Standard Focus

(Science Georgia Standards of Excellence - Biology)

SB5. Obtain, evaluate, and communicate information to assess the interdependence
of all organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about
factors affecting biodiversity and populations in ecosystems.
(Clarification statement: Factors include population size, carrying capacity, response
to limiting factors, and keystone species.)

Mild Intellectual Impairment

Low Tech Tool Options

Vocab word and definition reference sheet - Providing a laminated sheet with key
vocabulary words and definitions that the student can expect to encounter during the
lesson can provide extra support. Alternatively, students can create a reference sheet
at the start of the unit to use throughout all activities or the teacher can project one on
the front board. This prevents the student from needing to ask for support or
continuously open their textbook or notes while learning.

Globe or map - In learning about populations and ecosystems, a physical globe or

map can help students identify locations of biomes and consider interactions between
differing ecosystems. This visual and physical model provides a 3-dimensional way to
consider the overarching topic.

High Tech Tool Options

Mind mapping tool/website - Mind mapping on paper is an excellent option for

students to make connections between concepts surrounding population dynamics in
ecosystems. This can be done virtually as a high-tech option and help guide students
with intellectual impairments through their learning process and reflect on what they
are confident in or need more assistance with.

Audio books/E-books - As an alternate option to using a physical textbook, e-books

provide more features to support students with differing needs. For students with
intellectual disabilities, text-to-speech features or extra notes in the virtual textbook
can support them as they read it. Audio books may also aid these students if they
need to review information outside of class.
App Options

Mind mapping app option - Referencing the high-tech tool above, there are multiple
app and web options for virtual mind mapping. Apps like “SimpleMind” allow students
to create mind maps on their school or personal devices. This gives them more
freedom to when and where they can study as well.

Digital note taking app - Digital note-taking can also be a beneficial tool for students
with intellectual disabilities. There are additional features compared to taking physical
notes such as including audio recordings or searching within the notes to help
students with processing difficulties. Common apps are Microsoft’s “OneNote” and
“Evernote”.

Universal Design Ideas

Clarify unfamiliar syntax - To provide multiple means of representation, clarifying

language can help learners who need extra support. Key vocab words can be broken
down and defined with the meaning of their components, such as breaking down
“Bio-diversity” into “Bio” and “Diversity”.

Prompts on when and how to ask for help - To provide variety in engagement,
specifying how to ask their peers and teacher for help will aid students in sustaining
persistence throughout a lesson. A rule such as “Ask three before me” can be
implemented for students to review their notes, ask their peers, and then ask their
teacher for help. Specific question prompts can be provided so students know what
questions will be most beneficial.

Attention Disorder

Low Tech Tool Options

Highlighters for color coding - Highlighters, markers, or colored pencils can serve
this purpose to help students associate a specific topic within the unit or the entire
subject of science with a specific color. This tool may be helpful in note-taking,
annotating the text, or keeping track of tasks during the class. This supports students
in their organizational skills and supports making connections between topics in the
content.

Paper planner or organizer - For the entire unit, a physical planner or organizer can
provide a space for students with attention issues to keep track of daily lessons,
homework, and upcoming summative or formative assessments. For students who
may struggle with losing track of due dates, this provides a tangible method of
visualizing their tasks. Being able to cross off or check off these tasks may provide
motivation as well.

High Tech Tool Options

Visual timer display - A virtual timer can be displayed on the front interactive
whiteboard or projector screen to help students with attention difficulties stay on task
and not lose track of time needed for a task. While working on an activity or taking
time to think-pair-share, students are kept aware of their time limit. This can support
executive function and time management skills.

Focus enhancing software - Software available online such as the Chrome

extension “Just Read” alter web pages to remove distracting elements such as ads
and comments. For any possible research project relating to ecosystems, students
can have improved focus while browsing articles. This software can also eliminate
unwanted ads when presenting a webpage to students on your interactive whiteboard
or projector.

App Options

Pomodoro timer apps - There are multiple apps available on iPhone and Android
platforms such as “Focus Keeper” which features a timer based on the Pomodoro
study method. This is a time management system that focuses on shorter, more
frequent study periods broken up by short breaks. These apps time study sessions
and pre-plan breaks for students, which is beneficial in the classroom and at home.

Any.do task management app - As an alternative to physical planners or checklists,

apps like “Any.do” include features to organize and prioritize tasks, create to-do lists,
and set deadlines. Some students may perform better using a digital platform for their
time management, and this can support those students throughout the entire unit.
This could be implemented individually or classwide, ensuring every student has a
reminder set for upcoming assignment deadlines on their phone.

Universal Design Ideas

‘Chunking’ material - To provide multiple means of representation, material for the

unit can be chunked into smaller portions to increase student comprehension. For
example, instead of introducing multiple factors that impact population dynamics in
one class session, only carrying capacity can be introduced and practiced before
covering immigration and emigration the next day. Breaking down content into smaller
sections increases student mastery of each element.

