Universal Design for Learning
Collaborative Research Project in Science (Grade 5)
Learning Module
- Creator(s):
This module employs Universal Design for Learning (UDL), a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn, for collaborative research projects in science for 5th graders.
UDL provides a research-based framework for educators to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. UDL was developed by researchers at the Center for Applied Special Technology (CAST: http://www.cast.org), as outlined in the table below.
There are three guiding principles for teachers to consider when designing lesson plans. The table below summarizes these principles and makes suggestions for how teachers can address each of them.
Figure 1. UDL principles
Students will...
Before you begin your research on rock formation processes, provide details in the first two columns (What I know & What I want to know). You can respond to this question by writing details, typing keyboard, making speech, drawing a picture, etc. You can do it individually or in small groups.
Step 1. Respond to the Column 1: What do you know about rock formation processes?
Step 2. Respond to the Column 2: What do you want to know about rock formation processes?
Before reading/learning, this KWL chart
This KWL chart helps students:
Students are allowed to have alternatives to express their learning and interests.
Step 1. Have students respond to the first promp in Column 1: What do you know about rock formation processes? A teacher provide options for responding (e.g., keyboard, speech, and drawing a picture). Students do this individually or in small groups.
Step 2. Have students respond to the prompt in Column 2: What do you want to know about rock formation processes? A teacher provide options for responding. Students do this individually or in small groups. Some students may not know where to begin if they don't have much background knowledge on the topic. Therefore, it can be helpful to put the six questions of journalism on the board as prompts (Who? What? Where? When? Why? How?). It is suggested that students’ questions be used to direct the course of study. As students’ share what they want to learn, this step provides an opportunity for teachers to present what they hope students will learn in this module.
Learning goals:
Step 1. Look up the words igneous, sedimentary, and metamorphic' by selecting options (using online dictionary http://www.learnersdictionary.com, http://www.merriam-webster.com, using book dictionary, searching pictures https://www.google.com, etc). What definition or images did you find? Share it with your peers.
Step 2. Open the PPT.
Igneous: Did you find this word comes from the Latin root ignis (fire)? Can you come up with a more familar word that means fire than ignis? Think if this gives you a clue as to how igneous rocks are formed, describe it/draw it/make a speech, and share with your peers.
Sedimentary: Can you find a shorter word in this word? What is definition of sediment? Think about how sedimentary rocks are formed and describe it/draw it/make a speech, and share with your peers.
Metamorphi: Did you find this word has Greek origins? What does 'meta' and 'morphic' mean, respectively? Think how metamorphic rocks are formed and describe it/draw it/make a speech, and share with your peers.
Have sutdents look up the words 'igneous, sedimentary, and metamorphic' by providing options (using online dictionary, using book dictionary, etc)
Next, use the Power Point slides in order to highlight the following information:
Igneous—This word comes from the Latin root ignis, which means fire. Link ignis to the more familiar word ignite. Ask the class if this gives them a clue as to how igneous rocks are formed. Confirm that igneous rocks are formed in the intense heat of the earth.
Sedimentary—Ask the class if they can find a shorter word in this long word [sediment]. Define sediment. Ask the class to turn to a neighbor and describe how they think sedimentary rocks are formed. Confirm that sediment is gradually deposited in water, packed down over many years, and becomes rock.
Metamorphic—This word has Greek origins. Meta means change, and morphic means structure. Ask students to discuss with a peer how they think metamorphic rocks are formed. Confirm that metamorphic rocks start out as one type of rock and that the intense heat and pressure of the Earth changes them into a different type of rock.
Learning Goals:
Step 1.
View this video about three types of rocks: igneous, sedimentary, and metamorphic rocks.
Discuss how three basic types of rocks are formed with your peers.
Step 2.
View this video how three basic types of rocks are formed with ingredients. Discuss whether these rock formation processes are similar to those in the previous video with your peers.
Work 1.
Create a narrative story about how a rock is formed. Make a pair and choose one of the rocks. You can write your story, tell your story, create PPT, create podcast (http://www.wikihow.com/Start-Your-Own-Podcast), draw pictures, and so on. Choose an option you will use for creating your stroy. Throughout the story, describe how the rock feels as the changes are occurring.
Use the following questions to help you write your story:
Did you start as magma? (igneous rock). Are you on the surface (lava), near the surface, or deep beneath it? Do you cool fast or slowly? Do you have crystals? What do you look like?
Or—Are you sedimentary rock? You are being broken into smaller pieces and carried away. What is this called? What is causing it? What is carrying you away? Where are you going? Where do you end up? You are surrounded by other rock fragments. Are they the same type and size? Are more piling up above you? You are now sedimentary rock. What changed you? What do you look like now?
Or—Are you changing? (metamorphic). What kind of rock are you at first? What changes must happen to you to turn you into metamorphic rock? Where will this change occur? How do you get there? What do you look like when you have changed?
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Science Standard
Identify three cateogories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks.
A teacher provides alternatives for accessing information through two videos. Multimedia sources are provided to reach all students and encourge them actively engaged in learning. For example, first video mostly consists of graphics and subtitles that help struggling readers catch up the content.
Second video also provides guided practice with manipulatives to help students remember the rock formation proccesses. This video will increase the relevance and authenticity of instructional activities by using ingredients as manipulatives.
