13 8 TE 391B Students with an Students with an To support auditory auditory students with impairment may impairment may disabilities using need extra need extra a variety of support during support during strategies. this unit. Make this unit. In lesson sure to provide 1, students numerous participate in a opportunities for hands on lab to visual and kinetic analyze species learning. In of salamanders. lesson 1, Make sure to students provide numerous participate in a opportunities for hands on lab to visual and kinetic analyze species learning and have of salamanders. students Students use reference these their other opportunities and senses to concept map complete the lab during the unit. and create a map. 14 6 TE 508B Have students Have students UDL write the term draw a labeled recommends greenhouse diagram that having students effect in a word summarizes the draw and label journal. Discuss greenhouse before they write. where the term effect. As they greenhouse study this effect may have concept, have originated and students discuss explain how where the term greenhouses greenhouse effect work to help may have keep plants originated and warm. As explain how students study greenhouses this concept, work to keep have them draw plants warm and a labeled revise their diagram. diagram.
13 8 TE 391B Students with an auditory impairment may need extra support during this unit. Make sure to provide numerous opportunities for visual and kinetic learning. In lesson 1, students participate in a hands on lab to analyze species of salamanders. Students use their other senses to complete the lab and create a map. Students with an auditory impairment may need extra support during this unit. In lesson 1, students participate in a hands on lab to analyze species of salamanders. Make sure to provide numerous opportunities for visual and kinetic learning and have students reference these opportunities and concept map during the unit. To support students with disabilities using a variety of strategies. 14 6 TE 508B Have students write the term greenhouse effect in a word journal. Discuss where the term greenhouse effect may have originated and explain how greenhouses work to help keep plants warm. As students study this concept, have them draw a labeled diagram. Have students draw a labeled diagram that summarizes the greenhouse effect. As they study this concept, have students discuss where the term greenhouse effect may have originated and explain how greenhouses work to keep plants warm and revise their diagram. UDL recommends having students draw and label before they write.
hmh6-8i.docx