Teaching Science to Students with Cognitive Disabilities: Strategies & Resources, Summaries of Design Patterns

Download Teaching Science to Students with Cognitive Disabilities: Strategies & Resources and more Summaries Design Patterns in PDF only on Docsity! 1 Science Module 3 Life Science: Interdependent Relationships in Ecosystems 2 Module Goal The goal of this module is to provide information that will help educators increase their knowledge of grade-appropriate science concepts, knowledge, and skills to support effective planning or modification of their existing science instructional units for students with significant cognitive disabilities. The module includes important concepts, knowledge, and skills for the following instruction:  Ecosystems: Interactions, Energy, and Dynamics (elementary)— Organisms depend on the environment to meet their needs. Environmental changes affect physical characteristics, temperature, and/or availability of resources. Some organisms survive and reproduce, some move to new locations, and some die.  Heredity: Inheritance and Variation of Traits (elementary)—Different organisms, even within the same family/species, vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.  Biological Change: Unity and Diversity (elementary)—Changes in habitats affect organisms’ ability to survive. Variation among members of a species provides some individuals with advantages in survival and reproduction. Fossils provide evidence about the types of organisms and environments that existed long ago.  Ecosystems: Interactions, Energy, and Dynamics (middle)—Ecosystem characteristics vary over time. Disruptions to any part of an ecosystem can lead to shifts in all its populations.  Heredity: Inheritance and Variation of Traits (middle)—Genes chiefly regulate a specific protein. These genes determine an individual’s traits. In all organisms, the genetic instructions for forming species’ characteristics are carried in the chromosomes.  Biological Change: Unity and Diversity (middle)—The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. The fossil record documents the existence, diversity, extinction, and change of many life forms and their environments through Earth’s history. Natural selection results from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population. Module Objectives The content module supports educators’ planning and implementation of instructional units in science by:  Developing an understanding of the concepts and vocabulary that interconnect with information in the module units.  Learning instructional strategies that support teaching students the concepts, knowledge, and skills related to the module units.  Discovering ways to transfer and generalize the content, knowledge, and skills to future school, community, and work environments. The module provides an overview of the science concepts, content, and vocabulary related to Life Science: Interdependent Relationships in Ecosystems and provides suggested teaching strategies and ways to support transference and generalization of the concepts, knowledge, and skills. The module does not include lesson plans and is not a comprehensive instructional unit. Rather, the module provides information for educators to use when developing instructional units and lesson plans. The module organizes the information using the following sections: 5 same species may provide advantages to these individuals in their survival and reproduction. thorns) and its effect on the ability of the individual organism to survive (e.g., plants with longer thorns are less likely to be eaten) Ecosystems: Interactions, Energy, and Dynamics 6.LS2.4: Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically the tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems. 6.LS2.4.a: Ability to match a description of abiotic and biotic features to biomes (i.e., tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems) 6.LS2.4.b: Ability to match a description of climate patterns to biomes (i.e., tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems) 6.LS2.4.UC: Identify biotic and abiotic factors in a biome (i.e., tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems). 6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes. 6.LS2.6.a: Ability to use evidence (e.g., data about rainfall) to identify the outcome of changes in physical conditions of an ecosystem to population balances in that ecosystem 6.LS2.6.b: Ability to use evidence (e.g., data about predator removal or species introduction) to identify the outcome of human interactions to an ecosystem to population balances in that ecosystem 6.LS2.6.c: Ability to use evidence (e.g., data about heavy rain or snow, strong winds, lightning, flooding along river banks) to identify the outcome of a natural disaster in an ecosystem to population balances in that ecosystem 6.LS2.6.UC: Recognize effects of changes in an ecosystem to an organism (e.g., some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die). Heredity: Inheritance and Variation of Traits 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the 7.LS3.3.a: Ability to identify the dominant and/or recessive allele in a given gene pair (i.e., allele shown in a gene pair represented by a capital letter [dominant], allele shown in a 7.LS3.3.UC: Identify that a variety of inherited traits passed from parents to offspring lead to differences in offspring (e.g., eye color). 