Grade: 8
Subject: Science
Strand: Understanding Earth and Space Systems - Water Systems
Some of the Curriculum expectations for this strand are
2.6 use appropriate science and technology vocabulary, including water table, aquifer, polar ice-cap, and salinity, in oral and written communication
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
3.1 identify the various states of water on the earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist
3.2 demonstrate an understanding of the watershed as a fundamental geographic unit, and explain how it relates to water management and planning
3.3 explain how human and natural factors cause changes in the water table
3.4 identify factors that affect the size of glaciers and polar ice-caps, and describe the
effects of these changes on local and global water systems
3.5 explain changes in atmospheric conditions caused by the presence of bodies of water
To meet these curriculum expectations to some extent, one lesson is given for The Water Cycle. To assess students’ understanding of the topic, the quiz is given the next class after this lesson.
The student’s profile:
Subject: Science
Strand: Understanding Earth and Space Systems - Water Systems
Some of the Curriculum expectations for this strand are
2.6 use appropriate science and technology vocabulary, including water table, aquifer, polar ice-cap, and salinity, in oral and written communication
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
3.1 identify the various states of water on the earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist
3.2 demonstrate an understanding of the watershed as a fundamental geographic unit, and explain how it relates to water management and planning
3.3 explain how human and natural factors cause changes in the water table
3.4 identify factors that affect the size of glaciers and polar ice-caps, and describe the
effects of these changes on local and global water systems
3.5 explain changes in atmospheric conditions caused by the presence of bodies of water
To meet these curriculum expectations to some extent, one lesson is given for The Water Cycle. To assess students’ understanding of the topic, the quiz is given the next class after this lesson.
The student’s profile:
For this assignment, our group is going to use the student’s profile we created for the Case Study assignment. We assume that there is a student with ADHD, for which he is medicated. His name is Harry. He comprehends concepts easily, but has difficulties lie in fine motor skills and written expression. Harry has difficulties expressing his competency in writing, but is very adept at oral expression. Harry has behavioural issues resulting from his impulsive tendencies that may stem from his ADHD, and he has experienced changes in his social circles that have had an impact on his school attendance.
Differentiating the quiz:
Because the student has ADHD, it is important to create a quiz the way that will attract the student’s interest. Solving a crossword can be one of such possibilities. In other words, the quiz is to solve a crossword about The Water Cycle. Also, in this situation, everyone in his class benefits because most students love solving crosswords.
Because Harry is expected to do as much as any other student in his class, there is no need to decrease the number of words in the crossword. However, to ease the pressure and being upset of doing the quiz, Harry will be provided with the word bank, which is divided into two groups of words: across and down. Also, the word bank helps with the spelling. In addition, to visualize the concept, he will be allowed to use two handouts related to the topic.
Harry will be placed in a quiet place for the whole period of the quiz and will be given 20 minutes instead of 10 minutes. After 10 minutes, if he is not done with the work, he will be asked whether he wants to finish his work without stopping, or he wants to finish it later. This decision can be also made by the person who is with him during the quiz based on the Harry’s behaviour.
It is recommended that Harry uses Kurzweil 3000 with the premade by the teacher document containing the crossword. In this case, Harry doesn’t need to read definitions and can concentrate more on answering the questions and typing in the answers. Although his difficulties lie in fine motor skills and written expressions, he is trained to use Kurzweil 3000, type in the needed materials, and is capable of choosing the words from the bank word.
If Kurzweil 3000 is unavailable, the teacher or assistant will read the definitions for Harry and let him record the answers in the spaces provided. Also, the teacher can paraphrase the definitions if it’s needed. In case of difficulties with the writing, the teacher or an assistant will do it for him.
All these accommodations are not going to affect the grading. The grading process is regular and is made by counting the number of the right words.
ACROSS
2
Area of low -
lying wet land that, at times, is covered by water and contains long grasses,
cattails, and lilies.
|
4
|
The process of water turning into a vapor.
|
|
5
|
A large body of water that flows across the land.
|
|
7
|
The process of changing from water vapor to water droplets.
|
|
9
|
Water that has been heated to a gas.
|
|
12
|
A large body of salt water.
|
|
13
|
The process of water droplets or ice crystals falling from the
sky.
|
|
14
|
The process of water moving through the
world by precipitation, evaporation, and
|
|
|
condensation.
|
16
A small body of
water that flows across the land.
17
What provides
the energy that drives the water cycle?
18
Water droplets
that fall from the sky.
19
Water that has
soaked into the earth and passes through gravel, sand, soil, and porous rock on
its way back to rivers, lakes, and oceans
DOWN
1 The process of
evaporating water from plants
3 Water that flows in streams and river into the
oceans and lakes.
6. Areas where fresh water from rivers and salt water from oceans mix to form a moderately salty water.
8 Area of low - lying wet land that, at times, is covered by water
and contains many trees and shrubs
10
These form in
the sky when water vapor condenses into water droplets.
11
A large body of
fresh water.
15
Frozen rain.
16
Ice crystals
that fall from the sky.
WORD BANK:
ACROSS:
Evaporation,
marsh, river, condensation, watervapor, ocean, precipitation, watercycle,
stream, rain, sun, groundwater
DOWN:
Clouds,
runoff, lake, swamp, transpiration, estuaries, snow, hail
References:
Hutchinson, N. L. & Martin, A. K. (2012). Inclusive classrooms in Ontario schools. Toronto, ON: Pearson Canada.
Ontario Ministry of Education. (2007). The Ontario Science and Technology Curriculum, Grades 1 – 8. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
McAfee. Water Cycle Crossword. Retrieved from http://bogglesworldesl.com/watercycle_worksheets.htm
IAG: Global Geodetic Observing System. (2010). The Water Cycle Image. Retrieved from http://www.ggos-portal.org/lang_en/GGOS-Portal/EN/Topics/ScienceApplications/WaterStorageChange/WaterStorage.html
Kleinert H., Green P., Hurte M., Clayton J., Oetinger C.(2002). Creating and Using
Meaningful Alternate Assessments. Teaching Exceptional Students, March/April (47). Retrieved from http://vista4.uottawa.ca/webct/RelativeResourceManager/Template/PDP1210/Module9/PDFs9/VOL_34NO_4MARCHAPRIL2002_TEC_Ar.pdf
Salend S.J.& Duhaney L.M.G. (2002). Grading Students in Inclusive Settings. Teaching Exceptional Students, January/February (15). Retrieved from http://vista4.uottawa.ca/webct/RelativeResourceManager/Template/PDP1210/Module9/PDFs9/VOL_34NO_3JANFEB2002_TEC_Articl.pdf
