1. Team Teaching UDL Unit Assignment
Rachel Geen, LaTesha Anderson, and Gay Giles
SEDP 531
Alison R. King
12/13/2015

2. Background This lesson is focused on SOL objective:
LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include
a) cell structure and organelles;
b) similarities and differences between plant and animal cells;
c) development of cell theory; and
d) cell division.  

3. Models of Instruction supportive co-teaching parallel co-teaching
The lead teacher was supported by the Teacher assistant during instruction. During times when the lead teacher had the attention of the class, the TA is to walk around the classroom offering support to the lead teacher in several different ways
parallel co-teaching
Both teachers taught the same content in small group settings. The Teachers also assisted students with student led centers. Both teachers provided the same support across all activities.

4. Representation
The information is presented in several different ways. Students are able to:
Sing songs
View content visually through drawings and diagrams
Receive auditory and visual information through video
view textual and graphic representations trough online sources
Have information read to them aloud
Discuss information with peers and teachers
Be provided with the same information across the 3 different lessons. Each lesson supported information provided in previous lessons

5. Expression
Students are able to express understanding of the information in several different ways:
Verbally through class discussions
Review games
Worksheet activities
Pre test/ post test
Visual representations
Audiological presentations

6. Engagement
Students were provided with multiple different opportunities to engage in the lesson
Varied group settings
Small group, individual, whole group
Worksheet activities
Class discussions/ small group discussions
Lab activities (microscope activity)
Creative coloring activities
Think, pair, share

7. Assessment Students are assessed in several different ways
They are able to share their understanding through CBM pre and post tests
Group discussions
Review games
The pre tests are the same as the post tests. This is an easy way to assist students with familiarizing themselves with the information they will be tested on, in the form they will be tested in.
Through successful completion of the assignments given in each lesson, and during the station activities.
Students will also be given opportunities to self asses by reflecting on their own understanding through verbal feedback from instructors and peers

8. Accommodations
We accommodated our students based on what is outlined in their IEP’s
The two students who have ADHD require close proximity seating to the instructor. During whole-class and discussion activities, these students will be seated not more than five feet away from the instructor. During small group instruction, these students will be placed in separate groups with students who are more focused, and consistently demonstrate appropriate behaviors.
All items will be read aloud to students that have a read aloud accommodation on the IEP.
Two of the students in this lesson use pencil grips due to fine motor control difficulties. These pencil grips will  be available for the students throughout the lesson.
One of the students with ASD is allowed access to a weighted vest. This student may access this item at any time throughout the lesson.
We made sure to include the needs of all of our students to ensure that they will all have equal participation in the activities.

9. Reaching all of our students
This plan reaches a variety of different learners within the classroom. It allows all students to have access to all of the materials, and participate in all activities.
The same information is presented in several different ways, across all three lessons. Each lesson provides students with the same information.
The plan allows students to demonstrate their understanding in several different ways.