UDL Lesson Plan Template
Name(s) : Christopher Daigle, Kendra Doyle, Melissa Hicks, Taylor McInnis-Hicks, Deborah Wynter
Focus (topic) of the Lesson Plan: Atlantic Ocean & Pollution
Universal Design for
Learning
Representation
1.1 Vary Display of
Information
While the story Atlantic
by G.B. Karas is being
read, there will be a
PowerPoint presentation
on the SmartBoard that
displays each page of the
book. Students will have
the Maritime Provinces
map displayed on the
SmartBoard.
2.1 Provide options for
language
Visual representations of
concepts will be drawn by
students during the bell
work activity.
3.1 Provide options for
comprehension
The APK activity will get
students thinking about
their symbols and the
symbols referenced in the
story, and how they relate
to the Atlantic Ocean.
Action and Expression
4.1 Vary the methods of
response and navigation
On the map of the Atlantic
region students will be
writing and drawing
symbols that came to
mind after viewing the
map. Students will also be
identifying
elements/symbols from
Outcomes Required Materials, Tools
GCO: Exploring the Landscapes of Canada and Technology
SCO: 4.3.3 Examine the relationship -Different coloured
between humans and the physical popsicle sticks for all
environment. students (25)
SWBAT (in student friendly terms): I will be -coloured pieces of paper
able to understand how I affect my for tables (5)
environment, specifically the Atlantic Ocean. -Atlantic by G.B. Karas
and scanned on PowerPoint
Assessment (formative/summative, Presentation and hardcopy
self/peer) -Maritime Provinces map
What prior data is informing your handouts for all students
instruction? (25)
APK (15 mins) -pencil box of markers and
pencils for every table (5)
Students will share the symbols from their - 1 large fish tank
map and explain how they could affect the - 1 plastic wrapper (plastic
Atlantic Ocean. waste)
-1 can of soda (metals)
Reading of Atlantic by G.B. Karas and -water for tank
reflecting and writing down -container of soy sauce
symbols/elements that could affect the (oil)
Atlantic Ocean. -container of vinegar
(pesticides)
Students must have prior knowledge of -container of baking soda
pollution and elements that affect the (sand/soil)
environment, specifically the Atlantic Ocean. -whiteboard
-black dry erase marker
-Laptop
-Smart Board
-Projector
Timeline / Elaboration -Chart paper with labeled
Before (APK) 15 mins contaminants/pollution on
Focus Question each table (1 per table)
How do I affect my environment? -PowerPoint presentation
on
The agenda, outcome, bell work, and elements/symbols/pollution
attention getter will be written on the board and their effects on the
prior to class. Atlantic Ocean.
-Sources for PowerPoint
Chart paper with pollution topics will be presentation on pollution:
prepared and put on individual tables prior to
http://www.conserve-
Atlantic and discussing class, next to a certain coloured piece of energy-future.com/causes-
them in the APK activity paper. and-effects-of-ocean-
along with the bell work. pollution.php
Students will physically At the beginning of the class, the teacher will
participate in an activity stand at the door with coloured popsicle http://www.beachapedia.or
that captures the negative sticks. Students will each randomly choose 1 g/Marine_Debris
effects humans have on popsicle stick and be seated at the
the ocean and how to corresponding coloured table. Coloured http://newsactivist.com/en/
positively affect it. pieces of paper matching the colours of the news-
popsicle sticks will be assigned to the tables. summary/management-
5.1 Use multiple media Each table will be assigned their own biophysical-environment-
for communication pollution topic to discuss later on in the main geography-
Students will illustrate activity. One group of 5 will be formed at 3210/aluminum-cans-and-
their knowledge: each table (5 tables total). ocean
Verbal Expression;
engaging with the whole Bell Work: Upon entering the class, Ms. http://oceancrusaders.org/al
class to discuss and share McInnis-Hicks will ask students to complete uminium-cans/
their ideas. the bell work on their tables. They will each
Visual Expression; have a handout of a map of the Maritime http://ipm.ucanr.edu/WATE
complete drawings of Provinces bordering the Atlantic Ocean. R/U/watqual.html
symbols or elements that
came to mind after Students will be asked to label the Provinces http://www.oceansalert.org/
viewing maps. and the ocean, and to draw a symbol that pestinfo.html
they associate with the Atlantic Ocean,
6.3 Facilitate managing directly on the Atlantic Ocean.
information and (Visual/Spatial, Verbal/Linguistic; Sensing- Special Concerns
resources Thinking)
The fish tank in the main Students will be divided
activity will serve as a C4U: What are you supposed to be doing into five groups of five
