Abstract

J. Slapak, C. Hollie, T. Dao, A. Olivarez

Much of what makes Austin such an appealing place to live is its numerous sources of activities set around water.  Whether it is swimming in Barton Springs, canoeing or kayaking on a local creek or lake, fishing or boating on local lakes, or swimming in a neighborhood pool, the heart of Austin centers around water.

Students enrolled in this unit of instruction will learn the basic scientific properties of water, including osmosis, diffusion, pH.  They will also learn about the presence of bacteria and water borne illness.  Students will also gain insight into government quality standards for water used for drinking, swimming, and wading, as well as what the components of their watersheds are that affect water quality.  Students will also calculate water usage per household, and learn about the different types of water purification systems and their efficiency.

The students participating in this unit of study will also learn about local organizations, such as the Lower Colorado River Authority and the local chapter of River Watch, and the role that these organizations play in monitoring and regulating water quality in our area.

After students have completed this unit of study, they will not only understand the importance of their water quality and the factors that affect it, but will also be empowered with the knowledge of what they can do to help insure that the quality of water in our town is maintained for future generations of Austinites.

Water Quality Rationale

J. Slapak, C. Hollie, T. Dao, A. Olivarez

We can hardly travel anywhere in Austin without seeing signs like “entering walnut creek water shed,” “entering bull creek watershed,” etc.  These signs are the manifestation of an effort to raise awareness about our water quality in Austin.  It is unarguable that water is a vital part of our lives for recreation, hygiene, and more importantly, survival.  Unfortunately, the pesticides we put in our gardens, the oil spots we wash from our drive ways, and the leaves we rake into our gutters may all find their way into our neighborhood creek and thus contributing to the water contamination, the health of aquatic life, and the appearance of our natural landscape.

In recent years, the City of Austin had spent millions of dollars to restore Town Lake to its natural state.  Problems in this area are chlordane contamination of fish, toxics in sediment, trash and debris, and oil and grease contamination.  Furthermore, the Barton Springs, a once promising swim hole for many people, is continually polluted with bacteria, oil spills, and blue-green algae called oscillatoria.  As a result, the City of Austin, in cooperation with agencies like Fish & Wildlife Service, recommend on the top of their list public education.  However, how this public education was going to be executed, especially for high school students, was barely discussed.

Through this series of lessons on the quality of our water in Austin, the students will not only be exposed to the history of the sources of the water they drink but also gain valuable insights into the current issues pertaining to the future of our water in Austin.  Through their inquiries and labs about water testing, bacteria in water, average water usage, water treatment, and water sources, students will be aware of the water crisis that Austin will face if no action is taken to improve the quality of our water.

Description

J. Slapak, C. Hollie, T. Dao, A. Olivarez

 

The earth’s surface is about 70% water. Thus, one would think that since water is so abundant, we are not at risk for excessively using our earth’s water supply. We live in an era where people take for granted the easy access to plentiful and clean water. For example, people constantly use water in their homes for cooking, bathing, personal hygiene, cleaning, drinking, and watering the grass, etc. However, the fact remains that people around the world spend billions of dollars in order to treat water in order to make it safe for us to use.

This four-week project on water quality is designed for students from 9^th through 12^th grade. The unit begins by introducing the basic properties of water (everything from the structure of the water molecule to diffusion of water, osmosis, and diffusion), bacteria in water, water-borne diseases, practical uses of water testing and treatment, etc. Through out this unit, the students will investigate the driving question: “How clean is the water in your town?”

To engage the students in this project, the students will review an anchor video that shows the different uses of water in their town. Through out the video, there are probing questions that will challenge the students to first think about how clean the water is in their town, then progressively moves forward and asks them about the cleanliness of the water in their lakes, oceans, pools, ponds and the water in their homes. The anchor video challenges the students to think about how clean the water is in areas that they use or see on a daily basis. The goal is for students to think about how the quality of water in these places affects them and the people around them.

The remainder of the first week will be to focus on the basic properties of water to ensure that all students have an understanding of this subject before moving on. During this time, the teacher can clear up any misconception that may prohibit the students from understanding further in the unit. Also, during this week, the teacher will discuss the chemicals found in different bodies of water and discuss to what levels these chemicals can be safe for human and other living organisms and to what levels these chemicals are detrimental.

