Grades 9–10 · 55 minutes
This worked example is an illustrative lesson plan. Adapt the materials, timing, and supports to your learners.
Learning goal
Use temperature data and a model of energy transfer to explain which cup insulation slows cooling more.
Barrier to address
A live lab can create barriers when students cannot see the thermometer or manipulate materials. A long lab report can hide sound reasoning about the data.
Representation
Provide a labeled diagram, a table with temperature readings for both cups, and an accessible text description of the trend. In a teacher-led or small-group demonstration, start both cups at the same temperature and record readings at the same intervals.
| Elapsed time | Cup A, paper sleeve | Cup B, foam sleeve |
|---|---|---|
| 0 minutes | 60 °C | 60 °C |
| 5 minutes | 54 °C | 57 °C |
| 10 minutes | 49 °C | 54 °C |
Over ten minutes, Cup A cooled by 11 °C and Cup B by 6 °C. The smaller drop in Cup B supports the claim that its insulation slowed cooling in this example.
Engagement
Have students predict the outcome and explain their reasoning. Offer meaningful roles such as tracking time, recording data, or checking the comparison.
Action and expression
Accept an annotated graph, a brief recorded explanation, or a written claim with evidence and reasoning. Require two readings and an explanation of how insulation changes the rate of heat transfer.
Assessment and feedback
Check that the claim matches the readings, that the comparison uses equal time intervals, and that the explanation connects the evidence to heat transfer. Ask students to revise any claim that implies insulation creates heat.
Reflection after teaching
Compare how students used evidence across formats. If students cite data accurately but struggle with the mechanism, revisit the energy-transfer model.
Plan your own lesson
Start with the blank UDL Lesson Plan Template and review your plan with the Assessment Checklist.