Designing a high-quality lesson idea supporting Universal Design for Learning principles

Content Area: Environmental Science

Check Selected Select one below:
SEV1. Obtain, evaluate, and communicate information to investigate the flow

of energy and cycling of matter within an ecosystem.
SEV2. Obtain, evaluate, and communicate information to construct

explanations of stability and change in Earth’s ecosystems.
SEV3. Obtain, evaluate, and communicate information to evaluate types,

availability, allocation, and sustainability of energy resources.
SEV4. Obtain, evaluate, and communicate information to analyze human

impact on natural resources.
SEV5. Obtain, evaluate, and communicate information about the effects of

human population growth on global ecosystems.
Designing a high-quality lesson idea supporting Universal Design for Learning principles

How you can address the UDL principles for the selected information above? Determine what tools can
be used to support and enhance student learning BY ALL students.
Mild Intellectual Disability
Low Tech ideas:
• Whiteboard to help with drawing diagrams/figures that show the cycling of matter/energy.
• Reading helper: this tool helps students track text as they read.

High Tech ideas:

• Boardmaker helps students make stories of what they’re learning.
• Inspiration/Kidspiration: a graphic organizer software that can help with organizing ideas or
concepts.

Supportive APPS:
• Pictello helps create stories on a mobile device in a chronological order.

UDL Strategy (Wheel):

• What:
o Pre-teach vocabulary & symbols, especially in ways that promote connection to the
learners’ experience and prior knowledge.
o Use checklists, organizers, sticky notes, electronic reminders, and mnemonic strategies
• Why:
o Provide opportunities for collaboration, peer tutoring and support
o Design activities that in which learners get feedback and have access to alternative
scaffolds (charts, templates, feedback displays) that support them in understanding their
progress in an understandable and timely manner
• How:
o Use prompts that embed “stop and think’ before acting, coaches or mentors that model
think-alouds of the process, and prompts for categorizing and systematizing
o Provide scaffolds that can be gradually released with increasing independence and skills
Attention Difficulties
Low Tech ideas:
• Pencil gripper can help students focus on writing the material down as they learn.
• Koosh ball: can help keep students concentrated on their work and focused when learning.

High Tech ideas:

• Use of online word processors to describe the cycling of matter and energy.
• Slide Shows: can help present material in a way that is concise, and students can refer back to it
later.

Supportive APPS:
• Evernote helps students take and organize their notes.
Designing a high-quality lesson idea supporting Universal Design for Learning principles
UDL Strategy (Wheel):
• What:
o Activate prior knowledge (e.g. using routines), using advanced organizers (e.g. KWL
methods, concept maps), and re-teaching critical models, concrete objects
o “Chunk” information into smaller elements
• Why:
o Use hand-held or computer-based scheduling tools with reminders
o Provide recording devises, aids, or charts to assist individuals in learning to collect, chart,
and display data from their own behavior (including emotional responses, effect, etc.) to
monitor changes in those behaviors
• How:
o Provide alternatives in the requirements for rate, timing, amplitude, and range of motor
action necessary to interact with instructional materials, physical manipulatives, and
technologies
o Use checklists and project planning templates for setting up prioritization, sequences,
and schedules of steps
Physical Disabilities
Low Tech ideas:
• Sentence strips & objects/symbols allows students to work with the content on a smaller scale
that still hits learning targets.
• Plastic Writing guide: this tool aids the student by guiding their hand and keeping within the
lines while writing

High Tech ideas:

• Big Keys: accessible typing for students.
• Touch window: allows students use computers easier by placing a touch sensitive screen over
the monitor

Supportive APPS:
• iBooks provides a space where PDFs, books, etc. can be found on device to support students
with a physical disability.

UDL Strategy (Wheel):

• What:
o Highlight patterns, critical features, big ideas and relationships
• Why:
o Differentiate the degree of difficulty or complexity within which core activities can be
completed
o Use differentiated models, scaffolds and feedback for managing frustration, seeking
external emotional support, and developing internal controls and coping skills
• How:
o Provide alternatives for physically responding or indicating selections (e.g. to marking
with pen and pencil, to mouse control)
o Provide alternatives for physically interacting with materials (e.g. by hand, voice, switch,
joystick, keyboard, or adapted keyboard)
Designing a high-quality lesson idea supporting Universal Design for Learning principles
English as a Second Language
Low Tech ideas:
• Word rings: allows students to use index cards in order to learn English vocabulary. EX: Students
can put the English term on one side and their native language on the other side, or a word on
one side and the definition on the other.
• Correction tape: This is a good tool for ELs to use because it is easy to remove, write on, or erase
if they make a mistake.

