Name: Cassidy Church

Date: 11-20-14
Instructor: Cathy Thomas
Section: 2
Differentiating Instruction Using Universal Design for Learning
Lesson Plan Project (150 points)
This assignment has 6 Parts:
Part 1: Lesson Plan Critique: You will find and critique an existing lesson plan
Part 2: Analyzing the Barriers and Considering Solutions: You will consider how
this lesson plan will meet the needs of students with disabilities (See Target Student
descriptions) and complete the UDL Chart
Part 3: Preparing Your UDL/DI Lesson Plan: You will respond to a series of
questions that demonstrate your understanding of curriculum design using the principles
of differentiated instruction and universal design for learning
Part 4: Presenting Your UDL/DI Lesson Plan: You will develop a revised lesson plan
by applying the principles of differentiated instruction and universal design to your
original lesson plan to make significant improvements to it.
Part 5: Explaining and Defending Your Instructional Decision-Making: You will
explain and defend your instructional decision making as it relates to students with
disabilities.
Part 6: Extra Credit Opportunity: Extra Credit Opportunity: Include 2 special
education resources that you find/discover yourself and include the recommendations in
your lesson plan
Part 1: Lesson Plan Critique
First, find a lesson plan!
It should be a lesson that you would like to teach in the future.
It must be on the same topic as your journal research project
It can be a lesson you have developed or taught (including one that has been turned in to
another class for a grade), one you have watched someone else teach, or a lesson you
have found on the internet
BEFORE PROCEEDING TO THE ACTIVITY, PLEASE BRING YOUR LESSON
PLAN TO CLASS AND ASK YOUR INSTRUCTOR OR TA TO APPROVE IT.
ACTIVITY 1: LESSON PLAN CRITIQUE DIRECTIONS:
Please type your responses directly on this page under each item.
Attach a copy of the lesson plan that you will be critiquing and adapting.
Answer all questions fully using complete sentences and detailed explanations.

1. Describe the source of the lesson plan. (Where did you get the plan? If you retrieved it
from the Internet, cite your source.)
In my Teaching Science in Elementary Schools course, Annie Arnone commonly gives
students articles to read and assess about lesson plans that have been written by teachers in the
field. I read this article for that course and was approved to use it for this class as well. The
source of my lesson plan is the Science and Children journal. The lesson plan is incorporated
into an article titled A Picture is Worth a Thousand Words. The lesson was published in the
journal in January of 2009 edition on pages 36-39. Furthermore, Sarah Davidson wrote the
article. The citation is as follows:
Davison, S. (2009). A Picture is Worth a Thousand Words. Science and Children, 36-39.
2. Standards - Does the lesson meet grade level or common core standards? If yes, how do
you know? What standards will be met in this lesson? (Give the content area, number,
citation, etc. for the standard so someone could find the standard from your information).
This lesson states standards from the National Science Education Standards from the year
1996. The article is from 2009, so the nation has since then switched to Next Generation Science
Standards. First, Standard A is science as inquiry and addresses the abilities necessary to do
science inquiry and understand about science inquiry. Secondly, the lesson list Standard C which
addresses life science including the characteristics about organisms. Lastly, the author states that
students will also meet Standard G in this lesson, which addresses the history and nature of
science. Included in this standard, students will also be able to view science as a human
endeavor. I do not agree with these standards because they can be elaborated on to provide a
better learning opportunity for all students.
Content Standards:
Standard A: Science as Inquiry
Abilities necessary to do science inquiry
Understanding about science inquiry
Standard C: Life Science
The characteristics of organisms
Standard G: History and Nature of Science
Science as a Human Endeavor
National Research Council (NRC). 1996. National science education standards. Washington,
DC: National Academy Press.

1.

Instructional Objectives:
Read the article by Winegarden before completing this part.
List the instructional objective(s) from your lesson plan below.
Underline the conditions.
Italicize the performance.
Bold the criterion.

Student will know that learning can come from careful observations and simple experiments.
Student will know that tools can be used to gather information and extend senses.
Student will know that animals have features that help them live in different environments.
Student will know that living things are found almost every- where in the world.
Student will know that distinct environments support the life of different types of animals.
Critique the objective(s) using the criteria set in the Winegarden article.
Do the instructional objectives in your lesson plan meet the criteria set by Winegarden?
Describe why they do or do not. (For example, your instructional objective may be
missing one of the parts, may use wording that is not observable, etc).
The instructional objectives in my lesson plan do not meet the criteria set by Winegarden. First,
there is a lot of room for interpretation because they incorporate the phrase the student will
know in every objective. What does it mean for the student to know? This is a phrase that will
make grading extremely subjective when deciding what it means to know from student to
student. Secondly, the teacher who wrote these objectives was only incorporating the
performance of the objective, which is what the learner is expected to do. The condition is not
included, which is the conditions under which the student is expected to complete the task.
Furthermore, the criterion is not built into the objectives, which means to clarify how well the
student must complete the task at hand in order to be successful.
1. Assessment: Fully discuss the following:
How is student learning being assessed?
The students that complete this lesson are being assessed in the evaluate phase. Students gather
with their group and assemble a digital story using the software iPhoto. Students will import the
photos and accompany the authentic picture that they snapped at the zoo with a caption that
describes the animals features that help them survive in different environments and identify the
distinct environments that support the life of multiple different animals. Furthermore, the book
needs to address that the student understands that living things are found almost everywhere in
the world. There question will create the title of the digital story and students are expected to edit
and revise their writing cooperatively.

 Is there more than one assessment?

There are formative assessments incorporated throughout and in the beginning of the lesson.
First, students create we wonder statements which would help the teacher inform his/her
further instruction because of the awareness gained about the students prior background
knowledge. Teachers may also reveal common misconceptions that students hold about the zoo,
animals, and habitats. Secondly, during the extend phase the lesson assesses students through a
card sort by requiring students to categorize the classs zoo photos into themes, such as animal
classifications. Thirdly, also during the extend phase, students are formatively assessed because
they are required to create an I spy collage with the zoo photos and then design a rhyme about
the items that they identified in the pictures. Fourth, students during the evaluate phase after they
create their iPhoto stories are asked to complete a self-reflection sheet. On the self-reflection
sheet students not only answer questions about their involvement in the group but also draw a
picture and write a sentence about what they learned throughout the unit and field trip. Using
formative assessment in this lesson allows teachers to check for understanding and in return
guide instruction. Teachers are able to keep in touch with the students learning throughout the
entire unit.
Does the assessment (outcome measure) fully address the instructional objective?
How the teachers describes the creation of the iPhoto book is dependent upon if the assessment
fully addresses the instructional objective. This lesson plan did not provide readers with a script
explaining how to describe the expectations for the iPhoto Book to students, although, the article
did provide an accompanying rubric. If the iPhoto Book project is paired with the rubric, the
outcome should fully address the instructional objective, which is to have students use pictures
and written captions to describe specific animals features that help them survive in different
environments and identify distinct environments that support the life of different animals.