hands on resource used to right now? Wait three seconds, randomly people at the tables.
increase student call on 1 student to answer.
comprehension of (Verbal/Linguistic, Interpersonal; Sensing- If using the microphone,
environmental effects. Thinking) please note that the teacher
cannot go beyond the desk
Engagement Ms. McInnis-Hicks will say, class as a nearest to the door.
temporary attention getter and students will
7.1 Optimize individual reply, yes. We will soon practice the real Students must have some
choice and autonomy attention getter that we will be using for the prior knowledge of
Students will be able to rest of the lesson. (Verbal/Linguistic, pollution and where the
give their own ideas of Interpersonal; Sensing-Thinking) Atlantic Ocean is located.
symbols. Each student
will be given an The real attention getter will be practiced The PowerPoint
opportunity to with class: Teacher says, Atlantic and Presentation about
individually respond to students say Ocean. (Verbal/Linguistic, elements /symbols and
pollution. Interpersonal; Sensing-Thinking) their effects on the ocean
will be shown on the Smart
8.3 Foster collaboration The agenda and the outcome will be read
and community aloud
Students will be able to to students before the APK activity.
work in groups for the
main activity. Time will Transition to Ms. Hicks for the APK activity.
also be given for small
group discussion during APK
the exit ticket.
Attention Getter: Ms. Hicks will say,
9.3 Develop self- Atlantic and students will reply, Ocean. on the SmartBoard for all
assessment and (Verbal/Linguistic, Interpersonal; Sensing-
reflection Thinking)
Students will have
opportunity for reflection Ms. Hicks: Now, class I will be reading
throughout the entire G.B. Karas book called, Atlantic. I want you
lesson (including the bell to think about certain symbols that you hear
work, the APK, The main me mention during the reading and how they
activity, and the exit may positively or negatively affect the
ticket). Students will be Atlantic Ocean. Pay attention to the words
asked to reflect on their and illustrations in the book. These may be
own ideas as well as the some of the same ones you drew on your
ideas of others. maps, but some may be new. I encourage you
to write them down as you see them, so you
can refer back to them with Ms. Wynter.
(Verbal/Linguistic, Visual/Spatial,
Logical/Mathematical, Naturalistic,
Intrapersonal; Sensing-Thinking, Intuitive-
Thinking)
C4U: What are you supposed to be doing
while I read the book? Wait three seconds,
randomly choose a student to answer.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
The teacher will do a book walk of Atlantic
by G.B. Karas (show front cover and back
cover and briefly explain plot of book).
Have students, at their tables, listen and
watch the teacher read aloud G.B. Karas
Atlantic. (Verbal/Linguistic, Visual/Spatial;
Intuitive-Thinking)
The book will be projected on the
SmartBoard for all students to see and the
Board for all students to
see. The Maritime
Provinces map will be
projected on the
SmartBoard attached to the
PowerPoint presentation.
Atlantic by G.B. Karas will
be scanned and projected
students to see during
reading.
Differentiation
Multiple Intelligences
Verbal/Linguistic: Students
will listen to the teacher
read aloud Atlantic by G.B.
Karas. They will also be
speaking aloud their ideas
and listening to the views
of others.
Bodily/Kinesthetic:
Students will be walking to
the front of the class and
placing an object into the
fish tank.
Naturalistic: Students will
be reflecting on the
environment in which they
live and the elements that
affect it.
Logical/Mathematical:
Students will use their
critical thinking skills to
reflect on which
elements/symbols affect the
Atlantic Ocean.
Interpersonal: Students will
teacher will sit at the front and read the book
from a hard copy edition, while one of the
co-teachers changes the pages/slides of the
projected book.
While listening, students will reflect on the
symbols found in the book in regards to how
they affect the Atlantic Ocean. They can
write their ideas down for further reference.
(Verbal/Linguistic, Visual/Spatial,
Logical/Mathematical, Intrapersonal,
Naturalistic; Sensing-Thinking, Intuitive-
Thinking)
Attention Getter: Ms. Hicks will say,
Atlantic and students will reply, Ocean.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Ms. Hicks: I am not going to ask you to
share your ideas just yet, but Ms. Wynter will
ask you to share them soon, so keep them
close.
Transition to Ms. Wynter
Attention Getter: Ms. Wynter will say,
Atlantic and students will say, Ocean.
On the SmartBoard, the map of the Maritime
Provinces will be projected and Ms. Wynter
will point to each province and select a
student to name the province.
