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We just did a fun science experiment on the three states of matter: solids, liquids, and gasses. Now use book creator to find examples of these in our classroom. Use the speech to text function to help you with tracking your ideas and thinking. You can also record a video of yourself!

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Using adaptive instruments, students will create their own songs on the app Garage Band. They can work together with other peers and use the read aloud feature on the I-pad "Speak Screen" to guide them through the directions on how to create music and on garage band. The music can be related to what students learned in science: the three states of matter.

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VR Field Trips to Coral Reefs and Oceans

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VR Field Trips to Coral Reefs and Oceans

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Let's visit a coral reef to learn about different fossils and how long they've been there! Students will use close caption or the audio feature to have the field trip read to them or so that they can read the field trip. We will use VR Googles to make the experience more interactive and hands on!

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Students will create a stop motion animation to represent the molecules in matter. Students can use the ipad for this and text to speech softwares to help with the script. They can use large print keyboards if needed.

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Description:

In this lesson, students are tasked with finding 3 different objects, whether within the classroom or even bringing objects from home. Before dropping them in the provided tub of water, students will predict whether their object will sink or float. Students will record their hypothesis, results, and draw conclusions on a provided organizer.

How to Make Sink or Float Inclusive?

For students who have trouble with writing or articulating themselves in longer, more dense writing prompts, the assignment can be adapted to a digital model and students can take pictures or even a video of their item sinking or floating. If teachers would still like to incorporate some writing, students can post their image/video and a brief sentence with a description.

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Description:

In this activity, students will share a song, rhythm, or instrument that best represents their culture or background. Students have a choice to record this themselves, or find examples online via YouTube or other platforms. To expand on this activity, students could give an explanation why they chose that song and the importance to them. Or, students can create a rendition of the song.

How to Make Music Expressions Inclusive?

This activity encourages students of all backgrounds and cultures to express their cultural backgrounds through music. The rhythm and lyrics of music often provides significant insight into language and cultural traditions. This unique lesson introduces students to different cultures, ethnicities, and traditions.

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Multicultural Self Portrait - Gabrielle Pirrung

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Multicultural Self Portrait - Gabrielle Pirrung

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Description:

For this K-12 activity, students are tasked with creating a self portrait, either a physical or digital portrait could work. In this self portrait, students are asked to include words, symbols, colors, and pictures that represent their interests, language(s), culture, and hobbies. This particular project encourages students to express themselves and the important characteristics that define who they are.

How to Make Self Portraits Inclusive?

Giving students the choice of making this portrait digitally or physically, allows students to use applications to help assist them in completing the assignment. Some examples could be Google Slides, Canva, Book Creator, Flip Grid. audio recorder, etc. Furthermore, because this particular assignment relies on visuals and eliminates the need for ELL students to use writing or complex ideas.

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Description:

Students are tasked with interviewing a family member or staff member of their choosing about an important life event, historical event they lived through, or migration story. Students are to come up with 15-20 questions (more or less depending on grade and level) and record the response during the interview.

How to Make Oral Interviews Inclusive?

There are a variety of ways this assignment can be adapted to be inclusive to all students. If a student and family speak a different language, the interview can be conducted in their native language and then translated. This activity highlights diversity and real world context among their peers and their families (or staff members). Students can then take this assignment a step further and create a project, whether a poster or use digital tools and resources to create a Google Slides, Canva, Booklet, WeVideo, etc.

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Students will use Canva. Speech-to-text software allows them to narrate their artistic ideas.

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Virtual Lab Simulations with Screen Readers & Closed Captioning

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Virtual Lab Simulations with Screen Readers & Closed Captioning

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Using platforms such as Gizmos, students can conduct virtual experiments. Built-in screen readers and closed captioning support students with visual and hearing impairments, ensuring equitable access to lab experiences.

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Music Composition with Adaptive Instruments & Apps

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Music Composition with Adaptive Instruments & Apps

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Students compose music using an app such as Garageband, which allow for adaptive input methods (touchscreens, eye-tracking, or MIDI controllers for students with mobility challenges.) They can also use speech to text to write lyrics or musical reflections.

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 Interactive Timelines with Speech & Audio Support

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 Interactive Timelines with Speech & Audio Support

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Students create interactive historical timelines using tools like Sutori or Google Slides. Those with reading difficulties can use text-to-speech to access information, while students with writing challenges can use speech-to-text to add content. Embedded videos and audio descriptions make the timeline accessible to all learners.