Setting learning objectives and goals - To provide multiple means of expression,

creating daily learning objectives or goals that align with the content discussed can
support executive function skills in students. Learning objectives allow students to
self-reflect on their learning progress after a lesson. Long-term goals can be set for
the unit or semester, as well as short-term goals established for each lesson.

Physical Impairment

Low Tech Tool Options

Gripping aids - For students with physical impairments, gripping aids may support
their use of laptops, pencils, or scissors. Ergonomically designed pencils or additional
pencil grips allow these students to write proficiently when taking notes or filling out a
worksheet. A hand grip cuff is universal and can improve grip strength for any object
the student needs to use.

Page turners - Physical page-turners can be manually inserted between pages in

packets or textbooks to make use easier for students with limited motor skills. These
aids may also help improve those skills as they allow students to perform the task
independently.

High Tech Tool Options

Customized keyboards and mice - For laptop or computer use, keyboards with
customized features such as larger keys or key guards can be provided. This
accommodates students with differing physical abilities and can help students improve
their typing skills. Ergonomic mice may also improve use of technology.

Eye gaze technology - This technology allows students to control their computers or
interact with communication boards through eye movement. For students who are
nonverbal or have limited physical movement, the technology tracks their eye
movement and translates this to move the computer’s cursor. This tech supports the
involvement of every student in computer use in the classroom for any assignments.

App Options

Assistive touch - Assistive touch is a phone feature that can be utilized on IOS and
Android devices. If Macbooks or iPads are utilized in a school, this feature is perfect
for creating ease of access for students with physical disabilities. All settings and
control centers are available for the student to access with one tap. This app also
supports any class activities that incorporate student personal device use.

Voice-to-text features - Voice-to-text is an included feature that can be enabled in

the settings of Apple and Android devices. Chrome extensions such as “Dictanote”
can be installed for students to use voice-to-text on more sites or even when creating
an email, with custom voice command options. This allows students to type if the use
of a keyboard is difficult.

Universal Design Ideas

Presenting key concepts with an alternate form - To provide variety in the

representation of content, key content can be introduced in one form with an alternate
form available for students to view in its place. For example, if we will be using a
physical manipulative to arrange species in an ecosystem, a second option can be
available for students to write a text or view an animation. This allows for the inclusion
of students who cannot physically move the manipulative pieces are textual learners.

Incorporating personalized and culturally relevant sources of information - To

provide multiple means of engagement for students, providing representation through
text and activities recruits student interest and improves the classroom community.
For students with disabilities, sources and texts written by ecologists with physical
impairments can be referenced. This may help these students better engage with and
relate to the subject discussed.

Auditory Sensory Impairment

Low Tech Tool Options

Microphone for teacher - A microphone headset with voice amplification allows the
teacher to project their voice better throughout the classroom. This is especially
helpful when delivering explicit directions or notes. For students with auditory
impairments, increased volume of the speaker may increase how much of the
information they can retain.

Note or video transcriptions - When presenting content for the whole class through
an audio lecture over a PowerPoint, a transcription of the lecture can be prepared and
provided to students with auditory impairment beforehand. This will increase student
understanding during note-taking as it may support their lip-reading ability and they
can reference the transcription if they cannot hear a segment. Transcriptions of videos
can also be provided.

High Tech Tool Options

Bluetooth on devices - Bluetooth is an essential feature to ensure that students with
hearing aids can connect to school laptops or computers and participate in web-based
lesson plans. When viewing videos or completing a game or simulation online
regarding species diversity and population dynamics, the student can have a direct
link to the audio through their hearing aids.

Vibrating alert devices - These devices provide a tactile alert for students, such as a
buzzer that vibrates. For time management purposes, or contacting the student, an
alert device allows another means for teachers to communicate with students with
limited hearing. This device could also be used to alert regarding emergency drills.

App Options

Hand talk app - Using this iPhone app, educators can translate text and audio to ASL
using an avatar that the student can view for students who use ASL in the learning
environment. This provides an additional means of communication for teachers who
cannot speak ASL. Fellow students could also communicate with a classmate through
this app.

Ava transcribes voice-to-text - This voice-to-text app is specifically beneficial to

students with auditory processing issues, as it can be used to transcribe a
conversation. During instruction, lectures, or collaborative activities with classmates, a
student can transcribe their teacher or classmates speaking in real-time.

Universal Design Ideas

Use of web-based applications (animations, etc.) - To provide more options for

expression of learning, web-based learning offers options for students with auditory
impairment to use text-to-speech and speech-to-text options. For example, a lecture
on population dynamics where students are expected to take notes in a graphic
organizer may prove difficult for this student to hear. If this information was presented
on a web-based application, such as through a Nearpod presentation, the student
could read the information and use included captioning in videos.

Changing volume and rate of speech - To provide multiple means of expression in

the lesson, the volume or rate of speech in the teacher’s speech or any video or
animation can be altered to accommodate the perception of students. Auditory
impairment includes students who struggle with processing auditory intake. Slowing
down the speed of speaking may give these students more time to process each word
and understand the material.
Visual Sensory Impairment

Low Tech Tool Options

Tactile markers - If providing braille labels is not an easy option, tactile markers can
still be applied to items. For example, a bumpy sticker can be applied to students'
science folders while a striped sticker is applied to another subject’s folder. This
allows the student to identify which materials they need using their tactile senses.