During the second and third week, we take some time to cover the factors influencing water quality. The students will test for water quality by bringing in samples from a lake, pond, spring, etc. The tests the students will conduct on their samples include measuring pH, turbidity, salinity, dissolved oxygen, hardness, and other dissolved chemical species such as phosphates, nitrates, organic carbon, and microbial contaminants.  The students will be able to choose what test they want to conduct and analyze the results. Also, the students will have a lecture on water-borne diseases and the teacher will discuss how these diseases are detected in water.

During this project, the students will gain an understanding of the properties of water, and the importance of water purity in their town in which they live. The students will also have a better understanding of the process in which water is tested for contaminants to gain insight in how water treatment plants test for contaminants and how they remove them. Students will thus become proficient in utilizing technology and in their laboratory skills while simultaneously increasing their mathematical skills and understanding. Most importantly, the students will gain an appreciation of our water and will be educated on its uses and educate others.

Science lessons are on top with Mathematics lessons in Italics on the bottom of each day.

CAT = Classroom Assessment techniques

CAT- Annotated Portfolio = Each student will have a collection of work from the beginning to the end of the unit to show how their learning has progressed.

Resources for “How Clean is the Water in Your Town?”

J. Slapak, C. Hollie, T. Dao, A. Olivarez

10 saline water testing kits

10 algae water testing kits

35 pair goggles

Case 10 ml pipettes

Case pipette pumps

20 500 ml graduated cylinders

20 500ml volumetric flasks

10 200ml beakers

Case of test tubes and 12 racks

250 ml graduated cylinders (3x10)

3 microscopes

Microscope slides

Slide cover slips

Cork borers

5 balances

10 stopwatches

 

Expendable supplies:

Case non-latex gloves

1 bottle sodium chloride

1 bottle phenol red
1 bottle sodium hydroxide

50 LB plates

50 small raw pumpkins

1 package plastic cups (200 ml or greater)

8 packages graph paper

10 packages colored pencils

1 gallon distilled water

Paper towels
pennies (4x10)
detergent (1 Bottle)

Vegetable oil (1 Bottle)

10 pairing knives

3 packages multicolored markers

1 roll butcher paper

10 rulers

Plastic wrap

Cotton swabs

10 spatulas

10 sharpies

10 forceps

1 package of 12 pencils

40 glass eye droppers

Weighing paper

Machinery and supplies:

5 balances

Weighing paper

Ohmmeter

Ohmmeter control standards

(100, 290 and 500)

10 stopwatches

30 TI-83 Calculators

Overhead projector
package transparency film
3 projector markers
computers for Internet access

Internet Resources:

EPA National Primary Drinking Water Regulations

http://www.access.gpo.gov/nara/cfr/waisidx_02/40cfr141_02.html

Partnership for Arid Land Stream Monitoring Project

http://www.pnl.gov/pals/lessonplans/streameco.html

EPA free video Resources

http://www.epa.gov/adopt/resources/video.html

LCRA water quality indicators

http://www.lcra.org/water/indicators.html

EPA Surf Your Watershed

http://www.epa.gov/surf

Water testing

http://www.lamotte.com

Highly Interactive Classrooms

http://hice.org/curric/water.html

Interactive Resources in Biochemistry

http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_transport.htm

Internet Resources (cont.)

NASA Explores

www.nasaexplore.com

Educators Reference Desk

http://eduref.org/cgi-bin/printlesson.cqi/virtual/lesson/science/biology/BIO0201.html

Annenberg Media

http://www.learner.org/channel/workshops/algebra/workshop6/lessonplanl.html

Utopia Lesson Plans

http://utopia.utexas.edu/lesson_plans/koolvoord/inverse_functions_easily.html

WaterPro

http://www.labconco.com/pdf/h20_purification/waterpro_catalog.pdf

Grant Finances for “How Clean is the Water in Your Town?”

J. Slapak, C. Hollie, Thuan Dao, April Olivarez

Item                                                                                                    Cost

5 algae water testing kits                                                                     107.36

Case non-latex gloves                                                                          108.75

35 pair goggles                                                                                    280.50

Case 10 ml pipettes                                                                             113.00

Transfer pipettes (1000)                                                                       101.48

Microscope slides (3 gross)                                                                  170.58

Slide cover slips                                                                                     68.72

1 bottle sodium chloride                                                                            7.65

1 bottle phenol red                                                                               150.20
1 bottle sodium hydroxide                                                                         5.90

Cork borers                                                                                           20.95

50 LB plates                                                                                         32.50

50 small raw pumpkins                                                                         125.00

