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 the
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?
Support you assignment with a minimum of two scholarly resources.
APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
© 2019. Grand Canyon University. All Rights Reserved.
Class Profile – 3rd Grade
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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
© 2019. Grand Canyon University. All Rights Reserved.
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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 Grade Reader Measures; Lexile 1 120L – 295L 2 170L – 545L 3 415L – 760L 4 635L – 950L 5 770L – 1080L 6 855L – 1165L
© 2019. Grand Canyon University. All Rights Reserved.
7 925L – 1235L 8 985L – 1295L 9 1040L – 1350L 10 1085L – 1400L 11/12 1130L – 1440L Special Education Key Terms Acronym/Identification Details Category
504 Plan Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.
ADHD Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive
OHI, 504 Plan, or IEP based on severity of influence on academics.
APD Auditory processing disorder. Difficulty recognizing sounds.
504 Plan or IEP based on severity of influence on academics.
ASD Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.
IEP
Deaf-Blindness Hearing and visual impairments concurrently affecting communication and learning.
IEP
Deafness Requires use of assistive technologies. 504 Plan or IEP based on severity of influence on academics.
© 2019. Grand Canyon University. All Rights Reserved.
Depression Can be considered emotional disturbance based on severity. 504 Plan
Dyscalculia Difficulty understanding numbers and math facts. LD, IEP
Dysgraphia Difficulty with handwriting and fine motor skills. LD, IEP
Dyslexia Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.
LD, IEP
Dyspraxia Difficulty with muscle control and coordination. 504 Plan or IEP based on severity of influence on academics
ED Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.
504 Plan or IEP based on severity of influence on academics.
Executive Functioning Difficulty organizing and managing tasks, time management, and remembering details.
504 Plan
Hearing Impairment May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.
504 Plan or IEP based on severity of influence on academics.
IEP Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.
Intellectual Disability Presents significant limitations on learning and adaptive IEP
© 2019. Grand Canyon University. All Rights Reserved.
behavior.
Language Processing Disorder
Difficulty associating a meaning with sounds. LD, IEP
LD Learning disorder LD, IEP
Memory Difficulty with storing and retrieving information. 504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.
IEP
Non-Verbal Learning Disabilities
Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).
LD, IEP
OCD Obsessive compulsive disorder: Repetitive behaviors, over- thinking, anxiety
504 Plan or IEP based on severity of influence on academics.
ODD Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.
504 Plan
OHI Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).
IEP
© 2019. Grand Canyon University. All Rights Reserved.
Orthopedic Impairment A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations)
504 Plan or IEP based on severity of influence on academics.
Speech/Language Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.
OHI or LD based on severity of influence on academics.
Traumatic Brain Injury Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.
IEP
Visual Motor Difficulty processing what is seen and the ability to copy such as taking notes.
LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).
,
Science or Health Choice Matrix
Part 1: Choosing Activities
Subject:
Topic:
Standard(s):
Learning Objective(s):
|
Activity Name |
Assignment Description and Rationale (Include why the activity is appropriate for the class.) |
Assessment Methods (Based on learner data and individual needs.) |
Learning Styles and Grouping Strategies (Describe how the option appeals to each.) |
Differentiation ( Include disabilities, student interests, and cultures.) |
|
Option 1 |
||||
|
Option 2 |
||||
|
Option 3 |
||||
|
Option 4 |
Part 2: Collaboration
© 2020 Grand Canyon University. All Rights Reserved.
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