6 phenotypic and genotypic patterns using ratios. gene pair represented by a lowercase letter [recessive]) 7.LS3.3.b: Ability to identify that chromosomes within sex cells carry one allele (either dominant or recessive) for each trait Biological Change: Unity and Diversity 6.LS4.1: Explain how changes in biodiversity would impact ecosystem stability and natural resources. 6.LS4.1.a: Ability to recognize the stability of an ecosystem’s biodiversity is the foundation of a healthy, functioning ecosystem 6.LS4.1.b: Ability to identify factors (e.g., warmer than average year; more/less diversity amongst producers) that affect the stability of the biodiversity of a given ecosystem 6.LS4.1.UC: Recognize that the biodiversity of an ecosystem may change over time. 8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. 8.LS4.1.a: Ability to identify patterns between sedimentary layers and the relative ages of those layers 8.LS4.1.b: Ability to use data to identify evidence for the existence, diversity, extinction, or change in life forms throughout the history of Earth 8.LS4.1.UC: Recognize that fossils of different animals that lived at different times are located in different sedimentary layers. 8.LS4.4: Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. 8.LS4.4.a: Ability to recognize from evidence which genetic differences over many generations lead to traits that make a species better adapted to its environment 8.LS4.4.UC: Identify that natural selection is the process by which some individuals with certain characteristics are more likely to survive. 1 Instruction is not intended to be limited to the concepts, knowledge, and skills represented by the KSSs and UCs listed in Table 1. 7 Section II Scientific Inquiry and Engineering Design It is important for students with significant cognitive disabilities to have the opportunity to explore the world around them and learn to problem solve during science instruction. This approach to science instruction does not involve rote memorization of facts; instead it involves scientific inquiry. A Framework for K-12 Science Education (2012) unpacks scientific inquiry, providing eight practices for learning science and engineering in grades K–12. These practices provide students an opportunity to learn science in a meaningful manner. Students should combine the science and engineering practices as appropriate to conduct scientific investigations instead of using a practice in isolation or sequentially moving through each practice. Support should be provided as necessary for students with significant cognitive disabilities to actively use the practices. A link to Safety in the Elementary Science Classroom is in the resources of this section. See Section VI. Universal Design for Learning Suggestions for support ideas. Following are the eight science and engineering practices (National Research Council, 2012) with added examples.  Asking questions (for science) and defining problems (for engineering). Examples: Why do offspring from the same parents look different from each other? What happens when people dump an unwanted tropical fish in a local river? Ask questions related to changes in ecosystems and possible design solutions.  Developing and using models. Examples: Use a model (e.g., Punnett squares) to explain dominant and recessive alleles. Engaging in the engineering design process, students work with peers to construct a closed (system) environment containing plants and animals existing in equilibrium.  Planning and carrying out investigations. Examples: Conduct an investigation to discover fossils in a soil profile. Conduct an investigation on natural selection using various colored grains of rice to represent small organisms. Students can investigate a variety of environmental factors that may influence the natural selection that is taking place in populations, and compare and contrast the information gained from investigations, simulations, video, or multimedia sources with information gained from reading science and technical texts. Students work with peers to design investigations to test their ideas and develop possible solutions to problems caused when changes in the biodiversity of an ecosystem affect resources (food, energy, and medicine).  