CEP 452: Lesson Plan
Section 3: Other UDL Ideas
Action and Expression
Activity
Students could complete a trial in pairs to measure with
rulers how far the magnetic push or pull works. They
would push one magnet up against another, and when the
second magnet moves, they measure the distance apart
the magnets were. This activity varies from the one in the
lesson and offers an opportunity for checkpoint 4.1: Vary
the methods for response and navigation.
Students will create their own magnetic compass using a
cork, a magnet and a sewing needle. A model lesson plan
can be found here:
http://kidsactivitiesblog.com/12007/how-to-make-acompass. This can align with checkpoint 5.2: Use multiple
tools for construction and composition.
When students make predictions about the object, the
teacher can facilitate making a classroom prediction chart
for all students to view. They can then compare it to the
results of their experiments at the end. This aligns with
checkpoint 6.4: Enhance capacity for monitoring progress.
How would this help students meet the goal?
Students will be able to see that magnets do not
need to be touching each other in order to exert
force on each other. They will also see that there
is a limit to the distance they can work across.
Students will see that the needle moves without
a visible force pushing upon it. They will see that
magnets do not need to be touching each other
in order for them to be exerting force on each
other.
Students will be able to see how their own
thoughts changed as a class and how their ideas
changed through experience.
Representation
Activity
The teacher can create a sensory box that has all magnetic
objects. Students can then fish the objects out with a
magnet that are magnetic. The objects that are not
magnetic will not be picked up. This is a tactile lesson idea
that allows students to experiment hands on instead of
watching a video or watching the teacher demonstrate
magnetism. This aligns with checkpoint 1.3: Offer
alternatives for visual information.
Take a small wooden dowel rod, and put ceramic donut
magnets with the same pole facing each other on the rod.
They will create a bouncing effect on the rod. This
aligns with checkpoint 1.1: Offer ways of customizing the
display of information.
Students can listen to a Magnetism Song on YouTube. The
link is here:
https://www.youtube.com/watch?v=jvhuPyiZ138. This
How would this help students meet the goal?
Students will see that magnets do not need to be
touching each other to be picked up or moved. It
will also activate and support background
knowledge about what types of objects are
magnetic and which ones are not.
Students will see that magnets do not need to be
touching each other to push on each other. This
is another way to view the magnetic force field.
This is another activity that could occur instead
of supplying background knowledge, or in place
of the teacher lecture. Students will be engaged
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/
will align with checkpoint 2.5: Illustrate through multiple
media.
during the song and will be more likely to retain
information that is set to a beat.
Engagement
How would this help students meet the
goal?
Students can choose through a tic-tac-toe
method of which type of magnet activity
they want to do for their assessment. This
aligns with Checkpoint 7.1: Optimize
individual choice and autonomy.
The teacher can activate and supply
background knowledge by demonstrating
real life things that magnets are used for.
For example, the teacher could share
examples of medical devices that require
magnets. This aligns with Checkpoint 7.2:
Optimize relevance and authenticity.
As an extension project, students could
design an invention that requires magnets
in order to work. They could then present
their inventions at an Invention Convention
or on a smaller scale, to their class. They
could actually design a prototype, or just
come up with a design on paper. This aligns
with Checkpoint 8.1: Heighten salience of
goals and objectives.
How would this help students meet the goal?
All of the activities will be directed towards the learning goal,
but students will be able to choose how they demonstrate their
knowledge. They will be more interested in completing the
activity they choose and will be more likely to be successful if
they chose it.
This will make the lesson more interesting and applicable to
students. They will see that magnets are not just something
that holds pictures up on the refrigerator, but their magnetic
force can also be used to help people in real life situations.
This activity requires a deep understanding of the properties
of magnets and how their forces work. By having them present
their ideas to the class, the relevance of the lesson is increased.
They have to know that magnets do not need to be touching
each other in order to exert force, and that they can work
through other objects and still exert force. This knowledge is
necessary for the design of their invention.
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/
