GT Differentiated Model Lesson TEKS/Student Expectations: Grade Level: First Subject Area(s): __ Science __ Reading, Writing • 1.9A‐ The student is expected to collect and sort data. 4th 9 Weeks: __ Social Studies X Mathematics • 1.9B‐ The student is expected to use organized data to construct real‐
Essential Question(s): object graphs, picture graphs, and bar‐type graphs. How can you ask and answer questions about information displayed in a • 1.10A‐ The student is expected to draw conclusions and answer graph?* questions using information organized on real‐object graphs, picture How can you make predictions based on information displayed in a graph?* graphs, and bar‐types graphs. How can you tell if an event is certain or impossible?* * Taken directly from CRM. * Taken directly from CRM. Assessment(s): __ Pre‐Assessment __ Formative __ Summative Elements of Depth and Complexity: Student Learning Styles: GT Scope and Sequence Skills: __Ethical Considerations __Language of the Discipline __ Auditory __ Creative Thinking __ Unanswered Questions X Details X Visual/Spatial X Critical Thinking X Patterns __ Kinesthetic __ Communication __ Over Time X Trends __ Other X Research __ Different Perspectives __ Rules __Big Ideas Lessons and Activities X Whole Class X Small Group __ Independent Activity Resources: PART ONE: Whole Class: The teacher will introduce students to picture graphs by creating a class graph together with the students. The teacher may select the topic, but here are a few possible topics: Does your family drive a car, truck van, or SU;, Birth order of students (first born, middle child, youngest child). The students will discuss the class graph and discuss assigned questions with a partner. On Grade Level: The students will work in small groups to create a picture graph on chart paper using one the data sets (Set A or B) from the attached document. GT Level: The GT students will work in a small group to create a bar graph on chart paper using the data set (Set C) from the attached document. Whole Class: The students will answer the following question in their ISN (Interactive Student Notebook): • How do graphs help people understand data? Explain. Attached handouts (SET A, SET B, SET C) Chart paper to create graphs Writing tools Advanced Academic Services Austin Independent School District PART TWO: Whole Class: The teacher will introduce the students to bar graphs by creating a class graph together with the students. The teacher will want to use the same topic and data used to create the bar graph created during part one of this lesson. The students will compare the picture graph to the bar graph and discuss assigned questions with a partner. On Grade Level: The students will work in small groups to create a bar graph on chart paper using the same data set from the previous activity (Set A or B) from the attached document. GT Level: The GT students will work in a small group to create a bar graph on chart paper using the same data set from the previous activity (Set C). Whole Class: The students will answer the following question in their ISN (Interactive Student Notebook): • How do you decide what kind of graph is best for showing your data? Explain. Advanced Academic Services Austin Independent School District SETA
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SETB
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Advanced Academic Services Austin Independent School District SETC
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Teacher N
Notes
First Grad
de Tiered Assign
nments: There aree 3 sets of data tthat students will use to creeate a picture grraph working in
small grou
ups. Each set is at a different difficulty level. •
•
•
Seet A is the easiesst set. Seet B is more diffiicult. Seet C is the most challenging set creeated for GT an
nd advanced stu
udents. Advancced Academic Servvices Austin Indep
pendent School District Collaborative Work Skills : Process Assessment CATEGORY Consistently Occasionally Problem‐solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Often Struggles with Expectations Does not suggest or Does not try to solve problems refine solutions, but is or help others solve problems. Allows others do the work. willing to try out solutions suggested by others. Focus on the task Focuses on the task and Focuses on the task and Rarely focuses on the task and Consistently stays focused on the task and what needs to be done what needs to be done what needs to be done. Allows others do the work. what needs to be done. most of the time. Other some of the time. Other group members can Very self‐directed. group members may count on this person. sometimes remind to keep this person on‐task. Contributions Sometimes provides Usually provides useful Rarely provides useful ideas Routinely provides useful ideas when ideas when participating when participating in the useful ideas when participating in the in the group and in group and in classroom participating in the discussion. May refuse to group and in classroom classroom discussion. A group and in classroom strong group member discussion. A satisfactory participate. discussion. A definite who tries hard. leader who contributes group member who does a lot of effort. what is required. Product Assessment During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach‐nology.com/web_tools/rubrics/; Rubrics for Teachers: http://www.rubrics4teachers.com/ Advanced Academic Services Austin Independent School District