Analyzing and interpreting data. Examples: Collect and analyze data of animal sightings in a local area or view a live cam of a nature reserve park. Use data of traits of two parent animals and their offspring to identify similarities and differences of the traits. Use data to identify fossils that indicate the existence of certain living organisms that once lived on Earth. Analyze data of the location of fossils in layers of sedimentary rock to determine the relative age of the fossils. Conduct experiments and collect data on the environmental conditions that affect the growth of organisms (e.g., the effect of variables such as food, light, space, and water on plant growth).  Using mathematics and computational thinking. Example: Collect and organize data on inherited traits within a family. Compute the average number of “prey” caught in a simulation of variation of traits (types of claws) to determine which predators, given their traits, are likely to die. Students can draw scaled picture graphs or bar graphs to 10 Patterns Patterns  Patterns can be used to identify cause-and-effect relationships (e.g., biotic and abiotic relationships in a biome).  Similarities and differences in patterns can be used to sort and classify natural phenomena (e.g., inherited traits).  Graphs, charts, and images can be used to identify patterns in data (e.g., charts showing the time period of various fossilized organisms). Causality Cause and Effect  Cause-and-effect relationships may be used to predict phenomena in natural systems (e.g., combination of dominant and recessive traits predicting trait of offspring).  Cause-and-effect relationships are routinely identified and used to explain change (e.g., the cause- and-effect relationship between genetic makeup and anatomy).  Phenomena may have more than one cause, and some cause-and-effect relationships in systems can only be described using probability (e.g., cause and effect of a changing environment in the past can be described using probabilityfor instance, the probability that a specific organism will survive and reproduce in a specific environment.). Systems Scale, Proportion, and Quantity  Observable phenomena exist from very short to very long time periods (e.g., fossils are evidence of change in species over generations in the history of Earth.). Systems and System Models  A system can be described in terms of its components and their interactions (e.g., plants and animals and their interactions within an ecosystem). Stability and Change  Small changes in one part of a system might cause large changes in another part (e.g., factors that affect the stability of the biodiversity of the given ecosystem). Crosscutting Concept Resources  Grant Wiggins talks about “big ideas” in this article. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99  A Framework for K-12 Science Education, Appendix G explains the crosscutting concepts and how the concepts help students deepen their understanding of the information. http://www.nextgenscience.org/sites/default/files/Appendix%20G%20- %20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf  Teacher Vision provides ten science graphic organizers that are free and printable. https://www.teachervision.com/graphic-organizers/science/52539.html  Utah Education Network provides a variety of student interactives for: 11 o grades three through six. http://www.uen.org/3-6interactives/science.shtml o grades seven through twelve. http://www.uen.org/7-12interactives/science.shtml 12 Section IV Vocabulary and Background Knowledge Vocabulary is critical to building an understanding of science concepts, knowledge, and skills. The vocabulary words that students gain through experiences provide ways for students to comprehend new information (Sprenger, 2013). Students can better understand new vocabulary when they have some background knowledge to which they can make connections. In addition, learning new vocabulary increases students’ background knowledge. Therefore, it is important to teach vocabulary purposely when introducing new concepts, knowledge, or skills (e.g., inherited traits) and in the context of the specific content (e.g., Teach the terms “offspring” and “trait” while students determine the traits they have inherited from a parent and traits shared by a sibling.). This module includes two types of vocabulary words, both equally important to teach. The first type, general vocabulary words, labels groups of words that generalize to a variety of animals, plants, organisms, and activities. For example, understanding the meaning of the word “survival” helps students to connect the continuation of life despite an accident, ordeal, or difficult circumstances. The second type, specific content words, represents groups of words that are associated with an organism, system, process, or phenomena. For example, the specific word “biodiversity” connects to the general words “ecosystem,” habitat,” and “biotic” when learning about the interaction between organisms and their environments. Providing exposure and instruction on general words provides background knowledge when introducing corresponding or related specific words. Key Vocabulary for Instructional Units Table 2 and Table 3 contain lists of key general vocabulary words and specific content words that are important to the units in this module. The vocabulary words span across grades three through eight. Refer to the Tennessee Academic Standards for Science for grade specific words. Teach general vocabulary words to the student using a student-friendly description of the word meaning (e.g., Fossils are really, really old remains of a plant or an animal.) and an example of the word (e.g., Fossils can be found on the ground or buried in soil and can also be seen at museums.). Teach the specific content vocabulary using a student-friendly description of the word meaning (e.g., Sedimentary rock is a type of rock that used to be layers of sand, mud, and pebbles.) and a possible connection to a general vocabulary word (e.g., Fossils of plants and animals can be found in sedimentary rock.). Do not teach memorization of vocabulary words; instead, place emphasis on understanding the word as a result of observation, investigation, viewing a model, etc. For example, a student should learn to identify an animal or plant adaptation instead of giving a formal definition. 15 Ideas Examples https://www.flocabulary.com/vocabulary- mini-games/).  Have students practice vocabulary with online study sets that read the word and definition (e.g., https://quizlet.com/173405922/inherited- traits-flash-cards/). Have students watch a dramatization or have them act out the vocabulary term.  Have students act out behaviors and mimic adaptations that help them survive when the environment changes. 1 Refer to Section VI, Universal Design for Learning (UDL) Suggestions for additional instructional strategies. Vocabulary Example Have students complete vocabulary puzzles for vocabulary words (see Figure 1). Educators may need to support, modify, or adapt steps as needed for individual students. [Individualization idea: Color code or place textures on pieces to provide cues.] Two National Center and State Collaborative (NCSC) resources are available and may prove helpful:  Use systematic instruction as described in the NCSC Instructional Guide. https://wiki.ncscpartners.org  Reference ideas in the NCSC Vocabulary and Acquisition Content Module. https://wiki.ncscpartners.org 16 Figure 1. Example Vocabulary Puzzle Vocabulary Resources  Vocabulary.com provides explanations of words using real-world examples. Once signed in, an educator can create word lists for students. http://www.vocabulary.com/  TextProject provides Word Pictures that are free for educators to use. Their site includes word pictures for core vocabulary and various content areas including science and social studies. This link will take you to the Word Pictures page where you can select the category of words you want to use. http://textproject.org/classroom-materials/textproject-word-pictures/  The Science Penguin site provides ideas to teach science vocabulary. The vocabulary demonstration activity uses real objects to teach vocabulary terms. http://thesciencepenguin.com/2013/12/science-solutions-vocabulary.html 17 Section V Overview of Units’ Content This section of the module contains additional content and references to support educators’ understanding and instruction of the instructional units. The information reflects important content to address the KSSs and to build students’ knowledge, skills, and abilities; however, it is not exhaustive and should be expanded upon as appropriate. Ecosystems: Interactions, Energy, and Dynamics (elementary) Content  Changes in the environment affect the survival of plants and animals.  The introduction of a new species of plant or animal to the area can affect the native plants and animals living in the area.  Changes to the environment (e.g., storms, floods, earthquakes) affect plants and animals living in the area.  Changes in temperature and rainfall in the environment can affect plants and animals living in the area.  Changes in the distribution of food (e.g., due to urbanization, overhunting, fishing, farming) and water (due to pollution, building dams, diverting water from lakes and rivers) can affect the plants and animals living in the area.  Plants have mechanisms that affect their ability to survive and reproduce when changes occur (e.g., dormancy).  Animals have mechanisms that affect their ability to survive and reproduce when changes occur (e.g., migration). Heredity (elementary) Content  Plant and animal offspring have similar features (eye color, hair/fur color, and leaf shape) as their parents.  