(Verbal/Linguistic, Visual/Spatial; Sensing-
Thinking)
Ms. Wynter will then ask students to share
which symbols they drew on their maps and
how those may affect the Atlantic Ocean.
Randomly choose one student from each
table to share their thoughts aloud.
(Verbal/Linguistic, Interpersonal,
Logical/Mathematical; Sensing-Thinking,
Sensing-Feeling, Intuitive-Thinking,
Intuitive-Feeling)
share their thoughts aloud
with the class and will
answer questions aloud in
front of the class. They will
also be working in small
groups during the main
activity.
Intrapersonal: Students will
reflect on their personal
thoughts concerning their
actions in connection with
the environment.
Visual/Spatial: Students
will draw symbols on the
Provincial map. They will
also have to understand the
amount of space in the fish
tank before placing objects
into it. Students will also
look at illustrations in
Karas book Atlantic and
reflect on their symbolism.
Learning Styles
Sensing-Thinking: Students
will practice answering
questions and reflecting on
their thoughts. They will
also be able to follow
directions one step at a
time and will know what is
expected of them. They
will gain hands on
experience in critically
thinking about their
opinions and affecting the
environment through
placing objects into the fish
tank.
Sensing-Feeling: Students
will collaborate in groups
to will share
Transition: Now that we have discussed
your maps we are going to transition into the
symbols and elements that you found in the
book Atlantic.
Ms. Wynter: As a whole group, ask students
to vocalize which symbols they identified in
the book, as opposed to their maps, and how
those may affect the Atlantic Ocean. Wait
three seconds, randomly choose 1 student
from each table to share their thoughts.
(Verbal/Linguistic, Interpersonal,
Logical/Mathematical; Sensing-Thinking,
Sensing-Feeling, Intuitive-Thinking,
Intuitive-Feeling)
Ms. Wynter will say, Thank you for all of
your great ideas.
Transition to Mr. Daigle for main activity.
During 20 mins
Attention Getter: Mr. Daigle will say,
Atlantic and students will reply, Ocean.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Mr. Daigle will say, Class, we have been
presented with some new ideas about the
Maritime Provinces and the Atlantic Ocean;
we have even created some of our own
symbols to represent these terms.
Mr. Daigle will say, What I would like to
know is who can tell me a little about ocean
pollution? Wait three seconds, randomly
call on 1 student to answer.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Transition: What we are going to do now is
have a little activity based on some of these
concepts about pollution, but we are also
going to relate them to how they affect the
Atlantic Ocean.
answers/thoughts out loud
with the class.
Intuitive-Thinking:
Students will study about
ideas and how they connect
with the environment.
Students will listen to the
teacher lecture and read
Atlantic. Students will take
part in logical, personal
discussions and reflections
about the Atlantic Ocean.
Intuitive-Feeling: Students
will take part in a creative
art assignment as bell work
and will have open-ended
discussions of personal and
social value about the
Atlantic Ocean.
Balanced Literacy
Read Aloud: Students will
listen to the teacher read
Karas book, Atlantic
aloud. Students will share
their thoughts aloud with
the class.
Oral Language: During the
discussion, and the real
aloud, there will be a focus
on speaking and listening
skills that fosters
communication and an
awareness of how language
is organized in the context
of Social Studies.
Independent Writing: for
the Exit Ticket activity
students will be asked to
brainstorm and write
solutions as to how they
Teacher will explain the activity: In their
small groups, have students brainstorm on
the chart paper provided what types of
effects their object/contaminant has on the
Atlantic Ocean and ways in which they can
prevent the pollution. Students will be told
that each of their chart paper has a
contaminant labeled on it, which is the topic
that they must discuss. They must formulate
an answer in their own words and be ready to
present their findings on the effects of
plastics (wrapper), metals (cans), oils (soya
sauce and olive oil), pesticides/poisons
(vinegar), or sand (baking soda). Students
will be given 5 minutes to do so.
C4U: Teacher will say, what are you going
to be doing with the chart paper and the
object on your table? How long do you have
to do it in? Wait three seconds, randomly
call on 1 student to answer.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Students will brainstorm on the chart paper
and teachers will circulate the room to help
students. (Verbal/Linguistic, Interpersonal,
Naturalistic; Sensing-Thinking, Sensing-
Feeling, Intuitive-Thinking, Intuitive-Feeling
