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    20 views9 pages

    Udl

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    api-302485431

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    © All Rights Reserved
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    of 9
    Universal Design Lesson Plan The Water Cycle Heather Cryan ‘Towson University UDL Exchange: Lesson Page 1 of S The Water Cycle Heater Cen About This Lesson DESCRIPTION This Earth-Science classroom consists of 21 students on &th grade level around the age of 12-13. This classroom ‘would be considered part ofa lighthouse school, soit is equipped with technology. There would be a 1:1 device for teach student, smart board, classroom website, and student classroom clickers. The desks willbe table tops consisting of four people to one desk, all facing the font ofthe classroom. Students will be able to easily move to ‘groups if necessary by ust siting on the opposite side of table, The teacher's desk is located to the front right side ofthe classroom in order to create more room throughout the classroom for leaming activites. Some students who have IEP's will have access to software such as Gus Access Keyboard and hardware such as Fusion and Inteliceys. In this lesson, students will be learning about the water cycle and understanding the different components of the water cycle in order to understand the need to conserve this as a valuable resource. Low-Incidence disability Student: Jamal Jamal isa 13 year old, Aftican American male in the 8th grade. Jamal loves collecting anything miltay related on his computer. Jamal excels using his computer, and has a bit more difficulty using his fine motor skis. Jamal has. ‘been diagnosed with cerebral palsy and uses a wheel chai for mobilty. Jamal's speech can offen be slow and ‘ninteligible. Jamel is easly engaged in scionce class and has great strategic skis to seek, locate and save information. Due to motor difficulties, Jamal works best with his 1:1 device and may sometimes need assistance keeping pace with the classroom so as to not get discouraged. Some of Jamal’s strengths are that he shows alot ‘of enthusiasm towards things he likes, has great computer skills, and has the skis to seek, locate, and save information. Some of his needs may be a computer to assist with writing end drawing, and a speech software to ‘assist Jamal with text to speech material for reading and writing in order to help Jamal keep on pace with ret of class, High-Incidence disebilty Student: Mike Mike is a 13 year old Caucasian mele in the 8th grade. Mike excels in his use of exoressive language. Mike has an IEP for his learning disability which shows that he is tree levels below grade level. Mike excels verbally, when materials ae read to him and he can verbally respond. He can often become easly frustrated and may get out of line with peers or teacher. Mike demonstrates the ability to describe scenes, give direction, and explain steps. Mike ‘does best using computer driven technology when it comes to reading to provide assistance with highlighting formatting, and using earphones to lsten to the reading assigned. Some of Mike's strengths are using oral and verbal communication to learn, mathematics, and expressive language, Some needs are supports for reading and ‘writing in order to be able fo use technology to be more independent while reading and writing, as well as, behavioral supports when frustrated. Marissa is a 14 year old, Hispanic female and is an English Language Learner. Marissa has a motivation for science and enjoys learning and being hands on, Marissa is new student to Nottingham Mile but has been in public schools for 2 years now:Her English is improving, but Marissa can be very shy and often does not ‘Communicate. Marissa does best when she is able to check end correct with other ELL students in the classroom for understanding. Marissa is allowed a translation dictionary during ll essignments and tests. Some of Marissa's strengths is her engagement in science, and being an active learner. Some of her needs are support in ‘compretension of new vocabulary and peer support in the classroom. ‘Tina is @ 13 year old, African American student identified as @ Gifted and Talented leamer. Tina excels in Math and Js 3 years advanced for her grade level. Tina is also reading and writing 3 years above grade level. Tina benefits from having modified work up to an 11th grade level to provide more of a challenge for her. Tina has a lot of fenergy, and when she gets bored she tends to cause @ disruption forthe entire class. She exces in helping other students inthe class a8 a peer tutor. Some of her strengths are her advancement in comprehension of science, ability to work well wth peers, Her needs may be the need to be more challenged in her classwork, and to use her skis with other peers PREREQUISITES Students will need to have an understanding from previous lessons about weather. Have a background knowledge ‘bout clouds and water sources. Students will need to be able to take notes, pay attention to video clips, and ‘comprehend information ESTIMATED TIME ‘hour hhttp://udlexchange.cast.org/lesson/1987924print 6/17/2015 UDL Exchange: Lesson Page 2 of S Potential Use PURPOSE: Classroom Instruction GRADES: 6-8 CONTENT AREAS: Science COMMON CORE: 'No alignment information Goals INSTRUCTIONAL GOALS Common Core Standards: Standard 2.0 Earth/Space Science ‘Students wil use scientific skils and processes to explain the chemical and physical interactions (i.e, natural forces ‘and cyeles, transfer of energy) of the environment, Earth, and the universe that occur over time, (Objective 1. Recognize and describe the water cycle asthe distribution and circulation of Earth's water through the dlaciers, surface water, groundwater, oceans, and atmosphere. Instructional Goal: ‘Students will be able to understand and create the process of the water cycle OBJECTIVES + Students willbe able able to summarize the constant movement of the water cycle. + Students willbe able to analyze their results ofthe water cycle in action VARIABILITY Universal design has been applied to this lesson through generalized goals ofthe water cycle in order to allow ‘students to complete assessments through their own way of comprehension. All students willbe able to use a 1:1

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