1 package plastic cups (200 ml or greater)                                                3.75

8 packages graph paper                                                                         12.72

10 packages colored pencils                                                                   22.90

1 gallon distilled water                                                                              1.50

12 rolls paper towels                                                                              15.50
pennies (4x10)                                                                                         0.40
detergent (1 Bottle)                                                                                 5.25

Vegetable oil (1 bottle)                                                                             6.75

10 pairing knives                                                                                    33.50

3 packages multicolored markers                                                            11.97

1 roll butcher paper                                                                                78.56

10 rulers                                                                                                 5.50

Plastic wrap                                                                                            2.39

Sterile cotton swabs                                                                               26.36

10 spatulas                                                                                            22.90

10 sharpies                                                                                              6.39

10 plastic forceps                                                                                  10.00

4 packages pencils                                                                                 10.38

40 eye droppers                                                                                     19.80

Total requested:                                                                           1849.11                           

class=Section4>

Evaluation Plan

J. Slapak, C. Hollie, T. Dao, A. Olivarez

Every great project needs a plan in order to keep track of its success, and “How Clean is the Water in Your Town?” is no exception. The students will be able to keep track of the progress they make as they move towards discovering what exactly is in their water, and how best to treat it in order to make it safe for their community. Furthermore, the students will be able to come together and present their findings to their peers and community, displaying what they have learned and accomplished.

            As a teacher, one needs to know that the students are on task and achieving the goals set out for the project. Throughout the project, we will be applying certain techniques that will allow the teacher to evaluate the students, as well as have the students evaluate themselves. Techniques such as punctuated lectures will give the teacher on the spot feedback on what students are learning from the lectures. This allows the students to reflect on what they have heard. Logs kept by the students such as an interest/knowledge/skills checklist would show where the students' interests lie. If they are really into water quality in their town, and how it will affect their lives, they could let us know that early on, and we can work on getting those goals accomplished. It will help us to see where their strengths lie and how we can help them feel more engaged in the project.  Throughout the project calendar, students and the teacher will be able to refer to their checklist to see if the interests are being targeted.

In order to evaluate our progress, we will measure the students’ level of understanding of the material. Tests and assignments will be given to make sure the students are grasping the material. As a final, students will be able to collaborate within their groups and determine which water purification technique they feel is the best. From there, they will be able to present their decisions to their peers, and debate as to why their technique is the best.  These presentations and debates will be crucial in order to see that the students learned from the project, and applied their knowledge to their town.

Grades for such evaluations will be kept to make sure the students are improving on their understanding of the material.

WORK EXPERIENCE

UNIVERSITY OF TEXAS AT AUSTIN                                                        2004 - present

Preparatory program for teacher’s certification in secondary biology, preparing for apprentice teaching semester, spring of 2005.

• Prepare lesson plans.
• Teach at high school and junior high level.
• Assess learning and understanding.

HOLT, RINEHART AND WINSTON, Austin, TX                                             2000 - 2003

Industry leader in publication of textbooks for middle school and high school.

Associate Editor, Secondary Science  Edited and wrote manuscript for high school biology and health textbooks.

• Prepared manuscript for and designed written and online educational materials.

• Edited author manuscript to appropriate reading level for high school students and to cover TEKS standards and standards for other states.
• Researched over 400 state standards to determine teachers’ text and ancillary needs.
• Produced manuscript for  cd-rom lesson planners for two high school  biology textbook

ST. DAVID’S HOSPITAL, In vitro Fertilization Program, Austin, TX                1996 - 1999

Assisted reproduction program with one of the highest pregnancy rates in the country.

Embryologist   Performed all aspects of human in vitro fertilization, including gamete preparation, embryo freezing, ICSI, and assisted hatching in a very successful IVF program.

• Counseled patients to help them make decisions regarding course of treatment.
• Outlined the regulatory process and procedure for domestic and international transport of frozen human gametes and embryos, and presented in a seminar at the annual meetings of the American Society for Reproductive Medicine.
• Developed laboratory protocols and training manuals.
• Supervised andrology laboratory.
• Presented discussions on infertility to local RESOLVE chapter.
• Maintained quality assurance and quality control for laboratory following guidelines of the Society for the Advancement of Reproductive Technology and the Centers for Disease Control and inspection by the Joint Commission for the Accreditation of Healthcare Organizations, always passing initial inspection.
• Instituted changes in culture and transfer that increased pregnancy rates over 50 percent.
• Prepared documentation for capital budget.