Attention Getter: Mr. Daigle will say,
Atlantic, students will say, Ocean -This outcome fits with the
Transition: Once 5 minutes is up Mr. Daigle
will say, Now that you all have had a
chance to brainstorm your ideas we will have
one person from each group come up to the
fish tank and place their object/contaminant
into it. While doing so, they will share a
couple of the negative effects of it and 1 way
that they can prevent this pollution from
happening. You each have 1 minute to
explain your ideas.
The teacher will call on 1 table at a time and
their representative student will come up to
can reverse or prevent the
effects of water/ocean
pollution. These solutions
can be original or ones we
discussed in class.
In-Class Support
There will be five teachers
to help facilitate activities
and student learning.
Cross-curricular
Connections
Art: By the end of Grade 5
students will create an
artwork using a variety of
subject matter.
-This outcome fits with the
lesson because students
will be drawing symbols on
the world map of various
subject matter during the
bell work.
English Language Arts:
Grade 4 Students will be
expected to explain
personal opinions and
respond to the questions
and opinions of others.
lesson because students
will be sharing their
opinions on which symbols
affect the ocean and why,
as well as how humans can
help revert the negative
effects of pollution from
certain symbols during the
APK, the main activity, and
the exit ticket.
Science: Grade 4 Students
will identify their own and
their families impact on
the fish tank and place the object into it and
explain the negative effects as well as a
solution to the pollution.
While each group presents their answers, one
member will place their contaminant into the
fish tank (Verbal/Linguistic, Interpersonal,
Bodily/Kinesthetic, Visual/Spatial,
Naturalistic Logical/Mathematical; Sensing-
Thinking, Sensing-Feeling, Intuitive-
Thinking, Intuitive-Feeling)
Attention Getter: Mr. Daigle will say,
Atlantic and students will reply, Ocean.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Mr. Daigle will say, Thank you all for
sharing and creating awareness about the
negative effects of pollution on our Atlantic
Ocean.
Mr. Daigle will say, Now I am going to pass
it to Ms. Doyle to review our outcome for the
lesson today.
Transition to Ms. Doyle for review of
outcome and how it was achieved.
Attention Getter: Ms. Doyle will say,
Atlantic and students will reply, Ocean.
(Verbal/Linguistic, Interpersonal; Sensing-
Thinking)
Ms. Doyle: Now class does anyone
remember what we said our outcome was for
today? Wait 3 seconds then call on 1
random student to read the outcome from the
board. (Verbal/Linguistic, Interpersonal;
Sensing-Thinking)
Ms. Doyle: Thats right! Today we looked at
the Atlantic Ocean and how we as humans
are affecting it through our pollution. Can
anyone tell me a few ways we were able to
achieve the outcome? Wait 3 seconds then
call on 1 random student to respond at a
habitats, and describe how
personal actions help
conserve habitats (108-6,
108-3).
-This outcome fits with the
lesson because students
will be reflecting on their
own impact to the Atlantic
Ocean and how they can
positively affect it during
the APK, the main activity,
and the exit ticket.
Reflection
Overall, we all worked well
together even though there
were some moments of
confusion. We worked
through our disconnect to
create a hands on and
minds on lesson that also
connects well with each
student. The lesson came
together quite well and we
were able to achieve the
outcome in a fun and
interesting way.
If we were to change
anything about the process
it would be that we chose
our outcome before we
found our resources, which
became a bit stressful
before Stacie saved the day
and provided us with the
resources that we needed.
However, we believe that
had we of not gone through
what we did, we would
have not planned the same
great lesson.
Therefore, we can
time. Multiple students will be called on to confidently say that our
gather various answers and each will be lesson is overall proof that
briefly discussed and reviewed. through perseverance, great
(Verbal/Linguistic, Interpersonal; Sensing- lessons can come about. It
Thinking, Intuitive-Thinking) provides relevant real
world connection, which
After outcome has been reviewed Ms. Doyle helps to keep students
will introduce and explain the exit ticket. interested and allows for
Opportunity for individual/small group critical thinking.
instruction
Students will be individually listening to the
teacher read Karas book Atlantic and
reflecting on its symbols.
Students will be completing the bell work
individually.
Students will be collaborating in a small
group during the main activity about
pollution.
The exit ticket will be done individually.

