Education Health and Science assignment

September 26, 2025 Claire B 0 Comments

There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their individual needs as learners. Engagement helps with student attention to the topic as well as helping to create more meaningful learning experiences.

Part 1: Choosing Activities

Choose either science or health as a subject area. Determine a topic and state standard(s) for either third grade science or health. Write at least one learning objective aligned to the chosen standard. Using the “Class Profile-3rd Grade,” complete the “Science or Health Choice Matrix” template with a minimum of four different activity options that would provide students the opportunity to demonstrate their learning on the topic. Remember to think about different learning styles, grouping techniques, different ability levels, and possible interests of the students.

Part 2: Collaboration

From the Class Profile, select three students with an IEP, 504, or another needed accommodation/modification. At the bottom of your choice matrix, summarize in 250-500-words the collaboration necessary to encourage the students’ motivation, engagement, and ownership of learning. Include the following:

Who would you need to collaborate with?
How will that collaboration be conducted (email, phone, in person)?
What will you ask, speak about, or suggest during your collaboration?
What types of technology could you suggest incorporating in the classroom to engage, motivate, and support these students?

Class Profile – 3rd Grade

Student Name	English Language Learner	Socioeconomic Status	Home Language	IEP	504 Plan	Reading (Lexile) Proficiency Level	Math Proficiency Level	Other	Internet Available at Home
Aaron	4	Low	Spanish	No	No	450-500	At grade level	Very shy, but will participate if approached by peers.	Yes
Aiden	N/A	Low	English	Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds).	No	525-630	At grade level	Struggles to self-regulate emotions; wants constant attention from teacher.	Yes
Christian	3	Low	Spanish	No	No	450-500	At grade level	None	Yes
Cordarrell	N/A	High	English	No	Dyslexia. No IEP due to intensive private intervention.	545-600	At grade level	New student. Assessment information from previous school. Hard working.	Yes
Derek	4	Low	Spanish	No	No	760-800	*Below grade level	RTI Tier 2 for math. Loves to read. On list for gifted testing for reading.	Yes
Dereon	N/A	Low	English	OHI, ADHD. Difficulty with executive functioning and focus.	No	610-750	*Below grade level	Does not like math. Often procrastinates with math assignments.	Yes
Dulce	5	Low	Spanish	No	No	545-600	At grade level	None	Yes
Eveyln	N/A	Low	English	No	No	415-550	At grade level	Often shouts out during class and interrupts instruction. Starting process for a behavior plan.	Yes
Isabelle	N/A	Low	English	No	No	810-950	At grade level	Gifted for reading.	Yes
Jennifer	4	Low	Spanish	No	No	610-750	At grade level	RTI Tier 3 for reading.	Yes
Jose	4	Low	Spanish	No	No	415-550	At grade level	RTI Tier 2 for reading.	Yes
Kimberly B.	N/A	Low	English	No	No	810-950	At grade level	Loves to read non-fiction such as biographies.	Yes
Kimberly M.	N/A	Low	English	Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each.	No	450-500	At grade level	RTI Tier 2 for reading.	Yes
Leo	3	Low	Spanish	No	No	525-630	At grade level	New student. Assessment information from previous school. Very shy and withdrawn.	Yes
Lexis	5	Low	Spanish	OHI, ADHD. Difficulty with executive functioning and attention to detail.	No	760-800	*Below grade level	Numerous absences and tradies; Mom worried about her academics.	No
Luis	N/A	Low	English	No	No	810-950	Above grade level	Loves learning. Gifted in reading and math.	Yes
Marshall	N/A	Low	English	No	No	545-600	At grade level	Struggles to maintain focus. Loves to read;	No
Martin	3	Low	Spanish	No	No	610-750	*Below grade level	RTI Tier 2 for math.	Yes
Matthew	N/A	Low	English	Hearing impairment; difficulty hearing in noisy conditions.	No	610-750	At grade level	Needs to be seated close to teacher or area of instruction.	Yes
Natasha	3	Low	Spanish	No	No	415-550	At grade level	RTI Tier 1 for reading.	Yes
Olyvia	N/A	Low	English	No	No	545-600	At grade level		Yes
Robert C.	N/A	Low	English	ODD. Aggressive with peers. Often refuses to follow directions or complete tasks.	No	415-550	At grade level	Provide a quiet place in the classroom to use when a cool down is needed.	Yes
Robert L.	N/A	Low	English	No	Vertigo and migraines	325-420	*Below grade level	Retained in kindergarten; limited progress. Often needs to go to nurse to lie down.	No
Vincent	3	Low	Spanish	No	No	525-630	At grade level	Hard working; works slowly.	Yes
Viri	2	Low	Spanish	No	No	760-800	At grade level	On list for gifted testing for reading.	Yes
Yara	N/A	Low	English	No	Trauma; difficulty with maintaining peer relationships, depression, and self-confidence.	810-950	At grade level	Lacks motivation; death of mother last year. Loves to be alone and read.	Yes

