UDL Lesson Plan Template #5

Teacher Candidate’s Name: Kole Murlin

Date Created: March 10, 2023

Content Area: Science

School: Dibble Elementary School

Grade Level: 1-5

Lesson Title: Virtual Field Trip!

Time: 9:50-10:50
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.)

EE.RI.1.3: Identify individuals, events, or details in a familiar informational text.

Michigan Grade 1 Standard for ELA: RI.1.3: Describe the connection between two individuals, events,
ideas, or pieces of information in a text.

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.)

Given direct instruction in match baby animals to them grown up, each student will be
able to match 1-4 different animals by matching the pictures together. *The required
number of animals will be differentiated based on the individuals level.

Materials: (Low tech, including number needed)

Teacher: 5 Animal books, Color pencils, Matching game of animals, Cow
 Coloring paper

Students: Themselves

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
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______________
Bibliography/References: (in APA format)
 Teacher research/planning
 Source of learning materials

https://us02web.zoom.us/j/89889207649?pwd=TmxySEZ2WFFPMTFSREV3TGwyV29zUT09

https://www.michigan.gov/mde/-/media/Project/Websites/mde/Year/2017/05/16/
Essential_Elements_ELA_document_12-2_draft_Grade_1.pdf?
rev=2999f89818504128922f661c5055d19d&hash=7E8D8B5BB13AF91DC9259F33B110019F

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

 Megan takes a lot of pride in teaching our students different reading skills they will
need. In every lesson that I do, I try to incorporate something with reading, even if
we are doing something with science, math, etc. We have done a Kahoot of matching
animals to babies to them grown up, so this will be a good reinforcement for them!

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

 ________, _________,___________,____________,__________ will need hand over

hand at times when flipping pages, pointing at a specific word, or matching visuals.

 I will show them the virtual field trip of the cows of someone explaining what happens
on a dairy farm with the cows.

 Auditory: These students will benefit from the virtual field trip of hearing about the
cows and me explaining what animals look like when they grow up compared to them
as babies.
  Visual: These students will benefit from watching the virtual field trip of them. They
will also benefit from seeing the pictures of the animals in the story.

 Kinesthetic: These students will benefit from having the book in their hands. They will
also benefit from the matching game that we will play.

Special Concerns (including medical, behavioral, and/or environmental):

 Four of my students have seizures. 1 of them has a magnet you have to swipe over
his heart if he has a seizure.
 1 student has a water tube we have to give him 3 times a day.
 Most of my students wear diapers.
 1 student needs his ADHD medicine at 11:30 everyday
 A lot of my students needs frequent breaks. Sometimes they just get up and walk
around the room to give themselves a break. Other times they go in the back corner
of the room where we have a little privacy area for them when they need a longer
break.
 A lot of my students need to feel loved, so they will sit on laps randomly or just hold
your arm. Almost all of them do not get loved at home, so we are their safe place.

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: In my small group, seeing if they can match the visuals of babies to the animal
grown up.

Summative: N/A

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.

Welcome the students to class and welcome Mrs. Ross to the class. Tell them this is the last
time that she is going to be here. Show them the social story about what we are going to do on
this virtual field trip. Then, we are going to go on zoom with VTF Farms and they are going
to show us around the barn with the cows. We are going to talk about what we thought about
it after. Then, we are going to break off into stations. At my station, we are going to read the
story about animals growing up, do the matching game with the pictures, then flip the cards
over and do the matching that way, do the formative assessment of giving the students the
cards and have them match them individually while others are coloring the picture of the cow.

Part 1: Engagement/Warm-up: (Time)9:50-10:20

 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?

 “Good morning friends! We are going to go over our schedule.

______,______,_______,_____ do you need to use the bathroom before we get
started? We are going to do a social story, go on a virtual field trip, do stations, go
outside, then it is lunch time!”

 “It is a sad day today. It is Mrs. Ross’s last day today!”

 “We are going to do a social story before we do something really fun!”

 (Go over the social story with the students. It is listed below. Go through each page
with the students so they know what we are going to do and what we expect from
them during it.)

 At 10:00 click this link: https://us02web.zoom.us/j/89889207649?

pwd=TmxySEZ2WFFPMTFSREV3TGwyV29zUT09
 “Wow how cool was that! What did you think of it?” (Have a conversation with the
students about the field trip.)

 “We are going to break into our station groups now.

_________,_________,________,_______ go to Mrs. B.
______,______,_______,______ go to Ms. Lubstahl.
________,______,_______,_______ go to Mr. Murlin’s table.”

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.)
  “Please move quickly and quietly when going to your station!”

Part 2: Instruction/Exploration: (Time) 10:50-11:05

 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).
 “How did you like the field trip?”
 “Today we are going to read a story about animals growing up, match pictures, play a
matching game, then color a cow!”
 (Read the story that is listed below. The point of this is not to assess their reading
skills, but for them to see the difference between a baby animal and it grown up)
 “We are now going to go through the cards and we are going to match the babies to
the adults.” (Have them take turns by pointing to the matches.)
 “Now we are going to make this into a game, we are going to flip them over and
playing the matching game. This will make you remember where certain cards are!”
(Play this with them because it is extra practice before the formative assessment.”

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.)
 “Humans start out as babies and we grow up into adults just like the animals do.

Part 3: After Lesson: (Time) 11:05-11:10

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

do the formative assessment of giving the students the cards and have them match them
individually while others are coloring the picture of the cow.
 “Now we are going to color some cows. I am going to come around individually when you are
coloring the cow and you are going to match the pictures together for me.”
 (Make sure to take notes on whether the student could do it or not and with any prompting.
For the conventional group, use the 4 different animals. With the emerging group, use 2
animals. *The groups are on the white board by the teacher desk.)
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:

Not applicable in this lesson
Areas for Growth:

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

Name: Match Animals No Match Animals Comments:

Harley

Mark

Michael

Kali

Tyler

Will

CJ
Liam

Karter

Charlie

Aiden

Josie

Amir

Aireyona

Josh
Field Trip Time!
 We are not going anywhere; we are
going to call someone on the computer
and they are going to show us around.
They are going to show us cows.
They are going to show us where they
milk the cows at because cows make
milk!
They are going to show us where the
cows sleep and hang out during the
day!
We have to be whole body listeners
during this.
At the end, she is going to ask us if we
have any questions that we want to
ask, so be thinking throughout the
fieldtrip if you have any questions.
When it is done, we have to say thank
you to her for showing us around.
I am a cow; this is me when I am a
baby.
I am a cow; this is me when I am
grown up.

I am a pig, this is me as a baby.

I am a pig, this is me all grown up.
I am a dog; this is me as a baby.

I am a dog; this is me all grown up.

I am a kitty, this is me as a baby.
I am a cat; this is me all grown up.

I am a shark; this is me as a baby.

I am a shark; this is me all grown up.