Supporting Access to Science and Social Studies Using
Content Modules
TASH 2017
Who we areedCount:• Liz Summers, Executive Vice President (Session Organizer/Moderator)TDOE: • Chrissy Fox, Director of Content and Assessment• Alison Gauld, Behavior and Low Incidence CoordinatoredCount:• Bill Herrera, Senior Associate• Charlene Turner, Senior Associate• Jean Clayton, Associate
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Here’s what we want to share•Academic expectation for Science and Social Studies for all students•Possible needs for all educators•Content modules developed to support alleducators in teaching all students• Focus on students with complex learning needs
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What We Know
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• ESEA• IDEA• State Guidelines• Beliefs and Values
Expectations
• Scaffolding• Adaptations•Modifications• Communication/AAC
Meeting Unique Needs
• Plethora of Content
• Additional IEP Skills
• Paper work, Evaluations, Monitoring, etc.
Time Restraints
Science can be scary!
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Abundance of Concepts
Planning Time
Time to Teach
And social studies can be a bit
overwhelming!
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Physical and Human Geography
Culture Economics Civics and Politics History Change, Continuity, and
Context
But, we also know…
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= Realistic Expectations
Research in
Science
Research in Math‐ematics
Research in
Reading
A thought about what we don’t know...
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If you think they can’t,
they won’t.
If you think they can,
They might!
One Way to Support ‒ Content Modules
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Expectations Supports
What’s in it?Science Social Studies
Science Academic Standards and Related Alternate Assessment Targets and Underlying Concepts
Social Studies Academic Standards and Related Alternate Assessment Targets and Underlying Concepts
Scientific Inquiry and Engineering Design NAConnecting Concepts
Vocabulary and Background Knowledge Information, Including Ideas to Teach VocabularyOverview of Units’ Content
Universal Design for Learning (UDL) SuggestionsTransference and Generalization of Concepts, Knowledge, and Skills
NA Concepts and Vocabulary Multi‐Age PlanningTactile Maps and Graphics10
Academic Standards Alternate Assessment Targets (AAT)
Underlying Concepts (UC)
0407.4.1 Draw conclusions about the relationship between reproduction and the survival of a species.
Relate survival in particularenvironments to reproductivesuccess of a species.
Identify the environmentalfactors necessary for successfulreproduction.
0707.4.4 Interpret a Punnettsquare to predict possiblegenetic combinations passed from parents to offspring during sexual reproduction.
Identify how a variety ofinherited traits passed fromparents to offspring lead todifferences within the samespecies (e.g., puppies that differin color and size).
Identify similarities anddifferences between plant oranimal parents and theiroffspring (e.g., eye color, hair/fur color, leaf shape).
Academic Standards Alternate Assessment Targets (AAT)
Underlying Concepts (UC)
3.42 Identify major physicalfeatures of the continent:Mountains—Alps, Gibraltar;Bodies of Water—Arctic Ocean, Mediterranean Sea. (G)
Use a map to find the location of major physical features (i.e.,Alps, Gibraltar, Arctic Ocean, and Mediterranean Sea) of the continent of Europe.
Identify bodies of water on a world map.
3.44 Interpret a chart, graph, or resource map of major imports and exports. (EG)
Answer explicit questions about the major imports or exports from a European country using a chart, graph or resource map.
Identify an agricultural ormanufactured product.
Science Social StudiesScience Academic Standards and Related Alternate Assessment Targets and Underlying Concepts
Social Studies Academic Standards and Related Alternate Assessment Targets and Underlying Concepts
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Science Social StudiesScientific Inquiry and Engineering Design
NA
• Asking questions (for science) and defining problems (for engineering). Examples: Why do offspring from the same parents look different from each other? How do animal parents protect their young? What purpose do parasites serve? What ways do animals get food?
• Developing and using models. Examples: Develop a model of a family to identify common traits between grandparents, parents, and children. Develop a model of a food web or habitat that identifies predators.
• Planning and carrying out investigations. Examples: Conduct experiments to discover how animals are suited for their environment. Conduct an experiment to discover fossils in a soil profile.
• Analyzing and interpreting data. Examples: Use data of traits, eye color, hair color, etc., to see patterns of similarities and differences between parents and offspring.
