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Teachers utalize competition and comprehension by having students work together in study teams to review key content. Then they participate in a tournament style review session.

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Students are given cards with organisms on them. With a group, they determine whether they are living or nonliving. Then, as a class, the teams compete in a classroom review game for the unit test.

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Smartboard Game/Website/ Group Discussions

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Multiple Means of Action & Expression
The way the students access and express the information is varied by test questions and competition.

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This is a four phase process utalized for maximizing skill aquisition: modeling, directed practice, guided practice, independent practice. This is led by the instructor.

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The teacher models how to balance a chemical equation on the front board. Then the class and teacher both work through a problem together. The teacher then does #1 on the worksheet with the students, as one student comes to the board and completes the problem. The class then works on a chemical balancing sheet independently at their desk.

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Presentation/ White Board

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Multiple Means of Representation
The students receive information visually and auditory.

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Students hone the critical skill of decision making by providing students with opportunities to become personally involved in the lesson. They example a problem then make and justify their decisions.

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Students are given a moral dilemma such as "Is artificial intelligence beneficial or harmful to society as a whole"? The class would go to different sections of the classroom based on if they think it is beneficial or harmful. The group would discuss their feelings. The students go back to their desks to personally justify their stance.

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Polls/Discussion/Research

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Multiple Means of Engagement
Students are offered choice in their lesson to foster engagement.

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Students utilize their ability to compare to make connections to new material. Students describe each item separately, identify similarities and differences in a graphic organizer, discuss conclusions and synthesize learning by completing a task.

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Students identify plant and animal cells. They fill out a graphic organizer comparing and contrasting the characteristics of both. The class discusses and then they view cell samples under a microscope to determine whether they are plant or animal cells.

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Graphic Organizer/Venn Diagram

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Multiple Means of Engagement
Students identify characteristics, compare/constrast, then apply their knowledge in multiple settings

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The teacher delivers an interactive lecture where the learner is an active participant. Teachers incorperate visual, auditory, physical and emotional aspects into the lesson. Students define the main ideas in their own words.

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The teacher begins a lecture on what it means to be living and non-living. The students brainstorm what makes them living in their journals. The students fill out a graphic organizer along with the teacher of the characteristics of life. Then they reflect on the lesson with the question of "Is a Robot living or non-living?". The groups discuss.

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Graphic Organizers/ Group Discussions

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Multiple Means of Representation
The information is delivered in a variety of ways.

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Students support one another to reach a mutual learning goal. The partners play coach and player. As the player, they try to answer problems and complete activities. As the coach, they provide hints, feedback and encouragement. This improves learners' engagement and retention.

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Pairs of students work together to complete a worksheet on cell theory. The "player" answers the questions while the "coach" provides feedback and questions. Then the roles switch.

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Students engage in comparative thinking, looking for similarities and differences. students examine, group data, label groups, find alternative groups, make generalizations and make preditions.

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Students are given a list of words associated with scientists. They are put into groups and are tasked with looking for terms to put into groups. From those groups, the students make hypothesis about how scientists work. Students collect information that supports or refutes their claim. These terms are use throughout the year to make predictions.

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Utalizes analogical problem solving and stimulates curiosity by finding patterns between new and prior knowledge. The students identify the prupose, review the source, extract the similar structures, summarize their findings and present the new material.

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Students aregiven examples of travel brochures to determine the characteristics of a good travel brochure. They focus on what ison the cover, how language is utilized to get to the point quickly and how pictures enhance the brochure. Once the structure of a good travel brochure are determined, the students create their own.

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The teacher begins the lesson with a provacative question or riddle. The teacher provides clues to help them solve the mystery. This motivates the students and arouses their curiosity.

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Utilizes differentiated learning to develop self-directed learning skills among a diverse set of learners. Students analyze a variety of tasks, select the task that is most appropriate for them, and complete the task. Students are encouraged to chart goals and improvements.

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Students are given a list of tasks related to chemical equations. They analyze the list and determine where their skill and comfort level lie with the content. They work on a range from simple to complicated equations. The students reflect on their choices and work for the day.

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Worksheets/ Online learning modules/ Presentations

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Multiple Means of Engagement
Students have autonomy and choice based on their comfort level with the material.

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Students are given a story about a mysterious "thing" that has landed on Earth. They must use the clues and their prior knowledge to determine if that "thing" is living or non-living and if it is composed of plant or animal cells. The class then reflects on the process and the solving of the mystery.

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Graphic Organizers

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Drag and Drop/ Graphic Organizers

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Worksheets/ Paired Discussions

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Discussion/ Presentation/ Documents

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Multiple Means of Engagement/Representation
Students were motivated and encouraged. Prior knowledge was applied in different ways.

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Multiple Means of Representation
The students are examining patterns and critical features.

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Multiple Means of Engagement
Students develop self assessment and reflection of their work. They have autonomy.

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Multiple Means of Engagement
The students are stimulated and motivated by the presentation of the material and the curiosity it takes to solve the mystery.