Is time travel possible?

Today, is October 21st, 2015. Even if you are not a fan or have never seen the movie, by now, you know today is the day Marty McFly and Doc Brown travel to in Back to the Future II. While we might not have flying cars or shoes that lace themselves. We do not rehydrate our food and fax machines have for the most part "gone the way of the dodo". The movie did get a few things correct. The Cubs are in the chase for the World Series, however down 3 games in the semi finals. They need to pull out a 2004 Red Sox come back. We have 3D movies and drones that could walk dogs. Video telephones exist. Hoverboards while not exactly as depicted in the film do actually exist in various versions.

But is time travel actually possible? Stephen Hawking says no, but if you listen to Dr. Michio Kaku, he explains the physics behind time travel and its possibility.

While we haven't quite mastered reaching the speed of light yet, if we were to reach light speed, traveling into the future is possible. However, I am not quite sold on whether we can go backwards in time. I would love to think we could to go back and fix old mistakes but then we do not know what our alternate future might hold if we were to change those mistakes and don't our mistakes make us stronger and help us become who we are today? Thinking about Back to the Future and time travel and movie physics. I question how much of the physics the movie got correct?

One of the downfalls of being an analytical thinker is that I pick apart everything. There are days I wish I could just sit and enjoy the movie magic. That being said, NASCAR drivers routinely drive faster than 88 miles per hour and don't time travel but those cars also do not have a flux capacitor . According to Doc Brown, the flux capacitor is the key to making time travel work. I don't really know much about how the flux capacitor works. However, the flux capacitor must be capable of opening up wormholes and black holes similar to that of the large Hadron collider in Switzerland. Also according to Doc Brown, you need 1.21 GigaWatts of energy to activate the flux capacitor which is where the 88 mph and plutonium comes in.

I do not think I personally will ever time travel, I do believe it is possible and in the future, just maybe not our immediate future. While I can postulate all day on whether time travel is possible and movie physics, I wanted to share a quick class activity for students to calculate velocity and acceleration using a clip from Back to the Future III

In Back to the Future III, we see Marty and Doc Brown on the train tracks. The Delorean breaks through a sign that indicates the train tracks end in one 1/4 mile. At this point the Delorean has just reached 80 miles per hour.

Using stop watches and a clip from the movie, calculate the Delorean's acceleration and velocity. Can the Delorean reach the required 88 miles per hour in the 1/4 mile indicated?


So if you were able to go  the future or back to the past where would you go? Imagine you were designing a scene from a movie set 30 years in the future, in 2045. What inventions and trends would you depict? 

Restructuring Lesson Plans for Multicultural Education: Understanding Energy

Learning in the science classroom is about students making sense of the world they live in. Multicultural science classrooms need to encourage students to use their cultural tools, including language, cultural myths, metaphors, cultural images and personal learning styles and apply them to problem solving situations. Scientific inquiry aligns with a multicultural teaching perspective because teaching scientific inquiry is based on learning the process as opposed to obtaining a single correct response. By 2050, children of color will comprise more than 50% of the student population. (Gollnick & Chinn, 2013)

Studies have shown that students with limited English skills will excel in classes where they are able to use their native language. (Gallard, n.d.) Lucas, Henze, and Donato (1990) “recommend (1) valuing the students' cultures, (2) setting high expectations, (3) emphasizing parental involvement (4) offering courses in three modes for: students who do not speak English; beginning English speakers; and fluent English learners” when working with Hispanic students. The addition of technology in our classrooms breaks down classroom walls and flattens our world. Multicultural education is more than just celebrating Martin Luther King Jr.’s birthday, or celebrating Cinco de Mayo by eating tacos. In the science classroom, multicultural education encompasses global awareness of environmental issues, encouraging critical thinking and teaching about multiple historical perspectives.

Lesson Plan Overview

In the lesson plan, Understanding Energy, students initially learn about the seven types of energy (mechanical, radiant, sound, chemical, heat, electrical and nuclear) and their sources. Students conduct hands on experiment to power the classroom iPod cart through human powered energy. This activity shows students how much energy is required to power our devices. The lesson, then moves into the First Law of Thermodynamics and finally into practical sources of energy. Practical sources of energy include fossil fuels, natural gas, petroleum, and coal.

