# data[].attributes.body
What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

# data[].attributes.body
What is my driving question for student-centered STEM investigation and learning?

How will the students engage in the engineering design process?

How will I assess student learning (formative and summative)?

# data[].attributes.body
What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

What online resources could I add or adapt using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

Where can I make connections to other subject areas and find the resources to do so?

# data[].attributes.body
Am I prepared for my students?

Do I have all the knowledge that is required for this lesson?

What can go wrong in the lesson?

How can I prevent these moments from happening?

Are all my materials gathered?

Is my plan B ready?

# data[].attributes.body
What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

# data[].attributes.body
How will I use my resources to support my driving question and instructional delivery?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning and productive struggle in my lesson?

Where will students be leading the work?

# data[].attributes.body
I want students to measure, calculate, and compare slope in a real-world context. I want students to fully understand the concept of slope and the relationship to its numerical value.

# data[].attributes.body
Current Classroom TextBook

# data[].attributes.attachment_link.title
HMH Algebra 1: Exploration in Core Math: Common Core Student Workbook

# data[].attributes.attachment_link.description
HMH Algebra 1: Exploration in Core Math: Common Core Student Workbook [HOUGHTON MIFFLIN HARCOURT] on Amazon.com. *FREE* shipping on qualifying offers. HMH Algebra 1: Exploration in Core Math: Common Core Student Workbook

# data[].attributes.body
Walkability of different slopes

# data[].attributes.attachment_link.description
Roof Slope Table, Table of roof rise, run, slope, types, & walkability. A complete table of roof slope, rise/run, walkability, angle or slope expressed as grade, and classification of roofs as flat, low slope, and steep slope. Definition of low slope & steep slope roofs.

# data[].attributes.body
MA.912.F.1.3 Calculate and interpret the average rate of change of a real-world situation represented graphically, algebraically or in a table over a specified interval.

# data[].attributes.body
Article on wheelchair accessibility in NY schools

# data[].attributes.attachment_link.readable_text
Only 335 of 1,818 public schools in the city are fully equipped for students with disabilities - and one central Brooklyn district has no accessible schools at all, a new report shows.

The tally of public school buildings completed by nonprofit Advocates for Children shows that even a majority of schools in a special district created for students with severe disabilities is not fully accessible, lacking items such as wheelchair ramps and elevators to allow students get to class.

The result is that too many students with disabilities are shut out of city schools, Advocates for Children Special Education Policy Coordinator Maggie Moroff said Tuesday.

"It keeps kids from being able to attend the same schools as their peers," said Moroff. "The choices are so incredibly limited for students and parents with accessibility needs."

Roughly one-third of the city's schools are partially accessible to people with disabilities, according to the report.

This means that some areas of those buildings can be navigated by individuals who use wheelchairs or have sight or hearing impairments.

But even within the city's District 75 collection of 60 public schools for students with severe disabilities, only 11 primary school sites are 100% accessible now, according to the report that is based on city data.

Manhattan mom Yuvania Espino said that means that her daughter Mia, 9, who has cerebral palsy and a muscular disorder, was unable to move to a new classroom with her peers at the start of the school year in September.

Mia has to stay in her old classroom on the first floor - instead of moving into a third-floor room with her classmates at Public School 138 - because the District 75 school in Harlem doesn't have an elevator and Mia is unable to climb stairs.

"She's constantly asking where her friend is and I have to explain that he's moved to a different floor," Espino said. "She's been very sad about not being able to go to where he went."

The situation is particularly acute in school District 16 of Bedford-Stuyvesant, where no schools at all are fully accessible.

District 16 Community Education Council President NeQuan McLean said that city officials are working to bring one school building in the district up to code, but more action is needed.

"We need to make sure that our buildings have the ability to accommodate every family's needs," McLean said. "We are ready to work closely with the city to make sure that District 16 is brought up to par."

District 16 is the only one of the city 32 geographical school districts with no fully accessible schools at all, but many districts have few accessible schools, according to the report.

The Advocates for Children tally shows that in 28 of the city's 32 school districts, less than one-third of schools are fully accessible and in in seven districts, less than 10% of schools are fully accessible.

The city school system, which relies on many old and outdated buildings, has taken heat for failing to provide accessible schools for years.

In 2015, a probe conducted by then-U.S. Attorney for the Southern District Preet Bharara found that only 17% of city elementary schools were accessible to individuals with disabilities, a figure Bharara called "abysmally low."

Mayor de Blasio added $150 million in capital funding to address the issue in the budget adopted by the city in June.

But Moroff and other advocates say the city will need to spend another $750 million to make at least one-third of schools in each school district fully accessible by 2025.

