COLEGIO DE SAN ANTONIO DE PADUA

COLLEGE OF TEACHER EDUCATION

De La Salle Supervised School
Ramon M. Durano Foundation Compound
1st Semester- S.Y. 2021-2022

MODULE 2
INSTRUCTIONAL ADAPTATION IN MATHEMATICS AND SCIENCE
INSTRUCTION

Name of Student:
_______________________________________________
Course/ Major &Year Level
_______________________________________________
Department:
_______________________________________________

Compiled by:
JANICE A. ARENGO,LPT
INSTRUCTOR

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 COLEGIO DE SAN ANTONIO DE PADUA
COLLEGE OF TEACHER EDUCATION
Sands Campus, Danao City, Cebu
www.CSAP.edu.ph

Course Code: SNED 11 No. of Units: 3

MODULE IN INSTRUCTIONAL ADAPTATION IN MATHEMATICS AND

SCIENCE INSTRUCTION

Course Description:

This course focuses on the educational needs of students with learning

disabilities in inclusive classrooms. It highlights research-based teaching strategies and
suggests ways to foster collaborative relationships with special education teachers and
families of students with learning disabilities. These strategies are drawn from key
principles in standards-based reform, inclusion, special education, and multicultural
education. Together, these principles can empower a teacher to respond effectively to
the particular learning needs of today’s students.

Lesson/s:
• Science instructional adaptations for divers learners.

Learning Objectives
At the end of the module, the students can

Knowledge

• Discuss the significance of instructional adaptations for special needs students.

• Promote a wider understanding on the behavior of children with special needs

• Create engaging activities for students with special needs

Attitude
• develop self confidence in creating activities for children with special needs

Values Integration

• Show self-reliance in their own learning

CSAP Core Values

• Integration and Dedication

 COLEGIO DE SAN ANTONIO DE PADUA
De La Salle Supervised School
Sands Campus, Danao City
www.CSAP.edu.ph
S.Y. 2020-2021

TABLE OF CONTENTS
MODULE PAGE NO.

LESSON 3 : Science Adaptation 12

for Diverse Learners : Category for
Adaptation

13
LEARNING ACTIVITY 15
REFLECTIVE ACTIVITY

MIDTERM EXAMINATION

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 LESSON 3: Science Adaptation for Diverse Learners : Category
for Adaptation

❖ Segmenting or dividing a task into component parts, helps the student organize
information and responses into appropriate categories and follow a sequence of
steps needed for task completion. Information organizers such as data charts can
be used to segment information and/or responses. Similarly, physical containers
can be useful in dividing specimens.

1. Warm up students through a review of the properties of sedimentary, metamorphic,

and igneous
rocks.
2. Organize a “rock center” for students that includes a display of rocks and posters of
rocks labeled
by category.
3. Provide students with containers that have preconstructed divisions (such as egg
cartons) for
use in the sorting activity.
4. Have pairs of students sort rock samples by color, texture, size of grain or crystals,
cleavage,
hardness, etc.
5. Have student pairs sort rock samples into egg cartons labeled either sedimentary,
metamorphic,
or igneous. Once complete, each pair of students checks their results with the correct
results in
a teacher-made “answer box.”
6. Prepare a data chart, segmenting information by rock sample and characteristics
(see illustra
tion). Students record rock characteristics on this data chart.

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 ❖ Simulation activities provide students an opportunity to act out real-life
experiences
in a controlled situation. Students have the opportunity to take another person’s role
and/or experience risk taking. Simulations provide teachers an opportunity to lead a
discussion concerning how the activity simulates the real world, the difficulties and
insights students experience during the activity, and the relationships students discover
between the simulation and the content being studied.
1. Introduce the activity in a manner that relates the concepts of energy technology and
energy conservation to the students’ everyday experiences and environments.
2. Begin the lesson with a brainstorming session about energy uses. Ask questions
such as the following: How is energy used in our school? Where can we observe energy
being used in our school?
How is energy being conserved or wasted in our school? Record students’ responses
on an over-
head transparency.
3. Divide the class into small “survey” groups that will simulate an energy audit.
4. On a rotating basis, have each group simulate an energy audit of specific areas of the
school building (e.g., hallways, offices, occupied and unoccupied classrooms,
gymnasium, cafeteria and kitchen, auditorium). Have students record observations on a
school energy survey (see “We
Wondered about Wasted Watts!” illustration).
5. When groups complete their surveys, have them report and compare results.
6. Students can design awards for positive examples of energy conservation (e.g.,
Watts Watches)

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 ❖ “Investigating the Photosynthesis/Respiration Connection”
❖ Graphic organizer are visual representations intended to activate and direct
thinking and to define the task for students. Sequence chains and Venn diagrams
are two types of graphic organizers.
❖ Sequence chains provide students with a visual display of steps or events in a
process.
❖ Venn Diagrams can help students generate and represent comparisons of ideas,
objects, events, or people. Differences between items being compared are placed
in the outer regions; similarities are recorded in the overlap area. The degree of
similarity can be represented by cutting out circles or ovals and adjusting the
overlap section.

