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Posted: February 28th, 2023

Choice Matrix

There are many ways to teach science and health content. By having a toolbelt full of innovative teaching methods, teachers can keep students engaged in the content and best meet their individual needs as learners. Engagement helps with student attention to the topic as well as helping to create more meaningful learning experiences.

Part 1: Choosing Activities

Choose either science or health as a subject area. Determine a topic and state standard(s) for either third grade science or health. Write at least one learning objective aligned to the chosen standard. Using the “Class Profile-3rd Grade,” complete the “Science or Health Choice Matrix” template with a minimum of four different activity options that would provide students the opportunity to demonstrate their learning on the topic. Remember to think about different learning styles, grouping techniques, different ability levels, and possible interests of the students.

Part 2: Collaboration

From the Class Profile, select three students with an IEP, 504, or another needed accommodation/modification. At the bottom of your choice matrix, summarize in 250-500-words the collaboration necessary to encourage the students’ motivation, engagement, and ownership of learning. Include the following:

  • Who would you need to collaborate with?
  • How will that collaboration be conducted (email, phone, in person)?
  • What will you ask, speak about, or suggest during your collaboration?
  • What types of technology could you suggest incorporating in the classroom to engage, motivate, and support these students?

Support you assignment with a minimum of two scholarly resources.

APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines

Class Profile –

3

rd Grade

No

Low

No

At grade level

Yes

Low

Spanish

No

No

450-500

At grade level

Yes

N/A

English

No

At grade level

Yes

4

Low

Spanish

No

No

Yes

N/A

Low

English

No

*Below grade level

Yes

Low

No

No

545-600

At grade level

None

Yes

N/A

Low

English

No

No

At grade level

Yes

N/A

Low

English

No

No

At grade level

Yes

4

Low

Spanish

No

No

610-750

At grade level

Yes

4

Low

Spanish

No

No

415-550

At grade level

Yes

N/A

Low

English

No

No

810-950

At grade level

Yes

N/A

Low

English

No

450-500

At grade level

RTI Tier 2 for reading.

Yes

3

Low

Spanish

No

No

525-630

At grade level

Yes

5

Low

Spanish

No

760-800

*Below grade level

No

N/A

Low

English

No

No

810-950

Yes

N/A

Low

English

No

No

545-600

At grade level

No

3

Low

Spanish

No

No

610-750

*Below grade level

Yes

N/A

Low

English

No

610-750

At grade level

Yes

3

Low

Spanish

No

No

415-550

At grade level

Yes

N/A

Low

English

No

No

545-600

At grade level

Yes

N/A

Low

English

No

415-550

At grade level

Yes

N/A

Low

English

No

*Below grade level

No

3

Low

Spanish

No

No

525-630

At grade level

Yes

Low

Spanish

No

No

760-800

At grade level

Yes

N/A

Low

English

No

810-950

At grade level

Yes

Student Name

English

Language Learner

Socioeconomic

Status

Home Language

IEP

5

0

4

Plan

Reading (Lexile) Proficiency Level

Math Proficiency

Level

Other

Internet Available at Home

Aaron

4

Low

Spanish

No

450-500

At grade level

Very shy, but will participate if approached by peers.

Yes

Aiden

N/A

 English

Speech. Sees speech pathologists two times a week,

1

5 minutes each (phonemic awareness and letter blend sounds).

5

2

5-

6

30

Struggles to self-regulate emotions; wants constant attention from teacher.

Christian

3

None

Cordarrell

High

Dyslexia

. No IEP due to intensive private intervention.

545-600

New student. Assessment information from previous school. Hard working.

Derek

7

60-

8

00

*Below grade level

RTI Tier 2 for math.

Loves to read.

On list for gifted testing for reading.

Dereon

OHI

,

ADHD

. Difficulty with executive functioning and focus.

6

10

-750

Does not like math. Often procrastinates with math assignments.

Dulce

5

Spanish

Eveyln

415-550

Often shouts out during class and interrupts instruction. Starting process for a behavior plan.

Isabelle

810-

9

50

Gifted for reading.

Jennifer

RTI Tier 3 for reading.

Jose

RTI Tier 2 for reading.

Kimberly B.

Loves to read non-fiction such as biographies.

Kimberly M.

Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each.

Leo

New student. Assessment information from previous school. Very shy and withdrawn.

