**3.4 The fourth period of the lesson (One hour)**

164 Learning Disabilities

into consideration, and explained that all the water would be warm after about five minutes. When the students presented their predictions, Student A asked a friend predicting that "the entire amount will heat up after about 30 seconds" "why will it heat up after about 30 seconds?" Student A seemed to feel that explaining the reasons for his own thinking

The goal of the third hour of this part was to have students cooperate within groups, investigate how water in a beaker heats up, and understand that water heats up through a repeated process of convection. During the experiment, by using multiple pieces of thermal tape affixed to a glass rod, the students successfully observed how the water heated up from the top. The students added substances such as sawdust, which allowed them to also observe how convection works. The demonstration experiment using a 3 L beaker made this a lesson that left a strong impression on the children. The use of a beaker of this size makes it possible to leisurely observe the state of convection, as there is a large amount of water

Student A Student B

Student A concretely recorded how the water in the beaker heated up, considering time and temperature and using colour classifications and arrows. Further, he recorded the movements of the tea leaves and the changing colours of the thermal tape. He indicated that it would take some time to heat up the water, perhaps in comparison with the experiment on the heating up of metal. Student B recorded how the water in the beaker heated up in concrete terms, considering temperature and using colour classifications and arrows. He did

Even after the experiment started, Student A touched around the beaker in order to verify the heating with his senses, continued observations while verifying elapsed time, recorded

not record observations regarding how the substance added to the beaker moved.

Fig. 11. Worksheets (for results) by Student A and Student B

accurately and in detail would earn him praise from many friends in the class.

involved. Worksheets by Student A and Student B are shown in Figure 11.

The goal of this lesson was to have students predict how air will heat up in a room and to make them understand that air at the heated location will move upwards, causing convection cycles to repeat as the entire room warms up. In the experiment to investigate how air heats up, the entire science room was heated with a space heater, and the resulting changes in temperature were measured. Worksheets by Student A and Student B are shown in Figure 12.

Fig. 12. Worksheets (for prediction) by Student A and Student B

Student A considered time and temperature while investigating how the air in the classroom heated up and used colour classification and arrows to clearly represent concrete predictions with diagrams and sentences. Student B used colour classifications to represent how classroom air heated up. Since there was no concrete explanation, he did not sufficiently represent predictions of how air would heat up. After the experiments, Student A properly summarized the measurement results of his group and also recorded the results of other groups. Student B was able to record the results of his own group and other groups according to temperature measurement locations. He did not summarize temperature differentials in the recording of his own group's findings.

While recording predictions, Student A used the reason "because air is a gas" to explain why the room heated up from the top. Student A based a prediction that air would heat up

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 167

At the end of this unit's lessons, the students were asked in simple terms about the ten concrete evaluation goals, and three items were added regarding confidence, interest, and motivation regarding science in general, for a total of 13 items to be used for a selfevaluation review sheet. For each item, the students chose from "Did Well," "Did Somewhat Well," and "Could Not Do." During the point assignment part of the self-evaluation, "Did Well" items were assigned one point, "Did Somewhat Well" items were assigned two points, and "Could Not Do" items were assigned three points. The average score of selfevaluation points for each item was calculated for every student, and these averages in the class are presented along with Student A's self-evaluation scores in Figure 14. The rubric

○

Did Well

○

○

○

○

○

○

○

assessment of the lesson for Student A is summarized in Table 1 and Table 2.

**3.6 Self-evaluation and rubric assessment of the lesson** 

Fig. 14. The score of self-evaluation points about the lesson

heated part moves while the substance heats up. ○

Learned all sorts of things about how substances heat up, and

Learned all sorts of things about how substances heat up, and

Learned all sorts of things about how substances heat up, and gained confidence in the ability to do other types of science as

Could name everyday objects or phenomena using the characteristics of how metal, water and air heat up.

Recorded the results of investigations, and represented heating characteristics with diagrams and other methods.

Made an effort to predict for oneself how substances heat up,

Showed interest and curiosity regarding how metal, water, and air heat up, and attempted to investigate this on one's own.

Used the characteristics of how metal, water, and air heat up in an attempt to reconsider everyday things and phenomena.

Thought of a new problem related to how metal, water, and air heat up, and considered how to solve this problem.

Came up with strategies to investigate the characteristics of how metal, water, and air heat up, and represented these strategies

Safely handled appliances while investigating how metal, water, and air heat up, and performed experiments while considering

Compared the way metal, water, and air heat up, and considered the differences between them.

and to perform an experiment.

using diagrams and other methods.

what will happen if something is tried.

Understood very well that although metal heats up gradually from where heat is applied, in the case of water and air, the

gained a desire to study more about nature.

gained a new interest in science.

well.

12)

11)

13)

8)

7)

9)

10)

1)

2)

3)

4)

5)

6)

‖: The Averave Score of the Class; ○: The Score of Student A

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○

○

(^o^) (-\_-) (>\_<) Did Somewhat Well

123

Could Not Do

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through convection on the previous experimental results regarding how water heats up. During the activity where the students presented their predictions, when another student stated the opinion that the room's temperature would increase to "between 18 and 62° C," Student A stated that the "room's air will not reach 62° C." During the experiment to measure room temperature, Student A stood on top of the experiment desk. While measuring the temperature of the ceiling, Student A recorded his findings on the worksheet and then compared those findings with those of other children. Not only did Student A accurately take the measurements that he was responsible for, he also did a good job cooperating while carrying out other shared responsibilities during the lesson.
