POST-PRIMARY. Science. Guidelines for Teachers of Students with MILD. General Learning Disabilities

Transcription

1 POST-PRIMARY Sciece Guidelies for Teachers of Studets with MILD Geeral Learig Disabilities

2 Cotets Itroductio 3 Approaches ad methodologies 4 Exemplars 14

3 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Itroductio These guidelies are desiged to support teachers of studets with mild geeral learig disabilities who are accessig the juior cycle curriculum. They are part of a suite of guidelies produced by the Natioal Coucil for Curriculum ad Assessmet ad are desiged to support teachers i meetig the eeds of studets with special educatioal eeds. Each set of guidelies correspods to a area of experiece of the juior cycle curriculum ad offers exemplars of good classroom practice i support of the kowledge ad skills associated with that area of experiece. Itroductio This volume is desiged to support the sciece teacher withi the cotext of a whole-school pla for studets with special educatioal eeds. A full accout of each area of experiece is preseted i the itroductory volume accompayig this set of materials alog with useful guidelies o school ad classroom plaig. I additio to the guidelies preseted here, similar materials have bee prepared for teachers workig with studets accessig the Primary School Curriculum. I order to provide cotiuity ad progressio i the learig experieces of studets with mild geeral learig disabilities, these guidelies are liked to prior learig i the Primary School Curriculum. I Approaches ad methodologies idividual differeces are emphasised ad potetial areas of difficulty ad their implicatios for learig are outlied ad liked with suggestios for possible teachig strategies. The exemplars i these guidelies are based o the Juior Certificate syllabus for sciece. The checklist for teacher observatio ad the table of potetial areas of difficulty have relevace for all teachers of studets with mild geeral learig disabilities. The exemplars have bee prepared to show how studets with mild geeral learig disabilities ca access a broad, balaced ad relevat curriculum through differetiated approaches ad methodologies. It is hoped that these exemplars will eable teachers to provide further access to the remaiig areas of the sciece curriculum. A strog emphasis is placed o usig a active approach to learig ad the use of cocrete experieces that relate to the studets eviromet ad prior learig. A rage of assessmet strategies is idetified i order to esure that studets ca receive meaigful feedback ad experiece success i learig.

4 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Approaches ad methodologies The Juior Certificate sciece Syllabus suggests the use of a variety of approaches ad methodologies i the mediatio of sciece. A distictio is made betwee the studet coductig a ivestigatio ad the studet coductig a experimet. 1 The term ivestigatio represets a experiece i which the studet seeks iformatio about a particular object, process or evet i a maer that is ot pre-determied i either procedure or outcome. I coductig a experimet the studet follows a prescribed procedure i order to test a theory, to cofirm a hypothesis, or to discover somethig that is ukow. Both approaches play a importat role i presetig learig experieces that take cogisace of the specific eeds of studets with mild geeral learig disabilities. A umber of key cosideratios must be kept i mid by the teacher either i usig the ivestigative approach or i coductig a experimet. These iclude the followig: Startig with the studets ow ideas ad experieces The costructivist view of learig o which the sciece curriculum is based, emphasises buildig o studets curret levels of experiece ad uderstadig. Through egagig i practical activities, studets with mild geeral learig disabilities ecouter ew ideas ad ways of thikig. These i tur challege ad alter their existig kowledge ad uderstadig. However, accessig these studets existig ideas ca be difficult. Studets ca lack the cofidece to express their ideas for fear of failure or rejectio. Likewise, they ca experiece difficulty i verbalisig their ow ideas, particularly i the case of studets with delayed laguage developmet or poor vocabulary. Teachers eed to employ certai strategies to elicit studets ideas o a give topic or issue. A comfortable, supportive learig eviromet will ecourage studets with mild geeral learig disabilities to express these ideas. The teacher actig as a learig parter ca, through questioig, suggestig, explaiig, iferrig, etc., better facilitate the studets i commuicatig their ideas. It may also be importat to utilise alterative modes of commuicatio. For example, studets with mild geeral learig disabilities may prefer to express their ideas through drawigs, costructios, modellig, or writig. These differet commuicative modes should be accommodated. 1. Juior Certificate Sciece Syllabus