FAIRFAX CRYOBANK, Austin, TX                                                                   1992 - 1995

Tissue bank and paternity testing, recognized as industry leader in quality.

Laboratory Supervisor   Supervised laboratory personnel and supporting business office.

• Recruited donors for commercial sperm donation.
• Increased patient referrals to clinic fourfold by using informative mailings.
• Counseled cancer patients regarding option for cryopreservation of specimens.
• Developed laboratory protocols and training manuals.
• Performed donor screening and infectious disease testing and maintained documentation for quarantine release of thousands of specimens.
• Maintained laboratory quality control and quality assurance for laboratory following guidelines of the American Association of Tissue Banks, American Society for Reproductive Medicine, and licensure by the state of New York.

ST. DAVID’S HOSPITAL, Austin, TX                                                                1990 - 1992

See above St. David’s description for Embryologist

.

UNIVERSITY OF WISCONSIN AT MADISON, School of Veterinary Medicine,

Madison, WI                                                                                                          1989 - 1990

Renowned research facility.

Research Specialist Developed gene injection laboratory to produce transgenic animals for cancer research.

• Produced transgenic animals for cancer research.
• Forecasted expenses and aided grant writing for NIH funded research laboratory.
• Supervised graduate students and student workers.

GRANADA GENETICS, College Station, TX                                                       1987 - 1989

Leader in animal reproductive research.

Laboratory Technician  Performed nuclear transfer on bovine embryos and gene injection on both bovine and murine embryos.

• Cloned cattle using early stage embryos as a source of genetic material.

• Performed surgeries using sheep, rabbits, and mice for in vivo culture of embryos.
• Presented research at the annual meetings of the International Embryo Transfer Society.

UNIVERSITY OF MISSOURI AT COLUMBIA, Columbia, MO                      1984 – 1987

Largest university in the state of Missouri

Graduate Student  Conducted research regarding the freezing of murine and bovine embryos.  Performed all aspects of bovine embryo transfer.

• Taught laboratories for advanced reproductive physiology and animal science courses.
• Treasurer, Graduate and Professional Student Association

FORT DODGE LABORATORIES, Fort Dodge, IA                                           1983 - 1984

Recognized as industry leader in quality of veterinary pharmaceutical and biologicals

Sales Representative  Sold veterinary pharmaceuticals and biologicals to veterinarians in the southwestern two-thirds of the state of Missouri.

• Increased client base in sales territory by 40 percent.
• Recognized for leading sales of newly recruited sales force.

EDUCATION

M.S., Major: Reproductive Physiology, University of Missouri at Columbia

B.S., Major: Animal Science, Minor: Microbiology, Southern Illinois University at Carbondale

A.L.O

April Lisa Olivarez

2317 S. Pleasant Valley Road Apt. 411 ~ Austin, Texas 78741

Phone:  956-458-0854 ~ Email: alo@mail.utexas.edu

O  B  J  E  C  T  I  V  E

To never cease in furthering my education and to obtain a position in the workforce that utilizes 

both my skills and my wish for personal interaction.

C O M M U N I T Y  S E R V I C E

Texas Volunteer: Countless hours of volunteer service including Trash Bash and

               graffiti cleanup

American Cancer Society Relay for Life: raise money and attend event

Alzheimer’s Association Memory Walk: raise money and walk for event

National Honor Society: 2 year member and total of 80 hours of community service

Mujeres Unidas: collect canned goods and toys to be donated to facility

Toy/Canned Food Drive: 3 year volunteer

Battle of the Bands 2001: organize event to raise money for the Sept.11th relief fund

Blood Drive: donate blood 1 year

Concessionaire: sell cokes at football games 1 year

Our Lady of the Holy Rosary: youth volunteer and leader

Adopt a Family project: adopted a family and provided them with goods and services

               1 year

Thanksgiving Dinner/Movie: organize and attend Thanksgiving dinner and movie

Homecoming Dance: help sponsor dance Sept. 2001

Favorites Dance: help sponsor dance Feb. 2002

Prom Dance: raise money for and volunteer at dance May 2001

PTO Jamaica: 2 years

Band Bar-B-Que: 2 years

University Catholic Center: Sunday Mass reader 1 semester 2003

Austin Annual AIDS Walk: October 2003

River City Youth Foundation: Big Sister mentor, youth volunteer, mathematics teacher, youth 

development leader August 2004 - present

W  O  R  K    H  I  S  T  O  R  Y

River City Youth Foundation ~ August 2004 – present

UTeach intern, Mentor, Youth Volunteer, Mathematics Teacher and Youth Development Leader for 

students ranging in ages from 1st grade to high school. 