After watching video, students are asked to create a narrative story about how a rock is formed. Have students make a pair and choose one of the three rocks depending on their preference. A teacher provides presentational options to make information accessible to all students. Students will have options such as, writing, creating PPT, telling, creating podcast, or drawing pictures.
Work 1 Evaluation:
Use this rubric to evaluate a narrative story created in multiple ways (See attached file).
Learning goals:
'Big idea' is a general statement that can be made about what you have studied. Big ideas should describe facts as well as contatin explanations of why something happens. You are also responsible for providing at least three details that support it.
You will make a group of no more than 5 students, and a teacher will make the following assignements:
Group 1: Big ideas and supporting details related to how igneous rocks are formed.
Group 2: Big ideas and supporting details related to how sedimentary rocks are formed.
Group 3: Big ideas and supporting details related to how metamorphic rocks are formed.
Group 4: Types of rocks that fit in each of the three basic categories.
Your group should designate jobs for each individual. All individuals gather information, work on sections of the draft, and help with design tasks. Then, each student should have one of the following additional roles:
Fact checker: checks accuracy of all information for final product
Scribe: writes outline as group generates it, provides polished copy of final product (based on everyone's input and work)
Designer: does final art work, video, or PPT editing, or fine-tunes any presentation features
Presenter(s): students should designate sections of the product for different students to present
Timeliner: ensures that the group develops all phases of the work according to the timelines. *Checks in with everyone to see if they're on track to meet deadlines for each stage of work: outline of their product, draft, revised/edited copy, and final product according to the teacher's timelines.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Students will work in small groups to learn more in-depth knowledge about how three basic types of rocks are formed. Each group will describe (in writing, orally, and/or visually), at least three 'big ideas' related to their investigation. Explain that a 'big idea' is a general statement that can be made about what they have studied. Big ideas should describe facts as well as contain explanations of why something happens. In addition, for each big idea students generate, they are responsible for providing at least three details that support it.
Before beginning, explain to students that even though they will work in small groups, within their groups, there will be opportunities to work individually or with partners on key elements of the project, in order to ensure that everyone has choices for how to best accomplish their goals. Also let students know that they will be evaluated on the accuracy of the information they present, the quality of their presentations, and on how well they work together as a group.
Organize the class into heterogeneous, small groups of no more than 5 students, and make the assignments. Each group should designate jobs for each individual. All individuals gather information, work on sections of the draft, and help with design tasks. Then, each student should have one of the additional roles.
Step 1. Take a look at resources below.
Step 2. Come up with an idea to develop your group product. Your science textbooks are another resource. You will also need to seek additional resources for your study as needed.
Step 3. Discuss the features of each resource within your group, and preview one or two of the websites.
Reading material:
Multimedia resource:
Video resource:
ADDITIONAL ONLINE RESOURCES
Provide an overview of resources.
Provide multiple examples, show the range of examples, provide examples and counter-examples. Having a variety of resources on hand enables students to learn about rocks and their properties with the use of many examples and nonexmples to compare them to.
Have students discuss thier features, preview one or two of the websites.
Provide adjustable levels of challenge: (e.g., range of materials at different reading difficulties).
Each group can choose from among the following options as ways to present your Big ideas and supporting details. All projects will be presented to the class. You are also encouraged to develop your own product ideas.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
A teacher has each group choose an option as ways to present their Big ideas and supporting details.
Provide flexible opportunities for demonstrating skill, (e.g. written, oral, or visual presentation, explanations, word process).
By letting students choose how they will demonstrate their knowledge, students are more likely to become engaged and sustain their engagement throughout the project. All project will be presented to the class in multiple ways they choose.
Research Steps.
Follow these research steps within your group and make notes.
Step 1. Task Definition
Write your topic.__________________________________________________
Write four good questions about your topic that you will answer in your research. 1)_______________________________________________________________ 2)_______________________________________________________________ 3)_______________________________________________________________ 4)_______________________________________________________________
What kind of a research product will you complete?________________________
Step 2. Ways of Finding Information
What are my best sources of information?______________________________________________________
Step 3. Location and Access
Where are the sources I need? ______________________________________
How do I find the information in each source? __________________________
Step 4. Use of Information
Read, listen, or view information from sources. Choose necessary information and take notes.
Step 5. Synthesis
Organize all necessary information about your topic. Create a product that shows what you learned.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
1. Guided Practice
Have small groups get together and begin planning their research project following research steps. Once they are in their small groups, share the research steps in order to facilitate students' planning and implementation.
Research steps:
Help students work break their projects into smaller parts.
Rotate among the groups in order to determine whether they are developing a solid plan for their projects. Ask questions as needed in order to facilitate their planning.
2. Independent Practice
Students (each group) will spend the remainder of the class time today, the next two class periods, and out-of-class time studying their resources, collecting and organizing the information they learn, and generating their products.
Step 1. Completing KW
You will complete the last colum of the KWL chart. Reflect on what you learned about the properties of rocks and how they're formed, while doing your group research project.
Step 2.
Your group will evaluate yourself as a team depending on your contribution to your learning and group project.
Use this rubric below.
Step 3. Peer evaluation
You will evaluate your group members effort and contribution using peer evaluation form below.
A teacher has students complete the last L (What I learned) of the KWL chart. This chart serves as knowledge survey in this module to measure their learning/understanding.
Have each group complete group self-evaluation form.
Have each student complete group peer evaluation form for each member in their group.
Evaluate each student using collaborative learning rubric below.