Animal offspring from the same parents (i.e., siblings) often share similar, but not exact, traits.  Animal offspring have patterns of similarities and differences when compared to their parents.  Organisms of the same species can have differences.  Variation in characteristics among organisms of the same species provides advantages to some, helping them survive, find mates, and reproduce (e.g., a snowshoe hare with white fur is more likely to survive in a snowy environment than one with brown fur). Biological Change (elementary) Content  Organisms need resources (e.g., food, water, shelter) to meet their needs.  Habitats change from day to night, seasonally, following natural disasters, etc.  When habitats change, organisms must adapt or move to a new habitat to survive.  Fossils are the remains of plants and animals that lived long ago.  Fossils may look like the plant or animal when it was alive.  Some fossils resemble plants and animals that are living (e.g., lizard). 20  Teach Genetics has information on a variety of basic genetics. http://learn.genetics.utah.edu/content/basics/  This site provides a lesson plan on genetic information. https://www.sas.upenn.edu/~trindal/index_files/bugbabies.pdf Habitats and Environmental Change  This site has information on changes in the environment. http://www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/changes_in_environment /revision/2/  This site offers information on animal adaptations for winter. http://blogs.cornell.edu/naturalistoutreach/files/2013/09/Winter-Adaptations-I-168fn9g.pdf  WWF Panda provides information on animal habitation and adaptation. http://wwf.panda.org/knowledge_hub/teacher_resources/webfieldtrips/hab_adaptation/ Fossils  This site provides information and animation regarding fossils. http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/index.html  Fossils for Kids provides information and photos of fossils. http://fossilsforkids.com/  This site has information on fossils and rock layers. http://www.prehistoricplanet.com/news/index.php?id=48  This video provides information on how fossils are formed. https://www.youtube.com/watch?v=PTQRY8i4HgY  This site provides information on fossils. https://pubs.usgs.gov/gip/fossils/intro.html Biodiversity  National Geographic has information on biodiversity. https://www.nationalgeographic.org/encyclopedia/biodiversity/  The National Park Service has a middle school lesson on biodiversity. https://www.nps.gov/teachers/classrooms/biodiversity-newsletter.htm  This site provides an electronic field trip to the Great Smoky Mountains that includes lessons on biodiversity and threats to biodiversity. http://www.electronicfieldtrip.org/smokies/10modules.html (check for UDL application)  Glossopedia provides information on environments, change, and biodiversity. http://glossopedia.org/glossopedia/article.aspx?art_id=29&art_nm=Environments o This site provides a lesson plan associated with the Glossopedia. http://037a93e.netsolhost.com/GLOBtest/wp- content/uploads/2013/05/GLOBIO_LAG_Environments.pdf Natural Selection  CPALMS provides a lesson on natural selection. http://www.cpalms.org/Public/PreviewResourceLesson/Preview/71558  This site has an article on natural selection. https://www.ck12.org/biology/natural- selection/lesson/Natural-Selection-MS-LS/?referrer=concept_details  This site has an article on adaption and evolution. https://www.ck12.org/earth-science/adaptation- and-evolution-of-populations/lesson/Adaptation-and-Evolution-of-Populations-MS- ES/?referrer=concept_details 21 Section VI Universal Design for Learning (UDL) Suggestions Three principles of the UDL—multiple means of representation, multiple means of action and expression, and multiple means of engagement—guide development of instruction, instructional materials, and assessments to provide access to learning to the widest range of students. A well- designed lesson using the principles of UDL reduces the need to make accommodations and modifications. However, some students with significant cognitive disabilities, especially students with visual and/or hearing impairments, physical disabilities, and students with complex communication needs, may require additional scaffolds, adaptations, and modifications to access content and support learning. UDL’s three guiding principles guide educators in creating instructional materials and activities in a flexible manner to address the needs of different types of learners. Utilizing the three principles of UDL as a framework when designing instruction allows for individualization when needed. Table 5 provides strategies and examples for the UDL Principle I, Multiple Means of Representation: presenting information in a variety of ways to address the needs of different types of learners. Table 6 provides strategies and examples