November 8, 2023

There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their

There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their individual needs as learners. Engagement helps with student attention to the topic as well as helping to create more meaningful learning experiences.

Part 1: Choosing Activities

Choose either science or health as a subject area. Determine a topic and state standard(s) for either third grade science or health. Write at least one learning objective aligned to the chosen standard. Using the “Class Profile-3rd Grade,” complete the “Science or Health Choice Matrix” template with a minimum of four different activity options that would provide students the opportunity to demonstrate their learning on the topic. Remember to think about different learning styles, grouping techniques, different ability levels, and possible interests of the students.

Part 2: Collaboration

From the Class Profile, select three students with an IEP, 504, or another needed accommodation/modification. At the bottom of your choice matrix, summarize in 250-500-words the collaboration necessary to encourage the students’ motivation, engagement, and ownership of learning. Include the following:

Who would you need to collaborate with?
How will that collaboration be conducted (email, phone, in person)?
What will you ask, speak about, or suggest during your collaboration?
What types of technology could you suggest incorporating in the classroom to engage, motivate, and support these students?

Class Profile – 3rd Grade

Student Name	English Language Learner	Socioeconomic Status	Home Language	IEP	504 Plan	Reading (Lexile) Proficiency Level	Math Proficiency Level	Other	Internet Available at Home
Aaron	4	Low	Spanish	No	No	450-500	At grade level	Very shy, but will participate if approached by peers.	Yes
Aiden	N/A	Low	English	Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds).	No	525-630	At grade level	Struggles to self-regulate emotions; wants constant attention from teacher.	Yes
Christian	3	Low	Spanish	No	No	450-500	At grade level	None	Yes
Cordarrell	N/A	High	English	No	Dyslexia. No IEP due to intensive private intervention.	545-600	At grade level	New student. Assessment information from previous school. Hard working.	Yes
Derek	4	Low	Spanish	No	No	760-800	*Below grade level	RTI Tier 2 for math. Loves to read. On list for gifted testing for reading.	Yes
Dereon	N/A	Low	English	OHI, ADHD. Difficulty with executive functioning and focus.	No	610-750	*Below grade level	Does not like math. Often procrastinates with math assignments.	Yes
Dulce	5	Low	Spanish	No	No	545-600	At grade level	None	Yes
Eveyln	N/A	Low	English	No	No	415-550	At grade level	Often shouts out during class and interrupts instruction. Starting process for a behavior plan.	Yes
Isabelle	N/A	Low	English	No	No	810-950	At grade level	Gifted for reading.	Yes
Jennifer	4	Low	Spanish	No	No	610-750	At grade level	RTI Tier 3 for reading.	Yes
Jose	4	Low	Spanish	No	No	415-550	At grade level	RTI Tier 2 for reading.	Yes
Kimberly B.	N/A	Low	English	No	No	810-950	At grade level	Loves to read non-fiction such as biographies.	Yes
Kimberly M.	N/A	Low	English	Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each.	No	450-500	At grade level	RTI Tier 2 for reading.	Yes
Leo	3	Low	Spanish	No	No	525-630	At grade level	New student. Assessment information from previous school. Very shy and withdrawn.	Yes
Lexis	5	Low	Spanish	OHI, ADHD. Difficulty with executive functioning and attention to detail.	No	760-800	*Below grade level	Numerous absences and tradies; Mom worried about her academics.	No
Luis	N/A	Low	English	No	No	810-950	Above grade level	Loves learning. Gifted in reading and math.	Yes
Marshall	N/A	Low	English	No	No	545-600	At grade level	Struggles to maintain focus. Loves to read;	No
Martin	3	Low	Spanish	No	No	610-750	*Below grade level	RTI Tier 2 for math.	Yes
Matthew	N/A	Low	English	Hearing impairment; difficulty hearing in noisy conditions.	No	610-750	At grade level	Needs to be seated close to teacher or area of instruction.	Yes
Natasha	3	Low	Spanish	No	No	415-550	At grade level	RTI Tier 1 for reading.	Yes
Olyvia	N/A	Low	English	No	No	545-600	At grade level		Yes
Robert C.	N/A	Low	English	ODD. Aggressive with peers. Often refuses to follow directions or complete tasks.	No	415-550	At grade level	Provide a quiet place in the classroom to use when a cool down is needed.	Yes
Robert L.	N/A	Low	English	No	Vertigo and migraines	325-420	*Below grade level	Retained in kindergarten; limited progress. Often needs to go to nurse to lie down.	No
Vincent	3	Low	Spanish	No	No	525-630	At grade level	Hard working; works slowly.	Yes
Viri	2	Low	Spanish	No	No	760-800	At grade level	On list for gifted testing for reading.	Yes
Yara	N/A	Low	English	No	Trauma; difficulty with maintaining peer relationships, depression, and self-confidence.	810-950	At grade level	Lacks motivation; death of mother last year. Loves to be alone and read.	Yes

**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.

ELL Levels	Scored as:
1	Pre-emergent
2	Emergent
3	Basic
4	Intermediate
5	Proficient

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Grade	Reader Measures; Lexile
1	120L – 295L
2	170L – 545L
3	415L – 760L
4	635L – 950L
5	770L – 1080L
6	855L – 1165L
7	925L – 1235L
8	985L – 1295L
9	1040L – 1350L

There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their

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