Tutor ~ Veterans Memorial High School: May 2003 – August 2003

Student tutor in Mathematics and English for high school students ranging in grades from 9th to 10th.

Entrance Monitor  ~ Texas Swimming Center : January 2003 – present

Entrance Monitor for the Lee and Joe Jamail Texas Swimming Center. Duties include, but not 

limited to, answering multi-line phone, faxing, editing, preparing documents, cash handling, assisting new 

Texas Aquatics members, etc. 

Photographer ~ PageMaker 2002 Eagle Yearbook : January 2002 – May 2002

Photographer and pagemaker for 2002 Eagle Yearbook. Duties included taking

pictures, editing, printing, formatting pages for the yearbook, etc.

Secretary ~ ValleyOne Real Estate Financing : May 2001 – August 2001

ValleyOne secretary with duties that included, but not limited to,

office/clerical work, computer use, data entry, helping customers open and close accounts, cash handling, 

using office equipment (computers, fax, copiers, scanners, etc.), preparing weekly reports to office 

manager, and preparing and sending out marketing material.

Babysitter ~ self-employed

Caring for children whose ages ranged from 1 month to 8 years old.

E  D  U  C  A  T  I  O  N

* Mission High School – graduated 8th ranking in 573 students

*  University of Texas Pan-American (Concurrent Enrollment, total 9 hours)

*  South Texas Community College  (Concurrent Enrollment, total 6 hours)

*   University of Texas at Austin - College of Natural Science – Mathematics Bachelor of Arts with 

Teacher Certification and Certificate in Business Foundations

C  O  M  P  U  T  E  R     S  K  I  L  L  S

*  Computer literate: Fluent in Windows and Mac word processors and programs.

*  Computer programming background in C, C++, Pascal, and Java

*   Windows, MSWorks, MSWord, Excel, PowerPoint, Adobe Acrobat, Internet use,

                               PageMaker

*   UTPA - 6 hours of Computer programming classes in Pascal, C++, Java

A  W  A  R  D  S    R  E  C  E  I  V  E  D

Governor’s Choice Award - 1999

Texas Volunteer Excellence Award - 2000

Class Officer 3 years

U.S. Border Patrol Head of the Class - 2001

Mission Jr. Service League Student of the Month - 2001

Educational Talent Search - 1999-2002

Certificate of Appreciation - PTO Jamaica- May 2000 and May 2001

Certificate of Recognition in Science - UBMS 2000

Valley Honors Banquet - Nov. 2001

Eagle Excellence - 2002

Top 8th Ranking Senior - 2002

U.I.L. Academic Awards for Excellence in Computer Science/Math - 1999-2001

Eagle Yearbook Award – Student of the Year 2001-2002

Martin Luther King Essay Contest Winner 1st Place

Coca-Cola Scholars Program Semi-Finalist

Who’s Who at Mission High School

The Monitor Student of the Week

Band Scholarship

Zapata Excellence Scholarship

Mission Lion’s Club Scholarship

Mission Junior Service League Scholarship

University of Texas - Austin Presidential Achievement Scholarship Recipient Tier 1

Bill and Melinda Gates Millennium Scholar

Microsoft Scholarship

TEXAS Grant

Pell Grant

Austin ISD Scholarship for UT students seeking Teacher Certification

Mayor’s Proclamation – River City Youth Foundation Intern of the Year May 2005

E X T R A C U R R I C U L A R   A C T I V I T I E S 

Texas Interdisciplinary Plan Student – August 2002 – present

Resident Hall Association 4th Floor Representative – August 2002 – May 2003

Cactus Yearbook Staff – September 2003 – May 2003

Women in Computer Science – August 2002 – present

University Catholic Center – August 2002 – August 2004

Our Lady of Guadalupe Catholic Church – August 2004 - present

UTeach – January 2004 – present

MASTT – Math and Science Teachers of Tomorrow – January 2004 – August 2005: Historian

MASTT – Math and Science Teachers of Tomorrow – August 2005 – present: Co - President

THUAN D. DAO

1106 Ruffed Grouse Cove

Pflugerville, TX 78660-5803

(512) 791-3252

thuandao2002@mail.utexas.edu

EDUCATION      The University of Texas at Austin,    Austin, TX

               Major: Microbiology                                             Pre-profession: Premed