City Education Department officials say the city is already making a number of efforts to address the problem, such as conducting accessibility surveys for each city school and posting the information online.

Education Department spokesman Doug Cohen admitted the city still has work to do, but said the system is making progress.

"We're committed to increasing school accessibility citywide, and we've invested an additional $150 million in capital funding to make buildings more accessible, hired new staff, and increased school accessibility information for families," Cohen said.

"We know there is more work to do and we will continue to build on these initiatives to meet the accessibility needs of every student and family," he added.

# data[].attributes.attachment_link.title
More than 80% of city schools are inaccessible to kids with disabilities: report

# data[].attributes.attachment_link.description
Only 335 of 1,818 public schools in the city are fully equipped for students with disabilities - and one central Brooklyn district has no accessible schools at all, a new report shows.

# data[].attributes.body
Why ramps?

# data[].attributes.attachment_link.readable_text
As the educational community works together to provide the best opportunities for children in the United States, it's important to keep accessibility a primary topic of the conversation.

Children, teens, and young adults of all abilities deserve safe and easy access throughout their school and university campuses. That's why we've come up with a few ways that schools can utilize a commercial-grade aluminum ramp for safe access on school grounds.

Portable Classrooms

As school districts grow, portable classrooms are often used during that in-between stage of a building expansion. These classrooms almost always have an elevated entry which requires a small set of stairs or a ramp in order to reach the doorway. If a ramp is not in place, there is not a safe, ADA compliant way for students and faculty to enter the classroom. An all-aluminum, maintenance-free ramp from EZ-ACCESS is an easy way to eliminate this issue. The TITAN™ Code Compliant Modular Access System is a great solution that offers ease of access for individuals of all abilities.

Building Entrances

We often see properties that were built before the Americans of Disabilities Act was passed in 1990 without accessible entrances. While a long set of stairs leading up to the entrance may look sharp, there still needs to be a ramp in place to allow students with mobility challenges a safe way to get in and out of the building. The ADA does not specifically require the main entrance of a building to be wheelchair accessible, but it does require a public building to have at least one accessible entrance that is reasonably accommodating. That means every single building on a university campus must have at least one accessible entrance. An aluminum ramp is typically the easiest to install to ensure ADA compliance because it will come pre-assembled and can be installed in a matter of hours.

Playgrounds

Every child deserves the opportunity to play as freely as they wish at recess. It's good for kids to take a break during the day and get some fresh air, but are the playgrounds at your school as accessible as they should be? A series of ramps that access different levels of the playground is a great way to include children with mobility equipment.

Many playgrounds also have a wood chip area so students have a place to play that isn't the unforgiving concrete. Make sure that there is either a ramp over the wood chips for students with wheelchairs or a flat path through the play area so everyone can join in on the fun.

# data[].attributes.attachment_link.title
Different Ways to Utilize Ramp Systems at Schools | EZ-ACCESS

# data[].attributes.attachment_link.description
Children, teens, and young adults of all abilities deserve safe and easy access throughout their school and university campuses. That's why we've come up with a few ways that schools can utilize a commercial-grade aluminum ramp for safe access on school grounds.

# data[].attributes.body
Study on ramp steepness

# data[].attributes.attachment_link.title
Effects of ramp slope on physiological characteristic and performance time of
healthy adults propelling and pushing wheelchairs

# data[].attributes.attachment_link.description
[Purpose] This study examined the effects of ramp slope (1:12, 1:10, 1:8, and 1:6) on
physiological characteristics and performance times of wheelchair users and the
performance times of caregivers to determine which slope would be the best for
wheelchairs, ...

# data[].attributes.body
Build a Ramp

# data[].attributes.body
Kindergarten level lesson plan

# data[].attributes.attachment_link.title
First 8 Studios: Steep & Gentle Ramp Experiments

# data[].attributes.attachment_link.description
Children compare the distance two identical objects travel when they roll down a steep and a gentle ramp. They use the Steep & Gentle Ramps tool in their digital Ramps Journal to make predictions and document and analyze their results.

# data[].attributes.body
Stairs vs. Ramps PBL lesson plan

# data[].attributes.body
Book about ramps

# data[].attributes.attachment_link.keywords[]
instant access to thousands of great kids books.

# data[].attributes.attachment_link.title
Instantly access 40,000 high-quality books for kids

# data[].attributes.attachment_link.description
The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.

# data[].attributes.body
Video on inclined planes and force

# data[].attributes.body
MA.912.GR.4.3 Extend previous understanding of scale drawings and scale factors to determine how dilations affect the area of two-dimensional figures and the surface area or volume of three-dimensional figures.

