UDL


 * CAST's UDL LESSON BUILDER**

**LESSON OVERVIEW** The students will be able to recognize the three states of water, as well as identify properties of each state. || //(5) Matter and Energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:// //(B) Identify the boiling and freezing/melting points of water on the Celsius scale.//
 * Title: || States of Water ||
 * Author: || Cherie Stanley ||
 * Subject: || Science ||
 * Grade Level: || 5 ||
 * Duration: || 5 days ||
 * Subject Area: || Physical Science ||
 * Unit Description: || The students will explore the states of water.
 * Lesson Description: || The students will be discovering the three states of water through various explorations. They will be using a variety to tools and technology to gather the information they need to master the TEKS. ||
 * State Standards: || //TEKS//

//NETS//

//1.Creativity and Innovation//

//Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.// //a. Apply existing knowledge to generate new ideas, products, or processes// //b. Create original works as a means of personal or group expression//

//2. Communication and Collaboration//

//Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.// //a. Contribute to project teams to produce original works or solve problems//

//3. Research and Information Fluency//

//Students apply digital tools to gather, evaluate, and use information.// //a. Plan strategies to guide inquiry// //b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media// //c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks// //d. Process data and report results'//

//4. Critical Thinking, Problem Solving, and Decision Making//

//Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.// //a. Identify and define authentic problems and significant questions for investigation// //b. Plan and manage activities to develop a solution or complete a project//

//5. Digital Citizenship//

//Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.// //a. Advocate and practice safe, legal, and responsible use of information and technology// //b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity// || 

**GOALS**
 * Unit Goals: || The students will be able to identify the three states of water by exploring the melting and freezing points of water on the celsius scale. ||
 * Lesson Goals: || The students will be actively engaged throughout the lesson. They will work collaboratively and gain new knowledge as outlined in the TEKS. ||

**METHODS** The students will take a pre-assessment to assess prior knowledge of the subject.
 * Anticipatory Set: || Day 1

The students will be separated into groups to do activity involving melting ice cubes. Each group will have ice cubes, salt, a cup, and a string. They will place the salt on the ice cubes and lay the string on the top. The students will be observing the ice as a solid then a liquid. The activity will be made into a podcast for the blind student. They will take note of temperatures as the solid changes. (strategic network)

The students will then melt the water on a burner after being reminded of safe lab practices. They will take note of the temperatures as the liquid changes. The activity will be made into a podcast for the blind student. (strategic network)

A YOUTUBE video will be viewed demonstrating the process from a solid to liquid to gas. Closed captioning will be used for the deaf student. (recognition network)

Students will learn a rap song that will help them remember the states of water. (recognition network)

Day 2 Students will practice the rap song from the YOUTUBE video on the states of water. (recognition network)

Day 3 Students will practice the rap song from the YOUTUBE video on the states of water and move along with the video. (recognition network)

Day 4 Students will practice the rap song form the YOUTUBE video on the states of water and move along with the video. (recognition)

Day 5 Students will practice the rap song from the YOUTUBE video on the states of water and move along with the video. (recognition) || The students will be shown an e-Book on the states of water and discuss the various concepts throughout. The text to speech software will be utilized. (Recognition Network)
 * Introduce and Model New Knowledge: || Day 2

The students will interact with a SMART board lesson exploring the states of water. Every slide will have spoken text to accommodate the VI students in the class. Everything on the smart Board will be made into a podcast for the blind students. (strategic network) || The students will begin working on a group project. They will be asked to create a web 2.0 or software related project to demonstrate what they have learned about the states of water. They can choose any form they wish as long as their group all agrees. The teacher will assist as needed. The appropriate information to be used on the slide will be encouraged and discussed. (affective Network)
 * Provide Guided Practice: || Day 3 and day 4

The students will sing and move to the rap song. (recognition Network) || The students will continue working on their digital products. (Affective Network) They will share with the class when they are finished. (Affective network, Strategic Network)
 * Provide Independent Practice: || Day 5

The students will take an assessment to assess their knowledge about the states of water. (Strategic Network) ||

**ASSESSMENT** Assessment: || teacher observations, quiz ||
 * Formative/Ongoing
 * Summative/End of Lesson Assessment: || End of unit assessment. ||

**MATERIALS** Closed Captioning Software || Podcasting software || e-book || YOUTUBE Video - __ [|Click to preview] __ ||
 * Computer ||
 * __ [|Smart Board and Smart Notebook Software - Click to Preview] __ ||
 * Rap song (YOUTUBE)- __ [|Click to Preview] __ ||
 * Science Lab materials (water, string, salt, ice cubes, glass beaker, plastic beaker, safety goggles, ice trays, hot plate, oven pads, celsius thermometer) ||