               GPA: 3.9182                                                        Anticipated Graduation: May 2006

Stephen F. Austin High School,          Austin, TX                             

               GPA: 4.3818                                                        8/1998 to 5/2002

RELEVANT         BIO 325, 226R, 226T, 360, 322, 337, 320          CHEM LAB 204, 210C

COURSEWORK              CHEM 301, 302, 610A, 610B                             BIO LAB 205L, 361, 126L

EXPERIENCE              

University of Texas at Austin                      Austin, TX                            1/2004 to present

• Undergraduate Laboratory Assistant - Assisted lab instructors with classroom instruction and practical lab activities for the BIO 205L lab students.

Vietnamese Martyr Church                        Austin, TX                            8/1999 to present

·        Educator – Taught and facilitated a group of 20 to 22 students.

Dr. Lloyd’s Lab (Plant Biology Dep.)         Austin, TX                            5/2003 to 12/2003

·        Lab Assistant – Assisted Dr. Lloyd and Dr. Godoy in research involving Arabidopsis thaliana.

Velocity Credit Union                                  Austin, TX                            5/2003 to 8/2003

• IT (information technology) Clerk – Helped an IT team with administrative work and ensured smooth computer network within Velocity Credit Union. 

ACTIVITIES        The Texas Exes Scholarship                                                            present

AND HONORS University Honors                                                                             1/2005   

Nursing School Scholar (merit)                                                                                      8/2002    

Velocity Recipient (merit)                                                                                             6/2002

Valedictorian of Stephen F. Austin High School                                                           5/2002    

SPECIAL SKILLS                         

Computing:

·        Hardware: PC, digital cameras, scanners, etc.

·        Software: Office 1997, 2000, FrontPage, Word, Excel, PowerPoint.

Teaching: Tutor skills (Teacher Assistant).

Modifications for Special Learners

J. Slapak, C. Hollie, T. Dao, A. Olivarez

Thuan Dao

Modifications for blind or visually impaired students:

Provide tactile or model representations of all materials used.

Allow the student more time to explore these tactile items.

Provide handouts and worksheets in Braille form.

Allow the student an alternate means of response to worksheets and exams, such as Braille or orally.

Provide discussion material early and in Braille form.

Provide the student with copies of overhead materials in Braille.

The teacher may need to remain in one place while lecturing so that the student can follow the voice clearly.

Encourage the student to participate during discussions by allowing the student to answer.

Allow the student more time to complete to complete exams and worksheets.

Have an easily identified workplace for student to place answer sheets.

Allow the student time after class to ask questions privately and make the student aware of this option.

Provide the student assistive technology in order to access Internet, books and other resource materials.

Be sure the student understands requirements of projects and lab experiments and has an opportunity to ask questions for clarification.

Provide a partner, when performing experiments, to provide descriptions of observations made during the exercise.

Student may need support of a Reader to read textbooks and other material to them or by having it scanned into the computer and use a program to read the text aloud.

Have the students in a group discussion identify themselves before speaking.

Provide the student a notetaker in class.

Be sure computers have appropriate Braille input and output.

Make entire class aware of how the assistive technology and other modifications are going to be incorporated into the classroom.

April Olivarez

Modifications
 
Muscular Dystrophy[1] MD is a condition that hinders bone and muscle development In many cases, you may have a student with mobility impairment and needs special
accommodations for wheelchair access; however, in other cases it may just require allowing students more time for completing activities.
 
Teaching Strategies and Things to Know:

Use a peer-buddy system. If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important material. Observe potential obstacles so you can be aware of what is accessible and what is not accessible to students in wheelchairs. Students may need to tape lectures (difficulty with writing or unable to write).Table-type desks, with adequate leg space, which have enough clearance for wheelchairs can be moved into classrooms. Consider accessibility factor to classroom so that student is able to get to class on time. Include student in open discussions. Allow more time for the student to completeactivities. Use ramps and raised platforms for student's access. Lower chalkboard and/or corkboard. Use easels, portable reading racks, a standing table, and adjustable seats and desks.
 
Testing

Allow more time for the student to complete the activities. Provide a separate place for the test if necessary. Give completely oral tests Allow students to tape record answers to tests. Writers should be provided for test-taking if the student is unable to write (or give oral tests out of the earshot of other students).Students may write slowly and need extended time for tests. Develop a portfolio of the student's work, both singly and as part of a cooperating group. Orally quiz him/her to establish the extent to which the student contributed to the group-based accomplishments.
 