5 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Ecouragig ad facilitatig practical activity Opportuities to egage physically with objects ad the eviromet are pivotal to supportig learig i sciece for studets with mild geeral learig disabilities. Providig opportuities to work i the eviromet Opportuities to work i the eviromet are particularly importat for studets with mild geeral learig disabilities. They help them to develop a stroger sese of idetity ad to make coectios with their locality ad commuity. They also brig ejoyable, excitig, ad discovery-based dimesios to learig, which are importat for the cotiued motivatio of these studets. Applyig ew iformatio ad ideas to everyday experieces Sciece, like all other areas of learig, must have a strog sese of relevace for studets with mild geeral learig disabilities. As may of these studets have below-average itellectual fuctioig ad delayed cogitive ad coceptual developmet, this relevace is cetral i sustaiig their iterest ad i demostratig to them the value of learig. Providig opportuities for studets to work together i sharig ideas, discoveries ad fidigs The sese of security ad support provided by collaborative learig ca be very importat to studets with mild geeral learig disabilities. However, careful cosideratio is eeded i the allocatio of workig parters, sice these studets ca easily feel itimidated by a more competet learer. A ivestigative approach Usig a ivestigative approach, studets seek to solve problems ad raise questios through a combiatio of closed activities ad ope-eded ivestigatios. Ope ivestigatios Ope ivestigatios are ivestigatios that arise from the studets ow questios. The teacher, actig as a facilitator, provides the opportuities for the exploratio of these questios. This methodology, while cetral to the problem-solvig model of sciece educatio, poses particular challeges for studets with mild geeral learig disabilities. Reluctace to take risks, to offer elaboratio, to accept that a problem may have more tha oe solutio, to aticipate or predict what might happe ext, ad to iterpret what iformatio is relevat to the problem all make this methodology challegig for them. If studets with mild geeral learig disabilities are to beefit from ope ivestigatios i sciece the ivestigatios should be kept simple. If the area of kowledge or the process relatig to the ivestigatio becomes too complex, the the studet will lose focus ad the purpose of the ivestigatio will become lost. As ope ivestigatios are drive by the studets ow ideas, the teacher will eed to support them i the articulatio of those ideas. The teacher will also eed to play a supportive ad creative role i facilitatig the learig process by modellig appropriate skills ad behaviours, by makig costructive ad helpful suggestios, ad by verbalisig the process for the studets. Skills ad behaviour associated with scaffoldig ope ivestigatios iclude questioig out loud speculatig demostratig trial ad error providig a rage of possible aswers to questios. These ca be doe at various stages i a ivestigatio, but particularly i the plaig stage. Coductig experimets followig prescribed procedures The sciece syllabus suggests this approach for certai aspects of the course that do ot led themselves to ivestigative work, for demostratig skills ad the use of equipmet ad materials that ivolve the teacher i presetig studets with data ad materials, ad i guidig them towards the discovery of a pre-determied idea or cocept. This approach has a umber of beefits for the studet with mild geeral learig disabilities.

6 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY It is highly structured, plaed from start to fiish, ad ca be broke ito cotrolled steps through which the studet ca observe ad measure progress. It also allows the teacher to strike a balace betwee the learig process ad the cotet. Coductig experimets ca eable these studets to gai cofidece i the practice of scietific skills ad to experiece success. The frequet use of writte istructios should be avoided i dealig with studets with mild geeral learig disabilities. The use of commercially produced worksheets may expose studets to ufamiliar laguage, makig the task/activity more difficult. It is importat to give them the ecouragemet, the guidace, ad the scaffoldig that they eed to ejoy ad to beefit from learig opportuities i sciece. Skills developmet Skills i sciece Through followig the Juior Certificate sciece syllabus the studet will lear skills associated with the maipulatio of equipmet, ad maual dexterity that takes accout of issues of health ad safety procedural plas ad the use of the scietific method i problem-solvig observatio, measuremet, ad the accurate recordig of data obtaiig ad usig iformatio from a variety of sources umeracy ad the maipulatio ad iterpretatio of data i a variety of forms, icludig the use of symbols, charts ad graphs logical thikig, iductive ad deductive reasoig, ad the formatio of opiios ad judgemets based o evidece ad experimet the preparatio ad presetatio of reports o scietific topics, experimets, etc. idepedet study ad cooperative learig the applicatio of scietific kowledge to everyday life experieces. 2 Whe plaig sciece activities for studets with mild geeral learig disabilities a umber of issues eed to be cosidered. Skills developmet The developmet of relevat skills may show a very ueve patter. While studets may display particular stregths i oe skill area, other areas may be quite uderdeveloped. Careful plaig o the teacher s part ca eable these studets to egage with the curriculum with real purpose. Oral laguage Oral laguage developmet ca pose challeges for the studet ad teacher i relatio to sciece. Skills developmet ca be impeded because of delay i oral laguage developmet, ad learig through laguage may ot occur to the degree that it might for other studets of the same age. I order to assist these studets to beefit fully from scietific activities teachers eed to refer to guidelies relatig to oral laguage developmet. The sciece curriculum ca, i fact, be used as a vehicle to develop the oral commuicatio ad critical thikig skills outlied i that sectio. Commuicatio It is importat that the teacher sees beyod commuicatio difficulties i order to eable studets to display ad develop skills i sciece to their full potetial. Some studets will have cosiderable aptitudes ad skills which they caot commuicate orally. The teacher should facilitate these studets by allowig them to demostrate, to draw, to make models, or to use gestures or symbols to commuicate their ideas. The teacher ca the talk through demostratios for the studet. Workig scietifically Practical egagemet with the biological ad physical aspects of the world is particularly importat for studets with mild geeral learig disabilities. Through these hads-o experieces they ca develop more easily a clear uderstadig of how thigs work ad why thigs act as they do. Without these experieces, studets with mild geeral learig disabilities ca ecouter great difficulty i acquirig ew kowledge ad i formig ew cocepts. 2. Juior Certificate Sciece Syllabus

