Application of UDL guidelines in an astronomy lesson

Universal Design for Learning in junior astronomyFirst two lessons: preparationResearching planetary information, collation of relevant facts, extrapolation to required conditions for life

Third lesson: initial space suit design plans

Over the next week (in own time):Complete the spacesuit design and submit it for assessment.Student consults will be conducted throughout the subsequent lessons as required.

Follow the audio summary

Follow the audio summary on each slide for a 2 minute overview of how UDL principles are applied in a junior astronomy lesson.1Your mission:Lesson 1: research a planet in our solar system and collate useful information to assist with your spacesuit design

Lesson 2: Organise your planet information and relate it to the required conditions for life

Lesson 3: Start on the spacesuit design - link the features with the conditions on the planet and the requirements for survivalTo design a spacesuit that would protect you and help you to survive when visiting another planet in our solar system

Student slide 1

Work options: Groups of 3 or 4, pairs or individuallyResearch a planet in our solar system (not Earth)Digital animationsOnline videosweb sites (audio option for text, using headphones)Nasa data chartsText booksInformation sheets

Collate relevant information to assist with your spacesuit designData collation using chartBubble map to relate planet conditions to spacesuit design

Student slide 2

Resources (listed on board, Google classroom, hard copy)Digital sources of informationhttp://space-facts.com/planets

http://www.solarsystemscope.com

http://science.nationalgeographic.com/science/space/planets

https://solarsystem.nasa.gov/planets

http://io9.com/take-a-3d-animated-tour-of-our-solar-system-with-nasas-1457647966

http://nssdc.gsfc.nasa.gov/planetary/factsheet

https://www.youtube.com/watch?v=zR3Igc3Rhfg students are encouraged to research their own sources and demonstrate scientific judgmentWritten sources of informationOn Google classroom and in hard copy

Attached to the websiteStarter informationNasa data chart Organiser chart and bubble map

Students require devices, headphones, paper and pens to organise information

Focus questionshow long it takes the planet to rotate on its axis (length of a day)

how long it takes the planet to revolve around the Sun (length of a year)

3. the conditions on this planeta) What is the planet made of?b) What is the surface of the planet like?c) What is the temperature at the surface of the planet?d) What the atmosphere is made of?e) How strong is the gravity?

4. how many moons / rings the planet has

Student slide 3

Data charts can be viewed in hard copy or online for visual manipulation and links to vocabulary assistance.Starter information supports and directs students research. These can viewed digitally or in hard copy.

Text to audio is available on all text documents in digital version.

For example

Guiding info processing and visualisationinformation from the range of resources available is used to complete the table for the chosen planet.Earth is done as an example and modelled on the board

Highlighting critical features and big ideas

Graphic organiser (bubble map, modelled on board)VENUSTemp fluctuationatmosphere?Length of day/nightWill I need to keep my body warm/cool?How will I breathe?Strategy development and planning is supported

Managing information is facilitatedRelate necessary adaptions for survival to suit features

distance from Sun(km)diameter (km)

size(large, medium, small)revolution (days in a year)

rotation(hours in a day)

number of moons

main gases in atmosphere

an interesting fact

Mercury

Venus

Earth

149,600,00012,756365.2241N2, O2Conditions support life (temperature, light, air, water)

Mars

Jupiter

Saturn

Uranus

Neptune