Scientists are currently exploring renewable energy sources that include, solar, wind, water, geothermal and biomass. In order to understand renewable energy, students need to understand how electricity is made, consumed and conserved. Finally, students present their findings on their most efficient, cost effective energy source to power our classroom resources, further drawing local and personal connections to the material.

As part of the lesson, students gain an overview of current sources of energy, both renewable and non-renewable, demonstration of energy creation and conduct mini laboratory experiments to calculate energy created, consumed and stored in order to gain and understanding of the equations and thermodynamic laws. The lesson plan is conducted over a 1-2 week period. The lesson can be further expanded to include more in depth analysis, investigation and inquiry into the history on the sources, creation and consumption of energy, including the addition of smaller group projects.

Lesson Restructuring for Multicultural Perspectives

“Multicultural education promotes critical thinking about these issues (critical pedgogy, antiracist education, and critical race theory) and other issues to ensure that education serves the needs of all groups equitably.” (Gollnick & Chinn, 2013, p. 28) The Interstate Teacher Assessment and Support Consortium (InTASC) standard 5 indicates that teachers should “facilitate learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems”. In reviewing this particular InTASC standard and the National Science Teachers Association (NSTA) Position Statement on Multicultural Education (NSTA,2000), the lesson was restructured to include the following revisions of and additions to several steps.

• ·     Further investigation of human powered technologies implemented globally. (Staff, 2009)
• ·         Inclusion of a project to develop an alternative energy solution for a selected area of the globe.
• ·         Inclusion of additional opportunities for peer to peer assessments, think tanks and mind mapping.
• ·         History of global energy production and its use and how society and culture impact innovation and invention. (Discovery Education, 2011)
• ·         Investigation into careers in the field of energy

Investigation of Human Powered Technologies

Various parts of the globe are using human powered generators to offset their energy consumption. Workout clubs are harvesting the energy produced from stationary bikes, and dance clubs in London and the Netherlands are utilizing the piezoelectric effect to offset energy consumption. (Staff, 2009) Students can investigate the various ways human powered energy is being utilized globally. Additionally, students can design a human powered device to offset their home, classroom, or school energy usage such as the human powered iPad classroom cart or a piezoelectric gym floor that powers the gymnasium lights. In supplementing material with current events and articles, parallels can be drawn between events of the past and modern day events.

Alternative Energy Project

            Secondary lessons in thermodynamics/heat transfer include an investigation into biochar (production of charcoal through incineration of a biomass). As part of this lesson, students investigate which is the best local source of biomass to produce the best biochar/ash mixture. This lesson can be further expanded to include an investigation of global uses for biochar production in developing countries. Biochar is typically utilized in an agricultural community. However, the byproduct of the creation of biochar is heat. This heat is an energy that could be utilized in a developing country with limited resources. Students can investigate sources of biomass to produce biochar in various parts of the globe, focusing on their countries of origin, or the country of origin of one of their classmates to increase their peer connections.

            Students can additionally create an alternative energy project and investigate the uses and implementation of alternative energy globally. This project will deepen students understanding of the past events that lead to the renewable energy movement of current day as well as draw connections to ways alternative energy can benefit their personal lives.

Peer Assessments

            Additional avenues for peer assessments will be implemented as a result of these modifications. The lesson and sub-lessons can be scaffolded in order for students of all learning abilities and styles to learn and connect to the material. InTASC standard 8 states “valuing the variety of ways people communicate and encouraging learners to develop and use multiple forms of communication.” (Gollnick & Chinn, 2013, p. 31) is a proficiency for multicultural teaching. Allowing multiple methods of presenting material, further scaffolds lessons and creates additional learning opportunities for all students, regardless of learning style, race, gender or other minority group. 