7 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Dealig with cocepts ad kowledge i a abstract maer ca also be extremely challegig i the absece of practical everyday experieces. Practical activity is, therefore, cetral to the sciece curriculum for studets with mild geeral learig disabilities. Workig scietifically describes the process of scietific equiry through which the studets iteract with their eviromet ad its compoets i gaiig ew kowledge ad uderstadig. This etails the developmet of particular skills. The studets ca develop these skills through their scietific ivestigatios ad activities. They iclude questioig observig predictig ivestigatig ad experimetig estimatig ad measurig aalysig recordig ad commuicatig. Through successful plaig studets begi to uderstad that there are steps to be followed i the learig process. As they are guided through them they begi to recogise the steps, ad are less likely to become frustrated ad to give up o a task because each step will have bee idetified at the plaig stage. Uderstadig that trial ad error are ecessary aspects of learig will ecourage these studets to take risks ad to accept that a give problem may have a umber of solutios rather tha a right or wrog aswer. I this way practical, problem-solvig aspects of desig i the sciece curriculum itegrate with the costructio strads of the techologies ad art, craft, desig syllabuses. Such cross-curricular learig is especially importat ad beeficial for studets with mild geeral learig disabilities. I additio to the above approaches ad methodologies it is essetial, whe plaig a sciece curriculum for studets with mild geeral learig disabilities, to provide lessos ad activities that allow studets to practice skills ad experiece aspects of the process relatig to sciece to a far greater degree tha would be the case with maistream studets. While all studets eed opportuities to lear to hadle equipmet ad to carry out certai procedures, studets with mild geeral learig disabilities eed to over-lear skills i order to avoid becomig frustrated whe ivolved i ivestigative work. Short ad very regular practice sessios o ew skills will help them to develop their skills to a more sophisticated level. This i tur will eable the studets to focus more directly o gaiig kowledge whe ivolved i activities. All of the above methodologies should be used i teachig ay of the sectios of the sciece curriculum to studets with mild geeral learig disabilities. Idividual differeces i talets, stregths ad eeds All studets will beefit from a variety of teachig styles ad classroom activities. Studets with mild geeral learig disabilities will beefit particularly if the teacher is aware of their idividual talets, stregths ad eeds before embarkig o a ew activity. Cosultatio with ad/or ivolvemet i the Idividual Educatio Plaig process as well as teacher observatio will assist the sciece teacher i orgaisig a appropriate learig programme for a studet with mild geeral learig disabilities. Such a approach will assist the teacher i selectig suitably differetiated methods for the class. If learig activities are to be made meaigful, relevat ad achievable for all studets the the teacher eeds to fid ways to respod to that diversity by usig differetiatig approaches ad methodologies. This ca be achieved by esurig that objectives are realistic for the studets esurig that the learig task is compatible with prior learig providig opportuities for iteractig ad workig with other studets i small groups spedig more time o tasks orgaisig the learig task ito small stages esurig that the laguage used is pitched at the studets level of uderstadig ad does ot hider them i uderstadig the activity usig task aalysis outliig the steps to be leared/completed i ay give task

8 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY posig key questios to guide studets through the stages/processes ad to assist i self-directio ad correctio usig graphic symbols as remiders to assist i uderstadig the sequece/steps i ay give task/problem modellig task aalysis by talkig through the steps of a task as it is beig doe providig short ad varied tasks creatig a cogeial learig eviromet through the use of cocrete ad, where possible, everyday materials, ad by displayig word lists lamiated charts with pictures. Teachig strategies Whe plaig for teachig ad learig i the area of sciece a variety of teachig strategies eeds to be cosidered. These will respod to potetial areas of difficulty faced by studets with mild geeral learig disabilities i egagig fully i, for example, scietific laguage, oral ad writte commuicatio, problem-solvig, ad the retetio of facts ad cocepts. The table below lists some of these, ad suggests appropriate strategies for classroom use. It is importat to remember that ot all studets with mild geeral learig difficulties face all of these challeges. Neither is it a exhaustive list. These are strategies which help overcome some commoly foud potetial areas of difficulty.

9 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Addressig potetial areas of difficulty for studets with mild geeral learig disabilities s Potetial area of difficulty Safety = Implicatios for learig Studets may ot be familiar with the laboratory equipmet ad may ot have experiece i a practical eviromet. Studets may display delayed fuctioal respose to potetial hazards. It may be ecessary to adjust work areas to match studets optimum comfort ad operatioal fuctioig. + Possible strategies Strog emphasis is eeded o safety ad buildig up cofidece to participate i the practical eviromet. Keep all exits ad pathways clear. Evacuatio drill should be practiced regularly (at least oce a term). Ivolve studets i makig safety sigs for the laboratory. Studets should practice turig o ad off equipmet, must kow where the mai power ad gas switches are, ad be able to use them. s Potetial area of difficulty Fear of usig ew apparatus = Implicatios for learig Safety is of the utmost importace. Studets must be cofidet that they ca use the apparatus ad associated chemicals safely. + Possible strategies Studets eed opportuities to practise ad develop skills with security ad cofidece. Strog emphasis is eeded o accuracy ad o the practise of correct procedure. If usig group work, esure that roles i the group are clearly assiged ad that the task is sufficietly structured to support the participatio of a studet with motor difficulties.

