Introduction Why teach science to students with significant - - PDF document

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Teaching Science to Students with Severe Disabilities

Presented by Fred Spooner and Bethany Smith

Introduction

• Why teach science to students with significant

disabilities?*

– A Nation at Risk (1983); Project 2061: Science for all Americans (1985); – National Science Education Standards (1996) – No Child Left Behind (2002) – Individuals with Disabilities Education Act (IDEA, 1997)

*(Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, Chapter 9) 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

• Content Standards
• Grades K‐12
• http://www.nap.edu/readingroom/books/nses/

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National Science Education Standards

• 1. Unifying Concepts
• 2. Science as inquiry
• 3. Physical science
• 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

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Unifying Concepts & Processes Standard

Provides students with powerful ideas to help them understand the natural world. S d d i i

• Systems, order, and organization
• Evidence, models, and explanation
• Change, constancy, and measurement
• Evolution and equilibrium
• Form and function (e.g., cell, solar system, organs, volcano)

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Teaching Science

• National Science Education Standards (NSES)

– 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 science actually works

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Content Standard A: Science as Inquiry

• As a result of activities, all students should

develop

– Abilities necessary to do scientific inquiry – Understanding about scientific inquiry g q y – Ex: Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.

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Content Standard B: Physical Science

• As a result of the activities in grades K‐4, all

students should develop an understanding of

– Properties of objects and materials Position and motion of objects – Position and motion of objects – Light, heat, electricity, and magnetism

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Skills to Teach

Content Standard B: Physical Science

• As a result of their

activities in grades 5‐8, all students should develop an understanding of

– Properties and changes of

• As a result of their

activities in grades 9‐12, all students should develop an understanding of

– Structure of atoms Properties and changes of properties in matter – Motions and forces – Transfer of energy Structure of atoms – Structure and properties of matter – Chemical reactions – Motions and forces – Conservation of energy and increase in disorder – Interactions of energy and matter

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Content Standard C: Life Science

• As a result of activities in grades K‐4, all

students should develop understanding of

– The characteristics of organisms Life cycles of organisms – Life cycles of organisms – Organisms and environments

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Skills to Teach Let’s look at 5-8 and 9-12 to see how the content builds each grade band!

Content Standard C: Life Science

• As a result of their

activities in grades 5‐8, all students should develop understanding

• f

– Structure and function in l

• As a result of their

activities in grades 9‐12, all students should develop understanding

• f

– The cell

How do you see the skills building in 5th -8th grade? How do you see the skills building in 9th -12th grade?

living systems – Reproduction and heredity – Regulation and behavior – Populations and ecosystems – Diversity and adaptations

• f organisms

The cell – Molecular basis of heredity – Biological evolution – Interdependence of

• rganisms

– Matter, energy, and

• rganization in living

systems – Behavior of organisms

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Content Standard D: Earth and Space Science

• As a result of their activities in grades K‐4, all

students should develop an understanding of

– Properties of earth materials Objects in the sky – Objects in the sky – Changes in earth and sky

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Skills to Teach

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Content Standard D: Earth and Space Science

• As a result of their

activities in grades 5‐8, all students should develop an understanding of

• As a result of their

activities in grades 9‐12, all students should develop an understanding of

How do you see the skills building in 5th -8th grade? How do you see the skills building in 9th -12th grade?

g

– Structure of the earth system – Earth's history – Earth in the solar system

g

– Energy in the earth system – Geochemical cycles – Origin and evolution of the earth system – Origin and evolution of the universe

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Content Standard E: Science & Technology

• As a result of activities in grades K‐12, all

students should develop

– Abilities of technological design Abilities of technological design – Understanding about science and technology – Abilities to distinguish between natural

• bjects and objects made by humans

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Skills to Teach

Content Standard E: Science & Technology

Examples:

• Tools help scientists make better observations,

measurements, and equipment for investigations investigations.

• Science and technology are reciprocal.
• Technological solutions may create new

problems.

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Content Standard F: Science in Personal & Social Perspectives

• As a result of activities in grades K‐4, all

students should develop understanding of

– Personal health – Characteristics and changes in populations g p p – Types of resources – Changes in environments – Science and technology in local challenges

Content Standard F: Science in Personal & Social Perspectives

• As a result of activities in

grades 5‐8, all students should develop understanding of

• Personal health
• As a result of activities in

grades 9‐12, all students should develop understanding of

– Personal and community

Personal health

• Populations, resources,

and environments

• Natural hazards
• Risks and benefits
• Science and technology in

society

Personal and community health – Population growth – Natural resources – Environmental quality – Natural and human‐ induced hazards – Science and technology in local, national, and global challenges

Content Standard G: History & Nature of Science

• As a result of activities in grades K‐4, all

students should develop understanding of

– Science as a human endeavor Ex: Men and women have made a variety of Ex: Men and women have made a variety of contributions throughout the history of science and technology.

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Content Standard G: History & Nature of Science

• As a result of activities in grades 5‐12, all

students should develop understanding of

– Science as a human endeavor Nature of science knowledge – Nature of science knowledge – History of science – Historical perspectives

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Content Standard G: History & Nature of Science

• Examples in grades 5‐12:

– Scientists formulate and test their explanations of nature using observation, experiments and theoretical and experiments, and theoretical and mathematical models. – Many individuals have contributed to the traditions of science. – Modern science began to evolve rapidly in Europe several hundred years ago.

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“It’s about the Question.”

21 UNC Charlotte- Project MASTERY/ NAAC

• Unifying Concepts
• Nature of Science

What Are the Common Strands?

