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This is an introductory lesson to graphs of motion for high school conceptual physics. The lesson is in an instructional design format and features think-pair-share activities and ideas to help prepare students for interpreting graphs on the ACT.
I think this is a really engaging lesson for students. The lesson grabs their attention initially with videos and maintains students' motivation by providing several opportunities to work together throughout the lesson.
The lesson also incorporates other UDL ideas, such as providing student choice on which graphs to produce. The lesson encourages students to make an attempt on their own ("think" in the think-pair-share) while providing support for struggling students in a very non-threatening/non-embarrassing way ("pair" in think-pair-share). This seems to be a very important part of UDL design - we don't want to be obvious about getting students extra help if they need it - they are already so self-conscious!
If a document camera were unavailable, would you be able to have students draw their graphs on those large sticky-notes and post them around the room for the "share" section? It may seem silly, but writing on those giant sticky-notes with a sharpie can be very motivating!
Or, if you have access to computers, there are several programs that allow students to make graphs and charts. It could be possible to expose students to new graphing technologies while they develop understanding of velocity and acceleration.
What kinds of support do you provide for the homework section of this lesson? Do students know to take notes during the PowerPoint presentation to use as reference? Do you post homework assignments to a classroom calendar or web page for download?