UDL+Lesson+and+Reflection

Below is my UDL lesson, created using CAST's UDL Lesson Builder. I found the lesson builder easy to use, and liked the information buttons that further explained each component. The most difficult area for me to understand is the "Anticipatory Set." My understanding is that we are to anticipate our different learners' difficulties, and include activities and techniques to address them. My lesson is in an area that is definitely out of my comfort zone - 8th grade science. This lesson is at the end of a two - week unit, so prerequisite knowledge about the subject is assumed. To address the needs of diverse learners, a graphic organizer is created as a review of what we have learned. Students are exposed to this knowledge by hearing it as we discuss it, seeing it in print, and by creating it. Students work in pairs or groups of three and peer-check for understanding as we go along. This is my Anticipatory Set. The new knowledge in this lesson is applying what we have learned to different situations. To ease the anxiety of reluctant students, and to illustrate how the lesson will look, the teacher first models the assignment, pointing out the various weather systems, and checking notes and the graphic organizer to point out their potential impact on local weather. She then presents her conclusion in a podcast, as one example of a medium students could use. Once again, students are exposed to graphic, written, as well as spoken material. In guided practice, students work in their groups or pairs to do what the teacher has just demonstrated, using a different weather map. Working in groups helps slower learners and students with language difficulty Finally, students work in their group or with a partner to create their own weather forecast. Using the information from their notes and from their graphic organizers, they decide how the weather systems will impact local weather; then,working with their group and using a medium of their choice, demonstrate the weather forecast. They can draw a picture, write a poem, do a video forecast, write a weather blog update, write a poem, do a rap, or anything else they can think up! Various technological resources are used to edit and publish the work. This activity addresses the needs of all students. They work in a group, and they use a medium with which they are comfortable. The extent to which the medium accurately depicts the correct forecast is the assessment for the unit. **Lesson Overview ** (10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts || **Goals ** **Methods ** **Assessment ** **Materials **
 * Title: || Your Weather Today ||
 * Author: || Dorothy Patel ||
 * Subject: || science ||
 * Grade Level(s): || 8th ||
 * Duration: || 2 Days + homework. Day one ends with the launch into the assignment. Homework and Day two are for completing the assignment. ||
 * Subject Area: || weather ||
 * Unit Description: || In a unit lasting two weeks, students will learn how interactions in solar, weather, and ocean systems create changes in weather patterns and climate. ||
 * Lesson Description for Day: || Students will demonstrate their understanding of wind currents and weather systems to create a weather forecast for Houston. ||
 * State Standards: || Texas Essential Knowledge and Skills Science, Grade 8
 * Unit Goals: || The student will identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and front. ||
 * Lesson Goals: || Using a medium of their choice, students work in groups of 2 or 3 to illustrate what kind of weather day Houston will have. ||
 * <span style="font-family: "Tahoma","sans-serif";">Anticipatory Set: || Review what has been learned so far by creating a graphic organizer as a class activity. Have students check each other for understanding. ||
 * <span style="font-family: "Tahoma","sans-serif";">Introduce and Model New Knowledge: || Show a weather map of the area showing a front, as well as a high or low pressure system. Using our graphic organizer and notes, demonstrate how I will predict Houston’s weather forecast. Share a weather forecast podcast I created. ||
 * <span style="font-family: "Tahoma","sans-serif";">Provide Guided Practice: || Show a different weather map of the area showing a front, as well as a high or low pressure system. Using their graphic organizers and notes, have students discuss with their group or partner what kind of weather the systems suggest for Houston and why. Discuss as a class ||
 * <span style="font-family: "Tahoma","sans-serif";">Provide Independent Practice: || None on this day ||
 * <span style="font-family: "Tahoma","sans-serif";">Wrap up: || Launch students into assignment by having them discuss with their partner or group different media which can be used to demonstrate or illustrate what Houston's weather will be. Share the ideas with class. ||
 * <span style="font-family: "Tahoma","sans-serif";">Formative/Ongoing Assessment: || Teacher will observe students as they work together and provide feedback as projects develop their projects. ||
 * <span style="font-family: "Tahoma","sans-serif";">Summative/End Of Lesson Assessment: || Did students correctly identify the weather forecast suggested by the data supplied? Did students provide rationale for the forecast? ||
 * Weather Map from which project is created ||
 * Video cameras for students who wish to create a video weather forecast ||
 * Computers with internet access ||
 * Art and music resources/supplies for students who wish to demonstrate Houston's weather through art or music ||
 * Graphic Organizers created in class ||
 * Science notebook/notes ||