Magnifying glasses - This tool allows students to enlarge text on printed-out

materials such as worksheets or textbooks. For students with limited vision, text can
be enlarged to an increased size that is easier for them to view. Magnifying sheets are
also available to lay over a sheet of paper.

High Tech Tool Options

Braille printer - Materials for projects, assignments, and notes can be translated to a
physical braille format through a braille printer for students who are blind. This aids
the student in understanding and creates ease of access to materials without needing
additional aid to translate. Even physical manipulatives and games used in instruction,
such as a game based on species biodiversity, may be translated to allow inclusion for
all students.

Braille keyboard - Although some computer keyboards feature braille labels, not all
do. Braille keyboards can be attached to a school lab computer or student’s laptop to
allow students who cannot see the keys to type. For any written assignment such as a
response to comprehension questions on an article about keystone species, this
allows students to type their responses through Braille.

App Options

Seeing AI app - Created by Microsoft, this app provides multiple features for users
with visual impairment through the use of artificial intelligence. This app includes
text-to-speech depiction from scanning text as well as object identification. Students
could use this feature to scan notes or classroom signs and listen to the material.

TapTapSee app - Available on iPhone and Android platforms, this app allows users to
identify items using their phone’s camera. The user simply needs to take a photo of an
object, and the app reads off an auditory description of said object. If a project was
assigned where students take a photo of a keystone species in their community, this
app would be a perfect accommodation.
Universal Design Ideas

Verbally describe images - To provide multiple means of representation in the

lesson, any images, diagrams, or graphics need to be described to students with
visual impairment. When presenting PowerPoint, any images of animals can be
described, and a diagram of a food web explained in more detail as some students
may not be able to benefit from viewing them. If the PowerPoint is shared online, an
audio recording can be provided for images.

Provide flexibility for assignments - To provide multiple means of engagement, any

project or assignment can be submitted in an alternate form to accommodate students
with differing abilities and differing learning preferences. For a project focussed on the
topic of immigration, death, birth, and emigration impacts on the population, students
could submit a PowerPoint, oral presentation, or written presentation. This allows for a
student with visual impairment to present orally if writing in braille and submitting is
not a feasible option.

Second Language Learners

Low Tech Tool Options

Picture dictionary - Picture dictionaries include common English words with

corresponding images. For English learning students of any native language, this
provides a resource to identify key important English terms. This tool is helpful for the
general identification of classroom items like chairs for the student to function in the
classroom as well as supporting the student in collaborating with peers or speaking to
their teacher in English. An additional customized picture dictionary that depicts key
terms from the content can be provided as well.

Translated materials - Translated versions of any course materials such as text

sources, worksheets, powerpoints, or instructions can be provided as a comparative
source for English-language learners. Students can compare the material in their
native language to the English material to translate any unknown words. These can
be generated using online translation websites or through a school translator.

High Tech Tool Options

Video captioning - When a video is utilized in full class instruction and presented to
the whole class, closed captioning subtitles can be added in the student's native
language. This increases student understanding of the content along with learning of
language as they can compare the audio in English to reading visual text in their
native language. Beforehand, the teacher should ensure that the selected video offers
subtitles in the needed language.

Virtual science labs - Virtual science labs enable for use of online features that
cannot easily be incorporated into a lab exercise. The website Labster features an
interactive lab simulation on biodiversity where students can collect and assess
species at multiple sites. The site offers multiple language options and students who
are beginner English language learners may learn the material better through their
native language.

App Options

Cram app - This app is available on iPhone and Android and allows users to create
flashcards with multiple extra features. This application supports English language
learners as teachers can add a recording of the definition as well as images and
provide a link for students to study. Added audio recordings of the term spoken in
English can help students learn proper pronunciation when studying.

Google Translate - Online translators such as Google Translate allow for quick
translation of words or longer sections of text. For English language learning students,
text from assignments, PowerPoint, or websites can be quickly copied and pasted to
translate unknown words. This can even be effective for students to use when testing
through online platforms if they encounter an unknown English word and need a quick
translation.

Universal Design Ideas

Sentence starters/structures - To provide multiple means of expression, students

can be provided with sentence starters for their responses in an assignment. For
example, students can be provided with a sheet depicting basic sentence structures
that they fill in such as “Factors that impact _______ are _______, _______, and
_______ because _______. This support can apply to students of differing needs but
will assist English language students in their grammar for written responses.

Breaking down words into their root meaning - To provide multiple means of
representation in language, key terms and phrases related to this standard can be
“decoded” by the definitions of components of the word to increase understanding by
English learning students. “Biodiversity” can be broken down into the prefix “bio” and
the term “diversity” to simplify the word. Students can connect these individual
meanings to decipher the meaning of the entire term.