Science: Global Warming A Real World Problem

I love teaching science and my students really enjoy the different hands-on activities we do. Our previous unit, Global Warming: A Real World Problem, is a great way to show how you can collect lots of different data while still working on state standards.


Communication is an issue when working on these difficult requirements. For each unit we complete, I create a communication board for my students to use. It is more than a fringe board that is being used with core boards, but students need to have the information to be able to answer questions and participate in class. These boards allow me to monitor answering questions, communication, vocabulary, following directions, and so much more. Each student, verbal and nonverbal, use these boards during class.

There is, also, an adapted book for each unit to continue covering vocabulary. They have a repeating sentence, pictures to match to definitions, and words to match to definitions. Students are able to work on basic reading skills by reading the book or only reading the repeated sentence. Some of my students are nonreaders but feel as though they are reading, since they are able to read the repeating sentence. Progress!

During this unit, we have hands on activities, videos (time-on task), card games (turn taking), a room efficiency experiment (completing a task), and so much more. One of my favorites is the poster contest. The students must follow the directions to complete the poster. Pictures are shown on the projector and they will select the picture to go with the different categories. Of course, we hang the posters in the hall upon completion.

So, the two pictures with the ladies in them have nothing to do with this post. They just had to jump in when I was trying to take a picture of all the posters. Here you go Morgan, Ellie, and Debbie. You are now included!

Now, how do I collect data during this activity? My IEP binder for data collection simply lies on the table where we are working. There are also post-its next to my binder, which is what I use mostly. I know which goal(s) data will be collected and work with the students on the unit. As students answer the “wh” questions, tally marks are placed on their post-its. This allows me to obtain a percentage score for data collection. After reading the adapted book, I can obtain a vocabulary score. If it works out, data can be collected on specific word skills during the reading of the book.

There are many ways to monitor IEP goals during these more complicated units. It takes planning and preparation. Teaching these standards is required. Making it fun helps with learning. Working on student specific goals makes it functional!

How do you collect data?

Are you interested in this science unit or others? Visit our website. Check out science units for the different grade levels at this link.

Global Warming picture at the top is from SymbolStix.