**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.

ELL Levels	Scored as:
1	Pre-emergent
2	Emergent
3	Basic
4	Intermediate
5	Proficient

Grade	Reader Measures; Lexile
1	120L – 295L
2	170L – 545L
3	415L – 760L
4	635L – 950L
5	770L – 1080L
6	855L – 1165L
7	925L – 1235L
8	985L – 1295L
9	1040L – 1350L
10	1085L – 1400L
11/12	1130L – 1440L

Special Education Key Terms

Acronym/Identification	Details	Category
504 Plan	Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.
ADHD	Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive	OHI, 504 Plan, or IEP based on severity of influence on academics.
APD	Auditory processing disorder. Difficulty recognizing sounds.	504 Plan or IEP based on severity of influence on academics.
ASD	Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.	IEP
Deaf-Blindness	Hearing and visual impairments concurrently affecting communication and learning.	IEP
Deafness	Requires use of assistive technologies.	504 Plan or IEP based on severity of influence on academics.
Depression	Can be considered emotional disturbance based on severity.	504 Plan
Dyscalculia	Difficulty understanding numbers and math facts.	LD, IEP
Dysgraphia	Difficulty with handwriting and fine motor skills.	LD, IEP
Dyslexia	Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.	LD, IEP
Dyspraxia	Difficulty with muscle control and coordination.	504 Plan or IEP based on severity of influence on academics
ED	Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.	504 Plan or IEP based on severity of influence on academics.
Executive Functioning	Difficulty organizing and managing tasks, time management, and remembering details.	504 Plan
Hearing Impairment	May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.	504 Plan or IEP based on severity of influence on academics.
IEP	Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.
Intellectual Disability	Presents significant limitations on learning and adaptive behavior.	IEP
Language Processing Disorder	Difficulty associating a meaning with sounds.	LD, IEP
LD	Learning disorder	LD, IEP
Memory	Difficulty with storing and retrieving information.	504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities	Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.	IEP
Non-Verbal Learning Disabilities	Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).	LD, IEP
OCD	Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety	504 Plan or IEP based on severity of influence on academics.
ODD	Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.	504 Plan
OHI	Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).	IEP
Orthopedic Impairment	A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations)	504 Plan or IEP based on severity of influence on academics.
Speech/Language	Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.	OHI or LD based on severity of influence on academics.
Traumatic Brain Injury	Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.	IEP
Visual Motor	Difficulty processing what is seen and the ability to copy such as taking notes.	LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).

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Science or Health Choice Matrix

Part 1: Choosing Activities

Subject:

Topic:

Standard(s):

Learning Objective(s):

Activity Name	Assignment Description and Rationale *(Include why the activity is appropriate for the class.)*	Assessment Methods *(Based on learner data and individual needs.)*	Learning Styles and Grouping Strategies *(Describe how the option appeals to each.)*	Differentiation ( Include disabilities, student interests, and cultures.)
Option 1
Option 2
Option 3
Option 4

Part 2: Collaboration

image1.jpeg

Part 1: Choosing Activities

Part 2: Collaboration

· Who would you need to collaborate with?

· How will that collaboration be conducted (email, phone, in person)?

· What will you ask, speak about, or suggest during your collaboration?

· What types of technology could you suggest incorporating in the classroom to engage, motivate, and support these students?

Support you assignment with a minimum of two scholarly resources.

APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

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