lesson plan templateinternet.savannah.chatham.k12.ga.us/schools/gss/gradele… · web...

Godley Station SchoolLesson Plan

Teacher: R. Pacheco Subject: 6th, 7th, 8th Grade Science Dates: Sept. 8-11, 2015Standards & Elements Habits of Mind

S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

6th: S6E5. Students will investigate the scientific view of how the earth’s surface is formed. a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition. b. Investigate the contribution of minerals to rock composition. c. Classify rocks by their process of formation. d. Describe processes that change rocks and the surface of the earth. e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans

(composition, currents, and tides). g. Describe how fossils show evidence of the changing surface and climate of the Earth. h. Describe soil as consisting of weathered rocks and decomposed organic material. i. Explain the effects of human activity on the erosion of the earth’s surface. j. Describe methods for conserving natural resources such as water, soil, and air.

7th: S7L2: Students will describe the structure and function of cells, tissues, organs, and organ systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

8th: S8P1 Students will examine the scientific view of the nature of matter. a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and plasma states. d. Distinguish between physical and chemical properties of matter as physical (i.e. density, melting point, boiling point) or chemical (reactivity,

combustibility). e. Distinguish between changes in matter as physical (i.e. physical change) or chemical (development of a gas, formation of precipitate, and change in color). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. g. Identify and demonstrate the Law of Conservation of Matter.

Enduring Understanding (Big Idea)—Real world connection

6th: Many materials used by people come from rocks and minerals. Rocks are classified based on how they formed and their mineral composition. Sedimentary rocks are formed by the ongoing deposition of rocks and other sediments that are cemented together. Fossils, the remains of organisms preserved in sedimentary rocks, are part of the evidence scientists use to infer changing conditions at the Earth’s surface through time Rocks at the Earth’s surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock.

7th: Cells take in nutrients to grow, divide, and make needed materials. �Cell structure is related to cell function. (Teacher Note: cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts) �Cell parts are interdependent. �Levels of cellular organization (cells → tissue → organs → systems → organism)

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8th: 1. Matter can neither be created nor destroyed but can be changed from one form to another. 2. Matter can be described by its physical and chemical properties.3. Chemical elements possess their own characteristic properties, (density, boiling point, melting point, solubility, etc.) and these properties are used to distinguish one element from another. 4. Compounds are made of two or more kinds of atoms held together chemically (bonded). 5. Mixtures are formed when elements and/or compounds are combined physically. 6. Energy is involved in chemical and physical changes. 7. We get energy from the compounds that make up our food. 8. Energy is neither created nor destroyed but can be transformed. 9. As the energy of particles changes, their movement changes and the phase in which matter is present might change. 10. Energy can be transferred by radiation, conduction, and convection.

Vocabulary (Word Wall) 6th: Sedimentary, igneous, metamorphic, rock composition, mineral formation, pressure, rock cycle

7th: cell, organelles, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, nutrients, tissue, organism

8th: Atoms, molecules, pure substances, elements, compounds, mixtures, solid state, liquids state, gas state, plasma state, physical property, chemical property, physical changes, chemical changes, conservation of matter, conservation of energy, heat flow, conduction, radiation, convection, reactivity, combustibility, precipitate, potential energy, and kinetic energy.

COSTA’S SIGNAL WORDS AND DEFINITIONSIdentify verb in lesson plan by highlighting

LEVEL ONE:

Define - to set forth the meaning of Describe - to represent or give an

account in words Identify - to establish the identity of List - a simple series of words or

numbers Name - to mention or identify by

name Observe - to see or sense esp.

through careful attention

LEVEL TWO:

Analyze - to make an analysis of , an examination of a thing to know its parts

Compare - to examine for likenesses and differences

Contrast - to show differences when compared

Group - to cluster Infer - to derive as a conclusion from

facts or premises

LEVEL THREE:

Apply - to put to practical use Evaluate - appraise, value Hypothesize - to adopt as an

hypothesis/assumption Imagine - to form a mental picture

of something not present; guess Judge - to form an estimate or

evaluation about something. deduce

Predict - to declare in advance

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Recite - to repeat verbatim Scan - to examine closely

Sequence - chronological order of events

Synthesize - the combination of parts or elements into a whole

Speculate - to think or wonder about a subject

Monday: Essential Question:(Focus of Lesson)6th: How are minerals identified? How are rocks formed? How are rocks classified? How can rocks change from one type to another? Is the rock cycle really a cycle? Explain your answer. How do natural objects compare to manufactured objects? How are rocks and minerals used by 6th graders?

