Instructional Plan Analysis of The Life Cycle of Butterflies, Thesis of Marketing

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Running head: INSTRUCTIONAL PLAN ANALYSIS 1 Instructional Plan Analysis EDU 620: Meeting Individual Student Needs with Technology

Instructional Plan Analysis The lesson chosen for this instructional analysis is the life cycle of the butterfly. In this lesson steps will be taken to reach and teach all students. In this lesson plans students will be provided with various representation of the life cycle at each stage. During the lesson split between two days students will engage in several activities to support their learning throughout the lesson. Students will also be provided different opportunities to share their new knowledge. Lesson Description Title: The Life Cycle of Butterflies, Day 1 Author: CAST Subject: Science Grade levels: Pre-K- In the first part of the lesson the students are going to learn the habitats, eating habits and growth cycle of butterflies. Students will learn the growth cycle in the life of the butterfly, and will learn their life cycle is different from other animals. Students will be provided several tools to engage their learning such as books, videos, and life cycle cards. There will be ongoing opportunities to share their knowledge throughout the two days. Principle 1 In our reading the first principle in UDL is representation. Representation may be understood as providing students with alternatives to learning beyond solely using a textbook (chp. 4.2 para 7). This means going beyond what the textbook teaches and expanding on learning to reach and teach each student. There are several different ways that the knowledge given is

more involved, but are often highly effective means of engaging students and facilitating persistence to complete a project (Mrachko, A., & Vostal, B. (2020). The students in this lesson are given the option to work with others or alone. The teacher comes around asking them what they have learned and provides help when needed. The students are lead into a brainstorming session giving them an open forum to engage and interact sharing their knowledge. Reflection In this section, provide a personal reflection that includes the following areas: (a) I think one concept that help to motivate learners is the means of representation provided. It is good to have plenty of different sources giving students absolute freedom. Another source I think is good is providing multiple means of engagment. This gives the teacher and students more time to learn from each other.(b) Instruction overall in this lesson was differentiate. One way was there was no limit on what the students could use to demonstrate knowledge. Another way is the students got guided practice to to choose a way to present the life cycle of a butterfly.(c) I really appreciate instructional design now. There are features that planning helps gain meaningful interactions with students. There are plenty of different methods used in this lesson and I plan on taking these methods into my personal career. (d) One specific concept I will apply to my practice is representation. There will be multiple means of representation in my future career path. This will continue to engage my community by giving them options into the education system. I will use different represention to show the great ways of technology impact on education.

Conclusion In this lesson plan, there are the different levels of UDL being used to meet the needs of each student. Interactions are provided throughout the entire lesson giving students choices to figure out the butterfly cycle themselves. Bringing in these types of connections through UDL the lesson does not limit the media or use of tools students will use to demonstrate knowledge. References

. Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success (2nd ed.). San Diego, CA: Bridgepoint Education, Inc. https://content.ashford.edu/ Lohmann, M. J., Hovey, K. A., & Gauvreau, A. N. (2018). Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom. Journal of Special Education Apprenticeship , 7 (2) Mrachko, A., & Vostal, B. (2020). Using the “Universal Design for Learning” Framework to Plan for All Students in the Classroom: Engagement through Choice. Elementary STEM Journal , 25 (2), 29–