UDL+Lesson+Plan

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= Reflection on creating the UDL lesson = The information about how Universal Design for Learning was developed and how it works is engaging. The studies on the parts of the brain and how they function in learning are fascinating! The concept of UDL is quite logical: providing universal access to learning like we try to provide in physical accessibility makes great sense. It flies in the face of traditional teaching methods, however, because all the students are not doing the same thing in order to reach the same objective. They are not even assessed by the same procedure! How can that be? According to CAST, "Teaching through these varied paths would be daunting or perhaps even impossible if our instructional tools were restricted to print materials alone." (p. 1) Using various kinds of technology along with print materials enables us to vary the learning tools so that every student can find something that he can use to be successful.

CAST. Teaching Every Student: Chapter 6--Making individualization work with flexible media and tools. http://www.cast.org/teachingeverystudent/ideas/. Accessed 2/18/11.

= CAST’s UDL LESSON BUILDER; Lesson by Katherine Wade = Lesson Overview #8, A-D The student understands the location and patterns of settlement and the geographic factors that influence where people live. || Goals (A) identify and describe the types of settlement and patterns of land use in the United States; ||
 * **Title: ** || New to America, Days 3 and 4 ||
 * **Author: ** || Katherine Wade ||
 * **Subject: ** || Social Studies ||
 * **Grade Level(s): ** || 5th Grade ||
 * **Duration: ** || Two class periods ||
 * **Subject Area: ** || Geography ||
 * Unit Description: || In this unit students will use various technology tools as they learn about the geography of the United States, including using geographic tools, learning about regions, patterns of settlement, and adapting to their environment. ||
 * Lesson Description for Day: || Students will choose an immigrant family from the late 1800s to follow from their point of origin to their point of settlement in the United States. They may choose their method of presentation from a list of choices. ||
 * State Standards: || Geography TEKS §113.7. Social Studies, Grade 5.
 * **Unit Goals: ** || <span style="font-family: Tahoma,sans-serif;">The student learns to use geographic tools for data collection; understands the concept of regions; understands patterns of settlement; and understands how people adapt to their environment. ||
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Lesson Goals: **<span style="font-family: Tahoma,sans-serif;"> || <span style="font-family: Tahoma,sans-serif;">The student is expected to:

<span style="font-family: Tahoma,sans-serif;">Methods · <span style="font-family: Tahoma,sans-serif;">Direct them to their textbooks and to geographic websites to discover what kind of terrain is found in their region. · <span style="font-family: Tahoma,sans-serif;">Find the answers to the following questions: <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">a. Is this land good for farming? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">b. Is this land good for ranching? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">c. Is there a good water supply in the region? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">d. Is there a lot of precipitation during the year? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">e. What kind of industry would be successful in this area? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">f. Is this area easy or difficult to access? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">g. Would this area be a good location for a city? <span style="font-family: Tahoma,sans-serif; margin-left: 1in; text-indent: -0.25in;">h. If you were traveling to this area by a wagon pulled by horses, what difficulties would you face? <span style="font-family: Tahoma,sans-serif;">Use an interactive whiteboard or projector to put up a map of the geographical regions of the US. Have the pairs of students write the answers to the questions on their regions. Save and print the maps for students to refer to. //<span style="font-family: Tahoma,sans-serif;">(Supports **diverse strategic networks** by providing opportunities to practice in pairs and offers flexible opportunities for demonstrating skill by using written questions and electronic whiteboard) // || <span style="font-family: Tahoma,sans-serif;">Students are to trace the steps of their immigrant families from their place of origin to their place of settlement in the United States. They are to include: · <span style="font-family: Tahoma,sans-serif;">Why did the family leave their country? · <span style="font-family: Tahoma,sans-serif;">Why did they want to come to the United States? · <span style="font-family: Tahoma,sans-serif;">What was the family’s dream? · <span style="font-family: Tahoma,sans-serif;">Where did they settle? · <span style="font-family: Tahoma,sans-serif;">Describe the area in which they settled. · <span style="font-family: Tahoma,sans-serif;">Was the family able to do what they wanted in that area? · <span style="font-family: Tahoma,sans-serif;">Was the family able to fulfill their dreams or did they adapt their dreams to fit the area they settled in? · <span style="font-family: Tahoma,sans-serif;">What changes did the family make to their environment? · <span style="font-family: Tahoma,sans-serif;">What is the area like today?
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Anticipatory Set: ** || Engage students in the lesson by asking them where their families came from. Prepare a media presentation with pictures of pioneer families and brief stories about their origins and their travel to America. //(Supports **diverse recognition networks** by providing multiple examples and multiple media.)// ||
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Introduce and Model New Knowledge: ** || <span style="font-family: Tahoma,sans-serif;">Explain that families came to America with different skills and dreams. They wanted to settle in an area that fit their lifestyles. Different regions of the United States are suited to certain lifestyles. Remind them of the regions studied in previous lessons. ||
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Provide Guided Practice: ** || · <span style="font-family: Tahoma,sans-serif;">Break into pairs. Give each pair one of the regions studied in the previous lesson.
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Provide Independent Practice: ** || <span style="font-family: Tahoma,sans-serif;">Allow students to choose an immigrant family from the list provided, or they may choose their own family if they know their origins.

<span style="font-family: Tahoma,sans-serif;">Students may choose the medium for their presentation: <span style="font-family: Tahoma,sans-serif;">Written and illustrated report, either digital or hard copy (Photostory) <span style="font-family: Tahoma,sans-serif;">Power Point presentation <span style="font-family: Tahoma,sans-serif;">Electronic or hard copy poster (Glogster) <span style="font-family: Tahoma,sans-serif;">Video with narration <span style="font-family: Tahoma,sans-serif;">Narrative story recorded as a podcast <span style="font-family: Tahoma,sans-serif;">Create page(s) in a website (Weebly) //<span style="font-family: Tahoma,sans-serif;">(Supports **diverse affective networks** by offering choices of content and tools.) // ||

<span style="font-family: Tahoma,sans-serif;">Assessment //<span style="font-family: Tahoma,sans-serif;">(Supports **diverse strategic networks**.) // ||
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Formative/Ongoing Assessment: ** || <span style="font-family: Tahoma,sans-serif;">Teacher will check to see if students are able to find the information needed to answer the research questions. Teacher will guide students in the use of the medium they choose for their presentation.
 * **<span style="font-family: Tahoma,sans-serif; font-weight: normal;">Summative/End Of Lesson Assessment: **<span style="font-family: Tahoma,sans-serif;"> || <span style="font-family: Tahoma,sans-serif;">Students will share their findings with the class in a presentation. This will be assessed by using a rubric. ||

<span style="font-family: Tahoma,sans-serif;">Materials
 * <span style="font-family: Tahoma,sans-serif;">Computers with internet connection ||
 * <span style="font-family: Tahoma,sans-serif;">Poster materials ||
 * <span style="font-family: Tahoma,sans-serif;">Video and audio recording equipment ||