7th: How do you explain the relationship between the structures and functions of cell organelles? ƒ Why is each part of the cell essential to survival? ƒ How is a living organism the sum of all of its parts? ƒ Why must cells absorb energy and nutrients? ƒ How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? How does scientific development rely on our knowledge of cells? ƒ What happens when cells cease to function adequately or at all? Can plant and animal cells function without sunlight? ƒ What do cells tell us about basic processes of life…life, death, reproduction, etc? ƒ How are cells like building blocks?

8th: 1. Why is it inaccurate to say, “You are

Lesson Cycle: Teacher will… Student will…

Opening:(Review/Preview)

6th: Open the class with a warm-up question.

7th: Warm-upLife in a Drop of Pond Water Lab intro.

8th: Warm-up


7th: Warm-upLife in a Drop of Pond Water Lab intro.

8th: Warm-upWork Period:(Instruction, Guided & Independent Practice)

6th:

7th:

8th:

6th:

7th:

8th:

Closure:(Summary, Journal, Preview)

Summarize the days lesson/activity

Discuss and share their thoughts on the day’s activity and lesson

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what you eat”? 2. How can we distinguish elements from other elements? 3. How can we distinguish elements and elements from compounds? 4. Why do onions make you cry, why do lemons taste sour, and why do sliced apples turn brown after they set in a bowl for awhile? 5. How do rock candy and rock salt illustrate the characteristics of liquids, solids, and solutions? 6. How can we use radiation, conduction, and convection to transfer heat efficiently during cooking?

Assessment:(Formative, summative)

Homework:(Extending instruction)All Grades Study Notes for upcoming Quiz

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Tuesday: Essential Question:(Focus of Lesson)6th: How are minerals identified? How are rocks formed? How are rocks classified? How can rocks change from one type to another? Is the rock cycle really a cycle? Explain your answer. How do natural objects compare to manufactured objects? How are rocks and minerals used by 6th graders?


8th: 1. Why is it inaccurate to say, “You are what you eat”? 2. How can we distinguish elements from other elements? 3. How can we distinguish elements and elements from compounds? 4. Why do onions make you cry, why do lemons taste sour, and why do sliced apples turn brown after they set in a bowl for




7th: Warm-up

8th: Warm-up

6th: Complete warm-up and discuss with class.


8th: Warm-up

Work Period:(Instruction, Guided & Independent Practice)

6th: Issue plate tectonics PPT/Video/song

Download the Plate Tectonics Assignments (pdf) worksheet for various ideas that you can let children choose from to show their talents and understandings of specific ideas/concepts. The sample provides ideas for plate tectonics but it is easy to change and personalize. Provide students with simple rubrics for each project and have them self evaluate as well as evaluate in a group of 3. Mrs. Koeppen adds, "The first set of projects I received were so-so but from then on they were spectacular. I hope you find it to be the same. Enjoy the creativity of your students."http://sciencespot.net/Media/plateassign.pdf

7th: http://school.discoveryeducation.com/teachersguides/pdf/lifescience/rb/life_in_a_drop_of_water_tg.pdf

6th: take notes on plate tectonics PPT/Video/song

Plate Tectonic Assignments Choose at least 40 points of work. Students who are in need of more credit you should do 70 points. All work is expected to be in a final form and of very high quality. Make sure the essential questions are answered.

7th: http://school.discoveryeducation.com/teachersguides/pdf/lifescience/rb/life_in_a_drop_of_water_tg.pdf

OBJECTIVES After viewing this video, students should know: • microscopic organisms can be found in every body of water, including lakes, ponds, streams, and puddles

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http://school.discoveryeducation.com/teachersguides/pdf/lifescience/rb/life_in_a_drop_of_water_tg.pdf






http://sciencespot.net/Media/plateassign.pdf




awhile? 5. How do rock candy and rock salt illustrate the characteristics of liquids, solids, and solutions? 6. How can we use radiation, conduction, and convection to transfer heat efficiently during cooking?


