UDL+Lesson+with+Relection+and+eBook

Rebecca's UDL Lesson and Reflection
Fueling the Water Cycle ||  || 3.8B The student is expected m to: (B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle (1) **Foundations.** The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A) use technology terminology appropriate to the task; (E) access remote equipment on a network such as a printer or other peripherals. (2) **Foundations.** The student uses data input skills appropriate to the task. The student is expected to: (A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, voice activation devices, scanner, digital video/ audio, CD-ROM, or touch screen; (7) **Solving problems.** The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio to enhance learning experiences; (B) use appropriate software to express ideas and solve problems including the use of voice activated word processing, databases, spreadsheets, and simulations; and (C) use a variety of data types including text, graphics, digital audio, and video. skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; ||
 * CAST’s UDL LESSON BUILDER === Lesson Overview === || ** Title: **
 * ** Author: ** || Rebecca Pruneda ||
 * ** Subject: ** || Science ||
 * ** Grade Level(s): ** || 3rd Grade ||
 * ** Duration: ** || 3 day ||
 * ** Subject Area: ** || Water Cycle ||
 * Unit Description: || This lesson will focus on illustrating and describing how the sun contributes to the water cycle by provides light and heat energy ||
 * Lesson Description for project: || In this lesson, students will learn what the parts of a water cycle consist of, and how the energy from the sun affects different parts of the water cycle. ||
 * State Standards: || ** TEKS **
 * Technology Applications Grades (3-5) **
 * (8) Solving problems. ** The student uses research

Goals
2. Students will predict how changes in energy affect the water cycle, such as changes in temperature and ozone. ||
 * ====** Unit Goals: **==== || ==== 1. Students will understand and describe how the energy from the sun affects the cycle speed of the different components of the Water Cycle. ==== ||
 * ** Lesson Goals: ** || 1. Students will be able to create, as a team, a video/ audio podcast presentation detailing the water cycle.

Methods
==== Using //Dragon Speech Software// have students work in pairs to fill in a pre-made KWHL chart with what they know, what the want to know, and how they will learn it. At the end of the lesson students will complete the chart by adding what they learned. Strategic Networks ==== ==== As students complete their charts, Play youtube video Water Cycle Rap RRR @ [] After listening to (visually impaired) and watching video ask questions that include sequencing, predicting, causation, and summarizing questions. Recognition Networks ====
 * ====** Anticipatory Set: **==== || ==== Share goals with students. As a group, have students verbally brainstorm and record on what a water cycle is. Recognition Networks ====
 * Have students verbally share with their partner a plan for describing the water cycle using audio and/ or video podcasting tools, What should their hook be? What do they need to learn to be effective? **** Affective Networks ** ||
 * ====** Introduce and Model New Knowledge: **==== || ==== Listen to the audio book //Weather: Learn about the Weather, Seasons,// // Water Cycle //// & Clouds // by Kim M. Thompson W ====

__ Vocabulary __
Condensation: The process by which water vapor in the air cools to form tiny droplets of water in the clouds Cycle: Continuing process in which something is used over and over again Evaporation: The process by which water changes from a liquid to a gas Ground Water: Water beneath the surface of the earth Natural Resource: An object found in nature that is available for our use Precipitation: Water falling to the earth as a liquid (rain) or a solid (snow, hail) Rain: Precipitation in the form of liquid water Snow: A crystal made of frozen water vapor Surface Water: Water which has accumulated on top of the ground Thermal Pollution: Polluting water by increasing its temperature; may cause plants and animals to die Recognition Networks

We will use the ebook “Fueling the Water Cycle” as an additional introduction to the Water Cycle.
__ [] __ ==== Recognition Networks ==== ||
 * ====** Provide Guided Practice: **==== || ==== Technology centers will be set up on the laptops to allow students to explore specified web pages and blogs for more information. Those students with visual impairments or other needs will have access to text to speech software to allow them to explore web pages and blogs with their peers. The students will work in pairs so that every child can explore and interact with the sites allowing them to practice their new knowledge. The teacher will informally assess through verbal communication w/ students and answer questions as students interact with sites. Affective Networks ==== ||
 * ====** Provide Independent Practice: **==== || ==== Students will work in pairs and use Audacity to create a digital or audio podcast to present to the class. It will detail the parts of the water cycle and how the energy from the sun affects it. They will post to their student page on the class project wiki. Strategic Networks ==== ||

Assessment

 * ** Formative/Ongoing Assessment: ** || The teacher will monitor the students and their progress throughout the entire project. ||
 * ** Summative/End Of Lesson Assessment: ** || The student teams will present their Water Cycle Podcast to the class, describing the parts of the water cycle and how the energy from the sun affects it. The teacher will use a rubric she designed on Rubistar . Strategic Networks ||

Materials
The ULD Lesson helps to understand why different focuses are needed for a complete lesson. Because the brain processes different types of information in different ways, it is important to address these needs by using appropriate teaching methods. Recognition, strategic, and affective networks bring different focuses to the lesson. According to figure 6.1 in chapter 6, We can support recognition networks by “providing multiple examples, highlighting critical features, providing multiple media formats, and supporting background context. We can support diverse strategic networks by providing flexible models of skilled performance, provide opportunities to practice with support, provide ongoing, relevant, feedback, offer flexible opportunities to demonstrate skill. We support diverse affective networks by offering choice of content and tools, offer adjustable levels of challenge, offer choice of rewards, offer choice of learning context.” This figure provided a good overview of the information provided in more detail through out the chapter. The CAST website provides information to help teachers design instruction to support these different types of learning. Overall, the ULD Lesson Builder has provided a new resource that will prove to be relevant and useful in designing lessons for my classroom. Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD. Chapter 6. retrieved on March 17, 2012 from **http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_2.cfm**
 * Dragon Speech Software ||
 * __ [] __ ||
 * __ [|KWHL] Chart on stored on project page __ ||
 * __ [|Student] project page on class watercycle wiki __ ||
 * __ Audacity __ ||
 * __ [] __ ||
 * [] ||
 * audio book //Weather: Learn about the Weather, Seasons, Water Cycle & Clouds// by Kim M. Thompson ||
 * http://www.spokentext.net/ ||
 * Wikispaces.com (educational version for students) ||
 * ULD Lesson Reflection **