High Tech ideas:

• Write Out LOUD: having the text read aloud & highlight words as spoken allows English learners
to match how the word is pronounced and how it is written.
• Simon Sounds it Out: providing this program to ELs will allow them to become familiar with
vocabulary by having it broken down using word families.

Supportive APPS:
• The SVOX app provides EL students voices to reading texts from e-books, navigation, and even
translations from over 25+ languages.

UDL Strategy (Wheel):

• What:
o Clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in
diagrams, graphs, illustrations, extended expositions or narratives)
o Bridge concepts with relevant analogies and metaphors
• Why:
o Design activities that in which learners get feedback and have access to alternative
scaffolds (charts, templates, feedback displays) that support them in understanding their
progress in an understandable and timely manner
o Vary activities and sources of information so that they can be personalized and
contextualized to learners’ lives, culturally relevance and responsive, appropriate for
different racial, cultural, ethnic, and gender groups
• How:
o Provide learners with spell checkers, grammar checkers, word prediction software,
speech-to-text software, human dictation, and recording
o Use sentence starters, sentence strips, story webs, outlining tools, concept mapping
tools, Computer-Aided-Design (CAD), and music notation (writing) software
Sensory Impairment
Auditory Visual
Low Tech ideas: Low Tech ideas:
• Page holders: students could possibly put • See It Right: allows students to choose
sign language guides in page holders for colors to place over books or texts in order
easy and continuous access during class. to correct specific visual perceptual
• Velcro: students could use Velcro to problems.
communicate with simple phrases if • Enlarged text: students are able to see text
better if it is larger.
needed.
Designing a high-quality lesson idea supporting Universal Design for Learning principles
High Tech Ideas:
• BoardMaker: allows students with
auditory impairments to supplement text
with symbols, pictures, etc.
• Write Out LOUD: students can hear the
text read aloud and the words are
highlighted as spoken. This allows
students to adjust the volume of the
sound and also see the word as it is being
read so they can follow along.
• Earobics (Cognitive Concepts): auditory
discrimination software that allows the
student to control the rate of speech.
UDL Strategy (Wheel):
Supportive APPS:
• ASL Dictionary provides students with
over 5,200 signed words. This can be used
for communication between students or
between teacher and student.
UDL Strategy (Wheel):
• What:
o Use text equivalents in the form of
captions or automated speech-to-
text (voice recognition) for spoken
language.
o Vary the display of information in
a flexible format including:
▪ The volume or rate of
speech or sound
▪ The speed or timing of
video, animation, sound,
simulations, etc.
• Why:
o Provide recording devises, aids, or
charts to assist individuals in
learning to collect, chart, and
display data from their own
behavior (including emotional
responses, effect, etc.) to monitor
changes in those behaviors
• How:
o Compose in multiple media such
as text, speech, drawing,
illustration, comics, storyboards,
High Tech ideas:
• Text-to-Speech: allows for students with
visual impairments to have the text read
aloud to them.
• Text readers: provides an audible option for
all text files, websites, and scanned
documents.
Supportive APPS:
• Voice Reader reads aloud text from
websites, documents, notes, PDFs, and
many other applications.
• What:
o Provide visual diagrams, charts,
notations of music or sound
o Vary the display of information in a
flexible format including:
▪ The size of text, images,
graphs, tables, or other visual
content
▪ The contrast between
background and text or image
▪ The color used for
information or emphasis
▪ The font used for print
materials
• Why:
o Provide recording devises, aids, or
charts to assist individuals in learning
to collect, chart, and display data
from their own behavior (including
emotional responses, effect, etc.) to
monitor changes in those behaviors
• How:
o Provide base-10 blocks, algebra
blocks (either concrete or virtual)
Designing a high-quality lesson idea supporting Universal Design for Learning principles
design, film, music, visual art,
sculpture, or video