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Students will create digital artwork using Adobe Creative Cloud, specifically leveraging Adobe Illustrator for vector graphics and Adobe Photoshop for photo editing. These tools feature accessibility options such as customizable keyboard shortcuts and screen reader compatibility to support diverse abilities. Students will experiment with drawing, coloring, and layering techniques to develop their unique artistic pieces. Once completed, they will curate a virtual gallery using Adobe Portfolio to showcase their finished artwork, allowing classmates to provide feedback and engage in discussions about their inspirations.

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Students will engage in a virtual lab simulation using the Prisms VR curriculum, which provides an immersive experience for learning scientific concepts. The platform allows students to explore various environments and conduct experiments in a fully interactive 3D space, with built-in accessibility features for diverse learners, such as adjustable text sizes, language, and audio descriptions. Working in pairs, students will investigate specific scientific phenomena, collect data within the virtual settings, and collaboratively analyze results. Their findings will be presented using Google Slides, incorporating visuals and voiceovers to effectively communicate their understanding of the concepts explored.

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Using the music composition software Soundtrap, students will collaborate to create their own original compositions online. The platform supports various input methods, including virtual instruments and MIDI controllers that cater to diverse abilities. Students will explore different musical elements such as rhythm, melody, and harmony while working together on their projects. The final compositions will be shared in a concert format, fostering community and teamwork through their collaborative performances.

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Students will research and create a digital timeline using Padlet, which allows them to easily incorporate images, videos, and text. By utilizing Read&Write for Google Chrome, students can access text-to-speech features and highlight key information, ensuring they effectively gather and present significant historical events related to a particular civilization. The completed timelines will be shared on Padlet, facilitating class discussions and encouraging reflection on the diversity and impact of historical events.

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Virtual Gallery with Audio Descriptions - Mike Abbondondolo

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Virtual Gallery with Audio Descriptions - Mike Abbondondolo

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In this activity, 5th grade students will create a digital artwork using Google Drawings or Tayasui Sketches, focused on expressing a personal memory, favorite place, or an emotional specific theme. After finishing their piece, students will record an audio description using Flip or Vocaroo, explaining their choices in color, shape, and emotion. These digital creations and audio clips will be displayed together in a shared Google Slides gallery or Padlet. The teacher can model how to describe art in words and provide sentence stems like “My artwork shows…” or “I used ___ because…”. This activity allows students to explore artistic expression while strengthening oral language skills and confidence.

This lesson supports UDL (Universal Design for Learning) by offering multiple means of representation and expression. Students with physical, language, or visual needs can use styluses, voice typing, or screen-reading tools. Audio narration helps students who struggle with writing while giving all learners a chance to reflect creatively. This task empowers all students, regardless of their learning profile, to engage meaningfully in the art process. I can personally relate to this because while I am a creative person, I am horrible at physical drawing.

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Food Web Virtual Lab Notebook - Mike Abbondondolo

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Food Web Virtual Lab Notebook - Mike Abbondondolo

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In this food web exploration, 5th grade students will investigate producers, consumers, and decomposers in a chosen ecosystem (forest, ocean, or desert). Using Book Creator, students will build a virtual lab notebook where they add labeled diagrams, short videos, voice notes, and written explanations to show how energy flows through the system. Students who need extra support can use speech-to-text tools, visual vocabulary aids, and simplified icons to represent organisms. The class will model how to link ideas like predator/prey and energy sources, helping all students build a scientific understanding at their level.

This activity provides multiple entry points for diverse learners, especially those who benefit from visual and auditory supports. Using tools like Book Creator allows students to combine photos, drawings, text, and audio, which supports all learners with reading, writing, or processing challenges. The flexibility of the lesson format, along with the proper scaffolding content for certain learners, ensures that students can demonstrate their understanding in a way that best suits their strengths.

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Compose with Chrome Music Lab & Mood Reflection - Mike Abbondondolo

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Compose with Chrome Music Lab & Mood Reflection - Mike Abbondondolo

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In this lesson, 5th graders will explore music and emotion by composing a short song in Chrome Music Lab’s Song Maker that represents a chosen mood, such as joy, excitement, sad or calm. After composing, students will reflect on their musical choices by recording a voice explanation or using speech-to-text tools to describe how their song connects to the emotion. Teachers can introduce mood in music through listening activities and offer sentence frames like “My song sounds happy because…” to support language development. The class can then create a shared playlist to explore how music expresses feelings in different ways. Lastly, we can display what the students did, and have the whole class write or draw the emotions that they feel when listening.

This activity uses accessible, click-based composition software, making it inclusive for students with motor or reading challenges. This supports UDL (Universal Design for Learning) by encouraging creative expression through multiple modalities: music, speech, and writing. Emotional reflection also supports social-emotional learning and gives students voice and agency, which are essential in inclusive learning environments. Peer feedback will further drive this as well.