History of Global Energy Production

Our lives are constantly impacted by cultural and societal changes. Our energy production and consumption has similarly been affected.  In the United States, wood was burned by almost every home in the 1700’s primarily because it was prevalent and easy to obtain through animal power (horses, mules, oxen). Water power generation increased as mills were developed along rivers and rivers were used to transport materials across the country. Wood, wind and water were plentiful, reliable and renewable and highly utilized because of these factors. Coal replaced wood in the 1800’s because it was a more portable source of fuel as railroads were constructed across the United States. As drilling technologies increased into the 1900’s, oil and gas production and consumption also increased. After World War II, nuclear power production increased. However, after nuclear power plant accidents like Chernobyl and Three Mile Island social pressure, issues with disposal of waste and safety concerns slowed nuclear power potential. Renewable energy sources has seen a resurgence in the past 20 years as a viable source for energy. This is fueled by economics, climate change concerns and depleting coal, natural gas and petroleum resources. (King, n.d.)

According to the NSTA Position Statement on Multicultural Science Education, “Curricular content must incorporate the contributions of many cultures to our knowledge of science.” (NSTA, 2000) Using student’s anticipatory knowledge and cultural backgrounds, the history of global energy can be investigated. Discovery Education’s, How Stuff Works site includes an infographic on the history of global energy production and use. (Discovery Education, 2011) An investigation into the energy sources and consumption can be completed on the specific countries and areas of immigrant populations within the classroom. Connecting the learning in the science classroom to students personal lives, draws greater meaning to the students thus increasing student motivation and engagement in learning. Learning about global energy use and consumption will broaden a student’s understanding and knowledge on the topic of energy. As indictaed in a previous secton, implementation of current events and materials, draw parallels between events of the past and modern day events.

Careers in Energy

According to the NSTA Position Statement on Multicultural Science Education, “Science teachers have the responsibility to involve culturally-diverse children in science, technology and engineering career opportunities.” (NSTA, 2000) Including a lesson on careers in energy will draw greater connections to the concept of energy. Careers including electricians, line workers, miners, drillers, geologists, engineers, government employees, local sale people for coal, pellets, cord wood, propane and fuel oil drivers, liquefied natural gas (LNG) tanker captains and shipmates, petroleum terminal and refinery employees and so on. The plethora of careers connected to energy is immense and any are attainable to all our students. Students can investigate a career of their choice and present a poster project using Glogster, Powerpoint or other program advertising the benefits of the career and its attainability (schooling, trade certification, etc).

Summary

                The additions of the modifications described in the above sections will increase the learning opportunities for all students within the classroom. The modifications and additions provide additional connections to student’s real lives and links to personal cultures and countries of origin. In providing multiple methods of demonstration of learning, students can present material in a method that works best for them, from audio, visual to kinesthetic.

References

Discovery Education. (2011). An Illustrated History of Energy. Retrieved from Science: How Stuff Works: http://science.howstuffworks.com/environmental/energy/timeline-energy-history.htm

Gallard, A. (n.d.). Creating a Multicultural Learning Environment in Science Classrooms. Retrieved from National Association of Research in Science Teaching: https://www.narst.org/publications/research/multicultural.cfm

Gollnick, D., & Chinn, P. (2013). Foundations of Multicultural Education. In D. Gollnick, & P. Chinn, Multicultural Education in a Pluralistic Society (pp. 1-35). Boston: Pearson Education.

King, H. (n.d.). History of Energy Use. Retrieved from Geology: http://geology.com/articles/history-of-energy-use/

Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language minority students: An exploratory study of six high schools. Harvard Educational Review, 60, (3), 315-340.

National Science Teacher Association. (2000, July ). Position Statement : Multicultural Science Education. Retrieved from National Science Teacher Association: http://www.nsta.org/about/positions/multicultural.aspx

Staff, S. (2009, January 29). Harvesting Energy from Humans. Retrieved from Popular Science: http://www.popsci.com/environment/article/2009-01/harvesting-energy-humans

Inclusive Curriculum: A Perspective on Bullying and Hazing

Bullying is unwanted aggressive behavior that is based on a real or perceived balance of power. While no one group is more prone to bullying than another, research suggests people who suffer from weight issues, people with disabilities, racial or religious minorities and people who are or perceived to be lesbian, gay, bisexual or transgender (LGBT). Bullying based on gender and sexual orientation is pervasive in schools. Students who have been victims of bullies or were bullies themselves generally have long term, lasting emotional problems (Stopbullying.gov, n.d.). Students who experience bullying are “more likely to engage in risky behaviors, such as skipping school, smoking, alcohol and drug use, and sexual risk.” (Stopbullying.gov, n.d.).