1. Review the significance of oxygen and light in photosynthesis.

2. Use a Venn Diagram to introduce, reinforce, summarize, and illustrate the
relationship between
photosynthesis and respiration in plants and animals (see illustration).
3. Use a sequence chain to introduce, reinforce, summarize, and illustrate the oxygen
and carbon
cycles (see illustration).
4. Use a sequence chain to introduce, reinforce, summarize, and illustrate the
connection between
photosynthesis and respiration (see illustration).

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7
 “Cost-Benefit Analysis”
❖ K-W-L (What I know ,What I Want to Learn, What I Learned) is a teaching
strategy that provides a framework to elicit background knowledge, engage
student interest, categorize ideas and information, and direct attention to the
purpose of a lesson or activity.
❖ Information Organizer present information or data in a chart, graph, or
pictorial form to help students draw conclusions, identify cause and effect,
categorize ideas, sequence events, show relationships, and organize thoughts.
❖ Teacher Student Conference provide a process by which students may
benefit from sharing, thinking, and reflecting on new learnings. Conferencing
interactions help teachers monitor student interests, understandings, and
associations. Conferences assist students in focusing attention, constructing
meaning, and developing connections.
1. Develop background information about NASA projects and spin-off projects through a
video presentation, computer search, and/or magazine review.
2. Conduct a brainstorming activity, listing NASA projects students identified
through the background building activity. Organize student responses on a K-W-L chart
(see illustration).
3. As students further explore NASA projects, use a teacher-generated conference
sheet and conduct student conferences to monitor understanding of the relationship
between NASA projects, spin-off projects, and potential project outcomes.
4. Continue completion of the K-W-L chart, brainstorming costs and benefits of NASA
project.
5. Organize debate teams.
6. Guide students through the development and use of an information organizer (e.g., a
discussion web) that will be used to reflect their conclusion (cost-benefit analysis) about
a specific NASA project.

8
“Identifying Risks”

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 ❖ Brainstorming is a group process used to activate a student’s prior knowledge
and build associations to a specific topic. Ideas generated are not evaluated or
criticized during the brainstorming activity. Student responses are recorded in list
form.
❖ Webbing is an activity frequently following the brainstorming process. During this
procedure, a semantic map or web is developed based on categories derived from the
“brainstorming” word list.
❖ A Timeline Chart designed to provide students with a systematic means of
planning, organizing, and using a schedule to complete a project such as a
research assignment.

1. Guide students through the research project by periodically conducting a

brainstorming and webbing activity.
2. After students preview research materials, conduct a brainstorming session to
determine what students are learning from their research efforts. List all responses
generated by the students.
3. Have students identify clusters of information, such as time periods, scientific data,
risk factors, and benefits.
4. Model the development of a web, translating the clusters of information into a visual
representation. The web can help students organize and sequence information and
develop an outline for the research report.
5. Repeat the brainstorming and webbing activity in order to monitor student progress
and under
standing (see illustration).
6. Provide students with a timeline chart. Assist them in developing a research and
report writing
schedule (see illustration)

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 RESEARCH TIMELINE
DATE RESEARCH ACTIVITY

11
RISK SCIENTIFIC DATE

HOW INJURIES WERE REDUCED

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

-------------------------------------------------------END OF LESSON 3 ----------------------------------

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 COLEGIO DE SAN ANTONIO DE PADUA
De La Salle Supervised School
Sands Campus, Danao City
www.CSAP.edu.ph
S.Y. 2020-2021

LEARNING ACTIVITES IN
INSTRUCTIONAL ADAPTATIONS IN
TEACHING MATH AND SCIENCE

Name of Student:
_______________________________________________
Course/ Major &Year Level
_______________________________________________
Department:
_______________________________________________

Compiled by:
JANICE A. ARENGO,LPT
INSTRUCTOR

13
 LESSON 3: LEARNING ACTIVITIES

NAME: _____________________________________________DATE: ____________

COURSE Yr. &SEC_____________________________________SCORE:__________
CREATE ME
INSTRUCTIONS : CREATE A FOOD WEB AND FOOD CHAIN PROCESS . Write
your drawing on the space provided.

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 LESSON 3 : REFLECTIVE ACTIVITY

NAME: _____________________________________________DATE: ____________

COURSE Yr. &SEC. __________________________________SCORE: __________
Direction: Indicate the things you have learned in this module (knowledge) the things
you have realized and appreciated (attitude) and the things you wanted to discover and
wanted to do more (skills). Place those things inside the circular, rectangular, and
triangle boxes.

Things I have learned (knowledge)

Things I have realized and appreciated

(attitudes )

Things I have realized and appreciated

(attitudes )

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