Does the assessment align with the standards?

The standards are extremely vague that accompanied the article, therefore, teachers could
have used multiple lesson plan structures depending upon interpretation. First, students create a
question through a we wonder statement and then gather data at the zoo to answer their
testable question. Therefore, students are developing abilities necessary to do scientific inquiry.
Science inquiry is the ability to understand how to ask an appropriate question and in return use
evidence to answer the question. In the iPhoto story, students will further develop this skill by
communicating their findings through evidence (pictures and captions). The second part of
Standard A is for students to understand science inquiry. I am unaware if students will truly
understand science inquiry through this lesson plan. Teachers would need to have a graphic

organizer or discussion about what science inquiry was and why scientists use this process, in
order for students to understand to their fullest potential necessary. Thirdly, Standard C states
that students should be able to recognize the characteristics of organisms. Again, I am unaware if
students will complete this standard through this lesson because the standard is extremely vague.
Students will begin to recognize characteristics of organisms but in my opinion, teachers should
give students ideas of what to look for in an animal. Lastly, Standard G states that students
should see science as a human endeavor. Once again, what does this exactly mean? Students will
be acting as if they were scientists on the field trip and when completing the assessment but do
they know that? This would have to be discussed as small groups, as well as whole group to
ensure that students meet this particular standard. The standards need to be revised completely.
The NGSS standards are more complex and there is less room for interpretation when
constructing a lesson plan.
Is it logical that the instructional activities prepare students to complete the assessment?
It is logical to state that the instructional activities prepare students to complete the iPhoto
digital story book. The zoo created an experience that allowed students to make unrelatable
observations about animals in different habitats. Furthermore, students were eliminating major
parts of the iBook creation while at the zoo (taking pictures). Students were also provided with
the opportunity to interview zookeepers and staff at the zoo which in return would help students
write their captions that accompany their authentic pictures. The teacher also read a tradebook in
the evaluate phase before students created their iPhoto Book. This allowed for better
understanding of how pictures of animals can be related to a caption when being paired together.
The instructional activities in the extend phase also helped students because they were asked to
sort photos into animal classifications which would help them when writing their captions as
well. Lastly, during the extend phase, students were also required to create an I spy collage
which assisted them in identifying specific items that can be seen in the photo. This will help
them when creating captions that compare one habitat to another.
What barriers do you see for students with disabilities based on the assessment plan in
your lesson plan?
Barriers that I see for students with disabilities based on the assessment plan is that first, students
with a lack of background knowledge would struggle in creating a we wonder question and
applying knowledge when creating an iPhoto digital story book. Secondly, students with physical
impairments would have a barrier because of the walking in the zoo. Thirdly, another barrier
would be the amount of language and writing that is incorporated into this assessment for
English Language Learners. Fourth, the trip to the zoo requires students to be placed outside of
routine and a common place, therefore, this could be a barrier for students with other learning
disabilities. Fifth, the amount of technology (camera, iPhoto on an iPad) that is built into this
lesson plan could be a barrier for students with visual impairments, ADHD students, autistic

students, and other learning disabilities. Lastly, the amount of information and the way that
students are instructed to record their observations can become a large barrier for all students.
1. What comments/concerns do you have about the appropriateness of this lesson for
students with disabilities?
First, I am concerned about removing students from their familiar environment and routine when
going on the field trip to the zoo. When leaving school grounds, students and teachers are
required to follow school and district guidelines for field trip safety. I am concerned that if
teachers do not have those guidelines available for viewing, students may take advantage of the
opportunity. Secondly, I am concerned about the use of iPhoto because students can become
easily distracted and lose track on the original assignment. Thirdly, I am concerned about pairing
groups for different ability levels among students. I want each student to be able to have the
opportunity to perform at the highest level regarding the teachers expectations. Fourth, I am
concerned because there are no further options for students referring to the iPhoto and trip to the
zoo. In my opinion, there should be more options for students that allow them to use different
software or a different assessment option. Lastly, I am concerned that students do not have a
graphic organizer for regulating the information that they gather with their groups at the zoo.

Part 2: Analyzing the Barriers and Considering Solutions

Target Students: Please keep these students (and other students who may struggle to learn) in
mind when completing the following activities and improving your lesson plan.
Elementary Students
Sherry is a friendly little girl. She likes to help the teacher. But, many of her skills are below
grade level. She doesnt know all of her letter sounds and still confuses similar sounds like i/e,
b/p, and this can be seen in her reading and spelling. Similarly, she does not know her basic
number facts. She has a more limited vocabulary than her same age peers and struggles with
comprehension, not just in reading, but also in listening and following directions.
Jimmy is an active little boy! He fidgets with things on his desk, talks to himself and his
neighbors throughout class, calls out without raising his hand, and is out of his seat. He can get

very frustrated with long activities and assignments. But, Jimmy is very smart and he likes to do
well. He gets very excited to start new books/math skills, but he rarely finishes his work or turns
in homework.
Terrance likes routines. He becomes agitated when the class schedule changes. He likes to be
near his peers, but does not make eye contact or interact. He does not seem to know how to play
or converse at grade level. While he has a lot of vocabulary, his comprehension is weak and he
doesnt understand figurative language and is not able to make inferences. He excels in math and
has a great memory for facts. Every once in awhile, Terrance has a melt down and then he is
hard to console.
Regina is a second language learner. Her everyday English skills are good, and she has many
friends. She is quiet, polite, a hard worker, and obviously cares about school. But, in her home
country, Alicia did not attend school regularly, and her literacy in her primary language is
limited. In academic studies, Alicia struggles with vocabulary and complex content area
concepts. Alicia rarely speaks in class, and seems shy to ask for teacher time, even when it is
clear she does not understand the material. Her grades in all of her subjects are quite low.