One in three online teens report being the victim of bullying. However, 68 % of students who have been bullied do not report it. Females are more likely to be victims than males. Overall teens are more likely to be bullied offline than online. In 2002, the Unite States Secret Service and the United States Department of Education published a report on school safety after the deadly 1999 Columbine. The report examined 37 deadly school shootings and school attached between 1974 and 2000.  The report found that 71% of school shooters/attackers had felt bullied, persecuted or injured prior to their attack.  (Vossekuill, Fein, Reddy, Borum, & Modzeleski, 2002)

 Research has found that school no bullying programs decrease bullying by 25%. (NoBullying.com, 2015) “Inclusive curricula help students understand and respect difference within the school community and society as a whole” (GLSEN, 2015) Inclusive curricula is about generating respect, inclusion and acceptance for our peers and creating a safe space for our students. .  

The Gay, Lesbian and Straight Education Network (GLSEN) lesson plan “Lights, Camera, Action” for grades 9 through 12 focuses on drawing students attention to name calling, bullying and harassment that targets sexual orientation, gender identity and expression. Students begin by watching a 5-minute clip of the video “Promoting Positive Peer Relationships” (P3R) about name calling, bullying and harassment created by students. The P3R film was written and produced by students based on their experiences. While watching the film students are asked to think about the types of name calling, bullying and harassment included in the P3R film. Additionally, they are asked to identify the roles that the students play in the film and the reasons the students seem to be the targets of bullying and harassment. After watching the P3R film, students work collaboratively in pairs to discuss the most common reasons students become targets for name calling, bullying and harassment.  A class discussion follows on the reasons for name calling, bullying and harassment that relate to a person’s identity, as well as a discussion of LGBT terminology. Students further investigate the statistics around bullying and harassment. Finally, students produce their own film for no-name calling week based on their own personal experiences and what they have learned from the film and discussions.   

            LGBT students face violence, bias and harassment in schools. Hostile environments affect students’ emotional health, achievement levels, and college aspirations. Research indicates that “incorporation of a LGBTQ issues in the curriculum promotes feelings of inclusivity and safety” (Gollnick & Chinn, 2013, p. 162). Creating personal connections in the curriculum increases students’ self-esteem and motivation in learning.

            The GLSEN lesson plan described above, incorporates factual information into the curriculum and the lesson plan is not limited to a sexual education or health class (Gollnick & Chinn, 2013). The lesson plan incorporates inquiry based activities such as peer and class brainstorming as well as production of their own films. “…this approach can allow for multiple perspectives on topics being studied including the perspectives of LGBTQ’s…and will allow them to explore their identities and the privileges thy ma have as a result of their identity” (Gollnick & Chinn, 2013, p. 163).   When students create their own versions of bullying films it “maximizes the benefits in promoting social cohesion and helping reduce bullying while teaching a range of 21st Century literacy skills which meet English Language Arts and Health Education standards.” (Stories of Us, 2010).

            The lesson plan included above includes inquiry based activities that promote 21^st century skills. Implementing inclusive lesson plans creates a classroom environment that is safe and promotes community between all students. Inclusive curriculum is beneficial not only for targeted minority groups but for all students.

References

GLSEN. (2015). Four Steps You Can Take to Create Safe Schools. Retrieved from Gay, Lesbian, Straight Education Network (GLSEN): http://www.glsen.org/article/four-steps-you-can-take-create-safe-schools

Gollnick, D. M., & Chinn, P. C. (2013). Chapter 5: Sexual Orientation Heterosexism's Toll on Students and Adults. In D. M. Gollnick, & P. C. Chinn, Multicultural Education in a Plualistic Society (pp. 142-171). Pearson.

NoBullying.com. (2015, June). The Complicated Web of Teen Lives - 2015 Bullying Report. Retrieved from NoBullying.com: http://nobullying.com/emotional-abuse-all-too-common-and-misunderstood/

Stopbullying.gov. (n.d.). Bullying Among Children and Youth on Perceptions or Differences Based on Sexual Orientation. Retrieved from StopBullying.gov: http://www.stopbullying.gov/resources-files/bullying-sexual-orientation-tipsheet.pdf

Stories of Us. (2010). Stories of Us–GLSEN Joint Initiative. Retrieved from Stories of Us: http://www.storiesofus.com/glsen/

Vossekuill, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States. Washington, DC: United States Secret Service and United States Department of Education.