[1] Keller, Ed. Disabilities, Teaching Strategies, and
Resources. Strategies for Teaching Students with
Motor/Orthopedic Impairments Taken from the World
Wide Web on November 18, 2003
http://www.as.wvu.edu/~scidis/motor.html#sect1.

Colecia Hollie

Modifications

         Seat students in rows. Having children sit in groups increases distractions for the ADHD child. Seat ADD student near teacher's desk, up front with her back to the rest of the class, but include as part of regular class seating. It may be possible to provide tables for special group projects while retaining rows for regular classroom seating and independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work. Whatever arrangement is selected, it is important for the teacher to be able to move about the entire room and have access to all students. Surround ADD student with "good role models", preferably students that the ADD child views as "significant others." Encourage peer tutoring and cooperative collaborative teaching.

         Do not place the ADD student near: Air conditioners, heaters, high traffic areas, doors or windows. Keep the classroom door closed. Keep the room free of clutter. Distracting posters, signs, and hanging pictures should relate to the lesson being presented.

         ADD children do not handle change very well so avoid: transitions, changes in schedule, physical relocation, disruptions.

Lesson presentation modifications

         Maintain eye contact with the ADD student during verbal instruction. Make directions clear and concise. Simplify complex directions. Avoid multiple commands.

         Make sure ADD student comprehends directions before beginning a task. Repeat instructions in a calm, positive manner, if needed. Help ADD child feel comfortable with seeking assistance.

         All children will benefit from receiving an outline of the day's lesson prior to beginning the lesson. In addition, children may benefit from the use of colored chalk to emphasize important words or ideas in the lesson.

         Anything that spices up the lesson will be beneficial for children with ADD, helping them to pay attention. Students could be allowed to make frequent responses to teacher questions by holding up hand signals or written signals or by answering in unison. Groups of students could make up games to teach each other concepts or do role-playing activities to teach history or social studies topics. Role playing in mathematics could even be fun.

         ADD children often benefit from a required daily assignment notebook. The teacher can check to make sure the student correctly writes down all assignments. Then the parents and teachers sign notebook daily to signify completion of homework assignments. Parents and teachers can also use the notebook for daily communication.

         Worksheet, workbook, and test layout may need to be modified for children with ADD or visual perceptual problems. It may help to use large type on clean paper without distracting pictures or excessive ink. Underlining, highlighting, or drawing boxes around parts of the ADD child's worksheets may also help. During tests or quizzes, make sure you are testing knowledge learned and not attention span. Allow the ADD child to demonstrate mastery of the curriculum by answering oral questions or demonstrating concepts learned if writing for extended periods of time is too difficult. ADD children may also benefit from being given extra time for certain tasks. The ADD student may work more slowly. Don't penalize for needed extra time.

Behavior management recommendations

         Have the class makes up the class rules, then post them clearly in the room. Review the rules frequently early in the year so the children know them well. It may be fun to have the class act out rule breaking and rule following to make sure they understand. Try not to leave any room for interpretation, or the ADD child may try to debate his or her way out of trouble.

         When children break posted classroom rules, remain calm, state infraction of rule, and don't debate. It is important to have pre-established consequences for misbehavior. Administer consequences immediately and monitor proper behavior frequently. Praise specific behaviors. Avoid non-specific praise statements. Enforce the rules of the classroom consistently. Avoid "getting personal" with the ADD child after poor behavior. Avoid ridicule and criticism. Remember, ADD children have difficulty staying in control. Teach the child to reward him/herself. Encourage positive "self-talk", i.e., "You did very well remaining in your seat today. Don't you feel proud?" This encourages the child to think positively about him/herself.

         Implement a behavior management system. Select up to three specific behaviors which present problems for the ADD student and define alternative behaviors to be learned. Then develop a system of monitoring the behaviors and charting improvement. Include the entire class in your plan. When necessary, sign contracts with ADD children and their parents to reinforce one to three specific behaviors. It may be helpful to reward children for improvements. (Example: Goal-Remain working quietly during independent work for 10 minutes at a time. Primary behavior-continuing working. Prior to the beginning of independent work time, the teacher reminds the class to try to be quiet and work hard during the period of time defined by the teacher. The teacher looks at ADD child to insure that he/she is listening, and then the teacher praises quiet children throughout the period. The teacher might split the class into two groups and have a contest to see which group works quietly.)

