The table below shows barriers some students would encounter in a science unit on the life cycle of plants. Students are asked to research and present information on a flower of their choice. For each material or method, some common student barriers are listed. Link each barrier to the brain network or networks invovled. Does the barrier impede students' ability to recognize key patterns (Recognition network); to execute skillful processes or express their ideas (Strategic network); or to engage with the learning task (Affective netowrk)? Some barriers may involve more than one network. Check the UDL Solutions Mentor for a Model. Grade: 3   Teacher: Mrs G.   Subject: Science Standard: 6.23 - Plants lifecycle Goal: Research and present information on a flower. Materials & Methods Potential Barriers/ Missed Opportunities Network R - Recognition S - Strategic A - Affective Printed textbook Difficulty seeing small text (vision) R S A Preference for visual information R S A Difficulty decoding text R S A Lecture/whole class presentation Difficulty comprehending meaning (Spanish is primary language) R S A Emotional concerns, may miss information R S A Library research Organizational difficulties R S A Trouble with main ideas R S A Word decoding difficulty R S A Create written report Difficulty with writing mechanics R S A Excellent graphic artist - skills not tapped R S A Flower drawing Fine motor problems R S A Strong dislike of drawing R S A Oral report on flower Shy and hesitant speaker R S A ESL student R S A Independent project Excellent leader in groups, skills not tapped R S A Trouble with independent work R S A Assignment above ability level R S A