ACTIVITY 2: COMPLETING THE UDL CHART: DIRECTIONS:

1. From the assignment folder in Blackboard, please print the UDL Chart.
2. Complete the UDL Chart and attach it to your assignment.
3. For barriers list and describe any barriers to learning for students with disabilities (and
other students who may struggle to learn) posed by your original lesson plan and for your
particular content.
4. For solutions, that you will recommend to address the barriers, please:
a. consider the target students,
b. consider your original lesson plan,
c. refer to the UDL principles, including guidelines and checkpoints available at
http://www.udlcenter.org/aboutudl/udlguidelines, and
d. consider evidence-based practices for students with disabilities that you have
learned about through your readings, online and in class-activities in this course.
e. If you refer to other resources, please provide full citations that demonstrate their
effectiveness for students with disabilities.

Part 3: Preparing Your UDL/DI Lesson Plan

In Part 3, you will begin making instructional decisions and planning for your students with
disabilities. You will answer a series of questions and complete activities to help you complete
Part 4.

First:
1. Please describe your previous experience in completing lesson plans (how many, what
content, planning for students with disabilities):
Personally, I have created lesson plans in the content areas of Science, Math, and Literacy
this fall semester. So far, I have completed two 45 minute lessons in Science for third and fourth
grade students on the topics of cycles and weather. Furthermore, I have taught two lesson plans
in Math on the topic of fractions. Lastly, I have conducted and planned two lessons in literacy
about phonemic awareness, book handling knowledge, and concepts of print. I have not yet
planned a lesson using differentiated instruction techniques unfortunately. Therefore, I am quite
uncomfortable making a lesson plan that is planned for students with disabilities because I am
going through multiple thought processes that I am not used to as a general education teacher but
they are essential for all students to succeed appropriately in my classroom.
1. Please describe your Phase II teaching experiences (how many lessons have you taught?
who did you teach? what did you teach?):
I have yet to teach to a whole class but I have taught in small groups in the STEM Lab at Benton
Elementary School. The small groups consisted of two-three students of different ability levels in
grade levels kindergarten, 1st grade, 2nd grade, 3rd grade, and 4th grade. I am observing in a 5th
grade classroom but have not been able to teach a lesson unfortunately. Although, I have spoke
to my teacher about using differentiated instruction. In total, in phase II I have taught six lesson
plans. I have taught two lesson plans in each content area including: Science, Math, and Literacy.
In Science, I taught two groups of three students about cycles in first grade and weather with
third graders. In Math, I taught two lessons with individual students about equal sharing
problems pertaining to fractions. Lastly, in Literacy, I taught and observed a kindergartener and
second graders concept of print knowledge, book handling skills, and phonemic awareness.
Beneficially, I worked with students of different ability levels, although, I am unaware if those
students obtained an IEP or Special Ed services. I have not benefitted from these lesson enough
to feel confident in making a differentiated lesson or teaching students with disabilities. This
project is opening my eyes to differentiated instruction and how beneficial it is for all students.
ACTIVITY 3: IDENTIFYING STANDARDS: DIRECTIONS
1. Standards: List the state standards/common core standards/other standards specific to
your discipline (e.g. NCTM for math or NEA for art) that will be addressed as a result of
student learning in this lesson (You may copy, cut, and paste them directly into this
document)
This lesson meets the Next Generation Science Standards (NGSS) for second grade in the
Biological Evolution: Unity and Diversity category. Specifically, the standard states second
grade students are required to make observations of plants and/or animals to compare the

diversity of life in different habitats to meet the standard. Specifically, the standard is named 2LS4-1. Furthermore, students need to plan and carry out investigations to answer questions in K2, which builds on prior experiences and progresses to simple investigations, based on fair tests,
and in return provides data to support explanations. Additionally, teachers should prepare
students to make observations to collect data in order to make comparisons. This lesson then
further relates to the Common Core Standards in Literacy W.2.7 and W.2.8 because students will
be participating in shared research and writing projects, as well as recalling information from an
experience to answer a question. Lastly, students will be connecting with the Nature of Science
through this lesson also by recognizing that scientists look for patterns and order when making
observations about the world.
First, the students meet the 2-LS4-1 NGSS standard because students make observations of
animals and discuss with peers the diversity of life in the different habitats at the zoo. For
example, students may understand that a lion survives in a different environment than a penguin.
Secondly, students meet the second part of the 2-LS4-1 NGSS standard because they are
planning and carrying out a simple investigation that they created in the explore phase with the
We wonder statements. Additionally, this question will guide students to collect data and make
comparisons during discussion. Thirdly, students will meet the W.2.7 and W.2.8 Common Core
standards because during the evaluate phase, students will be creating an iPhoto book with the
research they compiled while visiting the zoo. Next, students will also recall information about
their trip to the zoo to answer their question that they created during the explore phase (we
wonder). Lastly, students connect with the Nature of Science by mimicking scientists at the
zoos by looking for comparisons and patterns of the different animals and habitats.
2-LS4-1 Biological Evolution: Unity and Diversity
Students who demonstrate understanding can:
2-LS41

Make observations of plants and animals to compare the diversity of

life in different habitats. [Clarification Statement: Emphasis is on the
diversity of living things in each of a variety of different habitats.]
[Assessment Boundary: Assessment does not include specific animal and plant
names in specific habitats.]

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K2
builds on prior experiences and progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.

Make observations (firsthand or from media) to collect data which can be used to
make comparisons.
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence

Scientists look for patterns and order when making observations about the world.

