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UDL Lesson Plan Re-Design: Biology – Ecosystems Intro Lesson

UDL Lesson Plan Re-Design: Biology – Ecosystems Intro Lesson. Sarah Cooper Valentino Boeri. Lesson Plan Overview. Digital Story video intro Warm-up Activity – What is an ecosystem? PPT presentation supplemented with fill in the blank notes

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UDL Lesson Plan Re-Design: Biology – Ecosystems Intro Lesson

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  1. UDL Lesson Plan Re-Design:Biology – Ecosystems Intro Lesson Sarah Cooper Valentino Boeri

  2. Lesson Plan Overview • Digital Story video intro • Warm-up Activity – What is an ecosystem? • PPT presentation supplemented with fill in the blank notes • Biomes Activity – Match description of biome to appropriate biome on map. • Ecosystem Organizational Pyramid – Fill in the pyramid for one wild animal • Personal Ecosystem Pyramid – Fill in the pyramid using yourself and share with table • More PPT with fill in the blank notes • Food Web Activity – create a food web at tables using pictures and string provided • Caterpillar Problem • Project assignment • Homework Assignment

  3. Digital Story • Digital Story: • A three minute introduction to the unit. • Spoken dialogue accompanied by pictures and video. • Provides a background for the information that follows. • Barrier: • Who? • ELL Students, students with hearing impairments • Why? • Digital story dialogue is strictly audio. • English is the only language used. • Speaking may be considered fast.

  4. Digital Story • Principle I. Provide Multiple Means of Representation • Guideline 1: Provide options for perception • Checkpoint 1.2 Offer alternatives for auditory information • Guideline 2: Provide options for language, mathematical expressions, and symbols • Checkpoint 2.4 Promote understanding across languages • Modification: • Embed subtitles of the dialogue into the video • Provide a handout with language translation

  5. Digital Story • Subtitled Digital Story • http://www.youtube.com/watch?v=TTcLkMupcLY&feature=youtu.be • Example of Translated Dialogue • Handout

  6. Food Chains Handout • Food Chains Handout • Handout providing a visual representation of examples of a food chain. • Barrier: • Who? • Any student. • Why? • Inability to distinguish words from background. • Pain or disorientation due to color combination. • Focalization of certain colors.

  7. Food Chains Handout • Priniciple I. Provide Multiple Means of Representation • Guidline 1: Provide options for perception. • Checkpoint 1.1 Offer ways of customizing the display of information • Modification: • Change colors that have appropriate differences in hue, lightness, contrast and of opposite colors.

  8. Food Chains Handout

  9. Caterpillar Problem • Caterpillar Problem: • To understand how energy is transferred. • Short mathematical problem utilizing knowledge just learned. • Barrier: • Who? • Students with low levels of mathematics skills. • Why? • The problem uses addition, subtraction, multiplication and division but the focus of the problem is not mathematics.

  10. Caterpillar Problem • Principle II. Provide Multiple Means of Action and Expression • Guideline 4: Provide options of physical action • Checkpoint 4.2: Optimize access to tools and assistive technologies • Modification: • Provide Calculators to allow focus on the content not the mathematical process.

  11. Caterpillar Problem

  12. Endangered Animal Project • Each student must choose any endangered animal and using either a Power Point or poster presentation they will research and describe the following: • The background of that animal – where it lives, growth, size, mating season, etc. • A food web • Relationships with humans, human impacts, human conservation efforts • Adaptations • Barrier: • Who? • For learners with one of the disabilities that compromise executive functions, learners within a new domain – can apply to all students • Why? • It’s possible for any student to have little practice or experience planning, outlining, and organizing a project.

  13. Endangered Animal Project • Principle II. Provide Multiple Means of Action and Expression • Guideline 6: Provide options for executive functions • Checkpoint 6.2 Support planning and strategy development • Modification: • 15-20 minutes at the end of each class provided for students to gather information for their projects. The teacher will set a smaller goal about the project, such as acquiring background information for the endangered animal they selected, each day • Organization chart provided, create own organization chart, or use bubl.us • Teacher can monitor progress by checking charts each day • organizational Map2 (1).pdf • https://bubbl.us/

  14. Homework Assignment • Original homework assignment was to read a short section of the textbook on succession to be introduced to the next days lesson. • Barrier: • Who? • ELL students and students with reading disabilities or those reading below grade level. • Why? • This assignment is strictly for those students who are good and comprehensive readers and are intrinsically motivated to read.

  15. Homework Assignment • Principle III. Provide Multiple Means of Engagement • Guideline 7: Provide options of recruiting interest • Checkpoint 7.1 Optimize individual choice and autonomy • The students will have a choice of reading the section of the textbook on succession or watching a short informational video on youtube: http://www.youtube.com/watch?v=V49IovRSJDs

  16. UDL Redesign • Finished

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