Section 2: The UDL Elements

Engagement
Which checkpoint did you incorporate?

How and why?

7.1 optimize individual choice and

autonomy

In the anticipatory set, students will be able

to choose how to represent their favorite
food without writing it. This can be done
through multiple means of expression
including acting it out, drawing it, or finding
a different representation or image in the
classroom. This allows the student to
choose what they want to do in order to
complete the task and optimizes choice and
autonomy. This will provide the student
with a sense of individualism and
importance when completing the
anticipatory set as they are completing this
activity through a chosen method. This is
also seen in the guided practice section
which allows students to choose which
media to present their found information
on.

8.3 foster collaboration and community

During guided practice, students are

encouraged to work together using
classroom resources in order to learn about
the processes of animal adaptation
provided by the teacher. This allows
students to work together as a class and
help one another investigate and browse
their different resources throughout the
classroom. By allowing students to foster
collaboration and community in the
classroom in this way, students will feel
more comfortable presenting their findings
as well as bounce ideas or resources off one
another to help the group as a whole.

9.3 develop self-assessment and reflection

through presentation

At the end of the lesson, the teacher

evaluates students presentation about
animal adaptation based on accuracy of
facts, students use of technology tools to
elaborate their investigation and
presentation, graphic representation
according to their topic, and could the
students understand the differences and
similarities in specific animal adaptations
discussed. By allowing students to complete
their assessment through presentation, they
are able to self reflect using other
presentations as a possible resource.
Because much of the assessment is done
during the investigation time, the students
should be well prepared to assess their
work. This will heighten students
motivation to complete the given task with
accuracy and enthusiasm.

Representation
Which checkpoint did you incorporate?
3.1 Activate or supply background
knowledge

How and why?

During the anticipatory set, students will
find a way to adapt to a given task based on
limitations. Following this activity, by asking
the class guided questions to begin their
thinking about animal adaptations in
relation to the activity; this will activate
background knowledge and ideas
surrounding the topic. Student will be able
to relate their ideas surrounding the
anticipatory set activity and associated
actions with their background knowledge
regarding lesson topics and ideas. By
activating and supplying background
knowledge, students will be more engaged
in the topic as well as better prepared to
discuss throughout the lesson.

2.1 clarify vocabulary and symbols

3.3 guide information processing,

visualization, and manipulation

By clarifying students four new vocabulary

words, this is motivating them with new
information as well as using textual
representation to define and explain new
key terms with examples and graphic
support. This is necessary in order to not
only introduce new information to students,
but by supplying multiple means of
representation as a helpful further
clarification.
During guided practice, students are
encouraged to investigate several resources
in order to learn more about the lesson
topic. This includes many different types of
resources and ways of accessing the
information. This is necessary in order for
students to guide their own learning process
as well as investigate using visuals and
manipulating resources and their associated
information.

Action and Expression

Which checkpoint did you incorporate?

How and why?

4.1 vary methods for response and

navigation

During the anticipatory set, students are

encouraged to answer a guided question
to supply background knowledge by
varying their responses for navigation.
This is accomplished by offering students
several different ways to accomplish the
given task as described above. This is
also seen during guided practice and
assessment when students are
encouraged to explore different
resources as well as tools in order to
present their found information. By
varying methods for response and

navigation, students are able to choose

methods of action and expression which
heightens students feeling of autonomy
and choice.
5.3 build fluencies with graduated levels of
support for practice and performance

During guided practice, students are

encouraged to explore multiple tools for
action and expression. This is
accomplished by building fluencies with
graduated levels of support and
practiced through performance and
presentation at the students discretion.
By allowing choice and building fluency
in tools for expression, students build
knowledge of how to express given
assignments and tasks through different
forms of action.

5.1 use multiple media for communication

Through assessment, students are

encouraged to explore different means
for communication in order to present
on their chosen topic. Students are not
only asked to explore different resources
when investigating their topic, but also
use multiple medias when
communicating their task through
presentation. This allows choice and
variation throughout the lesson as it is
chosen by the students who present. The
students essentially teach themselves
and others while using multiple media
for communication.