Chapter Statements

Chapter 17
Carson-Newman University
EDUC 524: Techniques for Inclusion

Team Leader: Stephanie Garcia
Team Members: Elizabeth Franks, Nikolette Edge, Jason Henderson, and Alyssia Harper
Chapter 17: Science Strategies for All Students
Stephanie Garcia:
p. 281 Science is inquiry based. This correlates with the UDL by getting students hands-on
and participating in active processes. This could be anything from reading texts,
presentations, labs, or almost anything. With each unit we teach in our science classes, we
try to incorporate at least one or two hands-on activities for the students to do. It gives
them a more applicable relation to the topics.
p. 283 Music in science: Students love music. They will beg to listen to it as they work. So
why not incorporate it into the curriculum? They can just listen to music another person
has created, but they can also create their own. At the end of every Bill Nye episode, there
is a song that incorporates the knowledge they just learned to a song that was popular. I
also had two students in my class come up with a great song about volcanoes and will
probably never forget it.
p. 286 Draw it so you'll know it. Students are becoming more and more visual. Our students
are also creative (not all, but most). We usually have the students draw something from
the book. But I love the idea of having them draw what they think/see after hearing about
a certain topic.

Elizabeth Franks
p. 284-285 Choice: Just as in the math chapter, choice is important is science as well.
Menus that provide students a choice are easy to make and invaluable in the teaching
process. Students can make choices individually or they can be grouped in flexible
groupings. This way, all of the group members can collaborate and have input in the group.

p. 287 Anchor Activities allow the students to connect new concepts to previous
knowledge. Background knowledge is extremely important in learning new concepts. The
illustration in the book connected Newtons Law to a playground ball, something all
students have had experience with. Making those connections help solidify new concepts
and ideas.
p. 288 Tools, Toys, and Movement: Science lends itself well to hands-on experiments. In
order to learn about inertia, a hands-on lesson is best. When students can actually see
inertia in several different ways, they will be able to make the connections for learning.
Students can use all sorts of tools and materials in order to experiment and learn about
science. I personally am a kinesthetic and visual learner. I need to see it and experience it in
order for it to take root. But once I do, its set. Many students learn the same way

Nikolette Edge
p. 284 Connections to Real Life- We must find ways for students to see themselves as
scientist. Providing them with the appropriate gear and role models that look like them is
one way for them to visualize themselves in that career. Since I teach ELA, this made me
think that I sometimes have to make students see themselves as readers as well.
p. 285 Choice- It is important to have students work in different groups for different
purposes. I use popsicle sticks with the students' names on them already, but I loved the
idea of labeling them with shapes and colors also in order to quickly regroup them for an
activity. This would allow students to work with different people, but still build working
relationships because they would use the various groups more than once.
p. 290 Support Strategies- Numbered Head Together is a way to have all students
responsible for participating and learning the information. Since the students do not know
who will be called on, and they know all of them must know the answer, in theory they
should be prepared to answer the question and therefore learn

Jason Henderson
p. 283--Anytime a teacher can integrate real-life situations with students about content
broadens the students' perspectives. I teach 6th grade science, and when I show them
things that people and businesses use, they become more aware of how integral scientific
concepts are to daily life. Whether its homemade play-dough to use for electric circuits,
making severe weather safety posters, or showing them TED videos, they have a more
wholesome approach to the pragmatics of science than just concrete information.
p.286--At the beginning of the year, I made the students read an article comparing U.S.
students to Chinese students in regards to scientific reasoning skills and scientific
knowledge. What they found was that although China was more advanced in scientific
knowledge, both countries showed similar results to scientific reasoning skills. I explained
to them that science isn't just about what you know, it's how you apply the principles used
to derive conclusions.
p.289--Obviously teachers want to be able to convey standards when planning lessons. Yet,
adding an emphasis to student achievement by allowing the students' work to be displayed
adds to the sense of accomplishment for kids. Students want to know that they are doing
well, and by publishing work or putting it on display makes the work more rewarding.

Alyssia Harper
p. 281-When I began the Science strategy chapter I was excited because I felt connected! I
automatically thought, "Wow this is a chapter about incorporating hands-on learning. This
will be me in a chapter." I then read about Science being very heavily on textbooks and
other writings to teach. I guess I had never really thought about all of the Journal articles
and hypotheses I had to read in order to do the experiments. It actually made me think
about the process rather than the product and why many students might be struggling with
Science.
p. 287-I really like the idea of using a word map technique. I think that seeing a new word
broken down in many different ways if a great way to actually commit it to memory. I also
like that there is a "mind picture" included. I think that this can be used in many other
subjects as well, not just Science!
p. 291-I liked learning about the support strategies and the inquiry activities. I really
enjoyed the guided inquiry. I like putting the responsibilities on my students for learning. I
like watching them discover things on their own and begin to form their own thoughts and
opinions about the activity. I think that it is also great because you are able to assess your
students and see if there are any consistent teaching gaps based on the way they answered
your guided questions or if they have consistent trouble with a particular question.