The ocean pollution lesson is intended to be a unit of instruction lasting two weeks with the culmination of the unit being the Family Night presentation. The presentations will be in the style of a TRADE SHOW, where students set up booths and families tour the booths.

Each booth should have a hook to bring the attendees to their booth, an artifact that represents their topic or a giveaway relevant to their topic, or one large giveaway with drawing tickets available after listening to the presentation on the topic.

Web accessibility is important for those with difficulty with one or more of their senses. This can include sight, sound, and touch. This lesson is created to be accessible to the visually impaired through the use of ChromeVox screenreader on Chrome devices, NVDA (non-visual desktop reader for Windows or VoiceOver the screen reader for MAC devices.

The text throughout the site is intended to assist those with hearing difficulties and videos have been included with closed captioning.

Accessibility has been checked and the alternate text has been added to pictures as well as some changes to the original design.

Additionally, the use of screen readers will help assist those with lower-level reading skills.

The website was designed to use clear terms, have simple instructions and explain complex issues.

As students navigate through the site, they have the chance to pause videos, rewind, and work at their own pace.

The ability to use multiple languages in the translation of this site can be found in the use of a google translator This site offers the ability to translate into hundreds of different languages.

The way to use this site is to open a browser window and go to translate.google.com

Choose the language to translate the web site to, then click the translate button.

This allows users of other languages to explore this unit with ease.

The videos from youtube can be translated in the cc settings. Click on settings in the video and there will be limited choices of language translations. Additionally, students can partner and discuss the videos together.

Using this self-paced learning environment will be helpful in reaching the different learners found within all classroom settings. The ability for students to work together on the final product can be helpful by creating some groupings based on a variety of strengths.

These self-paced videos allow the students the chance to listen and learn at their own pace. The chance to pause the videos to take notes or to rewind and hear it again, offers a variety of time to work on the assignment.

The google forms can be used to help aid instruction and see where students are struggling.

The end project or presentation at family night gives students the voice and choice in the way they choose to present their topic. Visual learners and auditory learners can present in their own style as can kinesthetic learners. The open-ended, hands-on project gives them a choice in their learning.

This entire unit is designed to help with the ability for all students to learn in the way they learn best.

The videos offer engaging topics that can hopefully spark a student's interest in doing what they can to help save the oceans and eliminate pollution.

The topic presents a global learning opportunity as students learn that the straw or bag they carelessly discard can have an impact around the world.

Students can engage in this activity in a way that suits their learning needs. They can participate at their own pace, used closed captioning to read along, access a screen reader to read the text, and work alone or in a group in their self-selected learning project.

The Family Night presentation is a chance to make the project meaningful as they not only learn about ocean pollution, but now they teach others and elicit their help in solving a global issue.

The following website has been reviewed through ChromeVox, Windows Screen Reader and Screen Reader for MAC.

Providing accessibility to a document is a difficult task that is best done by using the layouts given in google sites. Adding additional text boxes require additional steps to make them screen reader accessible.

Adding alternative text to pictures is simple by clicking the three dots in the top right corner of the tools box that shows up.

Inserting the google forms for students to submit their answers creates an additional step necessary to view the google form. This step is to enable the document to the screen reader using CTRL + ALT+ Z this is an additional step that should then make the form accessible.