Hazing Vs Abuse

In my opinion, there is no difference between hazing and abuse. Hazing is abuse. While there are various levels of hazing, even the smallest amount has a negative impact on the victims.

The incident described by Gollnick (2013, p. 129) represents a physical and emotional abusive situation created not only by the basketball team but purported also by the coach, other teachers, administrators as well as bystanders who observe the abuse occurring and do nothing about it. I find it unlikely that the incident described was unique and that the coach and administration were not aware of the abuse occurring. As the parents stated they had been victims of similar abusive situations and did not think anything was wrong with them because” they had tuned out alright” (Gollnick & Chinn, 2013, p. 129). According to NoBullying.com “Children are sponges and will mimic behaviors of those around them, often for their entire lives, later passing the same character flaws onto their own children.” (NoBullying.com, 2015)

The Sayerville, NJ hazing scandal described in the Huffington Post article (2014), the school canceled the entire football team’s season as a result of the hazing incident involving the football players. The superintendent is quoted in the articles as indicating they may not bring back the football program at all. (Associated Press, 2014) The incident described by Gollnick and Chinn parallels the Sayerville inicident. The student who perpetrated the hazing committed crimes and should be brought up on aggravated sexual assault, criminal restraint, hazing and other crimes as the Sayerville players were. The school administrators should have fired the coach and other associated with the abuse as well as suspended the players involved for a year from playing basketball. Additionally other school privileges should be taken away to show that abuse is not accepted or tolerated at the school. While this seems a harsh sentence and more likely than not will receive backlash from parents and other students saying that “school spirit” is being ruined, until we stop, take action and step up to say that this type of abuse is not tolerated and show that it is in fact a crime the cycle of abuse will only continue. Teachers, coaches and administrators have the task of keeping students safe while they are at school and participating in school vents.

As teachers we are also mandatory reporters of abuse if we witness or suspect abuse is occurring. In not reporting abuse and allowing it to continue, we are as guilty as the perpetrators in the abuse. The first step in breaking the cycle of abuse is awareness of our own personal actions and the impact they create. Children of abuse should be helped to understand that they are loveable and worthy. Creating a school community of trust and open communication will assist in slowing the cycle of abuse. If students feel that you have their best interests in mind and that it is a safe space for communication they will be more open and honest in their communication and reporting of abusive situations they witness or have been a victim of.

References

Associated Press. (2014, October 13). Future Of Football Team Rocked By Hazing Unclear. Retrieved from Huffington Post: http://www.huffingtonpost.com/2014/10/13/sayreville-football-future_n_5977182.html

Gollnick, D. M., & Chinn, P. C. (2013). Chapter 4 Gender: The Cost of Sexual and Gender Discrimination. In D. M. Gollnick, & P. C. Chinn, Multicultural Education in a Pluralistic Society (pp. 108-141). Pearson.

NoBullying.com. (2015, January 29). Emotional Abuse: All Too Common and Misunderstood. Retrieved from NoBullying.com: http://nobullying.com/emotional-abuse-all-too-common-and-misunderstood/

Sheltered English Instruction for the High School Science Classroom: Physical Science Lesson Plan Review: Understanding Electricity

English Language Learner (ELL) student enrollment has been exponential over the last decade as compared to overall K-12 enrollment. The majority of these learners are at the elementary level and 70% of ELL students are Spanish speaking (Short, 2014). Sheltered Instruction Observation Protocol (SIOP) model is a research based instructional model for teaching ELL students. 

The SIOP model includes eight procedures:

·                     Lesson Preparation

·                     Building Background

·                     Comprehensible Input

·                     Strategies

·                     Interaction

·                     Practice/Application

·                     Lesson Delivery

·                     Review & Assessment

(Center for Applied Linguistics (CAL), 2015) The SIOP model indicates that a language and a content objective should be included in each lesson. Sheltered English instructional strategies for science include: hands-on demonstrations, presenting information in small sequential steps, model instructions to introduce and explain new vocabulary, clearly explain all safety procedures, writing instructions on the board for reference, utilize cooperative learning, integrate vocabulary learning activities such as labeling, identifying and classifying information, allow for oral assessments if written is difficulty and allow ELL students to answer fewer questions (Polk County Public Schools, 2012).

