student exploration frog dissection answer key

#STUDENT EXPLORATION FROG DISSECTION ANSWER KEY HOW TO#
#STUDENT EXPLORATION FROG DISSECTION ANSWER KEY PORTABLE#

Look for a range of materials that diverse learners can access to understand the key concepts or ideas being explored in the lab.

If a student is learning to use a new communication device, for instance, you might ask her group to allow her to direct or, at least, introduce the activity with pre-programmed messages on the device. Add additional roles or tasks for students who are working on individual goals that would not typically be addressed during lab.

#STUDENT EXPLORATION FROG DISSECTION ANSWER KEY PORTABLE#

If you work with students who struggle with the writing requirements of labs, allow all or some to use portable word processors or to speak observations and findings into a tape recorder or digital voice recorder.If reading the supporting materials will be a challenge for one or more learners, consider simplifying the directions, highlighting key words, or adding icons, tables, or photos to the text.If the experiment or lab requires procedures that are complicated or has directions that are easily misunderstood, be sure to clearly demonstrate these pieces in front of the students.If calculations are a target skill, perhaps he can help each group check and re-check their work. For instance, if measurement is a skill you are targeting for a particular student, you might have him visit each group to measure and pour liquids. Some students may be better served by working across groups instead of within a group.For instance, an individual who needs more practice with social skills might be asked to serve as the group facilitator. You can also assign roles based on student needs. For example, a student who is a strong writer might take notes for the group, while a student who enjoys public speaking might present the group’s findings to the class. Give different students different roles based on their strengths.You may want to pair these students with a familiar peer. Some learners might have difficulty working with new or unfamiliar people. Get suggestions from them but make the final decisions based on your observations.

You might also give students a questionnaire to find out not who they want to work with but who they think they can work effectively with.

Instead of pairing students alphabetically or randomly, think about individual needs to determine best partnerships.

If needed, provide a checklist or even an illustrated checklist of steps.

Be sure to create very clear step-by-step directions for the lab.

One learner will be able to show or give an example of a rock while other learners will learn that it is “consolidated mineral matter”. For instance, the question, “What is a rock?”, can be answered on many different levels.

Organize your lab around “big questions” that all students can answer in some way.

Draw students’ attention to this information every time they work in the lab.

Post expected lab behavior on a poster or chart that is clear for all to see- (emphasizing safety guidelines).

Be explicit about what you want students to know and do in each lesson and model what you want to see (e.g., language, behaviors, techniques) in the lab.

Twenty ideas that can help you support diverse learners in your science classroom are offered here: Having shared all of these benefits, many learners will need adaptations or modifications in order to be successful in a lab situation.

#STUDENT EXPLORATION FROG DISSECTION ANSWER KEY HOW TO#

Finally, lab work helps all students hone social and communication skills, making it ideal for learners with disabilities who may need help with asking and answering questions, taking turns in a conversation, or knowing how to enter a discussion.

Students who have learning difficulties or differences are often more on task during hands-on activities because there are typically a wide variety of ways to participate and the active and social nature of the science lab keeps students engaged. It is widely accepted that students who participate in labs and other hands-on science activities will remember the material better and be able to transfer the learning across situations and lessons. In other words, science is about learning ideas and concepts, studying vocabulary, and understanding theories, but it is also about observation, exploration, and discovery.Īnother reason to give all students access to lab work is to pique their interest and enhance their learning. This is unfortunate as many a teacher would argue that if students are not engaged in hands-on science, then they are not really “doing” science. Too often, students with disabilities, especially those with more moderate and significant disabilities, are excluded from the rich and complex experience of the science lab.

Student exploration frog dissection answer key