UDL Lesson Plan Form Background Information Names of Group Members Andrea Grafstein, Kelley Wier, Alyssa Towns,

Kelsey Langlois, Taylor Sandweg Name of Lesson: Your School: Using a Geographic Perspective URL for Lesson: http://education.nationalgeographic.com/education/lesson/your-school-usinggeographic-perspective/?ar_a=1

UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. This is a barrier since some of our students have a learning disability, and some have problems with abstract concepts in science and social studies. Explain the feature(s) of this lesson that create or contribute to this barrier. Describe a UDL solution and explain how to implement it. Explain why this solution can eliminate the barrier

Barrier 1

The lesson is based around the abstract concept of place versus location.

The lesson is focused on the difference between location and place, and they also brainstorm using the 5 w questions.

Extensive scaffolding could be done before this lesson, with ample time for the students to play with the concepts and become very familiar with them. Additionally, vocabulary cards that the students make themselves could be used throughout the lesson in case they need to be reminded. Include activities that get the students up and out of their seats, such as having stations set up that students travel around to that gives them different experiences with the location and place concepts, such as a station exploring Google Earth.

This cannot make the concepts less abstract, but it can give the students more opportunity to work with them and feel comfortable enough with them to enable them to obtain the lesson objectives.

Barrier 2

The lesson doesnt provide a lot of hands-on learning/ a lot seat work.

This aspect will be a barrier for the students with ADHD who have troubles staying in their seats during seat work.

The teacher does a lot of the talking and all of the writing on the board.

This allows students who have problems sitting their seats an opportunity to get up and interact during the lesson, thus keeping them focused and engaged.

Barrier 3

There are several times when the students are required to physically write things down. Group work

One third of the class will struggle with this since they have difficulties writing.

Note taking and brainstorming on paper are strategies used often.

Students can use assistive writing technology, such as word prediction software, or speech-to-text software.

This will help them to focus on what they are trying to say rather that on how theyre writing it. Instead of getting caught up on spelling and grammar, they will be able to concentrate on content.

Barrier 4

This would be a barrier for the one student with ASD who has social difficulties.

There are several times in the lesson where the teacher has the students brainstorm and work in groups.

This student could have the option of working in a group, by them self, or with a classroom aid.

A think-pair-share strategy could also help them.

Using the think-pairshare strategy will give the student time to think about what they want to say, will allow them to get validation from a partner and give them confidence before sharing with the whole group. Having the option to work by themselves also allows them to demonstrate their knowledge without forcing them to speak in front of the entire class. The students will be able to hear the instructions and see how they should be carried out.

Barrier 5

The worksheet has a lot of written directions that will need to be read.

About onequarter of the students read two grade levels below their grade placement.

This is the final assessment of the lesson and is supposed to show what the student has learned.

The directions can be read to and modeled for the student by the teacher or an aide.