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Interactive Timeline on the American Revolution - Mike Abbondondolo

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Interactive Timeline on the American Revolution - Mike Abbondondolo

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Students will work in pairs to create a digital timeline of key events in the American Revolution using Google Slides or Canva. Each timeline will include dates, images, short descriptions, and optional voice recordings to explain the significance of events like the Boston Tea Party or Declaration of Independence. Students will use online resources and can access translated content or immersive readers to support their research. To accommodate different needs, students can narrate instead of write, use visual symbols, or add hyperlinks to supporting materials. The teacher will provide a template to guide structure and offer vocabulary banks as a reference and guide to further support students on their projects.

This timeline project gives students choice in how they access and share historical knowledge. Tools like Read&Write, Immersive Reader, and translation extensions make the content accessible to ELLs and students with reading challenges. Allowing voice narration and image-based storytelling supports students with expressive language needs and empowers them to show understanding in diverse ways. The activity is designed with UDL (Universal Design for Learning) in mind, ensuring all students can participate meaningfully in historical thinking and communication. Not only will this help students in creating the projects, but will also help them when the students share their projects on Google Classroom or if time permits, in their class presentations.

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Digital Identity Collage- Emily Whitcomb 

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Digital Identity Collage- Emily Whitcomb 

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In art, students will create a “Digital Identity Collage” to represent who they are, including their background, family, hobbies, or favorite things. Using tools like Canva or Seesaw, students can drag and drop images, add text, or insert symbols that represent them. To support multilingual learners, they can use voice typing to describe their images, and translation tools to include labels or descriptions in both English and their home language. This activity supports UDL by providing multiple means of expression—students can communicate using visuals, spoken language, or written words depending on their comfort and strengths. The digital format also allows for accessibility features like zoom, color contrast, and text-to-speech.

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In science, during a unit on animal senses, students can work in small groups to research how specific animals rely on senses like sight, smell, or echolocation to survive. They can use accessible platforms such as PebbleGo or National Geographic Kids, which provide narrated text, visuals, and multilingual options, making content more accessible. Students record their findings in a Google Slides organizer, with sentence starters and images to guide them. This activity supports UDL by offering multiple means of engagement—students can choose the animal they find most interesting, and can present their learning through a digital slideshow, poster, or verbal summary recorded using tools like Book Creator. This flexibility gives all learners a voice and ensures ELLs have visual and language support.

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In music, students will create a “Journey Soundtrack” by selecting sound effects or music clips to represent the emotions or events of a fictional or historical journey (such as that of an explorer, immigrant, or storybook character). Using accessible tools like Chrome Music Lab or Soundtrap, students can build a simple musical progression. To explain their choices, they can use speech-to-text features or record an audio reflection using tools within Book Creator or a slide show with voice narration. This activity supports UDL by allowing multiple means of action and expression—students can convey ideas through music, images, and spoken or written language, based on their individual preferences and language abilities.

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Virtual Explorer Interview- Emily Whitcomb 

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Virtual Explorer Interview- Emily Whitcomb 

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In social studies, students will engage in a “Virtual Explorer Interview” project where they act out a mock interview with European explorers such as Henry Hudson or Jacques Cartier. Groups collaborate to write interview scripts using Google Docs, where students can access word prediction tools, translation support, and text-to-speech features to aid with reading and writing. They can then present their interviews using Adobe Express or record an audio version using Book Creator. UDL principles are addressed by providing multiple means of representation and expression—students access content through visuals, audio, and text, and demonstrate understanding through speaking, writing, or multimedia creation. This project also emphasizes collaboration, allowing students to contribute in ways that match their strengths.

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Students will be shown a video about a self sustaining ecosystem that survived on its own for several decades in a glass bottle. They will then be asked to create model of how this ecosystem survived without any human intervention.

-They will be given access to basic ecology vocabulary that we went over in class

-They will also have access to an online photosynthesis simulation which will help them learn about this really important process for plants.

-Lastly, they will be given white boards and dry erase markers to create their models. They will work in groups of 3 so that they have an opportunity for collaboration.

-After they complete their model, they will take a picture of it and upload it to a shared google drive folder so that everyone in the class can evaluate each other’s models using a rubric.

This will support learners of all kinds (ELLs included) in lots of different in ways. It is universally designed because it provides multiple ways for students to access their learning. It also utilizes technology that allows students to learn (the online simulation) but also collaborative technology (google drive).

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-Students will be broken into groups and each given a specific famous painting to analyze. Paintings will include: Starry Night, The Mona Lisa, Girl with a Pearl Earning, Cafe Terrace at Night

-Students will complete what is called a See, Think, Wonder. They will first write down what they see, followed by what they think is going on in the painting, and then what they wonder about it.