10 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY s Potetial area of difficulty Developig ideas for a ivestigatio = Implicatios for learig Studets may eed to be ecouraged to examie other ivestigatios already completed by peers. The teacher may eed to guide studets towards developig a clear focus for their ow ivestigatios. + Possible strategies A emphasis should be placed o keepig the ideas as simple as possible. Discuss ideas with the whole group. Repeat ad record suggestios from studets ad refer back to them. Ecourage work i small group ad i pairs. s Potetial area of difficulty Commuicatig ideas = Implicatios for learig Studets may ot participate i discussio ad may ot get the opportuity to develop their ow respose to questios posed. + Possible strategies Ecourage studets to talk through listeig to other studets cotributios. Allow plety of aswer time. Do ot talk for the studet. Emphasise that every cotributio is useful. Break the whole class ito pairs or threes, ad ecourage cotributios from all. Ecourage statemets of preferece for various solutios, for example What I like, What I do t like. 10 s Potetial area of difficulty Beig overwhelmed by the learig process = Implicatios for learig The studet becomes overwhelmed whe preseted with ew iformatio or skills ad cosequetly caot lear. + Possible strategies Provide alterative forms of iformatio, for example usig visual presetatios of material. Ask studets to pick out the parts of the text they ca read ad to focus o relevat iformatio. Use a highlighter for importat sectios/words. (There is ofte there a lot of redudat iformatio.) Avoid presetig the studet with pages of textbook problems by givig modified worksheets (with diagrams) or verbally delivered istructios.

11 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY s Potetial area of difficulty Vocabulary/laguage = Implicatios for learig Studets may have difficulty followig a sequece of ideas/istructios expressig their ow ideas uderstadig/retrievig appropriate terms, predictig, aalysig, etc. + Possible strategies Teach the laguage of sciece, demostratig meaig ad/or usig visual aids. Have the studets demostrate scietific pheomea, for example floatig/sikig, usig give me, show me, make me as much as possible. Assist studets i expressig ideas, through scaffoldig or verbalisig a demostratio. Use wall charts of keywords. Model posig questios. Commuicate clearly to both studets ad parets the laguage that is beig covered each week. Ecourage the studet to build up a dictioary of scietific terms. s Potetial area of difficulty Motor skills ad dexterity + Possible strategies = Implicatios for learig Studets ca easily give up whe they caot hold a piece of equipmet. 11 Choose resources/equipmet appropriate to the studet, bearig i mid safety issues as well as the studet s dexterity. Allow studets very regular short practice sessios with ew equipmet. Break the activity ito steps, ad pla itervetio with the studets at particular stages. Idetify the stages for studets, ackowledgig progressio from oe stage to the ext. Use teacher demostratio. Keep step by step istructios posted ear equipmet. Allow oe studet to hold the equipmet while aother cotiues with measurig ad recordig.

12 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY s Potetial area of difficulty Short attetio spa, lack of cocetratio ad applicatio = Implicatios for learig The studet may have problems i completig his/her task. The studet may fid it difficult to stay o-task, may take a log time to complete a task, or may rush a task. The stadard of fiished work may be poor. + Possible strategies Orgaise iterestig tasks that require a short timescale i the early stages of the sciece programme. Vary the processes ad move studets to ew ad achievable tasks if cocetratio is see to dimiish. Group/pair work ad divisio of tasks ca help hold iterest as experimets ad ivestigatios ca be doe joitly i a shorter time spa. s Potetial area of difficulty Writig up pro forma reports o madatory experimets ad ivestigatios + Possible strategies = Implicatios for learig Studets may fid it difficult to write up log passages to describe the whole ivestigative process. Studets may have difficulty drawig accurate diagrams ad graphs. 12 Provide a pro forma sheet with the required headigs ad some guidig questios. Ecourage studets to complete each stage i the report as it is beig doe. The computer could be used to word process if the studet fids this easier tha writig. The studet should be ecouraged to sketch ad glue i pictures. s Potetial area of difficulty Time = Implicatios for learig Studets may have difficulty with the measuremet of time ad the cocept of time passig. + Possible strategies Sciece provides edless opportuities to focus the studets attetio o the passig of time. Measuremet of time should be built ito ivestigatios, where possible. Observatios of chages occurrig over a day, a week, a moth, ad the seasos should be plaed. Pla to record time passig i a way that provides a visual image for the studet, for example, colourig days o a caledar or parts of a clock face.

13 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY s Potetial area of difficulty Poor self-esteem ad a fear of failure = Implicatios for learig Studets feel helplessess ad costatly seek help or refuse to proceed with eve the simplest of tasks. Studets may get trapped i the I ca t do Sciece barrier. + Possible strategies It is importat for studets to experiece success as ofte as possible. Both teacher ad studets should set realistic ad achievable targets. Tasks should be relevat to the studets day-to-day reality, ad have a clear meaig ad purpose for them. Develop a culture i the classroom where mistakes are see as a itegral part of the learig process. 13

14 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplars The exemplars preseted here are desiged to show how the strategies outlied above ca work i classrooms, to model practice that ca meet the eeds of juior cycle courses, ad to serve the particular learig eeds of studets with mild geeral learig disabilities. Structure Each of the exemplars is preceded by a summary i the form of two tables. The first table is a itroductio to the exemplar. It outlies the relevat sectios of the Primary School Curriculum, Juior Certificate (Ordiary level), ad Juior Certificate School Programme (JCSP) curriculum. It also highlights some of the characteristics of studets with mild geeral learig disabilities that relate specifically to the area covered i the exemplar ad lists some of the strategies used. I additio, a time scale ad a list of resources are provided. The secod table outlies the exemplar i more detail by providig suggested outcomes, supportig activities, ad assessmet strategies for a lesso/series of lessos. 14 No. Syllabus topic Exemplar Title Page 1. Physics 3B : Heat, Light ad Soud Heat, chages of state Biology 1A : Huma Biology Ezyme actio ad the breathig system Chemistry 2A4 : Metals Metals 55