During a Colorìn Colorado webchat, Dr. Deborah Short suggests focusing on language specific to the subject area as an effective method of teaching content to ELL students. Dr. Short indicates that educators should additionally slow down their speech and repeat instructions to allow the ELL student to process the new language. Additional techniques include previewing reading by looking through reading excerpts/chapters, going over the illustrations, discussing  the headings, and discussing the  text orally prior to reading. (Short, 2014)

In the physical science lesson plan “Understanding Electricity” from Discovery Education, students investigate the professions related to electricity, write a story about performing the job and share their ideas with classmates.  The lesson meets Next Generation Science Standard (NGSS), Physical Science: Motions and forces; Interactions of energy and matter. (National Science Teachers Association (NSTA), 2013) The lesson as described includes a video on electric professions with a focus on three of the professions included in the video. The students choose one of the three professions and write a “Day in the Life” story as if they worked in the field. The lesson concludes with the students sharing their stories with the class. (Fenichel, n.d.)

Using the SIOP method, a language objective should be added in addition to the content objective included in the lesson. Additionally, a brainstorming and a vocabulary learning activity should be added to the lesson prior to the video. Brainstorming a list of professions related to electricity to activate anticipatory knowledge and draw personal connections if family members are employed in any of those industries.

Research has shown that vocabulary is essential in science literacy, and language acquisition for ELL students. Colorín Colorado indicates a 6 step method to mastering vocabulary. (Colorín Colorado, 2007).

1.      Preselect vocabulary.

2.      Explain the meaning with student friendly definitions.

3.      Provide examples.

4.      Ask the students to repeat the word three times.

5.      Engage students in activities to master the vocabulary.

6.      Ask students to repeat the word.

(Colorín Colorado, 2007). Additionally, Colorín Colorado recommends posting vocabulary on a vocabulary wall as a reference for students. Using the Collaborative Strategic Reading (CSR) method for vocabulary described by Shook, Hazelkorn and Lozano (2011) paper will increase vocabulary understanding and thus science literacy in ELL students. CSR methods “promote learning and foster respect and friendship among a diverse group of learners” (Shook, Hazelkorn, & Lozano, 2011, p. 45). The CSR strategy described includes creating graphic organizers for students as well as a set of vocabulary cards for students to utilize the strategy. Students work in groups on the vocabulary activity, rotating roles each day. Shook, Hazelkorn and Lozano found that student vocabulary scores increased from a class average 75% to a class average of 94%.

            Expanding the lesson to include a brainstorming session on professions related to electricity allows students to connect on a personal level as they may have family members who work in these professions. Professions such as a sales person who sells electrical supplies at a local hardware or big box store, electrical line workers, electricians, workers at power plants, or meter readers all connect to the electrical industry. When a student makes a personal connections to the curriculum, they become more motivated and engaged in their own learning. The brainstorming activity will also visually show students the numerous professions related to electricity by creating a class list on the board. Additionally, by leaving the list on the board during the video, students have a visual reminder of the concept. Revisiting the careers list after the video ends will allow the students to review different careers, and add additional careers that were included in the video.

            Colorín Colorado additionally recommends using oral knowledge as often as possible with ELL students (Colorín Colorado, 2007). The Understanding Electricity lesson currently includes creating a story about a day in the life of one of the electrical professions and sharing it with the class.  Finally, standardizing directions across all assignments will teach the instructional words and phrases, such as “describe” or “use the steps in your guide” to ELL students. (Colorín Colorado, 2007) Discussions should be structured around vocabulary so that ELL students increase their academic English fluency and thus be more successful in future schooling. Completing a final review of all the professions after the stories are told and reviewing materials for 3-5 minutes at the culmination of the lesson will reinforce the overall concepts to the students.

The original Understanding Electricity lesson plan includes a vocabulary list, video and story activity. Modifications of this lesson using the SIOP method and suggestions by Colorín Colorado for ELL students include language objectives, vocabulary activities to increase academic English and science literacy and brainstorming activities to increase student personal connections to the concepts. Finally, standardizing instructions across all lessons and adding a review of professions after the video and after the stories are shared will increase content and language knowledge for ELL students.

