Module #1: Science is for Everyone | Meal

This unit is part of Dig Into Science learning modules, part of the ACESSE project. Dig into Science is designed to introduce teachers, paraprofessionals, principals, or anyone else to current science education, often called “three dimensional” science education.

Ready to dig a little deeper to ensure all students should have access to quality science learning opportunities? Excellent, you have come to the right place! Below you will find additional resources to help you create engaging experiences for your students. Be sure to also check out our “Bite” and “Snack” sections as well, as not all resources are repeated here.
Scientific literacy starts in early childhood and the new vision for science education emphasizes the need for consistent science instruction throughout the student’s educational career. There are multiple reasons for science to be a core part of elementary school learning. It can support:
(a) development of a knowledgeable citizenry,
(b) meaningful learning of language and mathematics,
(c) wonderment about how the natural world works, and
(d) preparation for STEM-related careers.

It is important that schools provide adequate time for science learning throughout PK-12 for all students and ensure that students are not pulled out for special services during that time. Weaving science instruction into cross curricular activities is a recommendation for providing more time to engage in science learning.

To support all students, think about the needs of diverse learners and what they need to fully engage in science learning. For students receiving special education services, adopt a social model for disability wherein disabilities do not inherently reside within the individual. Rather, obstacles learners face are created by the tasks, pedagogies & cultural views within the learning environment. Engage in Universal Design for Learning to create learning environments that are accessible to all students. UDL is less about differentiation, or retrofitting supports to make existing curriculum accessible, and more about designing learning environments and instructional strategies in ways that do not create barriers. Leverage the strengths of all students and the prior knowledge, experiences, skills, and dispositions that they bring with them to the classroom. Educators also need to be aware of how language and expressions may accidentally reflect prejudiced positions against people with unique learning needs. Before the start of a new science learning activity or unit, brainstorm different ways that you can represent information and concepts.

In the NGSS - Appendix D, there are seven case studies that explore examples of instructional strategies for diverse student groups to ensure science instruction is accessible to every student. A Framework for K-12 Science Education calls for a vision making the NGSS: All Standards, All Students accessible to each and every student.

Reflection Questions:

  1. What does “all standards for all students” mean to you?

  2. Is this an achievable goal in your classroom, school or district? If not, what can you do to make this an achievable goal for the students you serve?



Choose two of the seven vignette from the NGSS - Appendix D to read and reflect on the instructional strategies to support student learning:

Case Study 1: Economically Disadvantaged
Case Study 2: Race and Ethnicity
Case Study 3: Students with Disabilities
Case Study 4: English Language Learners
Case Study 5: Girls
Case Study 6: Alternative Education
Case Study 7: Gifted and Talented Students

Reflections Questions:

  1. What are the specific instructional strategies or “teacher moves” to support student learning?How are students engaged in the performance expectations (standards)?

  2. How are the Science and Engineering Practices, the Disciplinary Core Ideas, and the Crosscutting Concepts addressed?

  3. What is one idea or lesson learned that could be applied to your current practice? What additional support might you need to support your students?