Introduction Why teach science to students with significant - PDF document

Introduction • Why teach science to students with significant disabilities?* Teaching Science to Students – A Nation at Risk (1983); Project 2061: Science for all Americans (1985); with Severe Disabilities – National Science Education Standards (1996) – No Child Left Behind (2002) Presented by Fred Spooner and – Individuals with Disabilities Education Act (IDEA, 1997) *( Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, Chapter 9) Bethany Smith Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access National Science Education Standards National Science Education Standards 1. Unifying Concepts • Content Standards 2. Science as inquiry • Grades K ‐ 12 3. Physical science • http://www.nap.edu/readingroom/books/nses/ 4. Life science 5. Earth and space science 6. Science and technology 7. Science in personal and social perspectives 8. History and nature of science Project MASTERY IES Grant # R324A080014 UNC at Charlotte Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access http://education.uncc.edu/access Unifying Concepts & Processes Teaching Science Standard Provides students with powerful ideas to help • National Science Education Standards (NSES) them understand the natural world. – recommends the use of inquiry based instruction for science • students can learn science in a way that represents how students can learn science in a way that represents how • Systems, order, and organization S d d i i science actually works • Evidence, models, and explanation • Change, constancy, and measurement • Evolution and equilibrium • Form and function (e.g., cell, solar system, organs, volcano) Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu Project MASTERY IES Grant # R324A080014 UNC at http://education.uncc.edu/access Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access 1

Content Standard A: Science as Inquiry Content Standard B: Physical Science • As a result of activities, all students should • As a result of the activities in grades K ‐ 4, all develop students should develop an understanding of – Abilities necessary to do scientific inquiry – Properties of objects and materials – Understanding about scientific inquiry g q y – Position and motion of objects Position and motion of objects – Light, heat, electricity, and magnetism – Ex: Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the Skills to Teach world. Project MASTERY IES Grant # R324A080014 UNC at Charlotte Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access http://education.uncc.edu/access Content Standard B: Physical Science Content Standard C: Life Science • As a result of their • As a result of their • As a result of activities in grades K ‐ 4, all activities in grades 5 ‐ 8, activities in grades 9 ‐ 12, students should develop understanding of all students should all students should develop an develop an – The characteristics of organisms understanding of understanding of – Properties and changes of Properties and changes of – Structure of atoms Structure of atoms – Life cycles of organisms Life cycles of organisms properties in matter – Structure and properties of – Motions and forces matter – Organisms and environments – Transfer of energy – Chemical reactions – Motions and forces – Conservation of energy and increase in disorder Skills to Teach Let’s look at 5-8 and 9-12 to see how the – Interactions of energy and content builds each grade band! matter Project MASTERY IES Grant # R324A080014 UNC at Charlotte Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access http://education.uncc.edu/access Content Standard C: Life Science Content Standard D: Earth and Space Science How do you see the skills building in 5 th -8 th grade? How do you see the skills building in 9 th -12 th grade? • As a result of their • As a result of their • As a result of their activities in grades K ‐ 4, all activities in grades 5 ‐ 8, activities in grades 9 ‐ 12, students should develop an understanding of all students should all students should develop understanding develop understanding – Properties of earth materials of of – Structure and function in – The cell The cell – Objects in the sky Objects in the sky l living systems – Molecular basis of heredity – Reproduction and heredity – Changes in earth and sky – Biological evolution – Regulation and behavior – Interdependence of – Populations and organisms ecosystems – Matter, energy, and – Diversity and adaptations organization in living Skills to Teach of organisms systems – Behavior of organisms Project MASTERY IES Grant # R324A080014 UNC at Charlotte Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access http://education.uncc.edu/access 2

Content Standard D: Earth and Space Science Content Standard E: Science & Technology How do you see the skills building in 5 th -8 th grade? How do you see the skills building in 9 th -12 th grade? • As a result of their • As a result of their activities in grades 5 ‐ 8, activities in grades 9 ‐ 12, • As a result of activities in grades K ‐ 12, all all students should all students should students should develop develop an develop an understanding of g understanding of g – Abilities of technological design Abilities of technological design – Structure of the earth – Energy in the earth system – Understanding about science and technology system – Geochemical cycles – Earth's history – Abilities to distinguish between natural – Origin and evolution of the – Earth in the solar system earth system objects and objects made by humans – Origin and evolution of the universe Skills to Teach Project MASTERY IES Grant # R324A080014 UNC at Charlotte Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access Content Standard F: Science in Personal & Social Content Standard E: Science & Technology Perspectives • As a result of activities in grades K ‐ 4, all Examples: students should develop understanding of • Tools help scientists make better observations, – Personal health measurements, and equipment for – Characteristics and changes in populations g p p investigations investigations. – Types of resources • Science and technology are reciprocal. – Changes in environments • Technological solutions may create new – Science and technology in local challenges problems. Project MASTERY IES Grant # R324A080014 UNC at Charlotte For permission to replicate or use please contact Dr. Diane Browder at dbrowder@uncc.edu http://education.uncc.edu/access Content Standard F: Science in Personal & Social Content Standard G: History & Nature of Science Perspectives • As a result of activities in grades K ‐ 4, all • As a result of activities in • As a result of activities in students should develop understanding of grades 5 ‐ 8, all students grades 9 ‐ 12, all students should develop should develop – Science as a human endeavor understanding of understanding of – Personal and community Personal and community • Personal health Personal health Ex: Men and women have made a variety of Ex: Men and women have made a variety of health • Populations, resources, contributions throughout the history of science – Population growth and environments – Natural resources and technology. • Natural hazards – Environmental quality • Risks and benefits – Natural and human ‐ induced hazards • Science and technology in – Science and technology in society local, national, and global challenges 3