CAST UDL Lesson Builder
I thought the CAST lesson builder was a good template to
follow. Creating a goal was a challenge
for me. I wanted to create a goal that I
thought all students could achieve, jet achieve the rigor of the curriculum. My assessment was a group project which
allowed students to create a PowerPoint in which pictures as well a text could
be used to help show mastery of the goal.
In my 15 years of teaching I don’t think I had ever heard of
Recognition, Strategic, and Affective Networks.
These are the what, how, and why of learning. Designing a lesson to incorporate all these
networks stretched my abilities. It made
me wonder how I could better plan my lessons at school to incorporate these
three brain networks. Teachers and
myself should always use multiple ways of explain the information given to
students. Teachers should always be
aware of ways to differentiate learning for all students. For example if a teacher wants her students
to identify the main idea of a passage.
Some students could write this out, others would feel more comfortable
typing the main idea, and still others would want to draw the main idea. All three ways show mastery of the goal of
students identifying the main idea, but let’s students with different abilities
use their strengths to reach the goal.
Check out my UDL lesson below:
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Title:
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Regions of the United States
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Author:
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Denise Shaffer
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Subject:
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Social Studies
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Grade Level(s):
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9-12
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Duration:
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3 (50 min) days
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Unit Description
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This lesson allows students to research the physical, political,
economic and social characteristics of particular regions in North America.
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Lesson Description for Day
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Create a Group PowerPoint of one US region which describes the
physical and cultural characteristics of a region. Provide 3 examples
of human adaptations and/or 3 modifications to the environment (including
natural hazards).
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State Standards
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TEKS:
WG.3B Describe the physical processes that affect the
environments of regions, including weather, tectonic forces, erosion, and
soil-building processes.
WG.4A Explain how elevation, latitude, wind systems, ocean currents,
position on a continent, and mountain barriers influence temperature,
precipitation, and distribution of climate regions.
WG. 8A Compare ways that humans depend on, adapt to, and modify the
physical environment, including the influences of culture and technology.
WG.9A Identify physical and/or human factors such as climate,
vegetation, language, trade networks, political units, river systems, and
religion that constitute a region.
WG.9B Describe different types of regions, including formal,
functional, and perceptual regions.
WG.16A Describe distinctive cultural patterns and landscapes
associated with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the processes of
innovation and diffusion.
WG.22A Design and draw appropriate graphics such as maps,
diagrams, tables, and graphs to communicate geographic features,
distributions, and relationships.
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Goals
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Unit Goals:
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Physical, political, social, and economic patterns identify regions
where an interdependent relationship forms between people and the environment
and changes with adaptations and the effect of natural hazards.
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Lesson Goals:
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Students, as a group of 4, will create a PowerPoint of one US region
which describes the physical and cultural characteristics of a region.
Provide 3 examples of human adaptations and/or 3 modifications to the
environment (including natural hazards).
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Methods
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Anticipatory Set
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Anticipatory Set:
Recognition Network
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Introduce and Model New Knowledge:
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Students will view the eBook on Regions of the US and take notes
using the KWHL chart in MS Word and posting it to Edmodo.com
Strategic Network
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Provide Guided Practice:
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4. Give
students time to create brochure in MS word or MS publisher. Allow
students to research using the internet.
Recognition Learning
Affective Learning
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Provide Independent Practice:
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Students take turn discuss their brochure with other students,
explaining the key questions to others in the classroom. Students take notes on the other groups
brochures.
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Wrap-Up:
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Assessment:
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Formative/Ongoing Assessment:
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Read students blogs and review their KWHL charts for areas that need
to be retaught.
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Summative/End of Lesson Assessment:
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Create a PowerPoint of one US or Canadian region which describes the
physical and cultural characteristics of a region. Provide 3 examples
of human adaptations and/or 3 modifications to the environment (including
natural hazards)
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Materials
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