| Popis: |
When special-needs students need to learn science concepts, conducting a science class for them will be fruitful. In such a case, we conducted a lesson for studying river processes in a cross-curricular program. These classes comprised Japanese, Social Studies, Science, and natural disaster prevention for fifth and sixth graders. In a science class, the students learned the processes of running water, such as erosion, transportation, and deposition, which are contents of science class for sixth grader in the Course of Study, Japan. The experimental apparatus can make meandering rivers. Most observations showcase that a meandering river merges at the beginning of the experiment. By modeling a flood in the experimental apparatus to simulate a real flooding disaster, the authors expected the students to easily understand what happens when a river floods. By placing toy houses in the apparatus, the students can easily realize that flooding may cause a disaster. During the class, the students remained focused on the experimental apparatus, maintained observations, and noted the change in the rivers and the toy houses. These responses of the students exceeded our expectations. By collaborating with the special-needs school and the university, we will be able to carry out such unique classes, which are advantageous. |
