Universal Design

1. UDL Instructional Plan Project Draft
Curriculum/Lesson Plan Overview
This Grade 4 Science Class currently working on a hands on inquiry with electricity and making a complete circuit with 1 wire, D-Cell
Battery, and lightbulb. There are 23 students in this class 11 girls and 12 boys, there are two 504’s for Attention Deficient Hyperactivity
Disorder (ADHD), one 504 for a student with low vision, and three students who are considered gifted by the district. The classroom is
currently situated as two U shapes, one inside the other. The classroom has normal décor of birthdays, Classroom Jobs, charts for
reading, writing, and mathematics relevant tothe curriculum. Hanging from the lights are the students Hopes and Dreams for the year.
There are books organized in baskets and on shelves. Overall the room appears to be quite organized.
During this lesson the teacher asked questions to determine the background knowledge of the students. The first question that the
teacher asked and had displayed on the Smartboard was: “What do you know about electricity?” There were various responses from no
understanding, to my dad is an electrician I will ask him, and one student who clearly understood that the wire needed to be attached to
the battery. “How do we get the lights to light in our house?” This is the first lesson in the Electricity Unit. The teacher explained that
each student pair would be given one wire, one D-Cell, and one lightbulb. On the next Smartboard slide, the teacher displayed the
question: How can you use the wire, the D-Cell to light the lightbulb? On the next Smartboard slide she had pictures of the items
needed to complete the experiment. Students were grouped according to names on a clock, today it was their ten o’clock partner. I
spoke with the teacher briefly about the clocks, these were partner choices that have been used throughout the year.
Students were to attempt lighting the lightbulb and record each attempt in their Science Notebooks using pictures with labels and
words. Their Science Notebooks are traditional composition notebooks with grid lines. Once students were given the materials the
teacher monitored the room by going from group to group to remind them to take the time to record their attempts in their notebooks.
Students were given 20 minutes to record their thinking. For groups that were successful quickly they were given another wire to
attempt the same process. This wire was the same type of wire as the first wire, a general wire covered in red plastic. The students
needed to make the lightbulb light with two wires. When time was up the teacher pulled students together and used her document
camera to have student demonstrate their success and their thinking. Once every group had a turn, the teacher took a moment to
discuss the D-Cell battery as a source of energy and that each battery has a + and –sides. She spent time discussing how the
components of an electrical atom arrange themselves in a circuit to allow the electricity to flow and that today they had built a beginning
parallel circuit. Students were asked to write a small reflection of how a parallel circuit works.
The rest of this unit discusses electricity and magnetism, parallel circuits, and series circuits. After these items students complete an
electromagnet inquiry starter and then are asked to write an inquiry question. Students participate in a full-fledged inquiry.
Currently the teacher is using behavior sheets for the ADHD students and she had each of them repeat directions. She also grouped
them with students who had less executive functioning issues to keep them on task. For the low vision student she had all handouts
increased in visual size and he sat closest to the Smartboard. Currently in the classroom there is a Smartboard, projector, document
camera, and a computer for the teacher. The teacher can access to mobile carts of Chromebooks, PC Laptops, and iPads by reserving
them on a school wide calendar. She also has access to a technology integrator and a technology teacher for support.

2. User Characteristics & Needs
UDL Instructional Plan Project: Class Learning Profile
General Information
Teacher: Brown
Grade Level: Grade 4
Subject: Science
Topic: Magnetism and Electricity
Goal: Light a lightbulb with a D-Cell battery, wire and lightbulb
Standard:
# of Students: 23
Any additional info to create a clearimage of the class: 2 ADAH
students, 1 Low vision student, and three gifted students.
Students Strengths
List general strengths of all students or individual student's
strengths as related to the topic/goal. Think about how
students take in new information, how they demonstrate what
they learn, what engages students in learning.
There seemed to be a general issue with the gap in
understanding from the beginning. There were students in the
room who had significant background knowledge and students
who knew very little about electricity. Students who had some
background knowledge were able to light the lightbulb while
others with less of an understanding were unsuccessful. Once
the teacher model how to light the lightbulb at the end of the
lesson the only hurdle seemed to be the single wire that needed
to go from positive to negative and then place the lightbulb on
the end of the wire. Students seemed very capable of drawing
and labeling the pictures and writing their understanding. This
teacher allowed different formats that students were
comfortable with. Some students wrote on both sides of the
paper, while other wrote only on one side. Some students used
colored pencil, while other used pencil. Some students wrote in
bullet points other wrote in paragraph form. The only option for
showing their work was in paper/pencil format.