15 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Syllabus topic: Physics 3B : Heat, Light ad Soud Heat, chages of state Primary School Curriculum (5th ad 6th classes) Sciece Strad: Eergy ad Forces Mathematics Strad: Measuremet Juior Certificate (Ordiary level) 3B Heat OP22 Uderstad that heat is a form of eergy ad that it ca be coverted ito other forms of eergy. OP23 Ivestigate ad describe the expasio of solids, liquids ad gases whe heated, ad cotractio whe cooled. OP24 Demostrate the expasio of water whe freezig. Juior Certificate School Programme Sciece 4: Eergy ad cotrol. Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take from six to eight class periods, for example: itroductio to the cocept of eergy ad heat ad the chage of eergy to other forms oe period expasio ad cotractio of gases double period expasio ad cotractio of solids ad liquids double period demostratio of the expasio of water o freezig oe period 15 Potetial areas of difficulty > Difficulty with terms such as cotractio, expasio > Retaiig a clear grasp of eergy chagig to other forms > Trasferrig learig to everyday situatios > Trasferrig material from the blackboard to worksheets or charts > Readig ad writig at speed > Hadlig the pieces of equipmet > Writig the report o ivestigatios Strategies used i this exemplar Plaig for ivestigatio Desigig the ivestigatio with clear istructios Carryig out the ivestigatio Recordig the ivestigatio usig key words Givig laguage support by matchig words with their correct meaig Setece completio exercises Group discussio, ivolvig askig questios, listeig ad explaiig

16 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Resources Necessary laboratory equipmet List of key words Worksheets Photographs of differet forms of trasport (cars, plaes, etc.) Photographs, ewspaper cuttigs, ad magazie cuttigs to show the applicatio of the expasio of solids, liquids ad gases i everyday life Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to Group discussio, ivolvig askig questios, listeig ad explaiig The teacher ca assess studets kowledge ad skills through worksheets explai that heat is a form of eergy ad ame other forms of eergy complete a worksheet o examples of heat eergy chaged to other forms of eergy Plaig ivestigatios Coductig ivestigatios Reportig o ivestigatios Matchig words with their correct meaig cloze exercises demostratios by the studet oral discussios ad explaatios. 16 complete cloze assigmets o the expasio ad cotractio of solids, liquids ad gases explai how to demostrate that water expads whe froze pla ivestigatios, record results, iterpret results, draw coclusios, use lab equipmet safely, measure temperature, ask questios o the expasio ad cotractio of solids, liquids ad gases provide a example relatig their kowledge o heat to techology ad society.

17 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Activity 1 Measure the temperature of various solids at above ad below room temperature Aim: To uderstad ad develop skills i measuremet of temperature See Worksheet 1 for Activity 1 for studets to use whe measurig temperature of differet materials. Equipmet Samples of materials whose temperature will be measured, for example a beaker of tap water, beaker of ice, beaker of sugar. A thermometer (usig a thermometer i this ivestigatio meas that the thermometer ca the be examied to show the expasio of liquids whe heated.) Activity 2 Fuel as a source of eergy Aim To uderstad that heat is a form of eergy heat is got from burig fuels heat ca be chaged ito other forms of eergy such as movemet eergy. 17 Provide studets with pictures of differet forms of trasport, o worksheets, pages 21,22, or o Powerpoit, overheads, etc. Discuss the followig questios i relatio to each of the differet modes of trasport: What is the source of eergy? Why is the eergy ecessary? What has the eergy bee chaged ito? What would happe if there was ot a supply of eergy? Activity 3 Ivestigate ad describe what happes whe liquids are heated ad the cooled. Aim To show that a liquid expads whe heated ad cotracts whe cooled Use Worksheet for Activity 3 to discuss what happes whe a liquid is heated. Refer back to Activity 1 above.

18 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Activity 4 Ivestigate ad describe what happes whe gases are heated ad the cooled. Aim To show the expasio ad cotractio of air. Use Worksheet for Activity 4 for this ivestigatio. Discuss with the studets ways to coduct this ivestigatio. I this case the gas beig used is air, so it is ecessary to steer the class discussio towards the use of air i coductig the ivestigatio. Ask guidig questios, such as: What gas is the safest for use i the ivestigatio? How ca the gas be trapped? The ask the studets the questio: If give a balloo, a glass bottle, a Buse burer, a tripod stad ad wire gauze how could you coduct this ivestigatio? 18 Ask the studets to complete Sectio 1 of Worksheet for Activity 4. Materials required for each group of two studets Balloos, a coical flask, a Buse burer, a tripod stad ad wire gauze, large beakers. Procedure Stretch a balloo over the eck of the empty coical flask. Place the flask i a beaker of hot water. Leave the flask i the water for a few miutes ad observe what happes. Light the Buse burer ad heat the water i the beaker. Observe what happes. Place the flask i a beaker of cold water ad observe ay chages i the balloo. Depedig o the ability of the studets either provide them with diagrams of each piece of equipmet ad ask them to ame them, or ask them to draw a diagram of each piece of equipmet used. Provide a list of the relevat pieces of equipmet. Results Ask studets to complete the seteces i Sectio 3 (the case of the balloo ad the flask what happeed?) of the Worksheet for Activity 4 to record the result of the ivestigatio. Ecourage the studets to thik of a everyday example of the expasio of gases, or of cotractio of gases.

