Accommodations to Ensure the Success of All Learners Students with Disabilities Lesson A: Students will be required to choose at least two artists. Additionally, they will be allowed to include two positive and two negative effects versus three of each type. Although students are grouped according to interests, the teacher may adjust the groups to ensure that there is a proficient student in each group. Lesson B: The teacher will provide students with more simplified instructions of how to create scatter plots. Additionally, a completed scatter plot will be provided in addition to the sample scatter plot that students are completing. Lesson C: Student presentation-lengths will be modified from 5 minutes to 3 minutes. Second-Language Learners Lesson A: The teacher will provide the students with examples of a completed mind map on a different topic. Although students are grouped according to interests, the teacher may adjust the groups to ensure that there is a proficient English speaker in each group. Lesson B: The teacher will provide the students with more simplified instructions of how to create the scatter plots. Additionally, a completed scatter plot will be provided in addition to the sample scatter plot that students are completing. Lesson C: Students will be able to use text-to-speech software in the production of the script if they choose to make a movie. Different Learning Styles (Visual, Auditory, Kinesthetic) The lesson addresses the needs of the visual and auditory learners. Kinesthetic accommodations would include Lesson A: The kinesthetic learners will be encouraged to assemble the online mind map. Lesson B: The kinesthetic learners will be encouraged to inputting the data into Excel and creating the digital scatter plot. Lesson C: The kinesthetic learners will be encouraged to present the final project to their classmates. Different Intelligences The lesson addresses the needs of the: Verbal/linguistic (writing the script) Logical/mathematical (charts and graphs) Visual/spatial (charts, graphs, and multimedia presentation) Musical/rhythmic (subject matter) Interpersonal (daily journaling) Intrapersonal (collaborative activities) Naturalist (multimedia presentation and use of recording tools) Please refer back to the accommodations for the learning styles for suggestions on how to meet the needs of the bodily/kinesthetic learners. Students without Access to Technology in the Home Because the project will be completed almost entirely at school, minimal accommodations are needed for students without access to technology in the home. Accommodations have been provided in the lesson for classes that may not have access to technology for all students. These include having the students create the mind map on paper, record the data on paper, create the scatter plot on graph paper, and schedule times for groups to work on their projects. Gifted Students Throughout the progression of the project, the teacher will act more as a facilitator than the resident expert. Creativity will be encouraged in the completion of the final project. Students may also extend the project to include questions they may pose as they progress. Finally, students are encouraged to choose a different method in which to display and present their findings, such as the creation of a website.
Students with Disabilities
Lesson A: Students will be required to choose at least two artists. Additionally, they will be allowed to include two positive and two negative effects versus three of each type. Although students are grouped according to interests, the teacher may adjust the groups to ensure that there is a proficient student in each group.
Lesson B: The teacher will provide students with more simplified instructions of how to create scatter plots. Additionally, a completed scatter plot will be provided in addition to the sample scatter plot that students are completing.
Lesson C: Student presentation-lengths will be modified from 5 minutes to 3 minutes.
Second-Language Learners
Lesson A: The teacher will provide the students with examples of a completed mind map on a different topic. Although students are grouped according to interests, the teacher may adjust the groups to ensure that there is a proficient English speaker in each group.
Lesson B: The teacher will provide the students with more simplified instructions of how to create the scatter plots. Additionally, a completed scatter plot will be provided in addition to the sample scatter plot that students are completing.
Lesson C: Students will be able to use text-to-speech software in the production of the script if they choose to make a movie.
Different Learning Styles (Visual, Auditory, Kinesthetic)
The lesson addresses the needs of the visual and auditory learners. Kinesthetic accommodations would include
Lesson A: The kinesthetic learners will be encouraged to assemble the online mind map.
Lesson B: The kinesthetic learners will be encouraged to inputting the data into Excel and creating the digital scatter plot.
Lesson C: The kinesthetic learners will be encouraged to present the final project to their classmates.
Different Intelligences
The lesson addresses the needs of the:
Verbal/linguistic (writing the script)
Logical/mathematical (charts and graphs)
Visual/spatial (charts, graphs, and multimedia presentation)
Musical/rhythmic (subject matter)
Interpersonal (daily journaling)
Intrapersonal (collaborative activities)
Naturalist (multimedia presentation and use of recording tools)
Please refer back to the accommodations for the learning styles for suggestions on how to meet the needs of the bodily/kinesthetic learners.
Students without Access to Technology in the Home
Because the project will be completed almost entirely at school, minimal accommodations are needed for students without access to technology in the home. Accommodations have been provided in the lesson for classes that may not have access to technology for all students. These include having the students create the mind map on paper, record the data on paper, create the scatter plot on graph paper, and schedule times for groups to work on their projects.
Gifted Students
Throughout the progression of the project, the teacher will act more as a facilitator than the resident expert. Creativity will be encouraged in the completion of the final project. Students may also extend the project to include questions they may pose as they progress. Finally, students are encouraged to choose a different method in which to display and present their findings, such as the creation of a website.