 Sarah Cooper Valentino Boeri

 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

 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.  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

 Subtitled Digital Story o  Example of Translated Dialogue o Handout

 Food Chains Handout o Handout providing a visual representation of examples of a food chain.  Barrier: o Who? Any student. o Why? Inability to distinguish words from background. Pain or disorientation due to color combination. Focalization of certain colors.

 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  Modification: o Change colors that have appropriate differences in hue, lightness, contrast and of opposite colors.

 Caterpillar Problem: o To understand how energy is transferred. o Short mathematical problem utilizing knowledge just learned.  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.

 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  Modification: o Provide Calculators to allow focus on the content not the mathematical process.

 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  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.

 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  Modification: o 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

 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.

 Principle III. Provide Multiple Means of Engagement o Guideline 7: Provide options of recruiting interest Checkpoint 7.1 Optimize individual choice and autonomy  The students will have a choice of reading the section of the textbook on succession or watching a short informational video on youtube:

 Finished