-Each group will share one See, Think, and Wonder that they came up with.

-They will then create a presentation in one of the following formats describing what they think the meaning of their painting is.

A) Create a podcast. You and your partners are art historians whose job is to describe the painting and what you think the meaning behind it is.

B) Write an article. You and your partners are art critics who are going to evaluate and rate the painting. What score will you give it out 100 and why? How well is the artist conveying a message to you when you look at this painting?

C) Create your own painting/drawing that is similar in style to the painting you were assigned. Why did you draw what you did and how does it connect to the meaning behind the painting?

D) Create your own poem or a song that describes the meaning behind the painting.

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Students will use Google’s Chrome music lab to learn about pitch!

-They will start by reading and answering some questions about sound waves. The reading will teach them that sound waves are longitudinal waves. It will also teach them about basic wave properties such as frequency, amplitude, compressions and rarefactions.

-They will then use an online piano to learn that pitch represents how high or low a note is. They will play the different keys on the piano to demonstrate high and low notes (different pitches).

-Predict: Students will predict what properties of sound waves changes in order for the pitch to change.

-Analyze: They will use chrome music lab to visual changes in pitch. They can click on the simulation that shows how air molecules vibrate at different frequencies for a given pitch. This will show them that pitch is controlled by frequency.

-Extension: Students will try to figure out which wave property controls how low or quiet (volume) a sound is.

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Students will be given a list of scientists to do a mini research project on. The goal of the presentation will be to answer the following question: What impact did the scientist have within their respective field/what was their contribution to the scientific community.

Students will have different options (choice of learning modes):

-Podcast

-Song

-Poster

-Slideshow/Canva Presentation

-Padlet

ENL students could use google translate to help transcribe what they are saying in their podcast into english.

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Digital Self Portraits -Nicolette Samardich

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Digital Self Portraits -Nicolette Samardich

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In this art activity, students will create digital self-portraits using a drawing app such as Tayasui Sketches or Doodle Buddy on tablets. This allows students to draw with either a stylus or their fingers, offering flexibility for different motor abilities. For students who need additional support, the app’s voice instructions or text to speech features can help guide them through the steps. This activity gives every student a chance to express themselves creatively while using accessible tools that support their individual needs.

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Explore Animal Habitats - Nicolette Samardich

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Explore Animal Habitats - Nicolette Samardich

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During science time, students will explore animal habitats through interactive digital books. These storybooks, which include audio narration and visuals, help students learn about where animals live and what they need to survive. For students with physical or reading challenges, switch-activated tools or eye gaze systems can be used to turn pages and listen to the story. This activity supports comprehension while ensuring all students can participate and enjoy learning about science content in a way that meets their needs.

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Virtual Instruments Exploration - Nicolette Samardich

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Virtual Instruments Exploration - Nicolette Samardich

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In this music activity, students will use a music app like Chrome Music Lab or GarageBand to explore and "play" virtual instruments. Students can tap the screen to make sounds, create rhythms, or explore how different instruments sound. Touchscreens and one switch inputs make it easier for students with fine motor challenges to participate. The use of visual cues and interactive sound encourages all learners to engage with music in a fun and accessible way, promoting creativity and auditory skills.

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For social studies, students will play a digital matching game where they pair pictures of community helpers (like firefighters or doctors) with their jobs. This game can be played on an interactive whiteboard or tablets, using drag and drop features or switch enabled devices for students who need adaptive access. The game includes visual and audio supports to help students who are developing reading skills. This activity helps build an understanding of important roles in the community while supporting different learning styles and needs.

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Students will design a digital collage centered on a cultural or environmental theme using tools like Canva or Pixlr. For example, students may create a digital collage to show the effects of Global Warming. To support diverse learners, touch screens or switch access can be provided for students with motor impairments, and visual supports can help students with communication challenges. Graphic organizers will guide students who struggle with planning, and speech-to-text tools can be used by students who have difficulty with written expression, allowing them to narrate or caption their artwork. - Julie Schultz

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Students will take a virtual field trip to explore ecosystems using tools like Google Earth or Discovery Education. They will record observations and present their findings. For example, students may explore the Amazon Rainforest in Google Earth, a student uses a voice recorder to note observations. Text-to-speech software helps students with reading difficulties, while voice recorders or speech-to-text tools allow for accessible note-taking. Navigation supports such as alternative input devices ensure all students can explore the virtual environments. Providing content in multiple formats (like video, text, and images)allows each student to engage in a way that suits their learning style. - Julie Schultz