References

Center for Applied Linguistics (CAL). (2015). What is the SIOP Model? Retrieved from Center for Applied Linguistics: Sheltered Instruction Observation Protocol (SIOP): http://www.cal.org/siop/about/index.html

Colorín Colorado. (2007). Vocabulary Development. Retrieved from Colorín Colorado: http://www.colorincolorado.org/educators/teaching/vocabulary/

Executive Office of Education. (n.d.). Sheltered English Immersion Endorsements. Retrieved from State of Massachusetts Executive Office of Education: http://www.mass.gov/edu/government/departments-and-boards/ese/programs/educator-effectiveness/licensure/academic-prek-12/sheltered-english-immersion-endorsements-sei.html

Fenichel, M. (n.d.). Understanding Electricity. Retrieved from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-electricity.cfm

National Science Teachers Association (NSTA). (2013, November). Next Generation Science Standards by Topic. Retrieved from National Science Teachers Association: http://www.nextgenscience.org/sites/ngss/files/NGSS%20Combined%20Topics%2011.8.13.pdf

Polk County Public Schools. (2012). ESOL Instructional Strategies. Retrieved from Polk County Public Schools: https://www.polk-fl.net/staff/resources/documents/ESOLInstructionalStrategies.pdf

Shook, A. C., Hazelkorn, M., & Lozano, E. R. (2011). Science Vocabulary for All: Strategies to improve vocabulary in the inclusive biology classroom. Science Scope, 45-49.

Short, D. D. (2014, March 14). English Language Learner Instruction in Middle and High School . (D. Pompa, Interviewer)

Normalization and Full Inclusion

Full inclusion was initially intended for students with mild disabilities to be educated in the regular education classroom. The inclusion process has expanded over the years to include students with all disabilities. The federal education law, Public Law 101-476, Individuals with Disabilities Education Act (IDEA) was passed by Congress in 1990. According to IDEA, a disability is defined as “having (i) hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (hereinafter referred to as ‘emotional disturbance’), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) who, by reason thereof, needs special education and related services.” (U.S. Department of Education, 2004). IDEA does not require full inclusion only that students are educated in the least restrictive environment. Most students, if not all can be educated in the regular education classroom if additional resources and supports are in place.

Commonly, student disabilities are developmental in nature. According to the Center for Disease Control (CDC), between 2006 and 2008, 1 in 6 students had a developmental disability ranging from speech and language impairments to cerebral palsy and autism (Center for Disease Control , 2015). Every student and every disability has a unique set of characteristics and needs. Two of the more common disabilities observed in the classroom are attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD) and students with autism spectrum disorder (ASD). The CDC additionally indicates that 1 in 68 children will be diagnosed with ASD before the age of 18 (Center for Disease Control , 2015). Students with ADD/ADHD typically struggle with inattentiveness, impulsiveness, hyperactivity, and disorganization in the regular education classroom. ASD students typically require explicit instruction in order to generalize concepts and skills (Autism Speaks, 2012). Research has additionally shown that students with ASD struggle with communication, language, social and cognitive skills. According to National Science Teacher Association (NSTA), students with ASD benefit from visual aids, imitation and structured environments (National Science Teacher Association, n.d.).

The following action plan includes modifications and action step for transitioning two special needs students with ADHD and autism spectrum disorders into the regular high school science classroom. Students who are transitioning from a special education to a regular education classroom will require several modifications to assist in the transition. In a report on inclusion of special needs students in the high school agricultural classroom, surveyed teachers indicated emphasizing hands on activities, providing IEP specified modifications, modifying testing, providing additional one on one time with individual students, not penalizing for spelling errors and strategically assigning partners are the most effective strategies for inclusion. Overall, emphasizing hands on activities was by far the most effective technique in teaching students with special needs as indicated by the surveyed teachers. (Stair & Moore, 2010) Stair and Moore (2010) additionally indicate that separate rubrics, providing opportunities for guided notes or outline and focus on essential vocabulary are specific strategies that should also be implemented in the classroom.

