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Sarah Cooper
Valentino Boeri
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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
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Digital Story:
o A three minute introduction to the unit.
o Spoken dialogue accompanied by pictures and video.
o Provides a background for the information that follows.
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Barrier:
o Who?
• ELL Students, students with hearing impairments
o Why?
• Digital story dialogue is strictly audio.
• English is the only language used.
• Speaking may be considered fast.
Principle
I. Provide Multiple Means of Representation
o Guideline 1: Provide options for perception
• Checkpoint 1.2 Offer alternatives for auditory information
o Guideline 2: Provide options for language, mathematical
expressions, and symbols
• Checkpoint 2.4 Promote understanding across languages
Modification:
o Embed subtitles of the dialogue into the video
o Provide a handout with language translation
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Subtitled Digital Story
o http://www.youtube.com/watch?v=TTcLkMupcLY&feature=youtu.be
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Example of Translated Dialogue
o Handout
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Food Chains Handout
o Handout providing a visual representation of examples of a food
chain.
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Barrier:
o Who?
• Any student.
o Why?
• Inability to distinguish words from background.
• Pain or disorientation due to color combination.
• Focalization of certain colors.
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Priniciple I. Provide Multiple Means of Representation
o Guidline 1: Provide options for perception.
• Checkpoint 1.1 Offer ways of customizing the display of information
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Modification:
o Change colors that have appropriate differences in hue, lightness,
contrast and of opposite colors.
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Caterpillar Problem:
o To understand how energy is transferred.
o Short mathematical problem utilizing knowledge just learned.
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Barrier:
o Who?
• Students with low levels of mathematics skills.
o Why?
• The problem uses addition, subtraction, multiplication and division but
the focus of the problem is not mathematics.
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Principle II. Provide Multiple Means of Action and Expression
o Guideline 4: Provide options of physical action
• Checkpoint 4.2: Optimize access to tools and assistive technologies
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Modification:
o Provide Calculators to allow focus on the content not the
mathematical process.
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Each student must choose any endangered animal and using
either a Power Point or poster presentation they will research and
describe the following:
o The background of that animal – where it lives, growth, size, mating
season, etc.
o A food web
o Relationships with humans, human impacts, human conservation
efforts
o Adaptations
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Barrier:
o Who?
• For learners with one of the disabilities that compromise executive
functions, learners within a new domain – can apply to all students
o Why?
• It’s possible for any student to have little practice or experience planning,
outlining, and organizing a project.
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Principle II. Provide Multiple Means of Action and Expression
o Guideline 6: Provide options for executive functions
• Checkpoint 6.2 Support planning and strategy development
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Modification:
o 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
o Organization chart provided, create own organization chart, or use
bubl.us
o Teacher can monitor progress by checking charts each day
• organizational Map2 (1).pdf
• https://bubbl.us/
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Original homework assignment was to read a short section
of the textbook on succession to be introduced to the next
days lesson.
Barrier:
o Who?
• ELL students and students with reading disabilities or those reading
below grade level.
o Why?
• This assignment is strictly for those students who are good and
comprehensive readers and are intrinsically motivated to read.
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Principle III. Provide Multiple Means of Engagement
o Guideline 7: Provide options of recruiting interest
• Checkpoint 7.1 Optimize individual choice and autonomy
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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
UDL Redesign
Finished