3. Students Weaknesses
List general weaknesses or individual student's needs including
disability-specific needs/assistive technology needs. Think
about how students take in new information, how they
demonstrate what they learn, what engages students in
learning.
The student with Low vision needed to be very close to his work
and seemed to struggle a bit with the notebook.
One of the ADHD students had a very hard time organizing his
thinking in the actual notebook, making many eraser marks,
tearing pages in the notebook. Both of these students shared
liberally in the circle.
Students Preferences/Interests
List general preferences/interests of all students or individual
student's preferences/interests. Think about how students take
in new information, how they demonstrate what they learn,
what engages students in learning.
The students were very engaged in the hands on portion of the
Science lesson. Every student was on task with using the
materials. There was some prompting needed from the teacher
as a reminder to draw their attempts in their notebooks. Many
students engaged their notebooks with labels and shared their
thinking in the wrap-up section of the lesson. Students showed
their drawings using the document camera which displayed on
the SmartBoard

4. PresentUDL Guidelines
Provide Multiple Means of
Representation
Provide Multiple Means of Expression Provide Multiple Means of Engagement
1: Provide options for perception
The directions for students were given
auditory format and in print almost in
checklist form.
4: Provide options for physical action
 N/A
7: Provide options for recruiting interest
Having students create the circuit was
an authentic engaging task.
2: Provide options for language,
mathematical, expressions, and symbols
 N/A
5: Provide options for expression and
communication
N/A
8: Provide options for sustaining effort
and persistence
Students worked in groups to create
the circuits. The groups were broken
down into materials person, time
keeper, and a person to make sure
everyone received a turn.
3: Provide options for comprehension
The teacher probed for background
knowledge from students by asking them
what they knew about circuits. She also
used hands on materials with guiding
questions for them to answer in their
notebooks with their labels and sketches.
The hands on materials for creating and
then the follow up discussion were ways
of engaging students in conversation
about their thinking about making the
circuits to support student understanding
of how the circuits were made.

6: Provide options for executive functions
 Checklist for student with a materials list
 A timer on the Smartboard to let students
know how much time was left.
9: Provide options for self-regulation
Timer on the Smartboard

5. UDL Plan Using the resources we’ve discussedthroughoutthe semester,please proposeadditional UDLstrategiesthatcouldenhance the learningopportunities
for identifiedclasslearningprofile.The planshouldintegrateavarietyof instructional andassistive technology,aswell asnon-technologyoptionstooffer
multiple meansof representation,engagement,andexpressionforstudentsinK-12or postsecondarysettings. Feel free touse the UDL Guidelines/Checkpoints
table we’ve usedthroughoutthe semesterif thatwill helpyouorganizethe information(makesure toseparate existingUDLstrategiesandadditional ideasby
usingdifferentfontsorcolors)
Provide Multiple Means of
Representation
Provide Multiple Means of Expression Provide Multiple Means of Engagement
1: Provide options for perception
1.1 Customize display of information
Bar magnifiers could be helpful to for
students to keep their place in their
science notebook or for students who
need print increased.
 Increase the size of the lines in the
science notebook.
4: Provide options for physical action
 2.1 Provide the student with a computer to
read the Papers that are provide to do the
labs with an Optical Character Recognition
(OCR) program to read the PDF’s for the
student. Like JOCR
Student should also have access to ways to
change their screen with increasing font
size, high contrast, and magnifiers.