LS4.D: Biodiversity and Humans

There are many different kinds of living things in any area, and they exist in different
places on land and in water.
Common Core State Standards Connections:
ELA/Literacy

W.2.7

Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations). (2-LS4-1)

W.2.8

Recall information from experiences or gather information from provided sources

to answer a question. (2-LS4-1)

ACTIVITY 4: PLANNING FOR INCLUSIVE INSTRUCTIONAL OBJECTIVES

1. Read the article by Schumm, Vaughn, & Harris
2. Print the Planning Pyramid document from your Blackboard folder and review the
example.
a. *Remember that the bottom of the pyramid meets your standards and that you are
planning up so that each student will be challenged and reach their potential for
learning.
3. As you complete the Planning Pyramid, consider,
a. the standards you have identified
b. your original lesson plan
c. every student in your class meets the standards (the bottom of the pyramid)
d. your brightest students are challenged in your curriculum (the tip of the pyramid)
i. How can you challenge these students without giving them more work?
4. Attach your Planning Pyramid to your assignment

ACTIVITY 5: PLANNING FOR INCLUSIVE INSTRUCTIONAL OBJECTIVES

1. Review the Winegarden article
2. Consider the standards you have identified
3. Refer to your Planning Pyramid
4. Develop 3 instructional objectives and list them below. To receive full credit, your
instructional objectives must:
a. be observable and measurable
b. include a performance, condition, and criterion
c. align with standards

d. align with your planning pyramid

INSTRUCTIONAL OBJECTIVE 1:
When asked to compile the information they gathered at the zoo, the student will be able to
describe the animals features that help them survive in their own habitat, meeting the criteria
set in the rubric.
INSTRUCTIONAL OBJECTIVE 2:
When asked to compile the information they gathered at the zoo, the student will be able to
compare and contrast the diversity of plants and animals in different habitats, meeting the
criteria set in the rubric.
INSTRUCTIONAL OBJECTIVE 3:
At the zoo, the student will be able to carry out a simple investigation by using careful
observation skills with the selected appropriate tools that will be used to gather information,
meeting the criteria set in the rubric.
ACTIVITY 6: PROVIDING ACCOMMODATIONS TO STUDENTS WITH
DISABILITIES
Under federal law (IDEA and Section 504) students with disabilities are entitled to
accommodations specified in their IEP plansall day, every day, in every single lesson!!
As you will be a future member of IEP teams, in this activity, you will identify accommodations
to support target students and prepare to include those accommodations in your lesson planning.
1. Refer to the Accommodations List in your Blackboard folder.
2. From this list, select one reasonable accommodation for each of the target students (either
elementary or middle/secondary) that you will include in your UDL Lesson Plan.
3. Below, next to the students name, type the fair accommodation you believe matches the
students needs
Elementary Students
Sherry: Permit the student to check-in with an advisor first thing in the morning before
the trip to plan/organize materials needed to complete the graphic organizers. Check-in
periodically (once per hour) during the field trip to review the work and remediate as
necessary. Check-in after returning to the school to discuss the next steps (iPhoto Book).

Check-in with Sherrys collaborative group throughout the process of assessment to

ensure successful completion.
Jimmy: Break instructions into short, sequential steps; dividing work into smaller short
"mini-assignments," building reinforcement and opportunities for feedback at the end of
each segment.

Terrance: Prepare the student in advance for upcoming changes to routine - field trips,
transitions from one activity to another, etc.
Regina: Provide this student with a note-taker at all times to record classroom discussions
and lectures.
ACTIVITY 7: INCLUDING EVIDENCE-BASED PRACTICES
In instructional planning for students with disabilities, you must include evidence-based practices
to ensure that they have access to your curriculum and the opportunity to learn.
1. Below, please describe your plans for including the required EBPs briefly.
a. For example, for cognitive strategy instruction, please tell the purpose of the
strategy and describe how you will teach it to your students.
2. To help you include these components, supportive readings and web-based resources are
posted in your Blackboard assignment folder.
In this lesson, to receive full credit, you must include each of the following in your lesson:
INSTRUCTION THAT IS NOT LECTURE OR TEXT-BASED (although you can include
lecture and text in your lessons as components):
In this lesson, the teacher will not be incorporating any instruction that is text or lecture-based.
Instead, the students will be going to the zoo on a field trip to make first-hand observations about
the similarities and differences about the diversity of animals and plants in different habitats.
Students will be provided with a graphic organizer during the field trip to ensure success on
answering their investigatable question. During the extend phase, the teacher will also meet with
small-groups to discuss the data they gathered at the zoo and how that information will be
transformed into an iPhoto digital story book that includes pictures and captions.
GROUPING FOR INSTRUCTIONAL PURPOSES (e.g. not all instruction will be
delivered by the teacher to the whole class):
The teacher will use small-group instruction to provide students with extensive feedback and an
opportunity to express what they know to other students and the teacher. When we get back from

the zoo, during the extend phase, the teacher will meet with small groups while the rest of the
class is completing their picture sort and I spy collage. Teacher will review the students data
that was collected from the zoo to ensure that the students are prepared to transfer their
information to an iPhoto digital story book. Grouping is considered an effective tool for teachers
to use in the classroom because it enhances the skills and learning of students without negative
social impact. Furthermore, students will be grouped prior to the field trip based on skills,
interests, and prior knowledge.
A COGNITIVE INSTRUCTIONAL STRATEGY (Please attach a copy of the strategy to
your lesson plan):
When the LID strategy is initially introduced to students, the teacher needs to model and
explain the strategy for students to implement the strategy into their project effectively. The
teacher will do this by emphasizing when the strategy should be used and why. Next, the
teacher will provide opportunities during the engage phase to implement this strategy by using
the WildCam to find similarities and differences with the LID strategy. As students implement
the strategy, the teacher will coach students by asking how was this strategy helpful and how
did you decide what the best thing to do next was? At times, the teacher may need to step in
and model more to guide stronger understanding. Lastly, there will be a transfer of
responsibility on the field trip. Therefore, students will gain the power to apply the strategy
for comparing plants, animals, and habitats during their exploration phase at the zoo.
A GRAPHIC ORGANIZER (Please attach a copy of the graphic organizer to your lesson
plan):
Graphic organizers are useful when learning a complicated process or when organizing difficult
information. When students begin the field trip, they may find it challenging to recall everything
that they are supposed to complete and how they were asked to gather information. Therefore, a
graphic organizer will be provided to them that lists their group members names, their testable
question to answer, and ideas for what to take pictures of. This will be completed during the
engage phase, collected, and then returned during the explore phase when students are at the zoo.
Secondly, students will also be using a graphic organizer for goal setting which will be
completed before they complete their iPhoto digital story book in the extend phase when students
meet in small groups with the teacher. The graphic organizer is called 5Ws and H. Students will
answer six statements/questions including:
where will I work on my goal? who will help me reach my goal? what is my goal? when
will I achieve my goal? why is this goal important to me? and how will I reach my goal?
A FORM OF ASSISTIVE TECHNOLOGY

