Universal Design for Learning

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by kpaig
Last updated 4 years ago

Discipline:
Resources & Tools
Subject:
Lesson Planning
Grade:
5

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Universal Design for Learning

Universal Design for Learning: Tiny House Lesson Plan

About the Lesson

Recorded Poem

UDL Video

Measurement and DataSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

CCSS

Task

The task: Generate a blueprint for a tiny home that will fit on a 750 square feet plot of land that is 30 feet long. The home must be no larger than 400 square feet

Click to find out more about the universal design for learning.

The lesson is part of a mini-unit for math that explores area and perimeter. Students are asked to use their knowledge of area and perimeter to develop a blueprint for an eco-friendly "tiny home." The home must be unique and contain all the necessary essential requirements that a home should have such as a sleeping, cooking, and bathroom areas. Students must stay within the square footage limits of 400 square feet for the house and 750 square feet for a lot that is 30 feet long. Students should fully utilize both outdoor and indoor space.

Lesson Plan

Anticipatory Set:Students will watch the CBS video “Inside the Tiny House” Introduce and Model New Knowledge: The teacher introduce the task and will model using web based tools to research and decide what elements need to be included in the tiny house plan. The teacher will remind students that area includes the heated square feet. Porches and patios are not included in this figure. In order for people to walk around the outside of the house, each side of the tiny home must be at least two feet away from the perimeter of the land.Provide Guided Practice:The teacher will lead a discuss with students that asks them to think about the following questions:•What will you need to determine first?•What tools will you use to create your blueprint? (e.g., graph paper, ruler, calculator, Microsoft Word)•Many tiny homes have lofts, rooms that have multi-purposes, outside cooking spaces, gardens, composting areas, and patios. What unique features will your home have?•What tools or resources will you use to make sure that furniture and appliances will fit in your tiny home? (e.g., the internet or catalogs to determine dimensions of furniture and appliances)Provide Independent Practice: Students will read and research the movement. Students will view pictures of tiny houses and compare the relative sizes at http://www.houselogic.com/photos/home-thoughts/tiny-houses-pictures/slide/89-square-feet/#89-square-feet. Finally, students will view actual floor plans of a variety of tiny houses at http://tinyhousetalk.com/category/floor-plans/.Wrap-UpConduct a whole group discussion about the strategies and mathematics used to complete the task. Discuss any difficulties that students may have encountered and strategies for rectifying these issues.

Resources

Formative/Ongoing Assessment:Teacher will monitor student note taking and brainstorming as they work individually, in partners, or in small groups at their choice of research stations. Summative/End Of Lesson Assessment: Final assessment will be at the end of the unit when students present their tiny house in either a drawn blueprint, 3D model, or floorplanner.com blueprint/virtual 3D model.

•Inside the Tiny HouseDee William's video about her tiny house and building a tiny house.Micro Houses: Which One Would You Live In?Visually allows the user to select different square footage houses to compare sizes and amenities.•Tiny House TalkStudents can click on a house and see pictures of the inside and the actual blueprint for the house.•What Is The Tiny House Movement?Informational hyperlinked text on the tiny house movement that includes text features such as charts and infographs.

Assessment

This lesson is adapted for children with other health impairments and/or emotional disturbance because it provides choice and a variety of instructional methods that are self-guided with the teacher acting as facilitator to help struggling students in an average classroom.


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