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Students will create a musical self-portrait that expresses their personality or cultural background using digital music tools such as Soundtrap, Chrome Music Lab, etc. Students can compose original music, remix sounds, or create a playlist of songs that represent who they are. They may accompany their music with a short explanation through speech, writing, or recording of why they selected each sound. Students with motor impairments can use touchscreens or switch-accessible instruments, while those with speech or communication challenges can use voice output communication aids or symbol-based tools to explain their work. This activity fosters creativity, self-expression, and inclusion by allowing students to choose how they communicate and represent themselves musically. - Julie Schultz

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Students will explore a region, country, or historical civilization by creating an interactive digital map using tools like Google My Maps, ThingLink, etc. They will place markers on the map to highlight important locations and add text, images, audio, or video to explain the significance of each site. Students can research using text-to-speech tools and build content through speech-to-text, ensuring accessibility for students with reading or writing challenges. Learners with visual impairments can benefit from screen readers and alt-text for images, while others may record voice notes or link videos to their map points. This activity builds geographic literacy and historical context while allowing students to showcase their understanding in a variety of accessible and multimodal formats. - Julie Schultz

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The students will have ekphrastic poetry defined and modeled for them, using examples such as Vincent van Gogh's "Starry Night" painting in combination with Don McLeon's song "Vincent (Starry, Starry Night)" and the painting I Saw the Figure 5 in Gold by Charles Demuth in combination with the poem "The Great Figure" by William Carlos Williams. After doing so, the students will be presented with a painting and asked to create their own poem inspired by it. They will be prompted with:

When trying to understand a painting, consider the following:

What imagery do I observe in this painting?

Who is the character(s)?

What is the character thinking/feeling?

What conflict do I see here?

What is the mood of this painting?

What perspective(s) is presented in this painting?

What is the theme of this painting?

To help assist students, technology such as speech-to-text will help with those that have difficulties with written expression. Students can use FlipGrid to present their poems and responses to the class and allow for constructive feedback.

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When teaching students about astronomy, utilize the ebook "Reach for the Stars". It helps astronomy "come alive" and has built in accessibility features, especially for those with visual impairments.

Students can be assigned a particular planet to research, then have choice in presentation model, depending upon their comfort and abilities (i.e. slideshow presentation, FlipGrid presentation, use of voice-to-text to write a report, etc).

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Reach for the Stars: Touch, Look, Listen, Learn is a FREE iBook available for the iPad available for download from iTunes. Designed for students in grades 4- 8, this interactive iBook brings astronomy and STEM to life for all learners, including those with visual impairments.

This interactive iBook includes interviews with scientists, information about how the universe began, and information about the latest scientific advances in astronomy.
Accessibility features include:

Voice-over screen reader on iPad compatibility

Refreshable Braille display compatibility

Sonification of data visualizations

Captioning

Printable 3-D models of Hubble Space Telescope and James Webb Space Telescope

This amazing iBook was created by Ada Lopez, Ed Summers, and Elena Sabbi. Content is mapped to state science standards.
https://itunes.apple.com/us/book/reach-for-stars-touch-look/id763516126?mt=11%3F

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Reach for the Stars iBook - Paths to Literacy

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Paths to Literacy Reach for the Stars iBook. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Students will work to create a slideshow presentation centered major life events and the music that would accompany that "scene" in their lives. They will need to choose songs that connect to each major life event and explain what that connection is. They will present in slideshow form, utilizing speech-to-text if needed. Students can also include video responses embedded into their slideshows to present the explanations.

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Role Playing & Hands Ons Learning - Jen Greco

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Role Playing & Hands Ons Learning - Jen Greco

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When teaching about a particular culture, geographical area, etc, hands on learning would help to reach all students. Dressing in cultural attire, touching relevant objects/tools, listening to cultural music, sampling foods, 3D maps, etc. The students can go around to stations within the lesson to take notes (either on paper, on a graphic organizer, and/or verbally for those in need of voice-to-text/auditory notes).

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Activity:  Digital Collage Creation

Tool: Google Drawings, Canva for Education, or Tux Paint

How it’s inclusive:

Students create collages using digital images, shapes, and drawing tools.

Those with fine motor challenges can use drag-and-drop features instead of cutting with scissors.

ELLs and non-verbal students can express themselves visually without relying on language.

Students can upload their own photos or choose from a safe image library, allowing for cultural representation and personal interests.

Screen readers and adjustable color contrast support students with visual impairments.

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Activity:  Virtual Instrument Exploration & Composition

Tool:  Chrome Music Lab, Incredibox, or MusicplayOnline

How it’s inclusive:

Students experiment with creating music using virtual instruments—no need for physical instruments or prior musical training.

Activities can be completed with clicks, taps, or adaptive devices for students with mobility needs.

