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.

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.

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.

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.

-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).

-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.

-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.

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.

• 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.

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).

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.

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.

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.

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.

Source: Image from Google Images

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

Source: Image from Google Images

Source: Image from Google Images

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

https://vimeo.com/213156619

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.

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.

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.

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.

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

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

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

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