Amy Sherry UDL Lesson Plan

UDL Lesson Plan

1. Author: Amy Sherry
2. Topic: Science
3. Grade Level (3rd):
4. Content: Forces and Interactions
5. 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.
6. 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
7. 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