Introduction
• Why teach science to students with significant disabilities?*
Teaching Science to Students with Severe Disabilities
Presented by Fred Spooner and Bethany Smith
– 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)
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National Science Education Standards
• Content Standards
• Grades K‐12
• http://www.nap.edu/readingroom/books/nses/
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Unifying Concepts & Processes Standard
Provides students with powerful ideas to help them understand the natural world. •
•
•
•
•
SSystems, order, and organization
d
d
i i
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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National Science Education Standards
1.
2.
3.
4.
5.
6.
7.
Unifying Concepts
Science as inquiry
Physical science
Life science
Earth and space science
Science and technology
Science in personal and social perspectives
8. History and nature of science
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Teaching Science
• National Science Education Standards (NSES) – recommends the use of inquiry based instruction for science • students
students can learn science in a way that represents how can learn science in a way that represents how
science actually works
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1
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 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
– Properties
Properties and changes of and changes of
properties in matter – Motions and forces – Transfer of energy – Structure
Structure of atoms of atoms
– Structure and properties of matter – Chemical reactions – Motions and forces – Conservation of energy and increase in disorder – Interactions of energy and matter Project MASTERY
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Content Standard C: Life Science
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 Skills to Teach
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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 Skills to Teach
Let’s look at 5-8 and 9-12 to see how the
content builds each grade band!
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Content Standard D: Earth and Space Science
How do you see the skills building in 5th -8th grade?
How do you see the skills building in 9th -12th grade?
• As a result of their activities in grades 5‐8, all students should develop understanding of
– Structure and function in l
living systems – Reproduction and heredity – Regulation and behavior – Populations and ecosystems – Diversity and adaptations of organisms • As a result of their activities in grades 9‐12, all students should develop understanding of
The cell The
cell
Molecular basis of heredity Biological evolution Interdependence of organisms – Matter, energy, and organization in living systems – Behavior of organisms
–
–
–
–
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• 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 Skills to Teach
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2
Content Standard D: Earth and Space Science
Content Standard E: Science & Technology
How do you see the skills building in 5th -8th grade?
How do you see the skills building in
• As a result of their activities in grades 5‐8, all students should develop an g
understanding of
– Structure of the earth system – Earth's history – Earth in the solar system 9th
-12th
grade?
• As a result of their activities in grades 9‐12, all students should develop an g
understanding of
– Energy in the earth system – Geochemical cycles – Origin and evolution of the earth system – Origin and evolution of the universe Project MASTERY
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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.
• 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 objects and objects made by humans Skills to Teach
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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
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Content Standard F: Science in Personal & Social Perspectives
• As a result of activities in • As a result of activities in grades 5‐8, all students grades 9‐12, all students should develop should develop understanding of
understanding of
– Personal and community Personal and community
Personal health
• Personal health health • Populations, resources, – Population growth and environments – Natural resources • Natural hazards – Environmental quality • Risks and benefits – Natural and human‐
induced hazards • Science and technology in – Science and technology in society 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. local, national, and global challenges 3
Content Standard G: History & Nature of Science
• As a result of activities in grades 5‐12, all students should develop understanding of
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.
– Science as a human endeavor – Nature of science knowledge Nature of science knowledge
– History of science – Historical perspectives
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UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at [email protected]
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What Are the Common Strands?
• Unifying Concepts
• Nature of Science
• Science as Inquiry
• Science and Technology
• Personal and Social Impact of Science
“It’s about the Question.”
UNC Charlotte- Project MASTERY/ NAAC
Science as Inquiry
All students should develop:
` Ability to ask questions. (Inquiry) ` Ability to identify variables and connections
` Ability to follow a logical sequence to organize, 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
21
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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
Wonder Story
Experiment
KWHL Chart
Science Inquiry Lesson
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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
Step 4
It is wet
– Student can answer
• “I know”
“I k
”
• “I don’t know”
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permission to replicate or use please contact Dr. Diane Browder at
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UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at [email protected]
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Step 6: Fill in W on Chart
Step 5: What do you want to know
Pose Question • I want to know . . . . .
Why does it
rain?
– What are rocks made of?
– Why does it rain?
– What will happen when I mix these two materials together?
– What will happen to flower?
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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
• Would you like to stir the materials with the Spoon Give time for exploration!
• Guide towards preferred mode to conduct experiment.
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Add Self‐Determination (Preference)
Blender
Pencil (non example)
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Step 9: Fill in H on chart
Step 10: Conduct Experiment
Stir
Mix
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Step 11: Concept Statement
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Step 12: Fill in L on Chart
Water changed
to red
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Step 13: Review Experiment Results
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Step 14: Concept Summarization
(reviewing prediction)
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7
Another approach: Explicit Instruction
Planning an Inquiry Lesson
• 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_____”
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Knight, Smith, Spooner, and Browder 2010
Step 1: Model “My turn”
Example
Show one example of a rock
(positive example)
Show another example of a rock
(positive example)
Show a third example of a rock
(positive example)
Show a non-example (e.g., a
pencil, paperweight)
(negative example)
Show a non-example (e.g., a
pencil, paperweight)
(negative example)
Step 2: Lead “With me”
Example
Show one example of a rock
(positive example)
Show another example of a rock
(positive example)
Show a third example of a rock
(positive example)
Show a non-example (e.g., a
pencil, paperweight)
(negative example)
Show a non-example (e.g., a
pencil, paperweight)
(negative example)
Step 3: Test “Your turn”
Example
Show an array of 1 rock, and 3
“not rocks” (e.g., pencil, leaf,
paperweight)
Show an array of 3 rocks, and 1
“not rocks” (e.g., pencil)
Wording
“This is a rock”
Student Response
Attends
“This is a rock”
Attends
“This is a rock”
Attends
“This is not a rock”
Attends
“This is not a rock”
Attends
Wording
“This is a rock”
Student Response
Points to object or says “rock”
“This is a rock”
Points to object or says “rock”
“This is a rock”
Points to object or says “rock”
“This is not a rock”
Points to object or says “not
rock”
“This is not a rock”
Points to object or says “not
rock”
Wording
“Find the rock”
Student Response
Points to the rock or says “rock”
“Find the one that is NOT a
rock”
Points to the non-rock item (e.g.,
pencil)
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
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Knight, Smith, Spooner, and Browder 2010
Important Points to Remember…
Resources Used for this Presentation
•
• Use materials (e.g., objects, pictures) in which all of the non‐relevant features stay the same
•
•
– All washcloths same color
• Maybe
Maybe be a novel instructional strategy for 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
•
•
•
•
•
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 of 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 teach science descriptors to students with autism spectrum disorders. Manuscript h i
d
i
d
ih
i
di d
M
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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.
Knight, Smith, Spooner, and Browder 2010
Acknowledgement: Slides used in this presentation were developed by the staff of the 8