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Massachusetts ABE Science Curriculum Framework: Life Science Strand

In December 2013 this resource was published and then added to the LINCS Resource Collection:

http://lincs.ed.gov/professional-development/resource-collections/profile-742

The authors state "We hope this is a useful tool to help teachers do life science in the classroom--that is, to inspire curiosity about the natural world, to encourage inquiry about issues relevant to adult learners' lives, and to enhance critical thinking and problem solving skills by using the scientific method.."

 The resource introduces five topics in life science, a glossary, and a section on science vocabulary and illnesses relevant to anatomy and physiology. 

Have any of you incorporated this curriculum guide into your planning and teaching? Please let us know how you have used this resource!

Comments

Julie McKinney's picture
One hundred

I would love to hear how adult educators use these frameworks in the classroom!

I know that many adult students struggle with day-to-day issues. I would imagine that scientific topics may be hard to address in classes where adults have to respond to immediate life needs like employment, housing and health. Do you find that students can find the time and mental energy for scientific curiosity?

How can you promote this kind of curiosity?

Susan K. Cowles's picture
One hundred

Good comments, Julie!  The authors of the Massachusetts Frameworks have addressed some of these issues in the introduction to their curricular framework.  They say:

"Adult learners are concerned about their own and their family’s health and environment. Informed decisions about these areas arise from studying science. For example, understanding what an “empty calorie” means can lead to decisions about healthier food choices. Researching the negative health consequences of lead paint, often found in older housing, can help students explore various protections available to them. Understanding the 'how' and 'why' of things has helped humans develop cures for diseases, protect wildlife and plant life, predict and prepare for climate extremes, and so much more."
 
Julie, as you are the Subject Matter Expert for Health, I look forward to a continuing discussion with you and with instructors about how science topics and health issues can be addressed in tandem!
 
Elsewhere in the introduction, the authors state that "Teachers can integrate science content into existing reading, writing, math and ESOL classes that are appropriate for their (the students') learning levels." There are suggestions throughout the document about ways in which this can be done.  So, instructors, please join this discussion and let us know how you have been doing this, or how you might begin to do so!
Julie McKinney's picture
One hundred

Check out this other LINCS resource: Your Health: The Science Inside

This is an interesting read! It discusses the history of disease management and healthcare and also the scientific process. Then it relates both of these to how we can take care of our own health in today's world. It's a good way to connect science and health by showing us how knowledge of science can help us understand our health and why we take certain actions.

Read more about this resource in the new discussion: Resource Spotlight - Your Health: The Science Inside.

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