• Science as Inquiry
• Science and Technology
• Personal and Social Impact of Science

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All students should develop: Ability to ask questions. (Inquiry) Ability to identify variables and connections Ability to follow a logical sequence to organize

Science as Inquiry

Ability to follow a logical sequence to organize, measure and explain change (time, rate, scale, patterns, trends, cycles). Ability to conduct experiments and take data Ability to create models

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What does this mean for the classroom?

• How do we apply what research tells us to the

classroom?

• How do we teach meaningful, grade‐aligned

science content? science content?

• Two approaches

– Task analysis – Explicit Instruction

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Designing an Inquiry Lesson A Model for Science Lessons

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Wonder Story Experiment KWHL Chart Science Inquiry Lesson

Inquiry Task Analytic Instruction

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Step 1: Introduce Lesson

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Step 2: Review Target Vocabulary

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Step 3 : Do you know what this is?

• Present materials from experiment
• Test prior knowledge of materials

– Student can answer

“I k ”

• “I know”
• “I don’t know”

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Step 4

It is wet

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Step 5: What do you want to know

Pose Question

• I want to know . . . . .

– What are rocks made of?

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– Why does it rain? – What will happen when I mix these two materials together? – What will happen to flower?

Step 6: Fill in W on Chart

Why does it rain?

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Step 7: Prediction

• Explain experiment to be

conducted, then ask . . . What do you think will What do you think will happen in the experiment?

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Step 8: Manipulate Materials

• Wait for students to initiate

response with materials

– Stir – Mix – Shake

Add Self‐Determination (Preference)

• Would you like to stir the

materials with the Give time for exploration!

• Guide towards preferred

mode to conduct experiment.

Spoon Blender Pencil (non example)

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Step 9: Fill in H

• n chart

Stir Mix

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Step 10: Conduct Experiment

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Step 11: Concept Statement

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Step 12: Fill in L on Chart

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 Water changed to red

Step 13: Review Experiment Results

(reviewing prediction)

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Step 14: Concept Summarization

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Planning an Inquiry Lesson

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Another approach: Explicit Instruction

• discrimination training using examples and

non‐examples

• pace instructional script and implements a

model lead test sequence within each trial model‐lead‐test sequence within each trial (Bursuck & Damer, 2007)

– “this is___, this is____, this is____, this is not ____, this is not_____”

Knight, Smith, Spooner, and Browder 2010 Step 1: Model “My turn” Example Wording Student Response Show one example of a rock (positive example) “This is a rock” Attends Show another example of a rock (positive example) “This is a rock” Attends Show a third example of a rock (positive example) “This is a rock” Attends Show a non-example (e.g., a pencil, paperweight) (negative example) “This is not a rock” Attends Show a non-example (e.g., a pencil, paperweight) (negative example) “This is not a rock” Attends Step 2: Lead “With me” Example Wording Student Response Show one example of a rock (positive example) “This is a rock” Points to object or says “rock” Show another example of a rock “This is a rock” Points to object or says “rock” (positive example) Show a third example of a rock (positive example) “This is a rock” Points to object or says “rock” Show a non-example (e.g., a pencil, paperweight) (negative example) “This is not a rock” Points to object or says “not rock” Show a non-example (e.g., a pencil, paperweight) (negative example) “This is not a rock” Points to object or says “not rock” Step 3: Test “Your turn” Example Wording Student Response Show an array of 1 rock, and 3 “not rocks” (e.g., pencil, leaf, paperweight) “Find the rock” Points to the rock or says “rock” Show an array of 3 rocks, and 1 “not rocks” (e.g., pencil) “Find the one that is NOT a rock” Points to the non-rock item (e.g., pencil) 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

What are science descriptors?

• One way to increase students’ background

science knowledge

– light, heavy, change, different, same, heat, and cool

• Courtade, Browder, Spooner, and DiBiase

(2010)

– Recommends future research not only teach science vocabulary as well as how to apply those terms to an activity

• promote understanding of the concept, not just the

ability to read a sight word when presented

Knight, Smith, Spooner, and Browder 2010

Important Points to Remember…

• Use materials (e.g., objects, pictures) in which

all of the non‐relevant features stay the same

– All washcloths same color

• Maybe be a novel instructional strategy for
• Maybe be a novel instructional strategy for

students

• Can be implemented 1:1 or in a group with

choral responding

• Randomize order of examples and non‐

examples

Knight, Smith, Spooner, and Browder 2010

Resources Used for this Presentation

• Browder, D.M., & Spooner, F.H. (2006). Teaching reading, math, and science to students

with significant cognitive disabilities. Baltimore: Paul H. Brookes.

• Courtade, G. (2006). The Effects of Inquiry‐Based Science Instruction Training on Teachers
• f Students with Significant Disabilities. Doctoral Dissertation, UNC Charlotte.
• Courtade, G., Jimenez, B., Trela, K., & Browder, D. M. (2008). Teaching to science standards:

An inquiry based approach for middle and high school students with moderate and severe

• disabilities. Verona, WI: Attainment Company.
• Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. (2010). Using explicit instruction to

h i d i d i h i di d M i teach science descriptors to students with autism spectrum disorders. Manuscript submitted for publication.

• National Council of Teachers of Mathematics http://www.nctm.org/
• National Science Education Standards http://www.nap.edu/readingroom/books/nses
• Reading, Writing, Math,& Science for students with Significant Cognitive Disabilities, OSEP

Dept of Ed. Grant # H324M030003, UNC Charlotte.

• Trela, K., Jimenez, B., & Browder, D. M. (Spring 2008). Teaching to the standards in

mathematics: A literacy‐based approach for students with moderate and severe disabilities. Verona, WI: Attainment Company.

Acknowledgement: Slides used in this presentation were developed by the staff of the