Homework:(Extending instruction)

All Grades Study Notes for upcoming Quiz

OBJECTIVES After viewing this video, students should know: • microscopic organisms can be found in every body of water, including lakes, ponds, streams, and puddles • hundreds, even thousands of pond organisms, can be found in a single drop of water • microscopic pond organisms share much in common with humans, in that they are composed of cells • organisms that inhabit pond water include bacteria, algae, protozoa, and multicellular organisms • common types of protozoa include Paramecium, Blepharisma, Spirostomum, Dileptus, Stentor, Vorticella, Bursaria, Didinium, and amoebas • common multicellular microscopic organisms include rotifers, Daphnia, Cyclops, and hydras • microscopic pond organisms form the bottom of the food chain • algae are responsible for producing most of the air that we breath • protists are often used in the study of genetics • some bacteria and protists are carriers of diseasehttps://app.discoveryeducation.com/learn/

• hundreds, even thousands of pond organisms, can be found in a single drop of water • microscopic pond organisms share much in common with humans, in that they are composed of cells • organisms that inhabit pond water include bacteria, algae, protozoa, and multicellular organisms • common types of protozoa include Paramecium, Blepharisma, Spirostomum, Dileptus, Stentor, Vorticella, Bursaria, Didinium, and amoebas • common multicellular microscopic organisms include rotifers, Daphnia, Cyclops, and hydras • microscopic pond organisms form the bottom of the food chain • algae are responsible for producing most of the air that we breath • protists are often used in the study of genetics • some bacteria and protists are carriers of diseasehttps://app.discoveryeducation.com/learn/videos/23679F25-DC80-43ED-8A02-D9E88169955C

8th: Engineering Design

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https://app.discoveryeducation.com/learn/videos/23679F25-DC80-43ED-8A02-D9E88169955C




videos/23679F25-DC80-43ED-8A02-D9E88169955C

8th: Engineering Design Challenge: Thermos

http://mariana68.wix.com/thermos-challenge#!rubric/c1rgfDesign and build a thermos/cup that can keep 250 ml of water the warmest for 30 minutes.

Fit in your teacher’s hand Must hold 250 mL of hot

water Be structurally sound

(doesn’t easily fall apart) No part of your container

may be permanently altered as a result of the final test (your results must be repeatable without changing your container.)

The container that shows the lowest change (i.e. keeps water the warmest) wins!

Design ConstraintsYou may:

Use a plastic/glass/ceramic cup as the core

Use any raw materials at home or from the store as long as they obey the “May NOT” section.

Challenge: Thermos

http://mariana68.wix.com/thermos-challenge#!rubric/c1rgf

Design and build a thermos/cup that can keep

250 ml of water the warmest for 30 minutes.

Fit in your teacher’s hand

Must hold 250 mL of hot water

Be structurally sound (doesn’t easily fall apart)

No part of your container may be permanently altered as a result of the final test (your results must be repeatable without changing your container.)





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You may NOT: Use a thermos/travel

mug as the core Use materials only

accessible to research laboratory personnel

Use a top/cap/lid that completely seals the thermos.

You may NOT: Use a

thermos/travel mug as the core

Use materials only accessible to research laboratory personnel





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Wednesday: Essential Question:(Focus of Lesson)6th: How are minerals identified? How are rocks formed? How are rocks classified? How can rocks change from one type to another? Is the rock cycle really a cycle? Explain your answer. How do natural objects compare to manufactured objects? How are rocks and minerals used by 6th graders?






7th: Warm-up

8th: Warm-up


7th: Warm-up


6th: Download the Plate Tectonics Assignments (pdf) worksheet for various ideas that you can let children choose from to show their talents and understandings of specific ideas/concepts. The sample provides ideas for plate tectonics but it is easy to change and personalize. Provide students with simple rubrics for each project and have them self evaluate as well as evaluate in a group of 3. Mrs. Koeppen adds, "The first set of projects I received were so-so but from then on they were spectacular. I hope you find it to be the same. Enjoy the creativity of your students."http://sciencespot.net/Media/plateassign.pdf

7th: Life in a Drop of Pond Water Lab http://www.sfponline.org/uploads/biolab7ittycity.pdf

Itty Bitty City : The Microscopic

6th: take notes on plate tectonics PPT/Video/song

Plate Tectonic Assignments Choose at least 40 points of work. Students who are in need of more credit you should do 70 points. All work is expected to be in a final form and of very high quality. Make sure the essential questions are answered.

