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GT Differentiated Model LessonGrade Level: Kindergarten Subject Area(s):__ Reading, Writing__ Mathematics_X Science__ Social StudiesTEKS/Student Expectations:K.9 Organisms and EnvironmentsThe student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival.K.9(A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspringK.9(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.K.10 Organisms and EnvironmentsThe student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.K.10(A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shapeK.10 (B) identify parts of plants such as roots, stem, and leaves and part of animals such as head, eyes, and limbs.K.10(C) identify ways that young plants resemble parents plantK.10(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plants, flower, and fruit4th 9 WeeksEssential Question(s):How do living things depend on their environments and their structures to stay alive?*What changes do organisms go through in their life cycles?*Why do organisms resemble their parents?** Taken directly from CRM.Assessment(s):_X Pre-Assessment _X Formative _X SummativeGT Scope and Sequence Skills:__ Creative Thinking_X Critical Thinking_X Communication__ ResearchStudent Learning Styles:_X Auditory_X Visual/Spatial__ Kinesthetic__ Other:Elements of Depth and Complexity:_X Language of the Discipline__ Details__ Patterns__ Trends_X Rules__Ethical Considerations_X Unanswered Questions__ Over Time__ Different Perspectives_X Big IdeasLessons and Activities_X Whole Class _X Small Group _X Independent ActivityWhole Class: Share with the class a video or presentation on living and nonliving thing. Discuss the meaning of living and the meaning of nonliving.Pose a nonliving stuffed toy in a cardboard box (or any secure place) with some food and water. Students will observe if it moves, eats or drinks. Have them draw a picture in their science journals and indicate their findings.Do the same procedure for the living thing.On Grade Level: Students will review their journals and lead a guided discussion about the differences between the live animal and the stuffed animal. Point out that you would expect that the nonliving thing did not move, eat, or drink because it is not alive. Chart the differences in the classroom.GT Level: Discuss with students how non-living characters in books are portrayed as living. Ask students about the rules that surround the classification/categorization of living and non-living things. What rule statements can be made, and which existing rules can be challenged?Whole Class: Students will find living and nonliving pictures in magazines and glue and label them in their science journals. Adapted from “An Authentic Lesson on Living and Nonliving Things”, Bright Hub EducationResources:Live worms and stuffed toy wormsLive rabbit and stuffed toy rabbitLive hermit crab and stuffed toy hermit crabButterflies and a stuffed toy butterflyChart paperAll the materials necessary to house the live animal (depending upon choice)Science journals or notebooksCollaborative Work Skills : Process AssessmentCATEGORYConsistentlyOccasionallyOftenStruggles with ExpectationsProblem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Allows others do the work. Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members may sometimes remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Allows others do the work. Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard.Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Product AssessmentDuring 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: ; Teachnology: ; Rubrics for Teachers: ................
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