19 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Activity 5 To show the expasio of solids Aim To show that solids expad whe they are heated. Discuss with the studets ways to coduct this ivestigatio. Itroduce the ball ad rig apparatus, showig how the ball fits ito the rig. Egage the studets i predictig what would happe if the ball is heated or if the ball is cooled. Demostrate what happes by heatig the ball usig the Buse burer. Discuss some applicatios of this kowledge, for example how the metal lid of a jam jar ca be easily looseed ad why this works. After observig the demostratio get studets to complete Worksheet for Activity 5 i small groups of two or three. Activity 6 19 To demostrate the expasio of water o freezig Aim To show that water expads o freezig This demostratio ca be doe i small groups of studets or by the teacher. Whichever way is chose it is importat to ivolve the studets i the plaig process. Discuss the pla with the studets ad ask them to complete Sectio 1 (Plaig) of the Worksheet for Activity 6. If the studets are doig the experimet themselves it would be better to use a plastic bottle. Equipmet Small bottles (0.5l plastic or glass), a plastic bag large eough to cotai the bottle of water. Method Fill the bottle with water ad screw the cap o tightly. Place it i the freezer log eough for the water to freeze or leave it overight. Result Observe what has happeed whe the bottle is removed. Studets ca the complete the Worksheet for Activity 5. Discuss with the studets ways i which this kowledge ca be used i everyday life.

20 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 1 Temperature how hot are differet thigs? Substace Guess temperature ( 0 C) Actual temperature ( 0 C) Air i the classroom Tap water Ice Milk from the fridge Table salt 20 Sugar

21 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 2 Fuel as a source of eergy What fuel is bured i the sports car? Is the fuel a solid or a liquid? Whe the fuel is bured what is it chaged ito? Why is the fuel used? 21 Where does the eergy for the plae come from? Is the fuel a solid or a liquid? Where does the eergy for the hot air balloo come from? Is the fuel a solid, a liquid or a gas?

22 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Where does the eergy for the trai come from? Where is the eergy made for ruig the trai? Name a fuel that could be used to make the eergy supply for the trai? What is heat eergy chaged to i the electricity power statio? Eergy to move 22 Fill i the blaks usig the correct words from the followig list: move, eergy, bured, vehicles, heat, movig The fuel is ad it gives off eergy. The heat eergy is chaged ito eergy i the trasport. If the fuel rus out the vehicle will ot.

23 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 3 What liquid is used i the thermometer i the picture? What other liquid could be used for a thermometer? What happes whe the thermometer is put ito warm water? What will happe if the thermometer is the put ito cold water? Put the correct word i the seteces below: EXPANDS CONTRACTS 23 A liquid whe it is heated. A liquid whe cooled.

24 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 4 What happes whe a gas is heated, ad the cooled? Sectio 1 Plaig What gas will you use? Where is the gas? What will be chaged? How ca you kow a chage has take place? Safety issues? Sectio 2 24 The balloo o the flask! Equipmet A balloo, a coical flask, a beaker of hot water, a tripod stad ad wire gauze, a beaker of cold water. Heated balloo ad bottle Cool balloo ad bottle

25 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Sectio 3 The case of the balloo o the flask - what happeed? What gas was heated i the ivestigatio? Where was the gas? What happeed the gas whe it was heated? What happeed the balloo the? How did you cool the flask? What happeed the gas whe it was cooled? What happeed the balloo the? How is this iformatio useful i everyday life? 25 Everyday use? (Use a picture or write about it.) Thik: What happes to a balloo o a hot day? What might happe if it got too hot?

26 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 5 Sectio 1 What happeed with the ball ad rig Choose the right word for each of the seteces from the followig: expaded, ball, solid, rig, bigger, cotract, smaller, heated, bigger, cooled, cotracted The ball is a. At first the ball fitted through the. The the was heated. After it was the ball would ot fit through the rig. 26 The solid ball whe it was heated. This meas it got. The opposite to expad is. Whe the ball was it fitted through the rig. This is because the solid whe it was cooled dow.

27 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Sectio 2 Everyday use? (Use a picture or write about it.) 1. Why do the radiators i your house sometimes click ad make oise whe the cetral heatig starts up? Why do you thik a glass bottle cracks whe boilig water is poured ito it?

28 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Worksheet for Activity 6 Sectio 1 What happes whe water freezes? Plaig: (i) What am I goig to chage? (ii) How will I chage it/where will I put it? (iii) Safety issues? 28 Sectio 2 List the materials eeded. Draw diagrams. List of key words: water, bottle, plastic bag

29 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Sectio 3 What was doe? Results: What happeed?