7th: Life in a Drop of Pond Water Labhttp://www.sfponline.org/uploads/biolab7ittycity.pdf

Instructions: 1. Make wet mounts of the living culture 2. Put one drop of culture on slide,this is usually sufficient unless specified differently 3. Squeeze the bulb of the pipette firmly,BEFORE inserting into culture. Pull from the bottom

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http://www.sfponline.org/uploads/biolab7ittycity.pdf










Homework:(Extending instruction)All Grades Study Notes for upcoming Quiz

World In A Drop Of Pond Water

Purpose: To examine the variety of living organisms in pond water.

Instructions: 1. Make wet mounts of the living culture 2. Put one drop of culture on slide,this is usually sufficient unless specified differently 3. Squeeze the bulb of the pipette firmly,BEFORE inserting into culture. Pull from the bottom

4. Observe the drop of pond water under Low Power to scan and find the organisms. High Power is useful once you have found something to determine details not clear in Low Power 5. If the organisms are moving too fast and therefore difficult to observe; add one drop of Protoslo or Detain to a drop of culture on the slide. If this is unavailable place 2or 3 strands of cotton on the slide first then the drop of pond water. These procedures will slow the organisms. YOU MUST BE PATIENT FINDING THEM , IT IS WORTH WHILE


4. Observe the drop of pond water under Low Power to scan and find the organisms. High Power is useful once you have found something to determine details not clear in Low Power 5. If the organisms are moving too fast and therefore difficult to observe; add one drop of Protoslo or Detain to a drop of culture on the slide. If this is unavailable place 2or 3 strands of cotton on the slide first then the drop of pond water. These procedures will slow the organisms. YOU MUST BE PATIENT FINDING THEM , IT IS WORTH WHILE



Design and build a thermos/cup that can keep

250 ml of water the warmest for 30 minutes.

Fit in your teacher’s hand

Must hold 250 mL of hot water

Be structurally sound (doesn’t easily fall apart)

No part of your

10



http://mariana68.wix.com/thermos-challenge#!rubric/c1rgfDesign and build a thermos/cup that can keep 250 ml of water the warmest for 30 minutes.

Fit in your teacher’s hand Must hold 250 mL of hot

water Be structurally sound

(doesn’t easily fall apart) No part of your container

may be permanently altered as a result of the final test (your results must be repeatable without changing your container.)





You may NOT: Use a thermos/travel

mug as the core Use materials only

accessible to research laboratory personnel

Use a top/cap/lid that completely seals the

container may be permanently altered as a result of the final test (your results must be repeatable without changing your container.)





You may NOT: Use a

thermos/travel mug as the core

Use materials only accessible to research laboratory personnel


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thermos.




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Thursday: Essential Question(Focus of Lesson)6th: How are minerals identified? How are rocks formed? How are rocks classified? How can rocks change from one type to another? Is the rock cycle really a cycle? Explain your answer. How do natural objects compare to manufactured objects? How are rocks and minerals used by 6th graders?






7th: Warm-up

8th: Warm-up


7th: Warm-up


6th: http://mjksciteachingideas.com/pdf/MysteryBones.pdf

The Mystery Fossil Bones Activity This was one of my favorites. I often used this as a culminating activity for my Geo. History Unit. Students from 9th - 12th loved it. And I’m sure middle school students would, too! I’ve seen it all over the Internet and had a copy 20 years ago so I have no idea who the actual image of the bones belongs to. This is where I found the bone images this time:

7th: Introduction to the Body SystemsVideo/song/PowerPoint

Living Periodic Table of Elements8th: The purpose of this project is to create fun and excitement when learning about The Periodic Table of the Elements. An understanding of the Periodic Table is necessary in order to learn the basics of chemistry. Most students have difficulty grasping the idea that everything is made of these elements in either pure form or