# data[].attributes.body
SC.8.N.3.1 Select models useful in relating the results of their own investigations.

# data[].attributes.body
ELA.10.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

# data[].attributes.body
SS.912.S.6.9 Trace the development of the use of a specific type of technology in the community.

# data[].attributes.body
slope

noun

1. a surface of which one end or side is at a higher level than another; a rising or falling surface.

2. "he slithered helplessly down the slope."

verb

1. (of a surface or line) be inclined from a horizontal or vertical line; slant up or down.

2. "the garden sloped down to a stream."

# data[].attributes.body
Students must know how to read a ruler.

# data[].attributes.body
Students need some prior knowledge of fraction size and be able to compare them.

# data[].attributes.body
What is the best slope for a ramp based on its proposed use?

# data[].attributes.body
Students will decide which type of ramp they would use to tackle each task and why.

1. Wheelchair ramp
2. Slide
3. Delivery ramp
4. Driveway

They must then submit the blueprints for each ramp to the Foreman.

# data[].attributes.body
Read book on simple machines

Read article about accessibility in schools and ramp systems.

Watch video on force and ramps.

# data[].attributes.body
Students will have to identify the boundaries for possible designs to complete the task.

Students must make sure all items/people are safe at the end of the ramp.

Students are given a data recording sheet for their prototypes.

Students must create 4 ramps with different slopes. Test each deign. Evaluate the results. And submit their proposal for the final designs.

# data[].attributes.body
Students will use blocks and cardboard to make prototypes for their ramps.

They will have items to use in place of packages, wheelchairs, cars, and people.

# data[].attributes.body
Students will slide or push objects along the ramp.

Students will log their observations in the table.

Students will observe ease of movement, speed, and safety of the object.

# data[].attributes.body
Article and Video on ADA approved ramps

# data[].attributes.attachment_link.readable_text
When mobility aid users have ramps to get in and out of buildings, they gain independence since they don't need to rely on assistance from a caregiver, family member or friend to help them access that property.

# data[].attributes.attachment_link.title
ADA Ramp Guidelines | Walkway & Slopes | National Ramp

# data[].attributes.attachment_link.description
When mobility aid users have ramps to get in and out of buildings, they gain independence since they don't need to rely on assistance from a caregiver, family member or friend to help them access that property.

# data[].attributes.body
Students will rebuild, realign, and retest their different ramps/slopes.

Students will observe and evaluate the speed, ease, and safety with which the objects travel.

Students will scale their model measurements to real-world size.

# data[].attributes.body
Students will then evaluate their findings and decide which task is best completed by which slope.

Students will write an expository letter to the Contractor for the building projects. the letter will list the 4 ramps, their purposes, and the proposed slope for each.

Students will also include the scale factor the the blueprint measurements for each job.

Finally, students will thank the contractor for his continued effort to make their school accessible, and propose another job that may help students at their school.

# data[].attributes.body
Students need prior knowledge of scale factors, dilation, and real-world measurements.

# data[].attributes.body
*Initial Client Letter/video
*Data Log
*Braille rulers
*Large Print rulers
*Blocks and cardboard planks
*Mock Objects (wheelchair, package, car, person)
*Proposal Letter Example

# data[].attributes.body
*Whole group will watch the videos and read the articles.

*Students will work in groups while creating, testing, and evaluating their ramps.

*Students will independently write their proposal.

# data[].attributes.body
*Students will need assistance based on physical disabilities and spatial awareness.

*Students may need help with:
-simplifying fractions and comparing their sizes.
-multiplying measurements by scale factors
-identifying a scale factor
-thinking critically about the implications of the tests (i.e.             crashing, time spent, etc.)
-Drafting a letter
-Identifying a need at the school

# data[].attributes.body
*Allow students to freely experiment with ramps and play with objects.

*Ask scafolded questions to aid with mathematical calculations.

*Provide examples of potential needs on a school campus.

*Assist students with editing software

*Have students ask their partner first, classmate second, and the teacher last when struggling

# data[].attributes.body
*Teacher will lead the group during whole group work, asking probing questions for clarification, assessment, and reinforcement of key concepts.

*Teacher will facilitate during paired work. Circulating, correcting misconceptions, helping with conversation stems, and keeping students on task.

*Teacher will model and observe during independent work. Showing examples and non-examples, and keeping time and focus.

*Students will give full effort, ask for help when needed, use their time wisely, and maintain respect for the class, teacher, and peers.

# data[].attributes.body
Grading will be based on a rubric: Rubric included in lesson plan

*Class participation/behavior (SE)
*Mathematical calculations (math)
*Slope concepts and applications (science)
*Proposal Letter (ELA)
*Idea for change (SS)