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GT Differentiated Model LessonGrade Level: 3 Subject Area(s):__ Reading, Writing, __ MathematicsX_ Science__ Social StudiesTEKS/Student Expectations:3.8 Earth and Space. The student knows there are recognizable patterns in the natural world and among objects in the sky.The student is expected to: (3.8(C)) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.9 Weeks: 2ndEssential Question(s):How do the patterns and cycles of the Earth, Moon, and Sun system affect us?How are the planets positioned in our solar system?Assessment(s):_ X Pre-Assessment _ X Formative __ SummativeGT Scope and Sequence Skills:_ X Creative Thinking_ X Critical Thinking__Communication__ ResearchStudent Learning Styles:__ Auditory_ X Visual/Spatial_ X Kinesthetic_ X Other: WrittenElements of Depth and Complexity:_ X Language of the Discipline__ Details_ X Patterns__ Trends__ Rules__Ethical Considerations_ X Unanswered Questions__ Over Time__ Different Perspectives_ X Big IdeasLessons and Activities__ Whole Class __ Small Group __ Independent ActivityPART ONE:Whole Class: Open a conversation with your students about the planets. Have students draw pictures of the sky during the day and during the night. Discuss how the sky looks different and what we are looking at during different parts of the day and night. Watch a United Streaming video about the sun-moon-earth relationship.On Grade Level: With the class, use students to model the solar system. One student will be the sun, one will be the earth, another will be the moon. Show how the moon moves around the earth, while the earth moves around the sun. Discuss how the light from the sun creates shadows. Have students go outside during the day and trace each others shadows on the sidewalk or concrete area. Return the area later in the day and trace shadows again. Compare the size and length of the shadows. Relate the change in shadow positions to the rotation of the earth and time required for the shadow to move. Have students record their discoveries in Interactive Student Notebooks.GT Level Group: After participating in the demonstration of the solar system and shadow tracing activities, students will create sun-moon-earth models from different sizes of spheres. Students will work in small groups. In their Interactive Student Notebooks, students will draw their models with labels of the sun, moon, and earth. Students will trace the dotted path to show earth and moon orbits. Students will then write three “What If” unanswered questions, and students, a partner, or the class can create hypotheses. “What if the earth’s orbit was slower? What if the moon didn’t exist? What if the earth didn’t spin on its axis?”Whole Class: Discuss new learning with the incorporation of new vocabulary words. Discuss unanswered questions with the class, and use models to prove or disprove hypotheses. Resources:United Streaming video on the relationship between the Sun, Moon, and EarthSidewalk ChalkInteractive Student NotebooksDifferent sized spheres (basketball, ping-pong ball, tennis ball) or styrofoam spheres in various sizesCollaborative 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. Lets 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. Lets 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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