Third Grade by xiaocuisanmin

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									                                                                 GT Differentiated Model Lesson
Grade Level: 3rd            Subject Area(s):                                      TEKS/Student Expectations:
                            __ Reading, Writing        _X Science
3rd 9 Weeks:                                                                      3.7: Earth and space
                            __ Mathematics             __ Social Studies
                                                                                  The student knows that Earth consists of natural resources and its surface is
Essential Question(s):                                                            constantly changing.
                                                                                  Students will be expected to:
    How do rocks and soil tell about Earth’s past?*
                                                                                       3.7A: explore and record how soils are formed by weathering of rock
    How do forces shape Earth’s land?*
                                                                                          and the decomposition of plant and animal remains.
    What makes a natural resource useful?*
* Taken directly from CRM.                                                             3.7B: investigate rapid changes in Earth’s surface such as volcanic
                                                                                          eruptions, earthquakes, and landslides.
Assessment(s):
_X Pre-Assessment          _X Formative           _X Summative                         3.7C: identify and compare different landforms, including
                                                                                          mountains, hills, valleys, and plains..
                                                                                       3.7D: explore the characteristics of natural resources that make
                                                                                          them useful in products and materials such as clothing and furniture
                                                                                          and how resources may be conserved..
GT Scope and Sequence Skills:             Student Learning Styles:                Elements of Depth and Complexity:
__ Creative Thinking                      _X Auditory                             _X Language of the Discipline              __ Ethical Considerations
_X Critical Thinking                      _X Visual/Spatial                       _X Details                                 __ Unanswered Questions
_X Communication                          __ Kinesthetic                          _X Patterns                                _X Over Time
_X Research                               _X Other: Written                       __ Trends                                  __ Different Perspectives
                                                                                  __ Rules                                   _X Big Ideas
                                                                      Lessons and Activities
_X Whole Class      _X Small Group     _X Independent Activity                                                           Resources:
PART ONE:
                                                                                                                         Video: Brain Pop or National
Whole Class: Discuss with students recent news headlines and stories about earthquakes, volcanoes, and landslides.
                                                                                                                         Geographic, or other appropriate
Review the characteristics of each of these occurrences and chart prior knowledge on a KWL chart. Show a video about
                                                                                                                         video on changes to Earth’s surface
fast changes to the earth’s surface (ie Brain Pop’s “Earth’s Structure or a National Geographic video)

On Grade Level: Students will write cause/effect statements about how earthquakes, volcanoes, and landslides
change the Earth. Students draw a before and after picture to demonstrate what happens both underground and on           Drawing paper
Earth’s surface when each occurs.

GT Level: Students research specific examples in history where volcanoes, earthquakes and landslides changed the         Research materials
Earth’s surface. Students explain the location, date, and how it changed the Earth’s surface. This can be done in a      Foldable, drawing paper

                                                                                                                                      Advanced Academic Services
                                                                                                                                Austin Independent School District
foldable or poster format.
                                                                                                                          Camera (optional)
Whole Class: Share research with the class. Take students on a campus walk to find examples of changes in the ground
that resemble Earth’s surface after earthquakes, landslides, and volcanoes. Look for cracks in a sidewalk, ant hills,
shifted foundation, etc. If possible, take pictures and compare them to pictures of land after earthquakes, landslides,
and volcanoes.




                                                                                                                                      Advanced Academic Services
                                                                                                                                Austin Independent School District
                                                        Collaborative Work Skills : Process Assessment
                   CATEGORY                 Consistently              Occasionally                Often               Struggles with Expectations
                Problem-solving         Actively looks for and      Refines solutions      Does not suggest or       Does not try to solve problems
                                        suggests solutions to     suggested by others.    refine solutions, but is   or help others solve problems.
                                              problems.                                      willing to try out        Allows others do the work.
                                                                                          solutions suggested by
                                                                                                   others.

                Focus on the task        Consistently stays   Focuses on the task and Focuses on the task and Rarely focuses on the task and
                                      focused on the task and what needs to be done what needs to be done what needs to be done. Allows
                                      what needs to be done. most of the time. Other some of the time. Other       others do the work.
                                         Very self-directed.    group members can       group members may
                                                               count on this person.    sometimes remind to
                                                                                      keep this person on-task.
                  Contributions          Routinely provides     Usually provides useful   Sometimes provides       Rarely provides useful ideas
                                          useful ideas when    ideas when participating    useful ideas when      when participating in the group
                                         participating in the      in the group and in  participating in the group and in classroom discussion.
                                       group and in classroom classroom discussion. A       and in classroom        May refuse to participate.
                                        discussion. A definite   strong group member discussion. A satisfactory
                                       leader who contributes        who tries hard.    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

								
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