The purpose of using assistive technology is to help students who have physical or mental
impairments learn the same material as everyone else. In this specific case, the iPad will be used
while the students complete their iPhoto digital story book in the evaluate phase. The
accessibility feature guided access will be utilized. Guided Access will help students with
attention and sensory challenges, for example, autism, to stay focused on the task or app they
have been given. The app students will use is iPhoto, therefore, the teacher will enable guided
access and students will not have the opportunity to click off of iPhoto because it will be
password protected. This ensures that taps and other apps on the iPad do not become a
distraction while completing the assessment. The teacher will not be able to constantly monitor
each group so this accessibility feature gives the teacher reassurement that students are
performing appropriately.
ACTIVITY 8: PLANNING FOR ASSESSMENT
1. Please attach copies of your planned assessments to your lesson plan.
2. Below please address the following questions:
a. Are your assessments aligned with (a) you're planning pyramid, (b) your
instructional objectives, (c) the standards, and (d) your activities?
The assessment that will be used to gauge students understanding includes students
working collaboratively to create an iPhoto digital story book that incorporates their observations
that they made at the zoo through captions and pictures. Students will receive a rubric that
addresses what an excellent book would include. After students create their story book
collaboratively, students will work individually to complete a reflection sheet that involves
answering questions about what they have learned throughout their experience at the zoo. First,
the assessment aligns with my planning pyramid because in order to be thorough in their book
and meet guidelines set out in the rubric students have to complete all of the instructional
activities that allow them to learn everything on the pyramid. For example, students will
recognize that scientists use tools, in this case pictures, to help them gather information,
communicate, and answer questions. Students will use these pictures in their iPhoto book to
communicate and answer a question, mimicking scientists. Furthermore, at the zoo, students will
have the opportunity to compare the diversity of life in different habitats by observing the plants
and animals. These observations will be built into the iPhoto book, therefore the teacher can
assess if students have learned to the students fullest potential. Next, the assessment further
aligns with the planning pyramid because students have to create a testable and investigative
question in order to proceed with the project through the engage phase. Students will have the
opportunity to show deeper understanding about the topic in two ways. First, students can create
more in-depth captions beneath their photos that show the the teacher profound explanation
about habitats, characteristics of animals and plants, and description of why particular animals
need specific environments to survive. Secondly, students are able to show the teacher deeper of

understanding of the topic through a reflection that allows the students to address what they have
learned and how they learned it.
Secondly, the assessment aligns with the instructional objectives because when students
compile their information they gathered at the zoo, they will describe in the captions the animals
features that help them survive in their habitat. For example, the student is discussing penguins.
The student would say that penguins have flippers because they survive in the water with an
accompanying picture. Next, students will compare and contrast the diversity of plants and
animals in different habitats. For example, a penguin lives in a cold and water-centered habitat
and there are no trees. Lions live in the hot desert where there are trees and small watering areas.
Lastly, students will exhibit their ability to carry out a simple investigation by using observation
skills with appropriate tools to gather information. The teacher will observe students
understanding of this instructional objective through the assessment because students have to
observe in order to create appropriate captions, as well as, use tools (in this case digital cameras)
to gather information. The observations and pictures will both be incorporated into the students
digital storybooks.
Thirdly, the assessment aligns with the standards because through the instructional
activities, students are working towards building their digital story book in small, sequential
steps. First, students place their observations of plants and animals into the digital story book
through captions. Secondly, students compare the diversity of plants and animals in different
habitats through pictures and captions in their digital storybook which gives students an
opportunity to place the information side by side to make for an easier description of the
similarities and differences. Secondly, students are recording their information that they gathered
from completing a simple investigation at the use. Thirdly, students first-hand observations are
transformed into a collection of information in their iPhoto storybook. Fourth, the assessment
relates to the nature of science because students look for patterns in the plants and animals to
compare and contrast habitats in the captions of the book with accompanying pictures. Fifth,
students work collaboratively on a research project as they transform their thoughts into ideas in
their book. Lastly, students recall the information that they gathered from their experience at the
zoo to answer the question that was the title of the digital story book.
Fourth, the assessment completely aligns with the activities in the instruction because
students are working progressively to complete the story book. First, students create an
investigable question in the engage phase that they will use to make the title of their book.
Secondly, students carry out a simple investigation by observing and using tools at the zoo to
gather information that will later be used as pictures and captions in their digital story book.
Thirdly, students use the LID strategy at the zoo to prepare their similarities and differences prior
to making their book.
a. Are your assessments inclusive for students with disabilities? Do you
anticipate any barriers? If so, how will you either accommodate students or
use principles of UDL to enable students to demonstrate their learning?

Prior to incorporating principles of UDL into this lesson plan, I was anticipating multiple
barriers during the assessment. First, the use of technology was high in this assessment.
Therefore, I incorporated the use of guided access on the iPad that students were using. Students
will now be able to focus completely on their assignment collaboratively with their group.
Secondly, this assessment depends upon students successfully completing the observations at the
zoo. Therefore, I incorporated a graphic organizer, the LID strategy, small group instruction, a
text and graphic handout for the field trip, and a rubric. The graphic organizer helps students
remember what they were asked to do on the field trip, their question, and how to gather
information. This will ensure that students take the appropriate photos and record the correct
information that will help them successfully complete an iPhoto book. The LID strategy will
help students become aware of how to make a compare and contrast chart. This strategy will help
all students when completing their iPhoto book because they will have a strategy to go to for
help when not knowing how to make a comparison and/or difference. Next, the teacher will also
use small-group instruction to ensure that students are prepared to make their iphoto book
collaboratively and successfully. Many students need that check-in support and feedback from
the teacher. The small-group instruction opportunity during the extend phase allows the teacher
to give attention to individual groups. Furthermore, the teacher will also provide a rubric to
students to show what an excellent iPhoto story book entails. I am confident that these UDL
strategies will guide students in completing the assessment successfully.
Part 4: Presenting your UDL Lesson Plan

1.
2.
3.
4.
5.
6.
7.

Please select a lesson plan format that is appropriate to your discipline.

