1. Unlocking the Mysteries of Science for the Braille User Sara Larkinslarkin@iowa-braille.k12.ia.usslarkin@iowa-braille.k12.ia.us Math and Science Consultant Iowa Educational Services for the Blind and Visually Impaired Summer Institute 2016 August 2-3, 2016

2. Introductions Name? Where you are from? Role (teacher, paraeduucator, administrator, other)? What did you bring with you today Computer? List of content, tools, manipulatives, equipment, software, etc. being used this coming year in science?

3. I Can Statements I can list tools/manipulatives/materials I should have on hand this year when teaching a student who is blind or visually impaired I can name some sites /resources where I can pull additional ideas and information from over the course of this coming school year I can name other people in the state who I can collaborate with about the needs of the student who is blind I can state common accommodations for students who are braille users in the science classroom

4. Format of Science Braille and Nemeth Book Formula sheets Lab sheets Tactile Pictures Diagrams Charts Graphs Accessible Lab Equipment

5. Here’s What I See: The Story of the Blind Men and the Elephant

6. Activity 1 Now what do you see?

8. Access to the Textbook Print copy for Parents and Teacher of the Visually Impaired Knowledge of Nemeth symbols needed to access the math symbols General strategies related to accessing tables, charts, and tactile graphics An opportunity to explore more complex tables, charts, and graphics BEFORE they are needed in the classroom A way to communicate their thinking in class and on homework

9. Access to Teacher Notes Access DURING class and not just after Verbalize EVERYTHING! (Don’t use this, that, or there) Videos – description, key info Interactive computer investigations Finding a way for the student to get hands on the notes and not just rely on auditory access Models or real objects are often easier than tactile graphics Brailled version of any formula sheets or conversion charts

10. Writing Science Notetakers AND Perkins braillewriter Notetakers (BrailleNote or Braille Sense) allow for work and answers to be instantly displayed to the teacher and e-mailed to the teacher when work is complete (student can only see one line at a time) Perkins braillewriter allows the student to work through longer multi-step problems and still view multiple lines quickly and easily such as with data tables and solving equations

11. Tools/Manipulatives/Materials Exposure to new tools/manipulatives/materials BEFORE using in the classroom & exploration time DURING class Own set of any materials teacher or other students are using Talking Calculator vs. Mental Math vs. Showing Work (what are the other students using?) May need to take home to be able to do homework Controlled, well-organized work space (muffin tin, divided tray, cookie sheet/tray, magnets, Velcro) Easy access for the STUDENT to grab (not the adult)

12. Activity 2 Look through the following for tools/manipulatives/materials American Printing House for the Blind (APH) alignment of products with the Next Generation Science Standards American Printing House for the Blind (APH) alignment of products with the Next Generation Science Standards APH Catalog p. 11, 34, 48-49, 53-54, 57-58, 61-75, 87-88, 91-92, 94, 109, 118, 144 Science Tools Template Early Braille Trade Books

13. Access to Labs Active participation is a must Use of sighted peer for descriptions as needed Physical access to materials Multi-sensory approach Accessible lab equipment

14. Safety (part 1) Open aisles or paths (push in chairs or stools when not in use) Tour the lab setting and where everything is located ahead of time Keep environment familiar or inform student of changes in the environment Canes left by door or folded to prevent tripping during labs

15. Safety (part 2) Label containers, cabinets, and shelves with braille whenever possible Identify hazardous chemicals with a piece of sandpaper or sticker by the label Have measuring devices and chemicals close together so the student doesn’t have to walk across the room with the chemicals Teach the student how to use wafting to smell a chemical so they don’t have to get so close

16. Safety (part 3) Plastic graduated cylinders and beakers are better than glass whenever possible due to breakage, but can tip easier Can be stabilized with a clamp secured to a support stand Use a funnel with a stand or without a stand to give a larger opening to pour liquids into Be careful of electrical cords Be aware of location of student when using projectiles and moving objects

17. Using Microscopes Braille labels can be affixed to the corresponding parts of a microscope Ways to engage in microscope activities Learn the parts of the microscope Discuss the orientation of the magnified image (upside- down, backwards) Understand the concept of scale by developing a model of sequential size changes; e.g. compare 4x, 10x, 100x, etc. Prepare and study tactile diagrams of images viewed under the microscope Discuss what is actually visible by magnification