for the UDL Principle II, Multiple Means of Action and Expression: providing a variety of ways for students to interact with the instructional materials and to demonstrate understanding. Table 7 provides strategies and examples for the UDL Principle III, Multiple Means of Engagement: providing a variety of ways to engage and motivate students to learn. The strategies and examples provided in Tables 5 through 7 are based on UDL principles and can assist all students in understanding the basic concepts. The strategies and examples, as well as individualization ideas, should serve as a catalyst for ideas that can be individualized to meet the needs of each student. Some of the examples include activities that work exceptionally well for students with vision, hearing, and/or physical limitations as well as for all students. Each example has a code to indicate when it includes specific ideas or activities that meet these needs: V = visually impaired (low vision, blind, or deaf-blind) H = hearing impaired (deaf, hard of hearing, or deaf-blind) P = physical disability (limited use of hands) 22 Table 5. Instructional strategy ideas using the UDL Principle: Multiple Means of Representation Multiple Means of Representation Strategies Examples Introduce information through a multi-sensory approach (e.g., auditory, visual, tactile). Conduct a Punnett square activity that pairs pictures of the dominant trait and recessive trait with the representative letter. [Individualization idea: Have students use shapes rather than letters. Perkins School for the Blind provides directions: http://www.perkinselearning.org/accessible-science/activities/punnett- squares.] V Introduce fossils using pictures (e.g., http://paleoportal.org/index.php?globalnav=fossil_gallery&sectionnav= main) and actual fossils. Follow guidelines to describe graphs (e.g., rainfall) and diagrams (e.g., fossils in rock layers). The National Center for Accessible Media provides guidance on various graphs and diagrams: http://diagramcenter.org/table-of-contents-2.html. V Have students participate in a citizen science project (e.g., https://www.tnnaturalist.org/citizenscience.html). Model content through pictures, dramatization, videos, etc. View animals on web cams or in videos and point out physical features and characteristics that make them suitable for the biome in which they live (e.g., https://explore.org/livecams). [Individualization idea: Provide representative pictures or objects for students to choose to describe the physical features or the biome.] Show videos on:  plant adaptations (e.g., http://studyjams.scholastic.com/studyjams/jams/science/plants/pl ant-adaptations.htm) and  chameleon adaptations (e.g., https://www.youtube.com/watch?v=KJtaIqahi3I). Present information using graphic organizers and models. Use a KWHL to help students make connections between what they already Know, What they want to know, How they can find out, and finally, what they Learn. (Here’s a slide show explaining the use of the KWHL chart and how it was made accessible for students with significant cognitive disabilities: https://nceo.umn.edu/docs/Teleconferences/tele14/CourtadeFlowers. pdf). V/H/P Use an extended version of the KWHL: What do I Know? What do I Want to know about or wonder about (e.g., a phenomena)? How will I find out (e.g., determine how to organize investigations)? What have I Learned? What Action will I take (e.g., share with others, apply to daily life, etc.)? What new Questions do I have? More information can be found at http://langwitches.org/blog/2015/06/12/an-update-to-the- upgraded-kwl-for-the-21st-century/. [Individualization idea: Use strategies for the KWHL chart for accessibility ideas: 25 Multiple Means of Action and Expression Strategies Examples Provide simulation activities. Have students participate in activities that simulate a unit topic:  Peppered Moth Simulation - https://www.biologycorner.com/worksheets/peppermoth_paper.ht ml,  Natural Selection Simulation - https://www.biologycorner.com/worksheets/naturalselection.html, and  Scavenger Hunt Natural Selection Simulation - https://pumas.gsfc.nasa.gov/examples/index.php?id=73. [Individualization ideas: Use tactile or 3-D objects to replace paper materials. Create steps, directions, or a checklist and pair each with pictures. Have students work as partners. Allow a student to give directions to a partner to complete steps of the task.] P Provide graphic organizers and templates. Have students complete a family tree showing inherited traits (e.g., https://familylocket.com/inherited-traits-family-tree-worksheet/). [Individualization idea: Provide the communication tools the student needs to ask family members the pertinent questions. For example, short questions, paired with pictures, program into AAC device, reinforce vocabulary in sign language, pre-record on voice output and switch activated device, etc.] Have students create a data table using data on invasive species (e.g., https://www.eddmaps.org/). [Individualization idea: Have the students chart how many states are affected by various invasive mammals by placing one picture or icon of each mammal for each affected state.] Have students complete Punnett square activities. [Individualization idea: Replace letters with tactile representations. See http://perkinselearning.org/accessible-science/activities/punnett- squares.] 