You may use the format provided by your department, program, etc.
You may keep the format of the lesson you chose to critique.
You may use a format common to the schools you are working in.
You may find a template that you like on the internet.
*Please be sure to include student accommodations in your lesson plans
Now, create an improved, differentiated lesson plan
a. consider your original lesson plan
b. integrate all of the elements you have developed in previous activities
8. Attach your lesson plan to the assignment!

Part 5: Explaining and Defending Your instructional Decision Making

1. Connections to Research:
a. Below describe how you included the findings from your research journal project
in your lesson plan.

i. *Be very specific in this response, citing the references and page numbers
from the articles in your journal research project. You may include quotes,
diagrams, or documents to support your response to this question.
b. Attach your journal research articles to the lesson plan. Use sticky notes or
obvious highlighting to show where your information came from.
I used my grouping for instructional purposes, cognitive strategy instruction, and
assistive technology articles from my journal research project. Although these articles discussed
reading, they transferred easily into the science topic because there is reading and writing
involved in all areas of instruction. First, for grouping, I used the article Instructional Grouping
for Reading for Students with LD: Implications for Practice to incorporate small group
instruction during the extend phase of my lesson. The purpose of grouping student into smaller
groups is so that children are able to receive more personal instruction and so they can get their
questions answered more specifically (Vaughn, 2001). This will happen during the extend phase
because the teacher will meet with the assigned groups to discuss their findings, the goal
worksheet, and the rubric. Small group instruction, allows teachers to better gather what each
individual knows about specific topics, in this case being their LID strategy and their
observations made at the zoo (Vaughn, 2001). Teachers are also able to give extensive
constructive feedback to students to help improve student learning (Vaughn, 2001). It enhances
knowledge and skills of students without the negative social consequences associated with more
permanent groups (Vaughn, 2001, p. 134). Groups in this lesson will be the size of 3-5 students
because using smaller small-group instruction groups leads to better instruction qualitatively and
quantitatively (Vaughn, 2001). When considering reading groups that are led by the teachers,
some teachers find this difficult to provide when there are a number of other students to attend to
in the classroom (Vaughn, 2001). To combat this problem, teachers have found that using
independent/shared reading time, learning centers, and project work time are good ways for other
students to be productive when working with small-groups (Vaughn, 2001). Therefore, while the
teacher in this lesson is meeting with small-groups, the rest of the class will be working in
learning centers doing the I spy collage and picture sort.
Vaughn, S. (2001). Instructional Grouping for Reading for Students with LD. Intervention In
School & Clinic, 36(3), 131.
Secondly, for my cognitive strategy instruction, I used the article Creating Confident and
Competent Readers : Transactional Strategies Instruction. This article provided me with a way
to introduce students to the LID strategy that was found in the UDL Center website under
Checkpoint 6.2 examples and resources. The specific web address is
http://coe.jmu.edu/learningtoolbox/LID.HTML. The teacher will implement this strategy through
an evidence-based practice that was summarized in the article. In the engage phase, the teacher
will model and provide an explanation about the engage phase. I implemented this way because
the authors stated that teachers have to define, explain, and model procedures (Casteel, Isom, &

Jordan, 2000). Teachers should instruct students to realize when, why, and how to use the
strategies that he/she is modeling (Casteel, Isom, & Jordan, 2000). Next, again in the engage
phase, the teacher will allow students to practice using the LID strategy with the WildCam and
compare and contrast animals and habitats in Columbia, MO with Africa. Students practice how
to involve the strategy (Casteel, Isom, & Jordan, 2000). The teacher coaches students as needed.
Lastly, in the explore phase of this lesson, students gain full responsibility for using the strategy
successfully (Casteel, Isom, & Jordan, 2000). Students will use the LID strategy in the explore
phase when comparing two animals and their habitats. In the lesson, I recorded multiple
questions that the teacher should ask when coaching that I received from the article including:
why did you choose that strategy, how was it helpful, and/or how did you know what to do
(Casteel, Isom, & Jordan, 2000, p. 69). These productive questions allow students to take
ownership of their learning and students evaluate their choice of why they chose a certain
strategy (Casteel, Isom, & Jordan, 2000). This evidence-based implementation will truly help
students as they gain responsibility of using the tool in the explore phase. The modeling and
practicing should reveal improvement of the strategy usage.
Casteel, C. P., Isom, B. A., & Jordan, K. F. (2000). Creating Confident and Competent Readers.
Intervention In School & Clinic, 36(2), 67.
Thirdly, I used the apple website in my journal research project to address particular
assistive technology devices that aid students in their ability to do the assessment piece of this
lesson. Students will be creating an iPhoto digital story book, therefore, the iPad can become
distracting and in turn students become off task. The use of guided access can prevent that
problem from interrupting learning. I chose Guided Access because iOS devices allow for an
experience with a fun and powerful learning tool for students with attention challenges and other
cognitive and learning disabilities (Apple). Guided Access helps students or people with
attention and sensory challenges, for example, autism, to stay focused on the task or app they
have been given (Apple). Further, Guided Access allows the teacher in this lesson to disable the
Home Button and/or restrict tapping on only one part of the screen (Apple). This ensures that
taps and gestures will not distract the student from learning and/or completing the task at hand
(Apple). Also, the teacher will not constantly be able to monitor each group of students working
on iPhoto, therefore, Guided Access can lessen the opportunity for students to become off task
because of the technology.
Apple - Accessibility - iOS. (n.d.). Retrieved September 23, 2014.
Lastly, I implemented a graphic organizer into this lesson. I used my journal research
project as a resource when finding the appropriate organizer for this purpose. Graphic organizers
are useful when learning a complicated process or organize difficult information (Capizzi &
Barton-Arwood, 2009). Therefore, I used two graphic organizers: the goal planning worksheet
and the group planning sheets. I found the goal planning worksheet on the UDL website under

Checkpoint 6.1 examples and resources. The exact web address is

http://worksheetplace.com/index.php?function=DisplaySheet&sheet=goali&links=1&id=&link1
=279. This planning guide will be used during small group instruction in the extend phase,
therefore, the teacher can assist students and discuss the 5 Ws and H. Furthermore, I also
incorporated a graphic organizer that assists students in recalling their question, group members,
and photo ideas. This graphic organizer will be used in the engage and explore phase.
Capizzi, A., & Barton-Arwood, S. M. (2009). Using a Curriculum-Based Measurement Graphic
Organizer to Facilitate Collaboration in Reading. Intervention In School And Clinic, 45(1), 1423.