18. Using Slides Deep-Well Slides can be easier to prepare and manage Tactile or 3-D models of what you might see under the microscope

19. Dissections Models Allow the student the opportunity to some of the dissection Practice cutting clay to get the feel of how hard to press before using a scalpel A scalpel is often easier to use than a scissors May need additional student or adult help, but should get their hands on what is being dissected Help the student understand where the different areas are on what is being dissected

20. Spring Scales Dial face scales are more easily adapted Braille labels can be affixed to the corresponding values on the face Demonstration spring scales have large print numbers and more room for braille labels Both pull and dial spring scales can be marked with graphic art tape

21. Volume Measurement

22. Bunsen Burner Learn parts and instructions on how to operate before attempting to use Use flint or piezo electric gas lighters instead of matches Must be practiced with instructor supervision Listen for the difference between a lit and unlit burner A hot plate and Kevlar heat resistant gloves are a safer option than the bunsen burner

23. Chemical Reactions, Etc. That Are Easiest to Detect Vinegar and baking soda (bubbling /fizzing) Drops of iodine will turn cornstarch black (use talking color detector) Use perfume to demonstrate diffusion in air, rather than a drop of dye or ink in water Use buzzer instead of light for electrical circuits

24. Chemical Reactions That Are Easiest to Detect Heat packs (exothermic) and cold packs (endothermic) reactions Potassium Chloride (KCl) or Ammonium Chloride (NH 4 Cl) in water becomes cold Dissolve plaster of Paris with water (turns warm and hardens) Dissolve Calcium Chloride (CaCl 2 ) in water (becomes warm)

25. Models (part 1) Be aware of models that are visually accurate vs. functionally accurate (i.e. solar system) Sometimes a descriptor is enough (i.e. waterfall flows like a faucet) Abstract models such as diagrams, tables, and graphs require training in interpretation and must be related to the real objects they represent for them to have meaning

26. Models (part 2) Have limitations Use of multiple representations help to add meaning and understanding Use real objects whenever possible Miniaturization to represent full scale objects is not always appropriate for students with visual impairments without description of actual size

27. Biology Models Cell – Ziploc bag filled with gelatin for the cytoplasm and odds and ends representing the organelles Semi-permeable nature of cell membrane Plastic baggie filled with water and a few grams of starch is placed in water with a few drops of iodine. Starch in baggie turns black in a half- hour. Shows iodine went into bag, but cornstarch did not go to water (use of talking color detector) Mixture of sand and beans poured into colander

28. Chemistry Models Balls (atoms) and sticks (bonding electrons) Remember that color is used here so braille labels or texture can be added to make this more meaningful Molecular model kits Periodic Table of the Elements Azer’s Interactive Periodic Table Study Set

29. Data collection Use a notetaker or the Perkins braillewriter Tactile graph paper with tactile stickers or different textures Non-aluminum metal cookie sheet and magnets placed in columns Cardboard, string, and thumbtacks Microsoft Excel and microcapsule paper Draftsman Board Quick-Draw Paper and wet drinking glass to make circle and water-based markers for lines

30. Activity 3 Sample Lessons Liquid Measurement Measuring Mass Measuring Temperature Linear measurement (meterstick and string) Spring scales Semi-permeable Diffusion Solar System Electricity

31. Resources APH Downloadable Manuals APH Product Videos Iowa Braille School (Math & Science section) Perkins School for the Blind Accessible Science Perkins School for the Blind Science Education TSBVI Science Website

32. Collaboration!! Ask questions (Teacher of the Visually Impaired and Math Consultant) Think 2-4 weeks ahead Accommodations WITHOUT changing learning outcomes Be careful of the phrase “Don’t worry about that” Check the IEP – time, assignments, assistive technology Plan for INDEPENDENCE

33. Questions How would you adapt your lessons or make accommodations for having a student who is blind or visually impaired in your classroom to access your content? What are challenges you see? How might you overcome them? What are questions you still have for the upcoming year?