Dyslexia Thailand
The Dyslexic Center in Thailand
In middle school science we learned aboutcontinental drift. To teach about the continents moving, we created an interactive board with metallic paper as the back-board and magnets glued onto mobile continents - the students traced the continents, laminated them, and then glued magnets onto the continents. Then we attempted to create a stop motion animation showing the continents moving over hundreds of millions of years. This was a kinesthetic, as well as visual as well as visual lesson,
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In middle school science we learned aboutcontinental drift. To teach about the continents moving, we created an interactive board with metallic paper as the back-board and magnets glued onto mobile continents - the students traced the continents, laminated them, and then glued magnets onto the continents. Then we attempted to create a stop motion animation showing the continents moving over hundreds of millions of years. This was a kinesthetic, as well as visual as well as visual lesson,
We knew we would have long lines to see our project and the girls did an incredible job hosting and explaining the experiment to over a hundred different students that came to try it out. Students walked out of the box with the expressions of awe and surprise, and remarks like, “Wow that was cool!” and “Awesome!”
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We knew we would have long lines to see our project and the girls did an incredible job hosting and explaining the experiment to over a hundred different students that came to try it out. Students walked out of the box with the expressions of awe and surprise, and remarks like, “Wow that was cool!” and “Awesome!”
The students in grade 5 learned Kepler's first law which states - the orbit of a planet moves in an ellipse, and Kepler's second law - planets sweep equal area in equal time, even though a planet moves in a faster orbit when it is near the sun and a slower orbit when it is far from the sun.
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I'm a description. Click to edit me
The students in grade 5 learned Kepler's first law which states - the orbit of a planet moves in an ellipse, and Kepler's second law - planets sweep equal area in equal time, even though a planet moves in a faster orbit when it is near the sun and a slower orbit when it is far from the sun.
Primary Science
We use the California State Curriculum for science. This curriculum covers a wide range of subject matter including the water cycle, the solar system, and physical and life sciences. Investigation and experimentation also feature prominently in the science curriculum, as grade five students learn to develop testable questions and identify independent, dependent, and controlled variables, and explain how they can be used to collect information and answer a question. In primary science grade 5 learned about the solar system. The students were taught about famous astronomers and their contribution to the understanding of the solar system. One of the famous astronomers we focused on was Johannes Kepler and his laws of planetary motion. The students made geometric ellipses using string. Then then colored in the triangles for each month.
More Middle School Science
Seventh Grade Science seeks to explore the world of Life Science using scientific processes. Students will study characteristics of life and cells, look into heredity and genetic processes, evolution and the history of the last and, lastly, students will study classification of organisms and human body systems. Highlights of the year include building a cell model, persuading others about genetic engineering, and learning about the probability of genetic outcomes.
Middle School Science
Science is an area offering great potential for many students with dyslexia. Dyslexic have a capacity for divergent and creative thinking. Investigation and inquiry come naturally to many of our students.
Our Middle School is an exciting and dynamic place where students are consistently challenged through high expectations, risk taking, and real world problem solving. The Middle School staff believes in fostering lifelong learning and healthy individual growth in a student-centered environment. Our slide shown illustrates our glow in the dark presentation.
The first challenge was ordering glow in the dark paint, but it had to be fast glow in the dark paint that would absorb the light quickly and let go of the light quickly in order to be ready for the next student on line – as opposed to slow glow in the dark paint that takes a long time to energize but glows for a long time. Our second challenge was the application of the glow in the dark paint onto the paper. We noticed the enamel was as thick as glue and left streaks on the paper, it didn’t just flow onto the paper smoothly. We went on line and found everybody has this problem with streaks and learned that the professionals in museum exhibits use an air brush and pump to smoothly apply the glow in the dark paint. Our third challenge was to make a dark room which Jasmine and Rebekka worked diligently to build. Our final challenge was the explanation on electrons jumping to higher energy levels during absorption and then giving off the glow of light during emission when they jump back down to lower energy levels. Jasmine and Rebekka did a great job working collaboratively on this project and practicing their explanations.
Our Science At Berkeley
We used balloons to simulate water molecules.
Two hydrogen atoms with one oxygen atom.
Is it hydrogen monoxide?
We used balloons to simulate water molecules.
Primary Science and Water Molecules
Today the students made 3D models of molecules of water. Hydrogen is the smaller balloon because it is the first element on the periodic table, and oxygen is the bigger balloon came because it is number eight on the periodic table. One our students realized for the first time today that this molecule is made of only three atoms - even though I had talked about H2O many times, it wasn't until we did this multi-sensory lesson that the student came to this realization.