Universal Design for Learning Applied to a Level Three Human Evolution Lesson

The following is a digital text version of the presentation “Universal Design for Learning Applied to a Level Three Human Evolution Lesson”

Slide 1

Overview of this presentation

This presentation shows Universal Design for Learning (UDL) applied to the topic of Human Evolution. The lessons discussed in this presentation are designed to fit the NCEA level 3 Biology syllabus.

Goal of the Human Evolution lessons:

Students research and produce a presentation about a specific species of early human. Students will present their findings to their classmates.

Students select a species of early human from a list that is supplied to them. Students can choose to work alone or in pairs.

The following slides show how the principles of UDL could be incorporated into lessons on this topic.

Slide 2

Slide 3

2.1 Clarify vocabulary and symbols

• Vocabulary list for bones of the skull and skeleton

• Labelled diagram of skull and skeleton (see skull diagram below).

• Diagram of skull and skeleton with words blanked (so students can test their knowledge)

• Website for students to refer to: https://www.pathwayz.org/Tree/Plain/APE+VS.+HOMININ+SKULLS

2.5 Illustrate through multiple media

• Text (vocabulary list). This could also be supplied in digital form, allowing the font to be changed, increased in size or highlighted etc. Also, a text to speech program can be used with digital text.

• Diagrams (labelled skull and skeleton diagrams)

• Website with text, images and videos

Slide 4

3.1 Activate or supply background knowledge:

Knowledge of the differences and similarities between humans and apes will help students construct their presentations. This materials has been covered prior to this lesson. For a reminder, students can refer to any of the following:

Their previous notes The text book The following website: http://www.nobraintoosmall.co.nz/students/biology/NCEA_Level3/pdfs/

bio_91606_humanevo_notes.pdf#zoom=100

3.2 Highlight patterns, critical features, big ideas and relationships

Early humans show a graduation between the form of apes and modern humans. Understanding this will allow students to see that their chosen species exists in a continuum of other species.

Slide 5

5.1 Use multiple media for communication

Options for student presentations:

• Poster,

• Talk,

• Powerpoint/Prezi or other presentation program

• Documentary-role play

• Video

• Any other format students would like to suggest

5.2 Use multiple tools for construction and composition

• i-pads, internet, play dough, pen and paper

Slide 6

7.1 Optimise individual choice and autonomy

Choice:

Students work in pairs or alone,

Students choose which species they will research,

Students choose the resources they will use to gather information

Students choose the style of their presentations.

7.2 Optimise relevance, value and authenticity

Discuss the recent discovery of Homo nadeli fossils

Emphasise the excitement this has caused in the scientific community and the impact it has had on our understanding of human evolution.

Slide 7

8.3 Foster collaboration and community

Some students work in pairs. This allows collaboration and encourages healthy peer relationships to develop.

During the presentations, students ask questions and give feedback

Slide 8

9.1 Promote expectations and beliefs that optimize motivation

Note-taking grid for student presentations (see below). This grid was designed for students to note key points while listening to the presentations of their classmates. The students were given an overview of the note grid before they began their research. This conveyed an expectation that their presentation

would be thorough and contain all the necessary information for their classmates to complete the note grid.

Ar. ramidus Presented by:

A. afarensisPresented by:

A. africanusPresented by:

P. robustusPresented by:

H. ergasterPresented by:

H. habilisPresented by:

H. erectusPresented by:

H. heidelbergensisPresented by:

H. neanderthalensisPresented by:

Brain size

Posture/ locomotionRelative size of skull featuresHeight

Habitat

Time period

Types of tools

Social structures

Dwellings

Uses of fire (if any)