7: Provide options for recruiting interest
Using an iPads checked out from the
library or even the Powershot cameras
allow students to take pictures to
upload and share with the class of their
circuit attempts
7.3 Allow students choice in where
they will sit floor, desk, table.
Have students complete one task at a
time, do not introduce the 2nd wire
until the experiment with one wire has
come to a close
2: Provide options for language,
mathematical, expressions, and symbols
 2.1 Providing a way for students using a
visual dictionary on the computer for
the science content.
5: Provide options for expression and
communication
5.1 Use classroom iPad or other means to
take a photo that will allow students to
import into an app that will allow them to
highlight the actual circuit. (Explain
Everything)
8: Provide options for sustaining effort
and persistence
8.3 Make larger groups with two sets of
materials. This will help students share
the cognitive load.
When setting up “Clock Buddies” use
personal interests to establish groups
like favorite sport, etc.
3: Provide options for comprehension

6: Provide options for executive functions
6.1 Providing a tray for each of the groups to
keep their materials on. To help with
organization.
6.2

9: Provide options for self-regulation
9.3 Personal Timers for each group
Checklist for students to keep track of
where they are.

6. A Professional Development Plan for a 1 hour session.
 Participants will learn about the three guiding principles with a spotlight on Multiple Means of Engagement.
 Participants will be provided with a closer look at guideline 7 and given examples of principles and guidelines to optimize individual choice,
optimize relevance and authentic, and minimize distractions.
 Participants will watch three video clips taking notes determining if they see any of the Universal Design Principles present in the video.
 Participants will review their lessons for the upcoming week and intentionally review the lessons to be taught and add ways that Multiple
Means of Engagement Principles can be addressed.
Training Materials:
 Presentation with visuals of the different UDL principles with brief description of the principles and guidelines. This will contain the notes in
the notes section of the PPT and will be shared with everyone with attached audio.
 Provide participants with a list and scenarios of how multiple means of engagement supports can be helpful to learners.
 Provide participants with an organizer for the video with possible hints for what they will see. Have them watch the video and allow them to
compare answers. Allow time for discussion about what was seen.
 Provide a template for a single lesson plan with a special column for UDL supports.
Community Impact
This young student is now able access the accessibility features on the iPad, PC, and Mac computers to magnify a computer screen, turn on text to
speech, and other accessibility feature to assist him in reading material on a digital screen. This has increased his work completion rate and his ability
to participate in classroom discussions. By allowing students to take pictures and creating digital notebook pages for this science content, students
are able to spend more time addressing the higher level questions of why the light bulb will light.
This semester UDL has been my favorite class. It is so applicable to teaching and learning. Philosophically, I realized this semester, that I truly
believe that if it is possible to provide students with opportunities to be successful in a regular education environment, as the teacher it is my duty to
provide those supports. Other teachers that I work with often remark about how I am always trying to provide the best learning environment for
students and they just don’t have the energy. This semester the lists of ways to differentiate for all students and how making those adjustments for
one students usually makes it better for others. By planning intentionally and writing the Universal Design for Learning Guidelines in the actual plan
I build my repertoire of choices to support students.
This semester when the videos were provided and the Universal Design for learning experts sat around at the table and watched video tape of lessons
presented to students by teachers we very enlightening. Listening to these experts pick apart a lesson was very valuable for me. I was able to see that
things that I thought of as everyday ways to teach can fit into a Universal Design for Learning. It doesn’t have to always be technology. Low tech
options can be very helpful and easy to provide at a moment’s notice. This semester, I am walking away with the importance of staying current in my
chosen profession, thinking creatively about how all resources can be used to support student learning, all learners are different and capitalizing on
that can increase student learning and engagement. I know that the audio PowerPoints, the checklists provided for this class, and the linear
organization of the materials was very helpful for me.

