GT Differentiated Exemplar Lesson
Social Studies TEKS/Student Expectations:
Grade Level: 5
Subject Area(s):
Title:
__ Reading, Writing,
__ Science
Dust Bowl
__ Mathematics
X Social Studies
5.8B explain the geographic factors that influence patterns of settlement and the
distribution of population in the United States, past and present
Essential Question(s):
How do politics, society, economics, geography, culture and technology influence
issues and events?
Assessment(s):
__ Pre-Assessment
X Formative
GT Scope and Sequence Skills:
st
(Aligned with 21 Century Skills Framework &
College and Career Readiness Standards)
X Creative Thinking
X Critical Thinking
X Communication
Summative
Student Learning Styles:
Elements of Depth and Complexity:
__ Auditory
__ Language of the Discipline
X Ethical Considerations
X Visual/Spatial
__ Details
__Unanswered Questions
__ Kinesthetic
X Patterns
X Over Time
__ Other
__ Trends
X Different Perspectives
__ Rules
X Big Ideas
X Research
Lessons and Activities
__ Whole Class
__ Small Group
X Independent Activity
PART ONE:
On Grade Level:
The teacher uses her customary lessons and resources to teach the concepts of the early 20th century, including WW1,
the Great Depression, and WW2.
Resources:
Dust Bowl Library of Congress
presentation with several primary
sources
GT Level Group:
1) Students will complete an independent study of the Dust Bowl using the Library of Congress website. Students
click on images to enlarge them.
Advanced Academic Services
Austin Independent School District
2) Students will note the causes of the Dust Bowl; the effects of the dust on the land and the people living in the Dust
Bowl.
3) Students will note the effect of people moving out of the Dust Bowl, the journey, and the final destination.
4) Students will note how people in the final destination felt and treated the Dust Bowl refugees.
5) Students will create a presentation (big book, PowerPoint, video) to show the class about what they learned about
the causes and effects of the Dust Bowl. The presentation should include:
 Introduction that explains where the Dust Bowl fits into the timeline ofWWI, the Great Depression, and WWII
 Pictures with captions with points of view of the refugees and non-refugees
 Song lyrics from the Dust Bowl website with explanation
 Conclusion that explains how the same event in the future could be handled differently/more successfully
6) To copy an image:
 Right click on the image
 Click on Copy image
 Click on slide/document that will contain image
 Paste
 If Paste does not work: click on Paste clipboard. Select Paste Special and try the options presented.
Advanced Academic Services
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
Advanced Academic Services
Austin Independent School District