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Following are Connecting Concepts for this Content Module ‐ Physical Science: Definitions of Energy. Students understand:• Patterns
• Patterns can be used to determine similarities and differences. • Patterns in rates of change and cycles can be used to make predictions.
• Cause and Effect • Events that occur together with regularity might or might not have a cause‐and‐effect relationship.
• Some events that occur together are correlated versus causal relationships.
Science Social StudiesConnecting Concepts
Following are Connecting Concepts for this Content Module: The History of America: The Roaring Twenties and the Modern United States.Students understand:• basic economics• the importance of trading/exchanging goods and services• the effects of change in an economy (e.g., jobs, where people live, what they spend money on, etc.)
• citizens of the United States have rights and responsibilities• reasons and challenges of exploring and moving to new places• ways America grew and developed over time• how people and places can affect art such as music• importance of people’s actions in history
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Science Social StudiesVocabulary and Background Knowledge Information, Including Ideas to Teach Vocabulary
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Energy (elementary) – Various forms of energy are constantly being transformed into other types without any net loss of energy from the system: light reflection, absorption, or refraction.Content: • Light is a form of energy.• Light travels in a straight line.• Texture, color, and transparency of objects affect how light behaves when hitting the object.
• Light bouncing off an object is called reflection.
Science Social StudiesOverview of Units’ Content
Unit 1 – Colonialism (1600‐1750): Student will understand the social, political, and economic reasons for the movement of people from Europe to the American Indians and on the development of the land that eventually became the United States.Content: Founding of Plymouth Colony• Reason(s) the Pilgrims (also known as Separatists in England) established a colony in America
• The Pilgrims’ journey on the Mayflower• The creation and purpose of the Mayflower Compact
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Science Social StudiesUniversal Design for Learning (UDL) Suggestions
Coding Strategies Examples
V‐visuallyimpaired
H‐hearing impaired
P‐physical disability
Multiple Means of Representation
Introduce information through a multi‐sensory approach
Have students participate in animal adaptation simulations (e.g.,Link to resource). V
Multiple Means of Action and Expression
Present instructionalmaterials in a manner that provides access.
Provide three‐dimensional objects with hook and loop tape or magnets for completing graphic organizers. V/P
Multiple Means of Engagement
Provide a schedule and visual timer.
Use a first/then schedule (e.g., link to resource).
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Science Social StudiesTransference and Generalization of Concepts, Knowledge, and Skills
Area Instruction Opportunity to Embed Skills
Communication Ideas for addressing each area during instruction. Examples:• Make connections between
vocabulary and real‐life or future opportunities to use the vocabulary (e.g., while cooking)
• Teach measuring and graphing during investigations
Ideas for working on IEP and other skills during instruction. Examples:• Provide opportunities to
work alongside same age peers to practice age‐appropriate social skills and serve a vital role in the group.
• Use positive behavior supports to encourage independent work skills.
Reading and Listening ComprehensionAge‐AppropriateSocial SkillsIndependent Work BehaviorsSkills in Accessing Support Systems
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Science Social Studies
NA Concepts and Vocabulary Multi‐Age Planning
Physical and Human GeographyGeographical features and the spatial organizational…
Grades 6‐8 Concepts VocabularyAAT: Identify reasons why the region of Mesopotamia is referred to as the Fertile Crescent. (6.8)• UC: Use a map to identify a
geographical feature in Mesopotamia.
AAT: Identify reasons why European countries were…
Understand:• how to think spatially and
use a variety of maps and map tools (e.g., compass rose, legend)
• how geography affects a region’s economy
• the impact of the roads on growth of a society
General:• agriculture• ancient• architecture• art• boundarySpecific:• Arab world• Asia
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Science Social StudiesTactile Maps and Graphics
Tactile Graphic Guidance1. Determine need for graphic.2. Consult with the local educator trained to work with students with visual
impairments.3. Determine the essential information in the graphic. 4. Reduce unnecessary detail in the graphic.5. Remove frames or image outlines if they serve no purpose.6. Modify the size of the graphic7. Use solid shapes as feasible.8. Systematically teach exploration and interpretation of tactile graphics.
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What Tennessee educators had to say
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Take a Look.
http://tn.gov/education/article/special‐education‐tools‐resources
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What questions do you have?
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Thanks for coming!