7. Community Impact
This young student is now able access the accessibility features on the iPad, PC, and Mac computers to magnify a computer screen, turn on text to
speech, and other accessibility feature to assist him in reading material on a digital screen. This has increased his work completion rate and his ability
to participate in classroom discussions. By allowing students to take pictures and creating digital notebook pages for this science content, students
are able to spend more time addressing the higher level questions of why the light bulb will light. The low tech items like larger paper and bar
magnifiers help students with low vision by spotlight content in the moment. The students can grab any book with the bar magnifier and make the
print readable for himself. There were also other children in the room who wanted to use the bar magnifier because it helped them keep their place
and kept them on task.
The checklist and the personal timers are very good at helping all students self-regulate their time to complete a task. Students in the classroom
consulted the SmartBoard Timer while completing the activity and there were some who left their group to stand at the board and watch the numbers
reduce. They required a reminder to stay on task. The personal timers for the groups would allow students to consult the time without leaving their
group. The check list for the science notebook reminding students of what they were supposed to accomplish will stop lots of questions about what is
next. Students can consult their checklist to stay on task. This allows students to stay in their group and complete the tasks in a timely manner,
knowing exactly when they are ready to move onto the second portion of the science inquiry.
Being less rigid about where students sit in their groups will help students stay on task. The student who kept falling to the floor would probably be
more productive sitting or lying on the floor attending to the task. The chair and desk seemed to be very difficult with the constant body movement.
This would reduce the noise in the classroom environment from the moving of chairs and desks on the floor during learning time.
STAGE 1: IDENTIFY DESIRED RESULTS
Established Goal(s)
Generalizations about what students should know and be able to do

8. Content Standards
4.4 Electrical and Magnetic energy can be transferred
and transformed.
 4.4a. Electricity in circuits can be transformed into light,
heat, sound and magnetic effects.
 4.4b. Magnets can make objects move without direct
contact between the object and the magnet.
Expected Performances
1. Construct complete (closed) and incomplete (open) series circuits in
which electrical energy is transformed into heat, light, sound and/or
motion energy.
2. Draw labeled diagrams of complete and incomplete circuits, explain
necessary components and how components can be arranged to make
a complete circuit.
3. Predict whether diagrammed circuit configurations will light a bulb.
4. Develop a method for testing conductivity and analyze data to
generalize that metals are generally good electrical conductors and
nonmetals are not.
5. Observe magnetic effects associated with electricity and investigate
factors that affect the strength of an electromagnet.
6. Describe materials that are attracted by magnets.
7. Design procedures to move objects and separate mixtures of solids
using magnets.
8. Investigate how magnets react with other magnets and analyze
finding to identify patterns in the interactions between north and south
poles of magnets.
9. Give examples of uses of magnets (e.g., motors, generators
household devices).

9. BIG IDEAS:
Enduring Understandings
Insights earned from exploring generalizations via the essential
questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
 Electric current flows, is transferred from an energy source
through a circuit and back to a source.
 A complete circuit is a closed circuit. An incomplete circuit
is called an open circuit.
 Magnets can make objects move without direct contact between
the object and the magnet.
 Electricity in circuits can be transformed into light, heat, sound
and magnetic effects.
 What is the role of energy in our world?
 How are electrical and magnetic energy transferred and
transformed?
·
Knowledge
What students are expected to know
Skills
What students are expected to be able to do
1. That magnets and iron objects work together.
2. The force of magnetism go through materials.
3. Can the strength of the force of attraction between two
magnets be measured.
4. Students can convey which components are needed to
make a complete circuit.
5. Explain the difference between an open and closed
circuit.
6. Light two bulbs to light at the same time.
7. Light two bulbs brightly with just one battery.
8. Make a miniature junkyard crane (electromagnet with a
rivet) that turns on and off by using a steel rivet that isn't a
magnet.
9. Change the strength of an electromagnet by
increasing the number of winds..
 recording of data, predictions, questions, observations ,
conclusions, and reflections
 Design and conduct simple investigation
 Use measurement tool s and standard units
 Communicate

