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I used this project as an
ACCELERATED project for three of my high-level grade 2 students.
In following the UDL model, I allowed the students the
opportunity to approach the task in any way they wanted. They
were very independent in their method. The students organized
themselves and decided which resources and books to read after
visiting the school library. They independently searched for a
movie or video that was beneficial to them. And, with guidance,
they determined which internet sites provided the best
information to address the topic. The students were so focused
that they even set up study dates on the weekend
so that they could have longer learning blocks. This project was
incredibly motivating to these three students! Their posters and
powerpoints were the backdrops of their extraordinary ORAL
PRESENTATION! Please read the student generated project
introduction! My friends and I
accomplished this shark project with much effort and hard work.
First, we met and discussed what we already knew about sharks.
Then we decided for ourselves which particular shark we would
research. We did separate projects about our own sharks using
books, videos, and websites of our own choosing. We also used a
lot of our own background knowledge. I researched the Great
White Shark, Evan studied the Mako Shark, and Jessie worked on
the Hammerhead Shark. We presented our initial findings about
our particular sharks to our classmates. We used posters, notes
and a powerpoint show to share our information.
Next, we put together our ideas and made a
second BIGGER presentation about the main question:
What would the ocean be like without
sharks? To answer this question, we read books, went
on the Internet to learn about shark conservation, and then we
came up with our own theories. Then we made another
Powerpoint and a different poster
and presented them to the class. Here are samples of our work
and of course, the answer to the “Essential Question!”
Written by Sarah
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