**3.5 The fifth period of the lesson (Two hours)**

The goal of this period was to have students construct hot-air balloons, mobiles, pinwheels, and so on, that work due to air convection and to make the students understand that warm air becomes light and rises. All of the children selected and constructed an object from among the options (mobile, hot-air balloon, and pinwheel). Worksheets for designing the objects by Student A and Student B are shown in Figure 13.

Fig. 13. Worksheets (for designing the objects to make) by Student A and Student B

Student A drew two pictures of completed objects. He concretely represented everyday phenomena that could be used to investigate the characteristics of how objects heat up as well as other phenomena that he wanted to investigate further. Student B wrote about the strategy used to construct a mobile. He did not put forth any concrete examples of everyday phenomena showing the characteristics of heating that he wanted to investigate further.

Student A first selected and built a hot-air balloon. Not only did Student A start working quickly, he also finished the complete prediction diagram right away. Student A used scissors to remove the corners and taped the balloon together with cellophane tape while working very hard to construct it. Student A was interested in how the temperature of the hot-air balloon's plastic bag would rise, and immediately stuck a piece of thermal tape on the bag to try it out. In addition, Student A was the only student in the class to take on the challenge of constructing a different kind of object. When, through trial and error, Student A created a quality pinwheel within the lesson time, he looked very confident. Student A seemed to really enjoy the high level of freedom of this learning activity.

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

166 Learning Disabilities

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

The goal of this period was to have students construct hot-air balloons, mobiles, pinwheels, and so on, that work due to air convection and to make the students understand that warm air becomes light and rises. All of the children selected and constructed an object from among the options (mobile, hot-air balloon, and pinwheel). Worksheets for designing the

Student A Student B

Student A drew two pictures of completed objects. He concretely represented everyday phenomena that could be used to investigate the characteristics of how objects heat up as well as other phenomena that he wanted to investigate further. Student B wrote about the strategy used to construct a mobile. He did not put forth any concrete examples of everyday phenomena showing the characteristics of heating that he wanted to investigate further.

Student A first selected and built a hot-air balloon. Not only did Student A start working quickly, he also finished the complete prediction diagram right away. Student A used scissors to remove the corners and taped the balloon together with cellophane tape while working very hard to construct it. Student A was interested in how the temperature of the hot-air balloon's plastic bag would rise, and immediately stuck a piece of thermal tape on the bag to try it out. In addition, Student A was the only student in the class to take on the challenge of constructing a different kind of object. When, through trial and error, Student A created a quality pinwheel within the lesson time, he looked very confident. Student A

Fig. 13. Worksheets (for designing the objects to make) by Student A and Student B

seemed to really enjoy the high level of freedom of this learning activity.

cooperating while carrying out other shared responsibilities during the lesson.

**3.5 The fifth period of the lesson (Two hours)** 

objects by Student A and Student B are shown in Figure 13.

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

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

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 169

Strand III: Skills and Expression in Observation and Experiment

Comes up with creative strategies to investigate the characteristics of how metal, water, and air heat up and can represent these strategies in concrete terms using diagrams and other methods.

Can perform experiments with foresight regarding how metal, water and air heat up, while coming up with strategies and safely handling equipment.

Can repeatedly investigate in order to record details and comes up with own strategies while representing characteristics using diagrams and other methods.

Focuses on the properties of each substance while organizing and understanding differences between how metal, water, and air heat up.

Can name everyday objects and phenomena that match the characteristics of how metal, water, and air heat up.

Table 2. Rubric assessment of the lesson for Student A – Strand III and Strand IV -

Evaluation Benchmarks

Satisfactory

Comes up with strategies to investigate the characteristics of how metal, water, and air heat up and can represent these strategies using diagrams and other methods.

Can perform experiments with foresight regarding how metal, water and air heat up, while safely handling equipment.

Can record results of investigations and represent characteristics using diagrams and other methods.

Understands that although metal heats up gradually from where heat is applied, in the case of water and air, the heated part moves while the substance heats up.

Can name one everyday object or phenomenon that matches the characteristics of how metal, water, or air heats up.

Strand IV: Knowledge and Understanding

Special Notes Fully Satisfactory Basically

Needs Improvement

Could not come up with strategies to investigate the characteristics of how metal, water, and air heat up or represent these strategies using diagrams and other methods.

Cannot safely handle equipment or perform experiments with foresight.

Cannot record results of investigations or represent characteristics using diagrams and other methods.

Does not sufficiently understand the differences between how metal, water, and air heat up.

Cannot recognize everyday objects or phenomena that match the characteristics of how metal, water, and air heat up.

Correctly handled equipment while coming up with strategies regarding how to position the thermal tape and ice based on foresight. Also, asked the teacher about the danger of heating up a test

tube.

colour

Considered time and temperature, and skilfully used

classifications and arrows while representing experimental results.

Specific Evaluation Points

I. Comes up with strategies to investigate the characteristics of how metal, water, and air heat up and can represent experimental devices and plans using diagrams and other methods.

II. Can safely use heating appliances and the like, and can perform experiments with foresight regarding how metal, water and air heat up.

III. Can investigate and record how metal, water and air heat up and can represent these characteristics using diagrams and other methods.

I. Understands that although metal heats up gradually from where heat is applied, in the case of water and air, the heated part moves while the whole heats up.

II. Uses the characteristics of how metal, water, and air heat up to learn about everyday objects and phenomena.

Evaluation Method/ Resources

Recording Analysis Behavioural Observation Remarks

Behavioural Observation

Recording Analysis Remarks

Recording Analysis Remarks Test

Recording Analysis


Fully Satisfactory Basically

Strand I: Interest, Motivation, and Attitude

Shows interest and curiosity regarding how metal, water, and air heat up, and attempts to investigate this on one's own, even outside the lesson.

