Austin ISD



GT Differentiated Model LessonGrade Level: 1st Subject Area(s):__ Reading, Writing__ Mathematics_X Science__ Social StudiesTEKS/Student Expectations:1.9 Organisms and EnvironmentsThe students knows that the living environment is composed of relationships between organisms and the life cycles that occur.1.9(A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring1.9(B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver1.9(C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter1.10 Organisms and EnvironmentsThe student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.1.10(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats1.10(B) identify and compare the parts of plants1.10(C) compare ways that young animals resemble their parents1.10(D) observe and record life cycles of animals such as a chicken, frog, or fish4th 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_X Kinesthetic__ Other:Elements of Depth and Complexity:_X Language of the Discipline__ Details_X Patterns__ Trends__ Rules__Ethical Considerations__ Unanswered Questions__ Over Time__ Different Perspectives_X Big IdeasLessons and Activities_X Whole Class __ Small Group __ Independent ActivityWhole Class: Read a short story to the whole class about a trip to a zoo, tending to young animals or pets, or appropriate text about different animals. Open a discussion during the reading about characteristics of the animals in the story. Discuss observable physical features of animals. Ask students to compare young animals to their parents and identify the particular features that the parent animals pass on to their young.On Grade Level: Introduce several small posters or pictures of animal characteristics, categorized by their similarities (ie. fur, feathers, shells, skin). Conceal the headings of each poster. Have the students try to figure out what the animals have in common.After students identify the characteristics, use the vocabulary to describe the various characteristics: beak shape, body covering, feathers, fur, skin, scales, hair, etc.Discuss how parent animals pass on these characteristics to their young. Students will identify several characteristics that parent animals pass on to their young.GT Level: Discuss with the students the patterns they find in animal characteristics being past from parent to young animals. Allow students to talk about whether this repetition remains among like animals or whether or not there is consistency between different animals. Whole Class: Play a guessing game with the class by providing several pictures of small animals in a bag. Identify different areas of the classroom by animal characteristics; create a “zoo” in the classroom. Students pull from the bag and act out the animal they drew from the bag. Students in the class will guess what animal the actor is trying to portray. When guessed correctly, the student goes to the area of the “zoo” with students acting out similar characteristics. This game can be repeated as students have the opportunity to draw several different animals.Resources:Small posters of animals with varying characteristics Characteristics listGuessing game with small pictures of various animalsBag/BoxCollaborative 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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