It is essential that all students have equal opportunities to engage in and learn science (Martin, 2011). All the lessons in this unit provide modifications that can be made for children who may be finding a task difficult or simple. An example of catering for individual needs includes grouping children with varying skill levels together. This is important as it supports peer learning by giving the more advanced children the opportunity to reflect on their knowledge and the children who may be struggling, the chance to understand a difficult concept. It also provides all students with the opportunity to support each other and work collaboratively which is beneficial for all students (Martin, 2011). This can be seen in lessons 1, 2, 5, 6, 7, 8, 10, 11 and 12.
Another strategy for catering to students who may be experiencing difficulties is to provide concrete and hands on activities (Martin, 2011). This can be seen through lessons 3, 4, 6, 7, and 10 where the integration of technology provides interactive files for students to manipulate. These also contain large print, simple instructions and clear graphics which also assist students who may be struggling with understanding a particular concept or who may have a disability (Martin, 2011). Lessons 8, 9, 10 and 11 also provide hands on experiences as students engage in using their senses, making and investigating.
Teaching science through inquiry is also a very effective way of teaching students with disabilities (Martin, 2011). Lessons 7 and 8 achieve this through an investigation of the life cycle of Sea Monkeys, which allows students to explore firsthand the scientific processes as they observe, record changes and predict further changes. Learning through inquiry also enhances those without additional needs and those who are talented (Martin, 2011). For students who are talented, giving them the opportunity to investigate deeper into a topic is an effective way to support their learning rather than giving them more work (Martin, 2011). This strategy can be seen in lessons 7 and 8 and is also evident in lesson 12 where students are given the opportunity to build on their learning at their own pace.
Aboriginal and Torres Strait Islander children are also catered for in this unit. Again, hands on experiences are a successful way for teaching science to children from either Aboriginal or Torres Strait backgrounds (Martin, 2011). The Aboriginal culture is integrated into a number of lessons. “Aboriginal people are very connected to the land and environment” so by incorporating an Aboriginal educator to explain this connection through Dreamtime stories is integral to Indigenous students’ learning (Bull, 2008, p. 2). The animal presentation at Zoo in lesson 9 gives students the opportunity to take part in
Dreamtime stories and songs told and sung by an Indigenous educator. Furthermore, In lessons 10 and 12, the students are encouraged to consult the Dreamtime stories provided on the resource table to help them in building their environment and learning more about their chosen Australian animal. When presenting their chosen animal, in lesson 12, the children are again encouraged to educate their peers on any Dreamtime stories linked to their chosen Australian animal. Incorporating the Aboriginal culture into this unit in these ways is significant because Indigenous students are more motivated and engaged when Aboriginal perspectives are included; students gain a sense of belonging. Providing students with experiences where they are able to connect in these ways is a very powerful way of teaching science (Bull, 2008). By Including an Indigenous perspective in the context of science, cultural and academic barriers can be broken down (Bull, 2008).
Another strategy for catering to students who may be experiencing difficulties is to provide concrete and hands on activities (Martin, 2011). This can be seen through lessons 3, 4, 6, 7, and 10 where the integration of technology provides interactive files for students to manipulate. These also contain large print, simple instructions and clear graphics which also assist students who may be struggling with understanding a particular concept or who may have a disability (Martin, 2011). Lessons 8, 9, 10 and 11 also provide hands on experiences as students engage in using their senses, making and investigating.
Teaching science through inquiry is also a very effective way of teaching students with disabilities (Martin, 2011). Lessons 7 and 8 achieve this through an investigation of the life cycle of Sea Monkeys, which allows students to explore firsthand the scientific processes as they observe, record changes and predict further changes. Learning through inquiry also enhances those without additional needs and those who are talented (Martin, 2011). For students who are talented, giving them the opportunity to investigate deeper into a topic is an effective way to support their learning rather than giving them more work (Martin, 2011). This strategy can be seen in lessons 7 and 8 and is also evident in lesson 12 where students are given the opportunity to build on their learning at their own pace.
Aboriginal and Torres Strait Islander children are also catered for in this unit. Again, hands on experiences are a successful way for teaching science to children from either Aboriginal or Torres Strait backgrounds (Martin, 2011). The Aboriginal culture is integrated into a number of lessons. “Aboriginal people are very connected to the land and environment” so by incorporating an Aboriginal educator to explain this connection through Dreamtime stories is integral to Indigenous students’ learning (Bull, 2008, p. 2). The animal presentation at Zoo in lesson 9 gives students the opportunity to take part in
Dreamtime stories and songs told and sung by an Indigenous educator. Furthermore, In lessons 10 and 12, the students are encouraged to consult the Dreamtime stories provided on the resource table to help them in building their environment and learning more about their chosen Australian animal. When presenting their chosen animal, in lesson 12, the children are again encouraged to educate their peers on any Dreamtime stories linked to their chosen Australian animal. Incorporating the Aboriginal culture into this unit in these ways is significant because Indigenous students are more motivated and engaged when Aboriginal perspectives are included; students gain a sense of belonging. Providing students with experiences where they are able to connect in these ways is a very powerful way of teaching science (Bull, 2008). By Including an Indigenous perspective in the context of science, cultural and academic barriers can be broken down (Bull, 2008).