2.

Target Students: Describe how your lesson plan meets the needs of the target students
for the content. Include specific information for each student.
a. What features of UDL were most helpful to each student?

In my opinion, all features of UDL that were implemented into this lesson plan were useful to all
students but some students will benefit greater than others based on their needs. A major barrier
for Regina was being and English Language Learner. She could speak everyday English but
academic English is far different. Therefore, providing Regina with the opportunity to use
Word2Word on her iPad throughout the lesson was helpful to her. Word2Word allows for the
words to be spoken through the speaker as well. Reginas literacy in her primary language is
limited so the spoken words will be more helpful than the written aspect of the website. Next, for
Jimmy, his barrier was how students record information about their learning and the long activity
of constructing the iPhoto digital story book. Therefore, providing a rubric and goal-planning
sheet will be incredibly helpful to Jimmy. The rubric will allow Jimmy to visual see what he has
to do in order to complete the iPhoto book and what he can do to receive full credit or what an
excellent digital story book has in it. He likes to do well, so this rubric may provide extra
motivation to perform well. Furthermore, completing the goal-planning worksheet with the
teacher in the extend phase will provide even more motivation for Jimmy to complete the project
because he rarely finishes assignments. Seeing visually that there is a goal in mind will hopefully
help Jimmy see that he can finish this assignment successfully. Thirdly, Terrances largest
barrier in this lesson is that he thrives off of routine and gets agitated when the class schedule
changes. Therefore, the Exploratree interactive thinking guide will provide Terrance with a
schedule where he can visually see what is coming next, rather than predicting and creating
anxiety. The schedule will help support Terrances memory about what the teacher talked about
in the engage phase about the specifics of the field trip. Lastly, Sherrys largest barrier is the
amount of information that needs to be obtained throughout the lesson. Therefore, the LID
strategy will be most helpful to her. The LID strategy will assist Sherry in putting her thoughts
on paper and not being concerned about the specifics of spelling. This strategy will also help

Sherry with comprehension because she will need to record information on a piece of paper
forcing her to think deeply about the learning goals.
a. Describe how and when the accommodation you assigned to each student was
implemented.
First, for Sherry, I permitted her to check-in with the teacher first thing in the
morning before the trip to plan/organize materials needed to complete the graphic
organizers. Also, the teacher needs to check-in periodically (once per hour) during the
field trip to review the work and remediate as necessary and check-in after returning to
the school to discuss the next steps (iPhoto Book) in small group instruction during the
extend phase. Lastly, the teacher in the lesson plan is to check-in with Sherrys
collaborative group throughout the process of assessment to ensure successful
completion. These check-ins will give Sherry an opportunity to help the teacher at times,
which is something she enjoys doing. Hopefully, this will motivate Sherry during the
process of the assessment and lesson at the zoo. Furthermore, Sherry struggles with
comprehension, not just in writing, but also in listening and following directions. The
check-ins will ensure that Sherry is completing the lesson as asked and understanding the
content.
Secondly, for Jimmy, the instructions will be broke up into short, sequential steps;
dividing work into smaller short "mini-assignments," which will build reinforcement and
opportunities for feedback at the end of each segment. Jimmy gets very frustrated with
long activities and assignments, therefore, breaking the instructions into short steps will
benefit him by increasing motivation and lowering anxiety. Furthermore, Jimmy likes to
do well. Therefore, the teacher will be able to provide him with more feedback at the end
of each part that he finishes sequentially. This will give Jimmy reassurance that his work
is complete and he is completing the lesson successfully. The instructions will be handed
out to everyone before the assessment in the evaluate phase.
Thirdly, for Terrance, the teacher will prepare in advance for upcoming changes
to routine - field trips, transitions from one activity to another, etc. There will be a
schedule created that will be handed to everyone because it could benefit every student.
The schedule will be handed out when students arrive at the zoo and will include
information about what is going to happen and when it is going to happen. The schedule
will benefit Terrance because he likes routine and becomes agitated when the class
schedule changes. Therefore, having a schedule in hand will reduce anxiety and
nervousness because he is prepared for what is to come next.
Fourth, for Regina, the teacher will provide her with a note-taker at all times to
record classroom discussions and information at the zoo. Although, Regina will still be
attempting to record her own notes and understand the information. Either a student or
the teacher him/herself will record notes for Regina to go over later, especially during
small-group instruction. Therefore, the teacher will know what Regina observed at the

zoo and heard during discussion. The teacher can then draw pictures and communicate
with Regina through Word2Word or basic English that she is in the process of learning.

3.

Describe how you have used principles of UDL to make your lesson plan more inclusive.
Include at least 2 examples for each principal, list the guideline (include the number) and
the checkpoint (include the number) and describe how you used it and why:

Multiple Means of Representation

Example 1:
Guideline 3: Provide checklists, organizers, sticky notes, and/or electronic reminders
Checkpoint: 3.4 - Maximize transfer and generalization
How I used it and why: When on the UDL website, I redirected to the examples page and found
the Exploratree website. Exploratree provides users with multiple interactive thinking guides that
can be created to organize information to support student memory. In this lesson, the teacher will
create an Exploratree (attached) to be a timeline for what is going to happen on the field trip.
There are students in the class that thrive on routine and become agitated when the class schedule
changes. Preparing students verbally for the field trip was not going to be enough, therefore, the
Exploratree allows for students to visually see and understand what we will be doing each hour
of the field trip. There will be no surprises.
Example 2:
Guideline 3: Highlight or emphasize key elements in text and graphics
Checkpoint: 3.2 - Highlight patterns, critical features, big ideas, and relationships
How I used it and why: Teacher will provide students with text and graphics about
different animals and habitats that they will see and be able to recognize at the zoo
(example attached). The critical features will be included about the animals habitat and
characteristics that can help students determine the appropriate area at the zoo. There are
students in the class that may come in with a lack of background knowledge about zoo
animals. Therefore, this handout will assist students by labeling animals and providing
pictures that they can refer to as they explore the zoo. Furthermore, there are also
students in this class that have trouble reading and limited vocabulary. If the teacher is
discussing animals, habitats, and the characteristics that they include, students may need
a cheat sheet to be able to look at. For example, if the teacher is talking about another
groups animal (zebra) and the student does not know that particular word they can turn to
the appropriate page and learn about this animal. Lastly, there are English Language
Learner in this class. This handout would be helpful for Regina because she may not
know the translations. Seeing a picture connected will provide her with more resources to
know what the animal is.
Multiple Means of Action and Expression

