Part II: Application Post Test--Using the ABCs of DBI!

Remember the adaptations of instructional objectives we discussed in Topic 2? Your task is to use those adapted objectives as you develop Antecedents/Behaviors/Consequences and Error Correction Procedures for Irene, Kitty, Judy, Jake, Jose, and Randy.

The K-8 scope and sequence for Science Objectives for a large urban school district in a southwestern metropolitan area includes eight goals (Attitudes/Habits of Mind, Nature of Science and Technology, Science Content, History of Science, Thinking/Reasoning Skills of Science, Personal Use of Science and Technology, Societal Impact of Science and Technology, and Laboratory Investigations/Hands-on Learning).

To illustrate adaptations and accommodations for each of these prototypical learners, we've selected the following instructional objectives for sixth grade under  Goal 3: Science Content:

3.1 To acquire and apply appropriate scientific knowledge to interpret the natural world, the student will define and delineate the parts of natural systems [and will]:

3.1.1 identify organization levels of technologies such as communication, agriculture, biotechnology, transportation, space, and computer technology;

3.1.2 apply the concept of system to different objects, events and organisms (i.e., weather systems, solar systems, star systems, hydrologic cycle, simple machines, aquarium);

3.1.3 describe the characteristics of different natural and technological systems (i.e., boundaries, components, feedback, resources).
  Click on the student's name below, to submit the ABC adaptations that meets their needs. Irene Kitty Judy Jake Jose  Randy If you learn best from a model, you may want to read: What ABCs Did Other Teachers Create? Good Luck!