional
Lesson Methods and Assessment
Anticipatory
Set
Prior
Knowledge:
At the whole
group carpet
·
The teacher will ask:
o "What have we
been talking about this week?" (forces)
o "What are
forces?" (energy that goes into a movement)
o
"What kind of forces? (gravity, pulling, pushing, etc.)
·
Re-introduce the fact that gravity pulls objects to the Earth.
·
Come up with some ideas of what objects are pulled to the Earth (write
ideas on Smart Board).
·
Tell students that they will be building a tower that has to hold up the
force of an eraser that is being pulled by gravity out newspaper and tape.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
Introduce
and Model New Knowledge
·
Read the story “You Wouldn’t Want to Live Without Gravity” by Anne Rooney
to the students at the whole group carpet.
·
Remind students to be thinking how gravity works while we are reading the
story.
·
Project the story on the Smart Board using the Document Camera so that the
students can read along.
·
I will stop on key vocabulary words and have a student use the classroom
iPad to research what the vocabulary word means. Then, the student will add it
to our vocabulary list on the Smart Board.
·
After the reading, the students will turn to their “elbow partner” and ask
them what happened in the story.
·
The pairs will share one memory from the story with the class.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
Guided
Practice
·
After discussing the story “You Wouldn’t Want to
Live Without Gravity,” I will break the students into groups of four.
·
Each student will be handed the same handout.
·
I will read the handout with the students.
·
I will give the students examples of what I am
looking for on each step of the handout.
·
I will talk to the students about brainstorming.
·
The students will brainstorm the topic “reasons
to have a dog” along with me as an example.
·
In groups, the students will brainstorm ways to
build a tower out of newspaper and tape on the classroom iPads.
·
After brainstorming, the groups will complete the handout on how they are
going to build their tower out of newspaper and tape.
·
As the students are answering the questions on the handout, I will observe
how they are communicating as a group and ask them questions for comprehension.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
Independent
Practice
·
After completing the handout, the groups will start to build their tower.
·
I will handout newspapers and tape to each group as they finish their
handout.
·
The groups will work together to build the tallest tower out of newspapers
that can hold up the force of an eraser being pulled by gravity.
·
I will continue to observe how the groups are communicating and ask them
about their plans. I will redirect the students if needed.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
Wrap-up
·
The students will bring their towers to the whole group carpet.
·
I will test each tower by putting an eraser on top of the tower to see if
the tower can hold the eraser.
·
After testing each tower, I will ask the students:
o
What was difficult about this assignment?
o
What was easy?
o
What would you do to change your tower?
·
The students will complete the last three questions on their handout:
improve, communicate, and reflect.
·
After completing the bottom of the handout, the students will turn the
handout into the Science folder.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
Assessment
Formative
(Informal – must be a written assessment)
·
The teacher will hand each student a blank piece of paper.
·
Students will have two options that they can show their knowledge of
gravity.
o
Option 1: Content Map
o
Option 2: A list
·
On the paper, the student will tell the teacher at least three objects that
are effected by gravity.
·
The students will write at least 5 sentences explaining why the objects are
effected by gravity.
·
The students can use their handout from earlier.
·
The students can also look through the story “You Wouldn’t Want to Live
Without Gravity.”
·
I will give each student a rubric so that they know what I expect from them
for their assessment.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