This information can be found on:

www.therapistfinder.net/Attention-Deficit-Disorder/Special-Education-Lesson-Plans.html

Joe Slapak

Modifications

Gifted Students

Not everyone agrees on how these students should be instructed.  Due to the fact that they are gifted, a multitude of avenues can be taken to provide for their interest, learning and development. Education is not easy or cheep.  Learning comes with a cost both in money and time. Students who finish their assignments early can help other students, with the clause, that the work that the gifted students have completed match their talent and abilities.  My modifications for them are modifications that might require a little more investigation and completion of the assignment at a deeper level. The goal of education is to promote learning at all levels and accomplish learning through teamwork and effective communication. 

               Next, it is just as important to keep in close contact with the parents of gifted children as it is for struggling students.  Special parent meetings and personal notes need to be arranged.  Suggestions for family projects and the identification of the student ís gifted talents and interest must not only be brought to light but supplemented by the parents and instructor if possible. 

Hoagies Gifted Education: curriculum modification

http://www.hoagiesgifted.org/curriculum.htm

Flinn Scientific, Inc.

"Your Safer Source for Science Supplies"

------------------------------------------------------------------------

SAFETY IN THE CLASSROOM

Flinn Scientific's Student Safety Contract 

Purpose  

Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. One copy must be signed by both you and a parent or guardian before you can participate in the laboratory. The second copy is to be kept in your science notebook as a constant reminder of the safety rules.

 General Guidelines

 1.            Conduct yourself in a responsible manner at all times in the laboratory.

 2.         Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.

 3.         Never work alone. No student may work in the laboratory without an instructor present.

 4.         When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

 5.         Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages.

 6.            Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.

 7.         Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.

 8.            Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area.

 9.         Keep aisles clear. Push your chair under the desk when not in use.

 10.       Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.

 11.       Always work in a well-ventilated area. Use the fume hood when working with volatile substances or poisonous vapors. Never place your head into the fume hood.

 12.       Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe.

 13.            Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.

 14.       Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.

 15.       Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean (with detergent), rinse, and wipe dry all work surfaces (including the sink) and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.

 16.            Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.

 17.            Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.

 18.       Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.

 19.       Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly.

 20.       When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.

 Clothing

 21.       Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!

 22.       Contact lenses should not be worn in the laboratory unless you have permission from your instructor.

 23.       Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.

 24.       Lab aprons have been provided for your use and should be worn during laboratory activities.

 Accidents and Injuries

 25.       Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear.

 26.       If you or your lab partner are hurt, immediately yell out "Code one, Code one" to get the instructor's attention.

 27.       If a chemical should splash in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.

 28.       When mercury thermometers are broken, mercury must not be touched. Notify the instructor immediately.

 Handling Chemicals

 29.       All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.

 30.       Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.

 31.       Never return unused chemicals to their original containers.

 32.       Never use mouth suction to fill a pipet. Use a rubber bulb or pipet pump.

 33.       When transferring reagents from one container to another, hold the containers away from your body.

 34.       Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.

 35.       Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.

 36.       Never remove chemicals or other materials from the laboratory area.

 37.       Take great care when transferring acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.

 Handling Glassware and Equipment

 38.       Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.  

39.       Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.

 40.            Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes "frozen" in a stopper, take it to your instructor for removal.

 41.       Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container.

42.       When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.

43.            Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.

44.       Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.

45.       If you do not understand how to use a piece of equipment, ask the instructor for help.

46.       Do not immerse hot glassware in cold water; it may shatter.

Heating Substances

47.            Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.

48.       Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use.

49.       You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.

50.       Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.

51.       Never look into a container that is being heated.

52.       Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.

53.       When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.

Questions  

54.       Do you wear contact lenses?

YES     NO

 55.       Are you color blind?

YES     NO

 56.       Do you have allergies?

YES     NO

Agreement

I, ____________________, have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to insure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.

 Student Signature:  ___________________________________

 Date: _____________________________________________

Dear Parent or Guardian:

We feel that you should be informed regarding the school´s effort to create and maintain a safe science classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher.  

Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to insure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.

Parent/Guardian Signature: ____________________________________ 

Date: ____________________________________________________

FLINN SCIENTIFIC, INC.

"Your Safer Source for Science Supplies"

P.O. Box 219, Batavia, IL 60510

(800) 452-1261 / Fax: (630) 879-6962

E-mail: flinn@flinnsci.com

Web Site: www.flinnsci.com