Visual representations of sound (like color-coded notes) support visual learners and students with reading difficulties.

Students can record and share their compositions, allowing for peer feedback and celebrating diverse musical styles.

ELLs and students with speech/language challenges can participate fully through music creation rather than verbal expression.

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Activity:  Collaborative Digital Science Journals

Tool:   Google Docs, Padlet

How it’s inclusive:

Students document experiments with photos, videos, drawings, or typed/written notes.

Group work allows students to contribute in different ways (drawing, explaining, recording).

Voice and video options help non-writers and ELLs express understanding.

Teachers can provide templates and sentence starters for students needing extra support.

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Activity:  Virtual Field Trips & Interactive Maps

Tool: Google Earth, Nearpod VR, or National Geographic Kids

How it’s inclusive:

Students “visit” places around the world, supporting those who learn best visually or experientially.

Activities can include drawing, writing, or recording reflections.

Closed captioning and audio narration support various learning needs.

Students can choose which locations or topics interest them most, fostering engagement.

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Students will investigate the life cycle of a butterfly by observing videos and creating a digital presentation. Students can use text-to-speech to access reading materials, speech-to-text to record observations, and closed captions to support understanding during videos.

Source: Image from Google Images

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Historical Event - Digital Timeline, Gladys Vera 

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Historical Event - Digital Timeline, Gladys Vera 

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Students will work in groups to create a digital timeline of an assigned historical event using Google Slides or Canva. Students who have difficulty with writing can use speech-to-text, while text-to-speech can help students read source materials independently.

Communication devices can support students who need alternative ways to participate in group discussions.

Source: Image from Google Images

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Students will create a digital self-portrait using a drawing app on a tablet/Chromebook. Students with fine motor challenges can use a stylus, adaptive mouse, or touch screen, while students with visual impairments can use screen magnification or high-contrast settings to complete their artwork.

Source: Image from Google Images

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Students will compose a simple rhythm using a music app such as Chrome Music Lab or GarageBand.

Students with physical disabilities can use adaptive switches or touch-screen devices, while visual supports and audio cues help students follow patterns and participate in creating music.

Source: Image from Google Images

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Students can engage in hands-on activities to investigate their five senses. They can observe and discuss what they notice in different stations. Audio descriptions and text-to-speech options are great ways to provide students with the opportunity to participate by having things read aloud to them. Tactile adaptations are another way to simplify concepts through touch and sound together.

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Students can explore rhythms and beat using various instruments and sound makers. Students who need support with fine motor control or strength may use instruments with larger handles or instruments that require less fine motor control and strength such as egg shakers. Switch-activated musical instruments can help those students participate by producing sounds with minimal physical effort.

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Our Classroom Community Map- Dieisha Devore

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Our Classroom Community Map- Dieisha Devore

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Students will work together to create a map of their classroom. Modifications can include maps printed in large fonts or digital versions which can be magnified. Students can also record their observations using voice recording or speech-to-text, and then have those messages transcribed and used as labels for the map.

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Students can create a collaborative mural of their community. The mural can include their favorite places, things, people etc. This can be done via a paper canvas or a digital canvas. Foam grips or paintbrush extension handles may be useful for students who need help with fine motor skills. Students can also draw digitally using eye-tracking software such as Tux Paint or EyeDraw.

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Exploring Personal Identity and Values - Joyce Kong

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Exploring Personal Identity and Values - Joyce Kong

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Art - (Gr 7-12) Students choose (1) create an avatar or (2) design a t-shirt logo to represent their identity, values and culture. Students can use Canva or Adobe Express. Then submit a description of the design rationale, using pen and paper, typing or voice-typing on google docs, or submit an mp3 audio file using a built-in Voice Memos app or Quick Time Player. This activity cultivates awareness and appreciation of diverse student backgrounds, offers students design choices to represent their personal values and allows for multiple means of expression and communication.

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Stop Motion Animations of Scientific Processes - Joyce Kong

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Stop Motion Animations of Scientific Processes - Joyce Kong

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Using any props (students may find in the classroom or bring from home), markers, paper, an ipad camera and Google Slides or Canva, create a narrated stop motion video to illustrate a process. To record the narration, students can use the voice recording feature in Google slides or use the AI avatar voice feature in Canva. This activity can be adapted to learning objectives for different grades. For example, Grades 2-3: plant life cycle, and butterfly life cycle; Grades 7-9: Cell division (interphase and mitosis) or the biogeochemical cycles; Grades 9-12: Compare and contrast photosynthesis vs. cellular respiration.

