Universal Design for Learning Lesson Plan

Teacher(s): Rebecca & Phaedra

Materials Needed:

Subject: Science: Stages of Matter

Make sure you have all of your materials collected and organized so your lesson will

flow smoothly. If you are presenting this lesson collaboratively, make sure you know who is responsible for what.

Melting Crayons:

Oobleck experiment:

Balloon Expansion:

Blank Canvas
Crayons (1box of 64)
Acrylic Paint
Glue
Tape
Heat source

Large Bowl
Spatula
1 1/2 cups of corn
starch
1 cup of warm water
Assorted food coloring

Baking soda
Funnel
1/3 measuring cup
balloons
water bottle

Lesson Objective(s):

State your objectives behaviorally. For example: Given (state the condition

under which the students will perform the objective), the students will (state an observable student behavior) with (state
the criteria here a statement that specifies how well the student must perform the behavior) accuracy. An example of a
behavioral objective is: Given an unlabeled diagram of the solar system, the students will label the nine planets and the sun
with 80% accuracy.

Given the raw materials , of the different states of matter, students will create,
observe and identify each change at their stations .

Standard/Benchmark/Indicator:

Are you aligning your lesson with district or state

standards?

These experiments align with the state standard of R.I. 4.3: Explain events,
procedures, ideas or concepts in a historical, technical, and scientific text
including what happened and why. Based on specific information.

Anticipatory Set:

How are you going to motivate your studentsassess or review prior knowledge

introduce your topicorganize your lesson for students?

We will begin the class, by having students view the BrainPop video: State of
matter. They will then watch, listen and read a Voicethread/Storybird, created by
Phaedra and Rebecca, describing the different states of matter. Prior to beginning
the experiment, Rebecca will show a demo creating a gas.

Multiple Means of Representation:

How are you going to present your content so that

it meets the needs of all studentsis the information represented in different ways? For example, utilizing guided notes and
graphic organizers in addition to a lecture format or having several books that represent different reading levels.

In this lesson, we included, a storybird , a voicethread: which included large print, closed
captions, video and audio, the use of a smart board to project the instructions and a visual
pictograph. These features incorporated the UDL guidelines of : (1.1)Offer ways of
customizing the display of information, (1.2)Offer alternatives for auditory information, (1.3 )
Offer alternatives for visual information (2.1) Clarify vocabulary and symbols and (2.5)
Illustrate through multiple media, (3.2) Highlight patterns, critical features, big ideas, and
relationships and (3.4)Maximize transfer and generalization.

Multiple Means of Engagement:

How are you going to provide multiple pathways for

students to actually learn the material presented? Practice, or active mental/physical engagement, is required by students to
make real learning happen. For example, some students may benefit from small group learning opportunities; others may
require more focused practice with precise feedback, while others might benefit from working independently. Some
students will need to write, others will need to talk through ideas before they understand, while others may need to
physically represent what they are learning.

As a form of engagement, we are having the students get into groups, and each group will be
placed at different stations and performing an experiment that expamplfies the different
changes of matter. In the groups, there will be a designated student to read the instructions,
and everyone will perform the experiments and write down what they observed. At the end, of
each station, there will be a giant poster board with questions. Each student will answer them,
in different colored ink and review it as a whole class. As Rebecca and I walk around the
classroom we will be providing feedback for each group. These aspects incorporate the UDL
guidelines of (8.2) Vary demands and resources to optimize challenge, (8.3) Foster
collaboration and community, and (8.4 )Increase mastery-oriented feedback.

Multiple Means of Expression:

How will students demonstrate what they have learned?

Again, the creation of many paths is key. Some students are good test-takers, while others are not. Tiered assignments, oral
exams, building a model, making a video, using portfolio assessment are examples of alternatives to traditional paper/pencil
tests.

At the end of the experiment, students will participate in the online game of Kahoot. They will be
answering 10 questions about the lesson they just learned. For homework, students will
demonstrate the properties involved with the stages of matter through their choice of PowerPoint,
video, a model, creating a pamphlet or a play! These examples of expression follow the UDL
guidelines of (4.2) Optimize access to tools and assistive technologies (6.2) Support planning and
strategy development, (6.3) Facilitate managing information and resources and (7.1) Optimize
individual choice and autonomy.