30 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 1: Sciece Coclusio: What does this result tell you? Everyday use? (Use a picture or write about it.) 30

31 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Syllabus topic: Biology 1A: Huma Biology Ezyme actio ad the breathig system Primary School Curriculum (5th ad 6th classes) Juior Certificate (Ordiary level) Juior Certificate School Programme Sciece Strad: Livig thigs Strad uits: Plat ad aimal life, Processes of life SPHE Strad: Myself Strad uits: Takig care of my body, Food ad utritio Safety ad protectio, Persoal safety 1A3 Ezymes OB8 Ivestigate the actio of amylase o starch; idetify the substrate, product ad ezyme. OB5 Ivestigate the coversio of chemical eergy i food to heat eergy. 1A4 Aerobic respiratio OB9 Describe the process of aerobic respiratio by meas of a word equatio ad uderstad that aerobic respiratio requires the presece of oxyge. OB10 Demostrate the products of aerobic respiratio. OB11 Carry out qualitative tests to compare the CO 2 levels of ihaled ad exhaled air. OB12 Describe how oxyge is take ito the bloodstream from the lugs ad how carbo dioxide is take ito the lugs to form the blood stream durig gaseous exchage ad how these processes are affected by smokig. The Huma Body Describe some of the major systems of the huma body ad explai their liks with health. 31 Time scale: The full rage of learig ad assessmet preseted i this exemplar will take eight class periods devoted to Food as a source of eergy, comprisig eergy coversio from chemical eergy to heat eergy 2 periods huma breathig system ad breathig rate 2 periods ivestigatig the actio of amylase o starch 2 periods the effects of smokig 2 periods.

32 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Potetial areas of difficulty > Learig, retaiig ad uderstadig terms such as ezymes, gaseous exchage, ad the ames of the parts of the breathig system > Retaiig details of the type of test coducted to show the presece of starch ad of CO2 > Retaiig a clear grasp of eergy chages i the huma body > Trasferrig material from the blackboard/whiteboard to a worksheet or chart > Readig ad writig at speed > Hadlig the differet pieces of equipmet Strategies used i this exemplar Plaig for ivestigatio Desigig the ivestigatio with clear istructios Carryig out the ivestigatio Recordig the ivestigatio usig key words Givig laguage support by matchig words with their correct meaig Setece completio exercises Group discussio that ivolves askig questios, listeig, ad explaiig 32 Resources The ecessary laboratory equipmet A list of key words Worksheets Posters to discourage smokig Newspaper/magazie cuttigs

33 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Suggested outcomes Supportig activities Assessmet strategies As a result of these activities the studet should be eabled to explai that food is a fuel ad that it provides heat eergy Group discussios, ivolvig askig questios, listeig ad explaiig. Plaig ivestigatios. The teacher observes whether studets ca explai that food is a fuel ad that it provides heat ad eergy explai that the chemical fuel of food ca be bured ad heat give off use the term breathig rate ad explai what chages it complete worksheets/models o parts of the huma breathig system ame the gases exchaged i the lugs demostrate the test for the presece of carbo dioxide, showig that exhaled air cotais more carbo dioxide tha ihaled air compose the word equatio for aerobic respiratio Coductig ivestigatios. Reportig o ivestigatios. Matchig words with their correct meaigs. studets ca complete worksheets/models o parts of the huma breathig system studets ca ame the gases exchaged i the lugs ad compose the word equatio for aerobic respiratio studets ca ame the tests for starch ad CO2 studets ca explai how to ivestigate the actio of amylase o starch ad ame the ezyme ad product studets ca ame two effects of smokig o the body ad two ways of keepig the body healthy. 33 give a example of a starchcotaiig food ame the tests for starch ad CO2..

34 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Activity 1 1A3: Ezymes What happes the food we eat? Discuss with the studets what happes to the food we eat. If they have already covered the sectios o food ad digestio this discussio will ot require much time. The followig questios might be helpful: > Do we keep all the food that we eat i the body? > Do we get rid of waste food from the body? > What breaks up the food so that it ca go ito the blood? Use Worksheet for Activity 1 to help focus the discussio. Activity 2 OB5: Ivestigate the coversio of chemical eergy ito heat eergy. 34 Burig food ad gettig heat from food I preparig for this ivestigatio referece could be made to work completed o the eergy value of differet foods OB4. Coduct the madatory ivestigatio with the studets. See Worksheet for Activity 2. It may be a good idea to use more tha oe food sample with the group so that the results ca be compared. Discuss how the heat give off by burig food could be measured, cosiderig differet optios. Activity 3 OB8: Ivestigate the actio of the ezyme amylase o starch. Digestig food: chagig food ito smaller chemicals Coduct the madatory ivestigatio with the studets. See Worksheet for Activity 3. Cosider whether it is best to use saliva from the studets or amylase from a chemical supplier. Proper safety ad hygiee procedures eed to be observed.