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This video, “Deaf Music: Universal Design in the Classroom and Beyond” portrays one music teacher’s UDL classroom. Visuals such as drawing out music scales, writing the letters to represent notes on an interactive whiteboard and tactile strategies such as using a speaker connected to an ipad to amplify hepatic feedback are used. Examples of assistive technology are the interactive board and the speakers, which are computer output devices. Strategies employed in this lesson would likely be helpful for ELLs learning to read music sheets, to identify musical instruments or to understand about rhythm, percussion or to create thier own music.

https://vimeo.com/213156619

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Deaf Music: Universal Design in the Classroom and Beyond

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A digital exploration of music accessibility through the lens of Universal Design for Learning--showcasing different perspectives and work from deaf and hearing educators, musicians, performance artists, and public school students. 

Sponsored by the Vice President's Diversity and Community Initiatives Grant Fund at Teachers College, Columbia University--in conjunction with the Office of Access and Services for Individuals with Disabilities.

Transcript and description in comments.

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Reading and writing non-fiction texts - Joyce Kong

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Reading and writing non-fiction texts - Joyce Kong

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One assistive technology that can be used to build literacy skills in a history classroom is using the built in accessibility tools such as text to speech, using a larger font to limit the number of words on the screen, the translation feature, or enabling the keyboard to type in a different language. These features are found in Chromebooks, Apple, and Windows machines.  Additionally, the Read & Write Chrome extension can be installed, and it offers a text and picture dictionary tool, a translation tool, a screen magnifier, a screen mask tool, speech to text and voice typing features among others. Content shared as PDFs or weblinks can be made more accessible to all learners, including ELLs. One activity is to have students generate a vocabulary sheet using pictures and translations in their native language. As a check for understanding, students can then use google docs to prepare a summary of the reading by incorporating the terms in their vocabulary list. This activity should be used alongside a multimedia presentation so students have multiple means and opportunities to engage with the content.

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Hello From Around the World- G. Del Priore

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Hello From Around the World- G. Del Priore

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Students learn to say "hello" in several languages represented in the classroom. After practicing, they watch a short video of children around the world greeting one another. Students record themselves saying or signing "hello" in a language of their choice using a classroom tablet. Then, combine the recordings into a class "Greetings From Around the World" video.

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Students can use a drawing app to create a digital version of themselves. They record one sentence about what makes them unique ("I like soccer." or "My family speaks Spanish."). The portraits can be shared in a digital class gallery for families to view.

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Students explore pictures and short videos of community helpers using PebbleGo. Then, using tablets and PearDeck, they complete a simple digital matching activity by dragging tools to the correct helper. Students finish by taking a photo while acting as a community helper and ruse voice to text to record one way that helper helps the community.

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Students will be shown several objects and asked if they think they will sink or float. Before testing each object, students vote digitally using Polleverywhere.com, an interactive poll.

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Creating Digital Landscapes with Canva - Reghan Anderson

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Creating Digital Landscapes with Canva - Reghan Anderson

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In this project, students create a digital landscape using Canva. Students can use accessibility features such as voice typing, screen readers, alternative input devices, or touchscreen tools to design their artwork. Students can explain their creative choices through a written description, audio recording, or video presentation to allow different ways of demonstrating learning.

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National Geographic Research - Reghan Anderson

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National Geographic Research - Reghan Anderson

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Students will explore science topics through National Geographic Kids. Students can use built-in accessibility supports such as captions, text-to-speech tools, screen readers, or enlarged text to access information. Students then share their observations through a digital notebook or audio response on Google Slides.

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Students compose and share a short musical piece using Chrome Music Lab. This platform allows students to experiment with beats, rhythms, and melodies using different input methods. Students who may have difficulty with traditional instruments can use digital tools, keyboard controls, or alternative ways of creating and recording music.

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History Research Project - Reghan Anderson

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History Research Project - Reghan Anderson

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Students will research a historical event or figure using digital resources with accessibility supports such as audio versions of texts, captions, translation tools, or screen readers. Students create a final project using their preferred format, such as a digital poster, slideshow, video, or recorded presentation.

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Virtual Lab Investigation: Exploring Scientific Concepts- Natalie K

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Virtual Lab Investigation: Exploring Scientific Concepts- Natalie K

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Student Objective:
Students will successfully be able to observe and explain a scientific concept by completing a virtual lab and recording their observations using digital tools.

Activity:
Students will complete a virtual science lab using PhET Interactive Simulations. The simulation allows students to explore scientific concepts by changing variables and repeating experiments at their own pace. Students who need additional support can adjust settings, replay the activity, or use speech-to-text to record their observations. After completing the simulation, students will answer reflection questions in Google Docs and explain what they learned using evidence from the virtual lab.