10. STAGE 2: DETERMINE ACCEPTABLE
EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student
achievement of desired results designed according to GRASPS
(Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student
achievement of desired results
Goal:
See Attached
Role:
Audience:
Situation:
Product Performance and Purpose:
Standards and Criteria for Success:
Notebook entries that show evidence of a testable question, procedure,
materials, schematic diagram, observations and conclusions. Students
will also complete a rubric and self reflection (see attached).
The Junkyard Crane (Electromagnet) circuit
Assessment: Posttest from FOSS Magnetism and Electricity Module

11. STAGE 3: DEVELOP LEARNING PLAN Use FOSS Magnetism and Electricity Module
Investigation 1-1
Investigating Magnets and Materials
1 day
Investigating Magnets and Materials: What kind of materials do magnets
stick to? What happens when you bring two or more magnets together?
Investigation 1-2
Investigating More Magnetic Properties
1 day
How do magnets interact with other objects? Does an iron object have to
touch a magnet to become a temporary magnet? Does magnetic force go
through all materials?
Investigation 1-3
Breaking the Force
1-2 days
How can we measure the force of attraction between two magnets?
Investigation 1-4
Detecting the Force of Magnetism
1 day
Can you figure out where two magnets are taped in a box without looking?
Investigation 2-1
Lighting a Bulb
1 day
How can you get electricity from a source to a receiver? Where do
connections need to be made? How does electricity flow through a circuit?
Investigation 2-2
Making a Motor Run
1 day
How can you get electricity from a source to a receiver?
How is the motor circuit like the light bulb circuit? How is it different?
What does a switch do in a circuit?
Investigation 2-3
Finding Insulators and Conductors
1 day
Can any of the test objects complete a circuit? How much of the classroom
environment is made of conductors?
Investigation 2-4 Mystery Circuit
1 day
Students work with mystery boards to reinforce the concept of conductor
and check their understanding of how electricity flows through a circuit
Investigation 3-1
Building Series Circuits
1 day
Can you get two bulbs to light at the same time? Can you make two lights
bright in a series circuit?

12. investigation 3-2 Building Parallel Circuits Can you light two bulbs brightly with just one battery?
How many different ways can you wire a parallel circuit?
Investigation 4-1
Building an Electromagnet
1 day
Can you make a magnet that turns on and off?
Investigation 4-2
Changing Number of Winds
1 day
How does the number of winds of wire around a core affect the strength of
the magnetism?
Performance Task Students complete performance task and create a poster to show what the
teams learned.

13. Name _____________ Date ___________
Goal: Junkyard Incorporated has hired you for a new contract they just bid on and won. They need to
remove a larger amount of iron debris in a shorter amount of time. This means that they will need to
have a stronger crane that will pick up a larger quantity of debris.
Role: You are the electrical engineer. You need to create an electromagnetcrane that will be strong
enough to pick up large amount of iron debris and can be easily turned on and off.
Audience: Junkyard Incorporated CEO’s and your Electrical Engineering Design Team.
Situation: Junkyard Incorporated needs to remove a larger amount of iron debris in a shorter amount of
time. This means that they need you to create a stronger crane (electromagnet) that will pick up a
larger quantity of debris.
ProductPerformanceand Purpose: Using your previous designexperience of electromagnets and
circuits,designa crane that will be more powerful.
Standards and Criteriaand Success: Your individual success will depend on the evidence in your
science notebook.
In your Science Notebookyou should include the following:
 A designplan using schematic drawings and correctlabels
 A materials list

14.  A well-organized proposalthat explains how you will create a strongercrane and how it will
work. Be sure to use scientific vocabulary to express your proposalclearly.
4 3 2 1
Proposal Proposalis extensive
and unusual in its level
of detail and use of
scientific vocabulary.
The proposalis well
detailed using some
scientific
vocabulary.
Proposalis limited
or mostly general.
scientific
vocabulary
Proposaluses no
scientific vocabulary
and has minimal
details.
Diagrams The diagram is detailed,
accurately drawn, and
labeled
Diagram is neat,
complete and well
labeled.
Diagram shows
some essential
parts and contain
some labels.
Diagram is difficult
to understand or
lacks labels.