Udl Lesson Plan
Udl Lesson Plan
#6
Polarity
Subject/Gr
ade Level
Grade 2
Unit
Magnets
Date
Time
Durati
on
Teach
er
2-8 Describe the interaction of magnets with other magnets and with
common materials
4. Recognize that magnets have polarity, demonstrate that poles
may either repel or attract each other, and state a rule for when
poles will repel or attract each other.
LEARNING OBJECTIVES
Students will:
1. Identify that magnets have polarity.
2. Demonstrate that poles may either repel of attract each other.
3. State a rule when poles will repel or attract.
By the end of the lesson students will demonstrate their understanding regarding magnetic polarity threw a means
of their choice.
Students will reflect their understanding of magnetic attraction and repulsion threw a least two different
expressions by the end of the lesson.
Following the learning activities students should be able to develop a rule for magnets repelling and attracting and
illustrate it in a way that is meaningful to them.
ASSESSMENTS
Observations:
Key Questions:
Products:
PROCEDURE
Prior to lesson
Consider:
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Time
25
minutes
Transition to Body
Consolidation of
Learning
Feedback from
Students
Feedback to
Students
Transition to Next
Lesson
Closure
Come back to the carpet putting your letters in the
basket at the front as you come to the carpet.
RULE: Is that like poles Repel and opposite poles
Attract
Take about how magnets have poles (North and
South)
Take up the ideas that the students expressed as
possible rules. Following this we will highlight a common
rule that is utilized just so that every student has a
common understanding of one rule.
To finish the class students will have time to express the
rule in a way that is meaningful and authentic to them.
My rational for provide the students will a common rule at the end
of the lesson is to provide students a common ground and
understanding around the common rule. For those students who
Time
5
minutes
may struggled to come up with a goal they can utilize this common
goal to help generate one that is more meaningful of simply adjust
it to make more sense for them. I believe that it is vital to give
students time to make the rule meaning full to them. By providing
my students is time they are more likely to remember the rule
because they could make personal connection (UDL checkpoint 7.1
& 7.2).