Assistive/Adaptive Technology:
PhET Interactive Simulations, Google Docs

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Digital Identity: Creating a Self-Portrait with Canva- Natalie K

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Digital Identity: Creating a Self-Portrait with Canva- Natalie K

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Student Objective:
Students will successfully be able to create a digital self-portrait that represents their personality while using technology to express their creativity.

Activity:
Students will design a digital self-portrait using Canva. They can choose from templates, graphics, shapes, colors, and text to represent themselves. Students who struggle with drawing by hand can use Canva's design tools to create their artwork in a way that best fits their abilities. At the end of the lesson, students will write a short reflection explaining why they chose the images and colors they included in their design.

Assistive/Adaptive Technology:
Canva, touchscreen devices

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Compose and Create: Exploring Music Through Technology- Natalie K. 

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Compose and Create: Exploring Music Through Technology- Natalie K. 

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Student Objective:
Students will successfully be able to create a short musical composition while exploring rhythm, melody, and tempo through digital technology.

Activity:
Students will use Chrome Music Lab to experiment with rhythm, melody, and different musical patterns. The interactive platform allows students to listen to their work, make changes, and explore music at their own pace. Students can work independently or with a partner to create a short composition and then share it with the class. This activity provides multiple ways for students to participate while encouraging creativity and exploration.

Assistive/Adaptive Technology:
Chrome Music Lab, headphones

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History in Motion: Building an Interactive Timeline- Natalie K. 

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History in Motion: Building an Interactive Timeline- Natalie K. 

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Student Objective:
Students will successfully be able to summarize an important historical event by creating a digital timeline using text, images, and multimedia.

Activity:
Students will research an important historical event and create an interactive timeline using Canva or Google Slides. They will include important dates, images, short descriptions, and videos or voice recordings to explain each event. Students who benefit from additional support may use text-to-speech or speech-to-text tools while completing the project. This activity allows students to demonstrate their understanding in multiple ways while building research and digital literacy skills.

Assistive/Adaptive Technology:
Canva or Google Slides

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Digital Self-Portrait - Stephanie Sutter

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Digital Self-Portrait - Stephanie Sutter

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Students will create a digital self-portrait using Canva. Students add voice recordings to explain their art instead of only writing about it. This gives students who struggle with writing or fine motor skills another way to express their ideas while allowing everyone to be creative.

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Students will use Read&Write while they read informational texts about weather. The text-to-speech and picture dictionary will help students understand new vocabulary. Next, students will create a short presentation or recording to share what they learned. This gives ENL students and struggling readers extra support while still keeping expectations high.

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Students will utilize the program Chrome Music Lab. This program will allow students to experiment with rhythm and melody in a hands-on way. Since it relies mostly on visuals and sounds instead of reading texts, it's more accessible for many learners. Students can explore music concepts without feeling limited by reading ability.

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Students will use Google Earth to explore different communities around the world. They will then create a digital journal in Canva with pictures, maps, and recordings to explain what they learned. This is a great way to make social studies more engaging while giving students a variety of ways to demonstrate their understanding using assistive technology.

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With regards to art, I am a big fan of collaging. I like the way that it allows the creator to include a larger amount of images or texts to express themselves. For this assignment, I would ask the the students each create a digital collage that includes a combination of both images and text in order to express who they feel they are as a person. I would encourage students to include anything they felt would help a stranger get to know who they are. I would provide an example that highlights the things I would include; such as being a NYer, teacher, fan of history, music and art.

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I would ask students to create a digital presentation highlighting at least 3-5 songs that they feel are cornerstones of their musical journey so far in life. I would ask them to share what about the song they connected; sound, lyrics? Why does that song speak to you as an individual. I would also ask students to present these to the class and then have the class vote on which of the songs they would like to hear. This would hopefully motivate students to engage deeply in their presentations as well as the class to engage as an audience.

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Virtual field trips are something that provides greater access to places all around the world. Museums being one of the best examples of that. I would ask my students to take a virtual field trip to any museum of their choosing throughout the world. I would then ask them to either report or create a presentation highlighting the significance of three artifacts in the museum they choose. What makes them special? How do they add the story the museum is trying to tell overall or in the exhibit specifically. I would also ask them to explain if after the virtual field trip they felt the museum was worth visiting in person and why?

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Growing up I'm sure many of us can remember making a "shoebox" diorama for school. I would essentially ask students to do this digitally using a platform that they feel comfortable using. I would ask them to first research and then attempt to recreate the chosen habitat highlighting climate, weather, animal-life, connections to local communities. Teaching computer science the past few years, it is clear that our students have a better understanding of platforms such as Scratch and Code.org. I would encourage students to use one of those in order to make their project interactive, but would accept work form more formal platforms such as Canva or Google Slides.