Example 1:
Guideline 6: Provide checklists and project planning templates for understanding the
problem, setting up prioritization, sequences, and schedules of steps
Checkpoint: 6.2 - Support planning and strategy development
How I used it and why: Teachers will use the LID strategy listed on The Learning
Toolbox website. Students need to compare and contrast different habitats and animal
characteristics. This strategy will improve students thinking skills and allow them to understand
what they are being asked to do.
L: List items to be compared
I: Identify similarities and differences
D: Draw a graphic representation of the relationship (Venn Diagram)
In the engage phase, the teacher will model and introduce this strategy. The teacher will then
coach as students practice using the strategy with WildCam. In the explore phase, students will
gain full responsibility of the strategy and use it while answering their question. This strategy
will prepare students to write their iPhoto story book captions and conclusions. There are
students in the class who have difficulty making inferences, as well as, comprehension that is
weak. This will help students keep on track with making their inferences about their question
about animals and habitats that they are being asked to compare. Furthermore, this strategy will
assist them with comprehension because they are recording their notes appropriately and with
labels. Therefore, they will be able to identify what they were discussing on their notes when
they work collaboratively to complete the iPhoto digital story book. Secondly, there are students
who struggle when asked to follow directions. The LID strategy will have the directions included
and students will be able to recall what they were asked to do (compare and contrast animals and
habitats). Thirdly, there are students who become overwhelmed with long assignments. This
strategy will allows students to take this part of the project step by step when exploring the
animals that were included in their question.
Example 2:
Guideline 6: Provide guides for scaffolding goal setting
Checkpoint: 6.1 - Guide appropriate goal-setting
How I used it and why: Teacher will provide students with the worksheet offered by
worksheetplace.com. The website offers templates for goal-setting to use with students to
support their organizational skills. The particular goal organizer that will be used is this
lesson is called 5 Ws and H. Students will answer questions and statements including
where will I work on my goal, who will help me reach my goal, what my goal is,
when will I achieve my goal, why is this goal important to me, and how will I reach
my goal? Students will fill the goal worksheet out during the extend phase when they
are in small-group instruction with the teacher. Students will complete this with
assistance from the teacher before they complete their iPhoto book. By completing the
goal worksheet, the teacher can ensure that each student understand how they are being
asked to complete the digital story book. There are some students in the class who

become frustrated during long assignments, therefore, the incorporation of this discussion
with the teacher and visual handout will ensure less frustration from the task at hand.
Secondly, there are students in the class who rarely turn in completed work. Starting out
with a goal in mind will help these students stay motivated to reach an ending point with
their groups.
Multiple Means of Engagement
Example 1:
Guideline 8: Engage learners in assessment discussions of what constitutes excellence
and generate relevant examples that connect with the students
Checkpoint: 8.1 - Heighten salience of goals and objectives
How I used it and why: Teacher will provide students with a rubric which addresses what
the students needs to do to receive 3 points, 2 points, 1 point, and no credit for each
expectation. This will help students visualize what constitutes as an excellent iPhoto
Digital story book. This will be given to students during the small-group instruction with
the teacher. The teacher will discuss the expectations with the students to ensure that they
know what is expected of them in the end. There are students in the class who struggle to
finish assignments. The incorporation of a rubric will stimulate motivation to earn the
grade that they would like. Secondly, there are students in the class that become
frustrated with long assignments. The rubric breaks up the expectations into small
phrases, therefore making the expectations less overwhelming. Thirdly, the rubric gives
students another visual representation of the directions in a different format. Being that
there are multiple formats of directions and expectations ensures that all students are
given the opportunity to understand the project to the fullest potential.
Example 2:
Guideline 7: Variation in the availability of breaks or time outs and/or the timing
sequence of activities
Checkpoint: 7.3 - Minimize threats and distractions
How I used it and why: Between activities, students will receive a five minute brain break
for completing the previous activity. In the lesson plan, there are 3-5 points that students
receive a five minute brain break. This project requires multiple steps and focus from
students. Therefore, if they receive breaks between activities, students will be more
motivated and in turn be ready to focus on the next task at hand. This is implemented
because there are students in the class that get frustrated when completing long
assignments. Breaks will lessen frustration because they provide an opportunity to help
students keep their minds engaged and active. Students will be able to focus their mental
and physical state after receiving a brain break.

4.

Do you have any final questions or comments about this assignment?

This project is useful to pre-service teachers. I would have liked to receive more feedback
throughout this process but I understand that is hard in a large class. Possibly, students could
complete parts 1 & 2 and then receive feedback and be given the opportunity to revise and
continue with the other parts. In my opinion, this would set a lot of students minds at ease. This
is also an amazing project to keep close to us as we begin to teach, therefore, that is why I would
like more feedback to ensure that I am completing the project appropriately and to where
students would benefit the most. At times, I was unaware if I was doing the correct thing in this
project. For example, choosing the correct accommodations or preparing my planning pyramid
with confidence. I believe I chose useful tools to incorporate into this lesson plan but others
could interpret it differently and that is why feedback would be helpful throughout. Lastly, if we
were able to practice with modeling how to build an appropriate planning pyramid or make a
UDL Chart, I feel like I would have been more successful and not just hoping that I am correct.

Planning Pyramid:
All Students Will Know:
Living things are found almost everywhere in the world
Scientists use tools to help them gather information, communicate, and solve problems
for their experiments
How to recall information from the experience at the zoo to answer their question
How to create a testable question
How to compare the diversity of life in different habitats by observing plants and the
animals
How to research in a collaborative group
Most Students Will Know:
Animals have features that help them live in different environments
Distinct environments support the life of different types of animals

 How to describe which types of habitats certain animals need to survive (for example,
penguins need a cold environment)
Scientists look for patterns through observations about the world
There are multiple living things in one area, and they exist in different places on land and
in water
Some Students Will Know:
The different types of animals at the zoo
Amphibians
Birds
Fish
Mammals
Reptiles
Animals have features that help them live in different habitats
How to describe why different animals need particular environments (for example,
penguins need a cold environment because... )
Scientists use fair tests to help support explanations