Lexis

OHI, ADHD. Difficulty with executive functioning and attention to detail.

Numerous absences and tradies; Mom worried about her academics.

Luis

Above grade level

Loves learning. Gifted in reading and math.

Marshall

Struggles to maintain focus. Loves to read;

Martin

RTI Tier 2 for math.

Matthew

Hearing impairment; difficulty hearing in noisy conditions.

Needs to be seated close to teacher or area of instruction.

Natasha

RTI Tier 1 for reading.

Olyvia

Robert C.

ODD

. Aggressive with peers. Often refuses to follow directions or complete tasks.

Provide a quiet place in the classroom to use when a cool down is needed.

Robert L.

Vertigo and migraines

325-420

Retained in kindergarten; limited progress. Often needs to go to nurse to lie down.

Vincent

Hard working; works slowly.

Viri

2 On list for gifted testing for reading.

Yara

Trauma; difficulty with maintaining peer relationships, depression, and self-confidence.

Lacks motivation; death of mother last year. Loves to be alone and read.


**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.

2

3

4

5

ELL Levels

Scored as:

1

Pre-emergent

Emergent

Basic

Intermediate

Proficient

1

2

3

4

5

Grade

Reader Measures; Lexile

120L – 295L

170L – 545L

415L – 760L

635L – 950L

770L – 1080L
6

855L – 1165L

7

925L – 1235L
8

985L – 1295L

9

1040L – 1350L
10

1085L – 1400L

11/12

1130L – 1440L

Special Education Key Terms

IEP

504 Plan or IEP based on severity of influence on academics.

504 Plan

LD, IEP

LD, IEP

504 Plan or IEP based on severity of influence on academics.

504 Plan

504 Plan or IEP based on severity of influence on academics.

IEP

IEP

LD, IEP

LD, IEP

504 Plan or IEP based on severity of influence on academics.

IEP

LD, IEP

504 Plan or IEP based on severity of influence on academics.

504 Plan

IEP

504 Plan or IEP based on severity of influence on academics.

IEP

Acronym/Identification

Details

Category

504 Plan

Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.
ADHD

Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive

OHI, 504 Plan, or IEP based on severity of influence on academics.

APD

Auditory processing disorder. Difficulty recognizing sounds.

504 Plan or IEP based on severity of influence on academics

.

ASD

Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.

 IEP

Deaf-Blindness

Hearing and visual impairments concurrently affecting communication and learning.

Deafness

Requires use of assistive technologies.

Depression

Can be considered emotional disturbance based on severity.

Dyscalculia

Difficulty understanding numbers and math facts.

LD

, IEP

Dysgraphia

Difficulty with handwriting and fine motor skills.
Dyslexia

Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.

Dyspraxia

Difficulty with muscle control and coordination.

 504 Plan or IEP based on severity of influence on academics

ED

Emotional disturbance. Includes anxiety, depression, ODD, bipolar,

OCD

, eating disorders, psychotic disorders.

Executive Functioning

Difficulty organizing and managing tasks, time management, and remembering details.

Hearing Impairment

May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.

Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.

Intellectual Disability

Presents significant limitations on learning and adaptive behavior.

Language Processing Disorder

Difficulty associating a meaning with sounds.
LD

Learning disorder

Memory

Difficulty with storing and retrieving information.

Multiple Disabilities

Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.

Non-Verbal Learning Disabilities

Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).
OCD

Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety
ODD

Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.
OHI

Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).

Orthopedic Impairment

A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations)

Speech/Language

Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.

OHI or LD based on severity of influence on academics.

Traumatic Brain Injury

Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.

Visual Motor

Difficulty processing what is seen and the ability to copy such as taking notes.

LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).

© 2019. Grand Canyon University. All Rights Reserved.

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Science or Health Choice Matrix

Part 1: Choosing Activities

Subject:

Topic:

Standard(s):

Learning Objective(s):

Activity Name

Assignment Description and Rationale

(Include why the activity is appropriate for the class.)

Assessment Methods

(Based on learner data and individual needs.)

Learning Styles and Grouping Strategies

(Describe how the option appeals to each.)

Differentiation

(
Include disabilities, student interests, and cultures.)

Option 1

Option 2

Option 3

Option 4

Part 2: Collaboration

© 2020 Grand Canyon University. All Rights Reserved.

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