There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their individual needs as learners. Engagement helps with student attention to the topic as well as helping to create more meaningful learning experiences.
Part 1: Choosing Activities
Choose either science or health as a subject area. Determine a topic and state standard(s) for either third grade science or health. Write at least one learning objective aligned to the chosen standard. Using the “Class Profile-3rd Grade,” complete the “Science or Health Choice Matrix” template with a minimum of four different activity options that would provide students the opportunity to demonstrate their learning on the topic. Remember to think about different learning styles, grouping techniques, different ability levels, and possible interests of the students.
Part 2: Collaboration
From the Class Profile, select three students with an IEP, 504, or another needed accommodation/modification. At the bottom of your choice matrix, summarize in 250-500-words the collaboration necessary to encourage the students’ motivation, engagement, and ownership of learning. Include the following:
- Who would you need to collaborate with?
- How will that collaboration be conducted (email, phone, in person)?
- What will you ask, speak about, or suggest during your collaboration?
- What types of technology could you suggest incorporating in the classroom to engage, motivate, and support these students?
Class Profile – 3rd Grade
|
Student Name |
English Language Learner |
Socioeconomic Status |
Home Language |
IEP |
504 Plan |
Reading (Lexile) Proficiency Level |
Math Proficiency Level |
Other |
Internet Available at Home |
|
Aaron |
4 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
Very shy, but will participate if approached by peers. |
Yes |
|
Aiden |
N/A |
Low |
English |
Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds). |
No |
525-630 |
At grade level |
Struggles to self-regulate emotions; wants constant attention from teacher. |
Yes |
|
Christian |
3 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
None |
Yes |
|
Cordarrell |
N/A |
High |
English |
No |
Dyslexia. No IEP due to intensive private intervention. |
545-600 |
At grade level |
New student. Assessment information from previous school. Hard working. |
Yes |
|
Derek |
4 |
Low |
Spanish |
No |
No |
760-800 |
*Below grade level |
RTI Tier 2 for math. Loves to read. On list for gifted testing for reading. |
Yes |
|
Dereon |
N/A |
Low |
English |
OHI, ADHD. Difficulty with executive functioning and focus. |
No |
610-750 |
*Below grade level |
Does not like math. Often procrastinates with math assignments. |
Yes |
|
Dulce |
5 |
Low |
Spanish |
No |
No |
545-600 |
At grade level |
None |
Yes |
|
Eveyln |
N/A |
Low |
English |
No |
No |
415-550 |
At grade level |
Often shouts out during class and interrupts instruction. Starting process for a behavior plan. |
Yes |
|
Isabelle |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Gifted for reading. |
Yes |
|
Jennifer |
4 |
Low |
Spanish |
No |
No |
610-750 |
At grade level |
RTI Tier 3 for reading. |
Yes |
|
Jose |
4 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 2 for reading. |
Yes |
|
Kimberly B. |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Loves to read non-fiction such as biographies. |
Yes |
|
Kimberly M. |
N/A |
Low |
English |
Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each. |
No |
450-500 |
At grade level |
RTI Tier 2 for reading. |
Yes |
|
Leo |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
New student. Assessment information from previous school. Very shy and withdrawn. |
Yes |
|
Lexis |
5 |
Low |
Spanish |
OHI, ADHD. Difficulty with executive functioning and attention to detail. |
No |
760-800 |
*Below grade level |
Numerous absences and tradies; Mom worried about her academics. |
No |
|
Luis |
N/A |
Low |
English |
No |
No |
810-950 |
Above grade level |
Loves learning. Gifted in reading and math. |
Yes |
|
Marshall |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Struggles to maintain focus. Loves to read; |
No |
|
Martin |
3 |
Low |
Spanish |
No |
No |
610-750 |
*Below grade level |
RTI Tier 2 for math. |
Yes |
|
Matthew |
N/A |
Low |
English |
Hearing impairment; difficulty hearing in noisy conditions. |
No |
610-750 |
At grade level |
Needs to be seated close to teacher or area of instruction. |
Yes |
|
Natasha |
3 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 1 for reading. |
Yes |
|
Olyvia |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Yes |
|
|
Robert C. |
N/A |
Low |
English |
ODD. Aggressive with peers. Often refuses to follow directions or complete tasks. |
No |
415-550 |
At grade level |
Provide a quiet place in the classroom to use when a cool down is needed. |
Yes |
|
Robert L. |
N/A |
Low |
English |
No |
Vertigo and migraines |
325-420 |
*Below grade level |
Retained in kindergarten; limited progress. Often needs to go to nurse to lie down. |
No |
|
Vincent |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
Hard working; works slowly. |
Yes |
|
Viri |
2 |
Low |
Spanish |
No |
No |
760-800 |
At grade level |
On list for gifted testing for reading. |
Yes |
|
Yara |
N/A |
Low |
English |
No |
Trauma; difficulty with maintaining peer relationships, depression, and self-confidence. |
810-950 |
At grade level |
Lacks motivation; death of mother last year. Loves to be alone and read. |
Yes |
**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.
|
ELL Levels |
Scored as: |
|
1 |
Pre-emergent |
|
2 |
Emergent |
|
3 |
Basic |
|
4 |
Intermediate |
|
5 |
Proficient |
|
Grade |
Reader Measures; Lexile |
|
1 |
120L – 295L |
|
2 |
170L – 545L |
|
3 |
415L – 760L |
|
4 |
635L – 950L |
|
5 |
770L – 1080L |
|
6 |
855L – 1165L |
|
7 |
925L – 1235L |
|
8 |
985L – 1295L |
|
9 |
1040L – 1350L |