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This Concept Map, created with IHMC CmapTools, has information related to: Chap 6, Science Learning Centers ???? To construct the center: *Purpose and objective *Activity cards and worksheets *Materials and their resupply *Recordkeeping and evaluation *The physical setup, Assisting Students with Disabilities ???? Visually Impaired: Use concrete, multisensory experiences to build a greater store of needed percepts. Hearing Impaired: Use concrete objects-- pictures, sketches, signs, and the like-- to get accross ideas. Orthopedically Impaired: Encourage participation in all possible activities. Mentally Disabled: Use a variety of hands-on teaching methods and materials. Children with disabilities: Consider whether help is necessary, rather than convenient., Science Experiences For All Students Chapter 6 ???? Teaching Students with Exceptionalities, Teaching Students with Exceptionalities ???? Working with Students Who Are Gifted *Tolerate ambiguity and complexity *Have a longer attention span *Be a highly curious and sharp-eyed observer *Have learned basic skills well, Assisting Students with Disabilities ???? ????, Science Experiences For All Students Chapter 6 ???? Science Fairs, Science Experiences For All Students Chapter 6 ???? Science Learning Centers, Teaching Students with Exceptionalities ???? Inclusive Classrooms: *Students wiht mild disabilities recieved only 1 minute of science instruction for every 200 minutes of reading instruction. *Elementary science teachers teachers have little training or experience in teaching students with disabilities. *Most teachers agree that students with disabilities benefit from hands-on instruction, yet the reality is that they are generally taught from the textbook., Teaching Students with Exceptionalities ???? Working with Students Who Are English Learners *Use a listening- speaking-reading- writing sequence in teaching when possible. *Pair English learners with bilingual partners or in cooperative learning groups to increase the scaffolding effect., Science Fairs ???? Guide Lines: First Week: Handout an information shee and announce the science fair. Allow plenty of time for studets to generate ideas and form groups if they are going to work on group projects. Second Week: Students turn in preliminary proposals for their projects by the end of the week. Remind students that you will review the proposals witht hem for quality of the inquiry, completeness of the proposal, and their ability to complete the project. Third Week: Hold individual meetings with students and their teacher to discuss proposals and refine projects. Fourth Week: Students or groups begin setting up inquiry activities, gathering data, and beginning reports. Fifth Week: Students continue to work on projects and begin work on presentations and displays. Sixth Week: Students refine displays and presentations, complete reports, and present projects by the end of the week. Displaying projects on Friday afternoon and Saturday morning may increase parent participation., Teaching Students with Exceptionalities ???? Assisting Students with Disabilities