In order to aide in the transition of students with ADD/ADHD and ASD, teachers should initial review Individualized Education Plans (IEPs) for each of the incoming students. Following the IEP review, meeting with parents of students as well as their current special education teachers and student paraeducator aides should be scheduled to assess each of the student’s unique learning needs.  Prior to the new students entering the classroom, the delivery model and educational aides should be modified to include the modifications necessary to meet the needs of the special needs students.

Implementing differentiated instruction strategies as well as cooperative learning strategies are beneficial not only for the students with special needs but for all students in the regular education classroom. Cooperative learning strategies provide teachers “with alternative methods to traditional classroom arrangements of lecture, demonstrations, and independent study.” (Shook, Hazelkorn, & Lozano, 2011) Experimentation and demonstrations increase a student’s literacy in science. Hands on activities are essential in the high school science classroom. Adding additional hands-on demonstrations into the existing delivery model will aid in the transitioning and comprehension of the concepts for the new and existing students. 

Vocabulary is essential to science literacy and understanding content knowledge in the high school science curriculum. Regular emphasis on vocabulary through multiple choice warm up vocabulary definition questions will assist in reinforcing vocabulary, and content knowledge. Understanding science vocabulary will reduce the instructional time for content knowledge as students will understand the concepts more quickly. In a research study by Shook, Hazelkorn and Lozano (2011), weekly vocabulary quiz scores were increased from an average 75% to a 93% score using Collaborative Strategic Reading (CSR). Scores for all students in the classroom increased, however, students with disabilities showed the greatest overall improvement. The strategies implemented included groups of various abilities, teacher designed vocabulary note cards and activities for each content unit and daily practice using the strategy. Additionally providing online vocabulary quizzes and vocabulary learning aides into content units will further emphasize science vocabulary. Utilizing the CSR technique as well as other differentiated vocabulary activities will increase science literacy for ADD/ADHD and ASD students as well as all other students.   

Stair and Moore (2010) indicate separate rubrics and guided notes are effective strategies for teaching students with special needs, specifically students with ADD/ADHD and ASD benefit from these educational aides. Note taking is a difficult skill for all students to master. Outlines, fill in the blank worksheets, copies of lecture notes, concept maps and graphical organizers can be created to assist in understanding content and developing science skills. Uploading lecture notes and videos of demonstrations to classroom websites can be additional aides for all students to review. (Watson & Johnston, 2007) NSTA suggests video modeling as an effective technique for students with ASD who require repetition to master concepts (National Science Teacher Association, n.d.). Additionally, using computer aided technology such as Boardmaker that converts texts to be converted into visual images assists in comprehension for visual learners such as many students with ASD.

Research has shown that students increase their science literacy through focusing on vocabulary and hands on activities. Increasing the number of demonstrations, streamlining instruction and utilizing cooperative learning strategies will increase the science literacy in students. Through meetings with parents and paraeducators, and reviewing IEPs prior to students transitioning into the classroom, the student’s unique educational needs can be assessed. Instructional aides should be modified prior to the students transitioning in order to allow for a more seamless transition while also preparing the existing students for changes in the lesson delivery. Providing differentiated instructional aides will benefit all students not just students with disabilities.

References

Autism Speaks. (2012). Educating Students with Autism. Retrieved from Autism Speaks: https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf

Center for Disease Control . (2015). Autism Spectrum Disorder (ASD). Retrieved from Center for Disease Control (CDC) : http://www.cdc.gov/ncbddd/autism/data.html

National Science Teacher Association. (n.d.). Science for Students with Disabilities: Autism. Retrieved from National Science Teacher Association (NSTA) : http://www.nsta.org/disabilities/autism.aspx

Shook, A. C., Hazelkorn, M., & Lozano, E. R. (2011). Science Vocabulary for All: Strategies to improve vocabulary in the inclusive biology classroom. Science Scope, 45-49.

Stair, K., & Moore, G. E. (2010). Including Special Needs Students in Ag Ed. Techniques, 52-55.

U.S. Department of Education . (2004). Sec. 300.8 Child with a disability. Retrieved from Individuals with Disabilitys Education Act: http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,

Watson, S., & Johnston, L. (2007). Assistive Technology in the Inclusive Science Classroom. The Science Teacher, 34-38.