26 Table 7. Instructional strategy ideas using the UDL Principle: Multiple Means of Engagement Multiple Means of Engagement Strategies Examples Provide a schedule. Provide personal schedules with tangible symbols. Have students select the next activity on the schedule and set the visual timer to indicate how long the student has before a break. Use a first/then schedule (e.g., https://www.autismclassroomresources.com/visual-schedule-series- first-then/). Provide checklist of tasks to complete in a particular order. [Individualization idea: Place words paired with pictures on a sheet with a “To Do” column and a “Finished” column using hook and loop tape.] Vary the challenge and amount of information presented at a time. Present and practice abiotic characteristics of a familiar biome (e.g., deciduous forest), and then introduce some biotic factors of the familiar biome (e.g., trees, deer, rabbit). Connect other biomes to the familiar biome. [Individualization idea: Have students sort pictures of plants and animals onto pictures of biomes.] Make connections to topics or activities that are motivating. Watch short movie clips in which the scene is in a particular biome and have students guess the correct biome (e.g., without biomes labeled - https://www.youtube.com/watch?v=HFyXTXUQ5vM; with biomes labeled - https://www.youtube.com/watch?v=a1QU1hUGwEo). Provide comic book style text on natural selection (e.g., https://evolution.berkeley.edu/evolibrary/print/printable_template.p hp?article_id=sneakermales_01&context=0_0_0). Allow choices as possible. Allow students to choose where to sit and options of types of seats (e.g., stool, exercise ball, etc.). Provide opportunities to work collaboratively with peers. Provide opportunities for students to work in a general education classroom with peers when learning about unit topics or have peer tutors come into the special education classroom to work on a project about photosynthesis. Have students work in cooperative groups with mixed abilities. [Individualization ideas: Present instructions and group expectations using a task checklist and group rules. Develop and read a social story about working in a group to the student. Provide the student with the necessary communication tools to participate in the group activity. Assign specific pieces of the task to each student.] Teach student self- regulation skills. Provide communication symbols to request a break or express feelings and model how to use them appropriately. Provide students with stress balls, finger fidgets, etc. Teach students how to self-reflect on their performance using scaffolding. 27 UDL Resources  The National Center on Universal Design for Learning has a plethora of information on UDL along with examples and resources. www.udlcenter.org  The UDL Curriculum Toolkit provides two applications for science. http://udl- toolkit.cast.org/p/applications/l1  Perkins School for the Blind provides life science activities for students who are blind or have low vision. http://www.perkinselearning.org/accessible-science/activities/life-science  This Perkins School for the Blind 20-minute video describes the techniques used to make science accessible for students who are blind and deaf-blind. https://www.youtube.com/watch?v=tpAejot1- Ec  Symbaloo is a free online tool that allows an educator to create bookmarks using icons. It is easy to create and allows an educator to provide students links to sources of information that can be used for specific instructional units. www.symbaloo.com  This site provides a brief description of Symbaloo and multiple ways to use the online tool. https://www.theedublogger.com/2014/04/09/11-ways-to-use-symbaloo-in-the-classroom/  Perkins School for the Blind provides information on using tangible symbols to increase communication, create personal schedules, and provide choices. http://www.perkinselearning.org/videos/webcast/tangible-symbols 30 Section VIII Tactile Maps and Graphics The maps and graphics guidelines will help create tactile versions of instructional maps, diagrams, models, and timelines to use with students who are blind or deaf-blind. The tactile maps and graphics may be beneficial to other students as well. A tactile graphic is a representation of a graphic (e.g., picture, drawing, diagram, map, etc.) in a form