CEP 452

Lesson Plan
Section 2: The UDL Elements
Engagement

Which checkpoint did you

incorporate?
8.3 Foster collaboration and
community.

9.3 Develop self-assessment and

reflection.

8.2 Vary demands and resources to

optimize challenge.

How and why?

Students move from station to station with their table groups.
While they all have individual recording sheets, they get to
work and communicate with their groups while completing
the lab. This allows the students to share their discoveries
with other students and to have conversations with each other
during the experiments to question Why? and How? aloud. It
strengthens the inquiry process.
Students make predictions for what will happen during the
experiments, and at the end, the teacher will ask them to
reflect upon their predictions. Did their ideas about magnetic
attraction change? This way, students are intentional about
their thinking and reflect upon their surprise when their
predictions were incorrect.
Students experiment with objects that they are familiar with,
but do not know the results of yet. They are just beginning the
lesson with magnets, and are asked to complete tests with
them that they have never done before. There are also 3 very
different activities in this lesson that present the information
in different waysthrough video and hands on
experimentation. Students have the opportunity to learn
through multiple resources.

Representation

Which checkpoint did you

incorporate?
3.1 Activate or supply background
knowledge.

2.1 Clarify vocabulary and symbols.

How and why?

At the beginning of the lesson, the teacher should remind
students of the lesson they had previously by asking questions
about some of the properties of magnets. A review is
important to ensure that students are prepared to take in new
information for a scaffolded lesson.
Showing the Bill Nye video is an engaging way for students to
learn vocabulary and see a visual representation of how
magnets work. Definitions are clearly described for students

1.2 Offer alternatives for auditory

information.

in this video. It sets the foundation for students to be

successful in the lesson.
Subtitles are available on the YouTube video for students that
need additional support for auditory information. If no
subtitles were available for students that had hearing
impairments, they would miss the entire point of the video.

Action and Expression

Which checkpoint did you

incorporate?
6.3 Facilitate managing information
and resources.

4.1 Vary the methods for response

and navigation.

5.3 Build fluencies with graduated

levels of support for practice and
performance.

How and why?

The teacher models how the students should fold their paper,
and has the students list each object in the same order. The
teacher also directs which side of their papers to write each
part of the lesson on. This helps the students to stay organized
and keep their information in the correct order.
The table groups in this classroom must be far enough apart
to support a student in a wheelchair to move throughout the
classroom. This ensures full class participation and doesnt
force the teacher to provide individual materials for that
particular student.
This lesson is scaffolded in an I Do- We Do- You Do setup. The
students begin with watching a video and listening to the
teacher present. Then they work in groups with individual
recordings during the lab experiment. Then they complete an
assessment individually. Students have the opportunity to
strengthen their learning through the graduated levels of
support.