6th: http://mjksciteachingideas.com/pdf/MysteryBones.pdf

MATERIALS: A copy of the Labsheet for every student; one copy of the bones for each group, scissors, colored pencils, poster-sided paper, glue. DIRECTIONS: 1. Hand out labsheet and bones to each group. Ask the groups to study the bones and start thinking about how it could be put together. 2. Pass out scissors. Have everyone in the group help cut out the bones. Some one can cut the bones into a few for each group member. 3. Once the bones are cut out, the group starts to assemble the bones on the table top. Encourage discussion of alternate ways to arrange the bones. 4. Once they have agreed on an arrangement, they should glue them onto a large piece of paper. They will be

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http://mjksciteachingideas.com/pdf/MysteryBones.pdf








combinations of elements. The Living Periodic Table will allow students to learn about elements, how they are grouped on the Periodic Table, and how elements combine to form everything in the world. The living table project is interactive and informative with the student designed T-shirts. Students research their assigned element to identify properties of the element. The information gathered is written on the Element Search page. These pages are used to assemble a large Periodic Table for the hallway. The element symbol will be stenciled on the front of the shirt. The atomic number and name of element are painted on the back of the T-Shirt in “jersey” format. Metals, Nonmetals, and Metalloids will be distinguished by using three different colors of shirts. Metals will be yellow, Nonmetals will be blue, and Metalloids will be green since metalloids have characteristics of both metals and nonmetals.

I use Black for metal, white for nonmetal, and gray for the metalloids to represent the fact that metalloids possess characteristics from both metals and nonmetals. If specific sizes are preferred, assign elements to students prior to placing order so size and color are correct.

http://browardedfoundation.org/wp-content/uploads/2015/01/Living-Periodic-Table.pdf

drawing around this so be sure there is extra room on the paper. 5. The next step is to draw around the bones and try to reconstruct the body of the animal. 6. They should also sketch the animal on their labsheet, adding fur or scales or skin, whatever they’ve decided as a group. 7. Then they can work on the Summary Questions. 8. Finally, have each group share with the whole class what they figured the creature to be, and see how many were the same, and how many different interpretations were made.

7th: Introduction to the Body SystemsVideo/song/PowerPoint

8th: Objectives 1) Students will learn about uses of elements. 2) Students will decorate their T-shirt with element symbol, name, and atomic number.

A painting station will be set up where four to six students will paint the front of their T-shirts with the symbol for their element. Write student name on label or collar of shirt. Don’t forget to use cardboard inside the shirt to prevent paint bleeding through to the back.

String clothesline around classroom to hang shirts to dry. A thin coat of the acrylic paint will dry in a few hours. Fold

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and stack shirts by class.

Report to paint station to paint the name of their element and atomic number on the back of the T-shirt. Hang to dry.

Be sure to take pictures for your school and local newspaper. Find a large enough area on your campus close to “Roof Access” to get the best photo. Measure and mark enough guidelines to make lining up students a bit easier.

Remind students to hold on to their shirts for other events such as field trips




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Friday: Essential Question(Focus of Lesson)6th: How are minerals identified? How are rocks formed? How are rocks classified? How can rocks change from one type to another? Is the rock cycle really a cycle? Explain your answer. How do natural objects compare to manufactured objects? How are rocks and minerals used by 6th graders?






7th: Warm-up

8th: Warm-up


7th: Warm-up


6th: http://hmxearthscience.com/Warehouse/projects/Make%20a%20Fossil.pdf

Create a FossilBACKGROUND INFORMATION Fossils are the direct evidence of past life. They are the tools around which geologists and paleontologists reconstruct the history of the earth. They are found in sedimentary rocks. This type of rock is the result of the consolidation of sediment that has accumulated in layers. These depositional environments come from lake bottoms, river bottoms, river sandbars, beaches, and oceans. Some sediments result from weathering rocks, others originate from tissues and bones of plants and animals. It is within the depositional environment that plants and animals may become fossilized. There are three prerequisites that must be met