that provides access through touch. It is not an exact copy of the graphic. The section provides basic guidance and links to more comprehensive resources. Importance of Tactile Maps and Graphics It is important to provide tactile graphics for young readers (BANA, 2010). It helps students understand and gain information when presented with science concepts, knowledge, and skills. Science instruction often presents diagrams (e.g., water cycle) and two-dimensional models of living and nonliving things (e.g., model of cell) to teach the related concepts. The following guidance includes information to build upon when creating tactile graphics. Tactile Graphic Guidance 1. Determine need for graphic: When encountering graphics in instructional materials, determine if the graphic is essential to understanding the concept. The Braille Authority of North America (2010) provides a decision tree to help in this determination. It can be accessed online at http://www.brailleauthority.org/tg/web-manual/index.html by selecting “Unit 1 Criteria for Including a Tactile Graphic.” 2. Consult with the local educator trained to work with students with visual impairments. 3. Determine the essential information in the graphic. Read the surrounding information and the caption to determine which information in the graphic to exclude. For example, a model to illustrate the cell wall, nucleus, chloroplast, and vacuole would not need to include the nuclear membrane, Golgi body, and ribosomes. 4. Reduce unnecessary detail in the graphic. Identify details that are not necessary for interpreting the information in the graphic. For example, a model of the water cycle may show crevices on the mountains, leaves on a tree, and waves in an ocean. Eliminate unnecessary details, as they are difficult to interpret tactilely. 5. Remove frames or image outlines if they serve no purpose. Ensure that all lines are necessary (e.g., the lines showing the river), and remove any that are not (e.g., ripples in the water). 6. Modify the size of the graphic. Modify the graphic as needed to reduce clutter and allow a blank space between adjacent textures. Additionally, consider the size of the student’s hand. 7. Use solid shapes as feasible. When solid shapes do not clearly represent the information, use clear solid lines. 8. Systematically teach exploration and interpretation of tactile graphics. Systematic instruction and repetition are important when teaching a student to understand a tactile graphic. Pairing the tactile graphic with a 3-dimensional object may help (e.g., pair a raised line drawing of a plant, an example of plants and their parts, with a real plant). Specific Graphic Type Guidance Following is information for specific types of graphics that may support instruction in science. 31 Graphic Organizers/Concept Maps  It is best to present information to compare or make connections using a tactile graphic. A tactile graphic presents the information in a spatial display and aids in comparison better than a list. Diagrams/Models  Limit the number of areas, lines, and labels. Having more than five makes interpretation difficult.  Consider pairing a tactile graphic with a 3-dimensional model. Timelines  Present timelines in the same direction every time (i.e., horizontal or vertical). Maps  Distinguish water from land using a consistent background texture for the water.  Align the direction of the compass rose arrows with the lines of longitude and latitude on the map. Creating Tactile Graphics Following are some ways to create tactile graphics. Additional information can be found at www.tactilegraphics.org. Commercial products:  Capsule paper or swell paper for printing, and  Thermoform. Textured shapes can be made from:  Sticky back textured papers found at craft stores,  Corrugated cardboard,  Fabric with texture (e.g., corduroy, denim),  Silk leaves,  Cork,  Felt,  Vinyl,  Mesh tape (used for drywall), and  Sandpaper. Raised lines can be made from:  Glue (best not to use water-based glue), and  Wax pipe cleaners. 32 Resources  Creating Tactile Graphics, created by the High Tech Center Training Unit, provides basic principles of tactile graphics, characteristics of good tactile graphics, the planning process, guidelines for designs, and more. http://www.htctu.net/trainings/manuals/alt/Tactile_Graphics.pdf  The Texas School for the Blind and Visually Impaired provides basic principles for preparing tactile graphics, element arrangement on a tactile graphic, resources for preparing quality graphics, etc. http://www.tsbvi.edu/graphics-items/1465-basic-principles-for-preparing-tactile-graphics  Perkins School for the Blind has tips for reading tactile graphics in science with a focus on state assessment. http://www.perkinselearning.org/accessible-science/blog/tips-reading-tactile-graphics- science-focus-state-assessment