Makes an effort to clearly predict for oneself how substances heat up and to perform an experiment.

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

Evaluation Benchmarks

Satisfactory

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

Makes an effort to predict how substances heat up, and to perform an experiment.

Applies the characteristics of how metal, water, and air heat up in an attempt to reconsider an everyday thing or phenomenon.

Compares the way metal, water, and air heat up, and can consider the differences between them.

Can think of a new problem regarding the characteristics of how metal, water, and air heat up and a solution to this problem.

Strand II: Thinking

Compares the way metal, water, and air heat up, and can consider the differences between them based on an attempt to organize

multiple perspectives.

Can think of a creative new problem regarding the characteristics of how metal, water, and air heat up and a concrete solution to this problem.

Table 1. Rubric assessment of the lesson for Student A – Strand I and Strand II –

Special Notes

Considers time and temperature and makes clear predictions while skilfully using diagrams.

Was the only student in class to take on the challenge of constructing multiple objects, and succeeded in doing so.

Was the first student in the class to affix thermal tape to a plastic hot-air balloon in order to investigate the temperature of the hot-air balloon when it rises.

Needs Improvement

Shows interest and curiosity regarding how metal, water, and air heat up, but does not attempt to investigate this on one's own.

Attempts to perform an experiment without predicting how substances heat up.

Does not apply the characteristics of how metal, water, and air heat up or attempt to reconsider everyday things or phenomena.

Focuses on differences between the way metal, water, and air heat up, but cannot

comprehend what the differences are.

Cannot think of a new problem regarding the characteristics of how metal, water, and air heat up or a solution to this problem.

Specific Evaluation Points

I. Shows interest and curiosity regarding how metal, water, and air heat up, and proactively attempts to investigate the differences between how these substances

heat up.

II. Performs experiments to investigate the characteristics of how substances heat up based on one's own predictions.

III. Applies the characteristics of how objects heat up in an attempt to reconsider everyday things and phenomena.

I. Compares the way metal, water, and air heat up, and can consider the differences between them.

II. Applies the characteristics of how metal, water, and air heat up to think of new problems, as well as solutions to these problems.

Evaluation Method/ Resources

Recording Analysis Behavioural Observation Remarks

Recording Analysis Remarks

Recording Analysis Behavioural Observation Works

Recording Analysis Remarks

Recording Analysis Behavioural Observation Works


Table 2. Rubric assessment of the lesson for Student A – Strand III and Strand IV -

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 171

Although in previous lessons, Student A was not enthusiastic during activities involving the recording of predictions or results in notes or worksheets, thanks to the use of coloured pencils to classify temperature and the summarizing of changes over time, Student A was

The introduction of a variety of different experimental tools, such as glass rods with thermal tape applied, stopwatches for measuring the passage of time, and so on, inspired Student A to participate in the experiments and observations even more proactively. Student A's group spent less time preparing for the experiment than any other group, and by cooperating and sharing responsibilities with other group members, Student A was able to

The lessons of this unit were introduced with an activity that involved observing how a frying pan heats up. This gave the impression that it is important to enhance learning by

For children to be able to think for themselves of experimental material and methods and to come up with their own strategies, it is first necessary for the teacher to predict what will happen to a certain extent, and to research teaching materials while verifying safety. During this experiment regarding how a metal plate heats up, investigatory methods using the melting or hardening of egg whites, butter, ice, and so on were introduced. Although a variety of different substances will melt when heated, some substances also quickly start to burn, smoke, or emit a smell, and this is why sufficient prior research of teaching materials is necessary. The hot-air balloons used during the construction activity are made by sticking plastic bags together with cellophane tape or sealers, and unless they are as thin as approximately 0.01 ㎜, they will not float properly. If a thick plastic bag is used, since an extremely large balloon must be constructed, it will be necessary to find a place other than the science room for the activity. In addition, when a hair dryer was used to heat up the plastic bags, even after they expanded and grew very large, it was necessary to continue

Finally, when students were split into groups, it was evident that some consideration should be given to the configuration of group membership during observational experiments and other such activities. Besnoy (2006) proposes "Provide peer modelling." This approach permits 2E students to see how a fellow student might implement learning strategies. The inclusion of individual activities is effective, as was the case with the construction activity part of this unit's lessons. In addition, one student in the same group, who clashed several times with Student A during the lesson and who changed the comments for Student A on the mutual evaluation sheet from "Did Well" to "Poor" also filled in places where Student A worked hard and did well during the experiments. Student A, on the other hand, did not write very much. Vespi & Yewchuk (1992) note that while 2E students do not have extremely successful relationships with peers, these students are not rejected by peers and teachers in the same way that learning disabled students are. Although Student A did not write very much about the good points of fellow group members, through the exchange of review sheets, it is expected that the students will be able to realize their own ability to make

able to concentrate on the work from the beginning to the end of the activity time.

**4.3 Points for other teachers to keep in mind when implementing this lesson** 

heating them up for two to five minutes before they would start floating.

improvements while building confidence at the same time.

skilfully and accurately carry out the experiments.

taking advantage of the everyday experiences of children.

As shown in Figure 14, Table 1, and Table 2, it is evident that 2E Student A enjoyed the lesson very much, recognized his high competence and his own progress in science, and increased his self-efficacy and self-esteem through the lesson. He achieved more in all four strands than Student B did, and his score was much higher than the average for the class. The science teacher made special note of many aspects of Student A's learning that went beyond "Fully Satisfactory," as in Table 1 and Table 2.
