Suggestions for Adapting Science Lessons for Diverse Learners

*Note: The suggestions listed below do not supplant FIRST BEST PRACTICE but support and/or enhance strategies and methods
applied in the classroom. This is not an exhaustive list as strategies and methods to support diverse learner needs can be infinite.

Strategies/Examples
1. Break down a skill/task into small, manageable
steps; chunk material.
2. Provide multiple means of engagement with
Phenomena (i.e. games, interactive web tools,
PHet, Common Sense Ed, etc.).
3. Provide multiple means of representing content.
4. Allow students multiple means of action and
expression to show what they know (Power
Point, ScreenCastify, Prezi, Infographic, Rubrics,
etc.).
5. Develop Expert Learners.
6. Graphic Organizers (writing, note-taking, Guided
Notes, Sketch Notes, printed notes, Storyboards,
Outlines, Concept Maps, etc.).
7. Provide visual use of organizers and graphic
supports before and during lessons as well as
summaries and reviews after lessons.
8. Working in pairs or groups (i.e. Storillo).
9. Hands on activities.
Purpose
Allows students to work on one part at a time.
Getting and keeping students interested in what they are learning about the
Phenomena.
To address a variety of learner modalities.
Promotes expressive language and receptive language learning processes by
allowing students to connect to what they are learning in more than one way.
Creates learners who are resourceful and knowledgeable, strategic and goal-
directed, and purposeful and motivated.
Supports executive function by helping students organize their thinking.
Can assist students with processing, attention, and conceptual deficits.
Less pressure if students are struggling with a concept; students can replicate
modeling for peers; increase student talk time.
Provides concrete examples.

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10. Choice and Assignment Boards.
11. Strategies that support a variety of learner
modalities and variabilities (i.e. Multiple
Intelligences, learning styles, Do2Learn, etc.).
12. Use Direct Instruction in small chunks.
13. Be strategic about the number of web tools and
distance learning tools used during & outside of
class.
14. Small group instruction.
15. Flexible grouping.
16. Use background knowledge when possible.
17. Provide good models/non examples for students
to follow.
18. Use mnemonic devices (mnemonic examples,
acronyms, acrostics, & keywords strategies).
19. Use web tools strategically (assistive tech, closed
captioning, PearDeck, Nearpod, Boom Cards,
Jamboard, Kahoot, Chrome Extensions,
Whiteboard.fi, Grammarly, Read & Write Google
Extension, Read Aloud, Papago, Kami, etc.).
20. Frequently use visual and audio supports
(including movies, video clips, music, etc.).
21. When possible Incorporate science across the
curriculum.
22. Differentiate Instruction.
23. Provide lots of scaffolds.
Supports the receptive language learning process (how students receive/understand
information) by connecting to what students know; also increases student
engagement, agency, and motivation.
Asset and/or strength based focus.
Teach a specific skill(s) that match the instruction to the task(s); emphasizes
teacher/student communication and effectiveness of limited time.
Limits the complexity of engaging successfully with the content.
Reinforces and/or reteach specific skills/concepts.
Gives teachers an opportunity to target areas of need.
Helps students understand concepts and make connections with new information.
Allows students have a visual understanding of what is expected; may increase
engagement.
Supports memory and helps connect understanding.
Enhances teaching, student engagement, and UDL; informs receptive and
expressive language process and accessibility.
Enhances lesson presentation(s) for students, making them less complex, more
aligned to student needs, and easy to understand.
Reduces learning in isolation and allows learners to apply skills to content in all
subject areas.
Targets need areas based on individual readiness, interest, and learning modalities.
Supports executive function by helping students organize their thinking and build
on lower level skills and develop higher level skills.
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 24. Extra time to complete tasks/assignments,
quizzes, tests, etc.
25. Provide alternatives to writing (think outside the
box).
26. Rich Vocabulary Experiences in context of the
Phenomena.
27. Provide guided notes
(Using Guided Notes to Enhance Instruction for
All Learners).
28. Consistent use/application of reading routines.
29. Strategies that support Multiple Intelligences.
30. Use essential questions to guide student work
(ie... Wonderopolis).
31. Integrating Social Emotional Learning and
Culturally Relevant Teaching in lesson design (25
Ways to Integrate SEL in the Classroom).
Reduces stress/anxiety; provides opportunity for students to experience success.
Allows other ways for students to successfully engage in the writing process; serves
as a way to launch the writing process for students who struggle with writing.
Increases understanding and access to curriculum; supports receptive language
processing.
Supports comprehension and connects background knowledge.
Students understand what’s expected, recognizes (predictable) patterns, and allow
students time to make meaningful connections.
Asset based focus.
Highlights what’s most important in the content.
Supports student engagement, connects to prior knowledge, and makes content
relevant.

Sources:
NGSS for California Public Schools, K-12
National Science Teacher Association - https://www.nsta.org/topics/disabilities#tab-cognitive
Working Together: Science Teachers and Students with Disabilities | DO-IT
The UDL Guidelines: UDL
Educational Resources for Special Needs
Executive Function & Self-Regulation
Lubin, J., & Polloway, E. A. (2016). Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A
Review. Learning Disabilities: A Contemporary Journal, 14(2), 207-224.
Scott, K. L., & Murawski, W. W. (2017). What really works with exceptional learners. Thousand Oaks: Corwin.

Curated by Princess Solomon, RCOE 2020-2021.