included. UDL Components: Students must understand that each color of the Activity 1 flag requires a specific amount of fabric to create Principal I: Representation is present in the activity. UDL Components it based on its dimensions. Teacher supplies background knowledge about the (SMP #1) Multiple Means of use of nautical flags as a means of communication. Representation Students are encouraged to represent area using Students must work within the given fabric various methods. Multiple Means for constraints to determine if they have enough Action and Principal II: Expression is present in the activity. fabric to make each flag. Expression Teacher supplies graph paper, rulers, and tiles as (SMP#2) students explore methods for calculating area. Multiple Means for Engagement Principal III: Engagement is present in the activity. Students were given models of each flag. Key Questions Students collaborate in small groups. The area (SMP#4) Formative Assessment calculation for each flag is of varying degrees. Summary Because some measurements will generate only Directions: fractional differences, students must work with Introduce the idea that international marine alphabet the measurements with greater precision. flags can be used by ships at sea to spell out short (SMP#6) messages and can be used to dress a ship for ceremonial and festive occasions. In addition to each alphabet flag representing a letter, they are also used to convey messages (i.e. the flag means letter “O” are typically scaled one “Man Overboard”). Flags inch per each foot of boat length; these have been for class room use to fit on a regular sheet of paper. Begin the activity by having students imagine that they work in a marine flag factory and will be creating nautical alphabet signal flags. They will need to determine if they have enough colored fabric to create each flag. Teacher will place students in collaborative groups
included. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principal I: Representation is present in the activity. Teacher supplies background knowledge about the use of nautical flags as a means of communication. Students are encouraged to represent area using various methods. Principal II: Expression is present in the activity. Teacher supplies graph paper, rulers, and tiles as students explore methods for calculating area. Principal III: Engagement is present in the activity. Students collaborate in small groups. The area calculation for each flag is of varying degrees. Directions: Introduce the idea that international marine alphabet flags can be used by ships at sea to spell out short messages and can be used to dress a ship for ceremonial and festive occasions. In addition to each alphabet flag representing a letter, they are also used to convey messages (i.e. the letter “O” flag means “Man Overboard”). Flags are typically scaled one inch per each foot of boat length; these have been for class room use to fit on a regular sheet of paper. Begin the activity by having students imagine that they work in a marine flag factory and will be creating nautical alphabet signal flags. They will need to determine if they have enough colored fabric to create each flag. Teacher will place students in collaborative groups Students must understand that each color of the flag requires a specific amount of fabric to create it based on its dimensions. (SMP #1) Students must work within the given fabric constraints to determine if they have enough fabric to make each flag. (SMP#2) Students were given models of each flag. (SMP#4) Because some measurements will generate only fractional differences, students must work with the measurements with greater precision. (SMP#6)