Table of Contents

Accommodations and Strategies

Students with Special Needs

Note: Teachers should consult student Individual Education Plans (IEPs) for specific direction on accommodations for individuals.

Content

The content of this activity is related to basic physics concepts involved in the design of a robotic camera. As the activity is exploratory in nature it can facilitate concept development and application from the most basic level to highly complex levels
of thinking.

Teaching Strategies

1. Organize lessons around big ideas to help students see connections between concepts and processes. Connect the lessons to the students' personal experiences.

2. Post an outline for the day's lesson and activity. State learning objectives clearly for the activity.

3. Review previously learned concepts prior to starting the activities.

4. Help students create data charts into which they record information.

5. Allow students to report verbally to a scribe (teacher or student) who can then help in note making.

6. Record key words on the board when students are expected to make their
   own notes.

7. Utilize student strengths by permitting them a wide range of options for recording and reporting their work, e.g., drawings, diagrams, flow charts, concept maps.

8. Teach new vocabulary as students engage in the activity. Have ESL students keep a science dictionary of terms using pictures and first language words.

9. Use structured questioning techniques to help students make inferences and construct knowledge. Model "inner dialogue" to guide thinking.

10. Extend timelines to give students more time to process language and put their thoughts into words.

11. Arrange individual teacher/student conferences.

12. Ensure that peer helpers are available when students are working in small groups.

13. As a wrap-up to each the activity, review with students the concepts covered and the processes used. Encourage students to share their thinking out loud.