35 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Activity 4 OB12: Describe how oxyge is take ito the bloodstream from the lugs ad how carbo dioxide is take ito the lugs from the blood stream durig gaseous exchage. Gettig oxyge i place of carbo dioxide Use a wall chart, Powerpoit, or the iteret to show the parts of the huma breathig system. Use secodary sources to tell the story of gaseous exchage i the blood. Ask studets to complete i pairs Worksheet for Activity 4 o ihalig ad exhalig air. Activity 5 OB11: Carry out qualitative tests to compare the CO 2 levels of ihaled ad exhaled air. Gettig oxyge i place of carbo dioxide Discuss with studets the use of limewater to test for the presece of CO 2. Coduct the ivestigatio o testig for CO 2 i ihaled air ad i exhaled air. See Work sheet for Activity Activity 6 OB9: Describe the process of aerobic respiratio by meas of a word equatio ad uderstad that aerobic respiratio requires the presece of oxyge. Word equatio for aerobic respiratio Discuss with studets the cocept of gettig eergy from food ad that there are waste products i the form of gas ad water. Guide them towards writig a word equatio for the process of aerobic respiratio by providig them with words o lamiated cards ad askig them to write a equatio of what happes with food. See Worksheet for Activity 6.

36 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Activity 6 OB9: Describe the process of aerobic respiratio by meas of a word equatio ad uderstad that aerobic respiratio requires the presece of oxyge. Word equatio for aerobic respiratio Discuss with studets the cocept of gettig eergy from food ad that there are waste products i the form of gas ad water. Guide them towards writig a word equatio for the process of aerobic respiratio by providig them with words o lamiated cards ad askig them to write a equatio of what happes with food. See Worksheet for Activity 6. Activity 7 How are the processes of gaseous exchage affected by smokig? Discuss with the studets why people are ot allowed to smoke i cafes, pubs, schools, hospitals, etc. Use classroom discussio to ecourage studets to create a poster about the harmful effects of smokig. This could be doe with ewspaper/magazie cuttigs i cojuctio with cotributios from the studets. 36 Some of the harmful effects are outlied below. See the websites ad smokig. Complete the cloze exercise o what happes to our lugs whe we smoke. Whe you smoke > the amout of mucus icreases ad it also gets thicker. > the extra mucus makes you. > the extra mucus become ifected. > the cleaig system i your lugs does ot work as well as before. > your lugs ad get irritated ad iflamed. They the become arrow so less air gets i ad out. So less is carried to your body. > cigarette smoke has chemicals that ca make ormal cells chage ito cells. cacer cough ca oxyge airways Set up a experimet to demostrate what happes to cotto wool whe it is exposed to smoke. It may be a good idea to do this as a demostratio. However it makes a importat impact if the studets are allowed to do it i small groups. See Worksheet for Activity 7.

37 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Activity 8 Show the effect of smoke o cotto wool. Use a empty half litre plastic bottle. Place a small umber (perhaps six) of small cotto wool balls i the bottom of it. Plug the top of it with Plasticie. Make a hole through the Plasticie with a pecil, remove the pecil ad place the cigarette i its place. Whe the bottle is sealed with the Plasticie o the top squeeze the bottle ad draw the smoke ito the bottle. Observe what happes. 37

38 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Worksheet for Activity 1 38 Page 95 from the NI Educatio ad Library Board s SNAP Sciece 1995

39 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Worksheet for Activity 2 Burig food Plaig (i) What am I goig to show? (ii) What food will I use? 39 (ii) What am I goig to chage? (iii) How will I chage it? (iv) Safety issues?

40 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Draw a diagram of the equipmet eeded. List of key words: Buse burer, togs, test-tube What was doe? Results: What happeed?

41 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Coclusio: What does this result tell you? How is this iformatio useful i everyday life? Everyday use? (Use a picture or write about it.) 41

42 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Worksheet for Activity 3 Digestig food: chagig food ito smaller chemicals Plaig (i) What am I goig to show? (ii) What food will I use that has a lot of starch? (iii) Where will I get the ezyme amylase? 42 (iv) What will the ezyme work o? (iv) Safety issues?

43 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Draw a diagram of what you will do with the equipmet. List of key words: test-tube for spit, test-tube for food sample, test-tube for puttig spit ad food sample i together, test-tube rack, iodie, dropper What was doe? Results: What happeed?

44 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Coclusio: What does this result tell you? How is this iformatio useful i everyday life? Everyday use? (Use a picture or write about it.) 44

45 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Worksheet for Activity 4 Gettig oxyge i place of carbo dioxide Plaig (i) What am I goig to show? (ii) How will I collect the gas I breathe out? (iii) How will I collect the gas I breathe i? 45 (iv) What will I chage? (v) How will I chage it? (vi) Safety issues?

46 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Draw a diagram of the equipmet ad materials eeded. List of key words: test-tubes (use for blowig exhaled air ito, ad the other for suckig air through), glass tubig, limewater 46 Method: What was doe? Results: What happeed?

47 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Coclusio: What does this result tell you? How is this iformatio useful i everyday life? Everyday use? (Use a picture or write about it.) 47 Use these words to tell the story of the jourey of air: Mouth ad ose, widpipe, ribs, diaphragm. The air eters our bodies through the. The air passes dow the to the lugs. The lugs are protected by the boes called the. There is a sheet of muscle at the base of the cavity called the.

48 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Worksheet for Activity 5 Gettig oxyge i place of carbo dioxide Plaig (i) What am I goig to show? (ii) How will I collect the gas I breathe out? (iii) How will I collect the gas I breathe i? 48 (iv) What will I chage? (v) How will I chage it? (vi) Safety issues?

49 Guidelies Mild Geeral Learig Disabilities / Sciece / POST-PRIMARY Exemplar 2: Sciece Draw a diagram of the equipmet ad materials eeded. Method: What was doe? Results: What happeed?