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GT Differentiated Model LessonGrade Level: 2 Subject Area(s):__ Reading, Writing, X Mathematics__ Science__ Social StudiesTEKS/Student Expectations:Students will take on the roll of a party planner and organize a party with several activities included. They will create a brochure with an example of the party and will include illustrations of the events.Use the clock to predict future events.Determine how time affects everyday life.Produce a schedule using elapsed time.9 Weeks: 1stEssential Question(s):How can tools help measure and record time in daily life?How can increments be used for estimating elapsed time?Why is it necessary to break large tasks into smaller amounts of time?Assessment(s):__ Pre-Assessment X Formative X SummativeGT Scope and Sequence Skills:__ Creative ThinkingX Critical ThinkingX Communication__ ResearchStudent Learning Styles:__ AuditoryX Visual/SpatialX Kinesthetic__ OtherElements of Depth and Complexity:X Language of the DisciplineX Details__ PatternsX Trends__ Rules__Ethical Considerations__Unanswered QuestionsX Over Time__ Different Perspectives__Big IdeasLessons and ActivitiesX Whole Class X Small Group __ Independent ActivityPART ONE:Whole Class: Tell the students they are going to start a party planning business. Party planners use brochures to show people examples of their work and pictures of what can be done. To brainstorm, students draw three columns on chart paper. The first column will be activities that take less than one minute. The next column will be for activities that take up to 20 minutes and the last column for activities that take more than 20 minutes. Students start their brochures by creating a cover.On Grade Level: Students are told to plan a birthday party for a second grader and 20 children will be invited. Students create their brainstorm list and at the bottom add time keeping tools needed to stay on track.GT Level: Students are told to plan a birthday party for an eight year old in the 1900’s. Students create their brainstorm list and at the bottom add time keeping tools needed to stay on track.Whole Class: Have students share data collected. Create a class chart that depicts the estimation of time it will take to complete various activities. Add to the chart what tools help measure time as the party is progressing. Remind students they will be using the information about activities to plan their party brochure.PART TWO:Whole Class: Students take the list of activities and choose which will be a part of the party. Ask students what kinds of activities they have at their birthday parties. How will you know how much time to allow for each activity? How long should a birthday party be? Do we need to include all of the activities on our chart? Tell students their party must last for no longer than two hours. They continue creating brochures by putting a sample schedule of a party inside the folded paper.On Grade Level: Students plan a two-hour birthday party. They need to plan the party accounting for all of the time that each activity will take. The party must have a starting time, the activities listed in increments of time and an ending time.GT Level: Students will need to plan a two-hour birthday party for an eight year old. They will need to take into account what it takes to make a cake, churn ice cream, and cook the food. How far ahead of time should they start to prepare the party necessities?Whole Class: When students assemble, ask about the importance of having an allotted amount of time for various activities. Ask students to share what they have discovered about elapsed time. How does knowing how much time something will take help us to plan events? Ask the advanced group how their planning was different because of the resources available to them in the 1900’s.PART THREE:Whole Class: Using information from previous lessons, students continue creating their brochures. They add an illustration to the inside of the brochure and on the outside write a statement about why their party planning company keeps track of time to keep the party running smoothly. On Grade Level: Inside the brochure, add clocks to the sides of your description of the party. Show what time the party will start, how often activities change, when it ends. Draw clocks to show what time it will be when you start each event.GT Level: Add clocks to the sides of your description of the party. Draw clocks to show what time it will be when you start each event. Include a calendar that illustrates when to begin cake cutting, ice cream serving, and pouring drinks. Whole Class: Part III Ask students why it was necessary to break the party into time increments. Why is it important to keep a schedule? Tell students on the back of the brochure, they will write a statement informing customers about their “on time” policy to ensure a smooth and successful party.Resources:Clocks and watchesColorful paper for a brochureComputer access for those who want to type the plan outSample brochures that are found around town or in the Sunday paperPicture book of life in the 1900’sHistory of TimeProcess AssessmentTeacher observes the following:Process Observation - Frequency: Students demonstrate knowledge of the importance of scheduling and recording time.Seldom/NeverOccasionallyOftenConsistentlyProcess Observation – Frequency: Students recognize the importance of how much time a task will take.Seldom/NeverOccasionallyOftenConsistentlyProcess Observation – Quality of Conceptual Thinking:Students understand the concept of time.Understands facts and detailsLearns basic conceptsConnects conceptsAble to make generalizationsProcess Observation – Quality of Transformational Thinking:Students are able to transfer knowledge.Fact to conceptConcept to conceptConcept to generalizationGeneralization to generalizationProduct AssessmentScoreTerminologyExamplesEstimation 3Student includes definitions of time that are varied in context.Student is able to provide examples of unique aspects of measuring time.Student provides concrete and abstract examples related to estimation. 2Student includes definitions of time that are detailed.Student is able to provide examples distinguishing different aspects of measuring time.Student provides examples related to estimation used in a variety of situations. 1Student includes various definitions of time.Student is able to provide examples of the importance of measuring time.Student provides examples related to estimation in like situations. ................
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