KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
All classroom teacher must follow the required modifications and accommodations for all students on Individual Education Plans (IEPs) and 504 Plans. I certainly always do. That being said, there is a bit of a difference in a science classroom. No IEP that I have ever seen in 23 years of teaching has had goals regarding science learning. They are most always reading, writing, math, study skills, or mental health. Yet, in the science classroom language arts meets math while using study skills, maintaining mental health, and assimilating scientific facts and concepts.
Without significant training and little to no support the science teacher must put these IEPs and 504 plans (not to mention Advanced Learning Plans and English Language Learner Plans) into practice daily. Oddly enough it is often in our science classrooms where students with Significant Support Needs (SSN), first level language learners, IEP, and 504 students thrive. That's not to say they don't face challenges and struggles. Writing a lab report is not easy for many middle and high school students, let alone those with learning disabilities. Yet these students succeed in the science setting. Why? Why? It is because of experiential learning. It is because of hands-on learning. It is because of learning in partnership and collaboration. I was reminded of this during a recent interview. A former student of mine is now in college and studying to become a language arts/English/drama teacher. His project required him to interview a veteran professional/certified teacher outside of his discipline. He chose me--smart kid! Through is questioning of me I was reminded that with little extra work on my part, I have provided a supportive learning environment for all students. Rarely do students on plans require many modifications to the work I give the class. I do give framed lab reports (somewhat like fill in the blank worksheets) and graphic organizers for written work. I always allow all students to use calculators for the math involved in science. Otherwise, they get their hands in there doing labs or activities and they learn. They can tell me what they've learned and can apply what they've learned to their life experiences. Once I had a miraculous revelation inspired by a former principal of mine. I proposed to her that I be allowed to develop and implement an advanced science class to challenge those students with an aptitude for science. A fabulous fringe benefit was being able to focus on struggling learners more in the traditional science classes and watch students who normally took the back seat turn into student leaders. Lets just say I was right. That having an advanced science class did indeed challenge advanced learners and allow the remaining students in the traditional classes more help and the chance to shine. All of this true. However, my principal would not allow me to proceed with my plan unless I included at least one student labeled special ed (on an IEP) in the advanced class. I balked. "That defeats the purpose." I argued. Luckily I submitted. Luckily she was right. I did include a student on an IEP in the advanced science class and he was AMAZING! He kept up with lessons; rarely asking for extra help; used few interventions; and thrived! My principal reminded me to NEVER set limits on students. Students with learning challenges may need to learn in a different way but can learn and excel despite these challenges. I'm glad I learned my lesson. Scientifically yours, Nadene
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My alternative high school has an outdoor ed program to which everyone is encouraged to participate. All activities are outside of the regular school day so that students can earn credit (and teachers extra pay). Most outdoor activities occur over breaks from school or weekends.
For the past two weekends, I had the utter joy of leading 10 students in my newly created outdoor ed program. Rather than being a P.E. credit as most of these activities are classified, I put in a science twist so that students could earn science credit. Thus, Geology of Colorado was born. [Note: even if you don't live in an environment like Colorado, you can explore the nature of your place.] Day 1: We hiked Mt. Sherman which is classified as a 14er (any mountain over 14,000 feet in elevation). 8 of 10 students and my second chaperone had never hiked one before. This was a 7 mile round trip hike with 3000 feet of elevation gain. Science Lessons: students learned the composition of the mountain, the mining of metals, noting the cave system via its entrance, and the general terrain. Students also took in some wildlife and monitoring of weather conditions. Life Lessons: Two students wanted quit 1/3 of the way up the mountain. The feeling of success when finally summiting was priceless. A sense of accomplishment built everyone's self-esteem. Students gained a greater appreciation of nature and our planet. Day 2: We did community service in Cherry Creek State Park. The park field guide taught us about an invasive species of plant called the Mullein Plant. We worked for hours erradicating an entire field of this plant. Science Lessons: Plains are a geological feature. Students gained an understanding of plant identification and the concerns around invasive species. Life Lessons: Manual labor, giving back, and team work are valuable. Day 3: We explored Painted Mines Interpretive Park in Calhan, CO. This was a shorter day for us with about 3 miles of hiking. Science Lessons: Sandstone formations are created by water erosion. Mineral deposits in the sandstone create unique colors. We saw those that included iron and gypsum. We also identified conglomerated rocks and shallow cave formations. Life Lessons: Natural rock formations are fragile and need to be protected. Students became angry at another group climbing on the rocks when this was posted as a prohibited activity. There is much wonder in our world in the most unlikely places. Day 4: This was a full day in Colorado Springs. We began with a spelunking tour of Cave of the Winds. Our private tour included crawling through a living cave and getting very very dirty. Next we had a guided walk through Garden of the Gods. Our last stop was 7 Falls. This waterfall has 7 distinct segments in a beautiful mountain setting. Science Lessons: Our guides taught us so much this day. Students were shown cave formations and taught what they are made of and how they are formed. The geologic timeline was visible in the rock/mountain formations along learning what different colorations in the sandstone was caused by. Students also reviewed the 3 categories of rocks. Lastly students saw the power of water flowing from high to low elevations and then creating streams. Life Lessons: Humans have both positive and negative impacts on nature. You can overcome your fears of darkness and closed in spaces in a cave. Seems like any existing school program can be enhanced with a science twist. Scientifically yours, Nadene |
AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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