6th: http://hmxearthscience.com/Warehouse/projects/Make%20a%20Fossil.pdf

BACKGROUND INFORMATION Fossils are the direct evidence of past life. They are the tools around which geologists and paleontologists reconstruct the history of the earth. They are found in sedimentary rocks. This type of rock is the result of the consolidation of sediment that has accumulated in layers. These depositional environments come from lake bottoms, river bottoms, river sandbars, beaches, and oceans. Some sediments result from weathering rocks, others originate from tissues and bones of plants and animals. It is within the depositional environment that plants and animals may become fossilized. There are three

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http://hmxearthscience.com/Warehouse/projects/Make%20a%20Fossil.pdf










before organic material can be preserved: (1) Organisms must contain hard parts such as bones, teeth, cartilage, or shells. (2) The organic material must be buried quickly in an oxygen-free environment protected from scavengers. (3) Conditions after burial must be favorable as the effects of heat and pressure that produce sedimentary rock may alter the composition and appearance of a potential fossil.

7th: continue the Body SystemsVideo/song/PowerPoint

Living Periodic Table of Elements8th: The purpose of this project is to create fun and excitement when learning about The Periodic Table of the Elements. An understanding of the Periodic Table is necessary in order to learn the basics of chemistry. Most students have difficulty grasping the idea that everything is made of these elements in either pure form or combinations of elements. The Living Periodic Table will allow students to learn about elements, how they are grouped on the Periodic Table, and how elements combine to form everything in the world. The living table project is interactive and informative with the student designed T-shirts. Students research their assigned element to identify properties of the element. The information gathered is written on the Element Search page. These pages are used to assemble a large Periodic Table for the hallway. The element symbol will be stenciled on the front of the shirt. The atomic number and name of element are painted on the back of the T-Shirt in “jersey” format. Metals, Nonmetals, and Metalloids will be distinguished by using three different

prerequisites that must be met before organic material can be preserved: (1) Organisms must contain hard parts such as bones, teeth, cartilage, or shells. (2) The organic material must be buried quickly in an oxygen-free environment protected from scavengers. (3) Conditions after burial must be favorable as the effects of heat and pressure that produce sedimentary rock may alter the composition and appearance of a potential fossil.

7th: continueto the Body SystemsVideo/song/PowerPoint

8th: Objectives 1) Students will learn about uses of elements. 2) Students will decorate their T-shirt with element symbol, name, and atomic number.

A painting station will be set up where four to six students will paint the front of their T-shirts with the symbol for their element. Write student name on label or collar of shirt. Don’t forget to use cardboard inside the shirt to prevent paint bleeding through to the back.

String clothesline around classroom to hang shirts to dry. A thin coat of the acrylic paint will dry in a few hours. Fold and stack shirts by class.

Report to paint station to paint the name of their element and atomic number on the back of the T-shirt. Hang to dry.

17

colors of shirts. Metals will be yellow, Nonmetals will be blue, and Metalloids will be green since metalloids have characteristics of both metals and nonmetals.

I use Black for metal, white for nonmetal, and gray for the metalloids to represent the fact that metalloids possess characteristics from both metals and nonmetals. If specific sizes are preferred, assign elements to students prior to placing order so size and color are correct.


Be sure to take pictures for your school and local newspaper. Find a large enough area on your campus close to “Roof Access” to get the best photo. Measure and mark enough guidelines to make lining up students a bit easier.

Remind students to hold on to their shirts for other events such as field trips




Work as a team to ensure that all assessments are not on the same day!

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Describe how differentiation is addressed throughout the lesson sequence: Whole group instruction Flexible small groups Peers One-on-One Research Cooperative Learning Groups Jigsaw Strategy

Differentiation will be provided in accordance with the student’s individual contract. Differentiations for the current standards include cooperative learning groups, differentiated questioning, and flexible small groups.

Accommodations/Modifications (list student initials after each specific accommodation and modification) Curriculum compacting techniques Negotiate learning contract for independent project Implement two center activities from which students can choose to do instead of the whole group Use multiple text and supplemental materials when developing center activities Alternative activities oriented to individual intelligence profiles through chunking

Effective teaching strategies: Identify in lesson by highlighting

______ Summarizing and Cornell note taking _____ Questions, cues, and advance organizers______ Reinforcing effort and providing recognition _____ Homework and practice

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______ Nonlinguistic representation _____ Cooperative learning______ Setting objectives and providing feedback _____ Generating and testing hypothesis

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