After 5 mins

Exit Ticket:
Ms. Doyle: For our exit ticket today each of
you will be given the power to think of a way
to better the world we live in. We have gone
over how exactly our pollution is affecting
the ocean in negative ways but how could we
fix this? Each of you will reflect on what you
have learned today and you will come up
with at least one possible solution for the
pollution.

C4U: Can anyone tell me what we are going

to do now? Wait 3 seconds and call on a
student to respond.

Ms. Doyle will say, Good, after you have

written down your solution you will have a
short discussion at your table of what each
person has come up with before handing
them in to the teacher for assessment. Please
write your name on your sheet , so I can
assess them correctly.(Verbal/Linguistic,
Logical/Mathematical, Naturalistic,
Interpersonal, Intrapersonal; Sensing-
Thinking, Intuitive-Thinking)

C4U: Who can tell me what you are to do

before handing in your exit ticket to the
teacher? Wait 3 seconds and call on a
student to answer. (Verbal/Linguistic,
Interpersonal; Sensing-Thinking)

After the C4U is complete get the students

started on the exit ticket. (Verbal/Linguistic,
Logical/Mathematical, Naturalistic,
Interpersonal, Intrapersonal; Sensing-
Thinking, Intuitive-Thinking)

Students will work on the exit ticket

individually coming together for group
discussion before handing it in.
(Verbal/Linguistic, Logical/Mathematical,
Naturalistic, Interpersonal, Intrapersonal;
Sensing-Thinking, Intuitive-Thinking)
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UDL Lesson Plan Assessment

Your Name : /125

Lesson Plan/ Theme Value Comments

Title of Lesson/Task/Strand/Grade/Subject 0-5
Learning Target GCO and SCO (Specific Curriculum 0-5
Outcomes) clear, concise, directly connected to the lesson
Cross Curricular Connections 0-5
Materials, Tools, and the inclusion of Technology 0-5
UDL - Representation, Action & Expression, Engagement (5 0-30
or more items for each of these)
Differentiation- How have you planned to address the 0-5
various student learning needs?
Critical Thinking evidence throughout the lesson(s) 0-10
Assessment Plans clearly connected to the outcomes, well- 0-15
described Formative(5pts), Summative(5pts),
Self/Peer(5pts)
Make sure you include your lesson outcomes with the
assessment.
BEFORE (APK) Getting Ready getting the class into the 0-5
lesson
This could be your focus question.
Action (DURING) the instructional process how you 0-20
develop the outcomes in clear and precise methods
Opportunity for individual/small group instruction
Identified engagement of the students
Independent Practice on their own for consolidation of the
learning
AFTER -including CLOSURE or Consolidation pulling 0-5
the lesson together
Conventions and Grammar 0-5
Reflection of the Lesson Plan Preparation 0-5

Demonstration of Creativity within the lesson 0-5

Assessor:
General Comments: