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Tiering by Challenge and Complexity Elementary – Science (Amphibians)

Tiering by Challenge and Complexity Elementary – Science (Amphibians). Application level: After reviewing the information about frogs and toads from the Department of Natural Resources, record the characteristics of each on a chart.

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Tiering by Challenge and Complexity Elementary – Science (Amphibians)

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  1. Tiering by Challenge and ComplexityElementary – Science (Amphibians) • Application level: After reviewing the information about frogs and toads from the Department of Natural Resources, record the characteristics of each on a chart. • Analysis level: After reviewing the information about frogs and toads from the Department of Natural Resources, create a Venn diagram comparing and contrasting these two amphibians.

  2. Tiering by Challenge and ComplexityElementary – Science (Environment) • Least complex: Create an informational brochure that will inform your classmates about an environmental issue related to rainforests. • More complex: Create an informational brochure that will inform your classmates of different points of view about an environmental issue related to rainforests. • Most complex: Create an informational brochure that presents various positions on an environmental issue related to rainforests. Determine your position on the issue and present a convincing argument for it in your brochure.

  3. Tiering by Degree of Structure or SupportElementary Science - Ecosystems Task 1: • Review the word bank. • Identify the four ecosystems. • Determine which words are characteristics that describe each ecosystem. • Create your own chart, diagram, or graphic organizer to present each of the four different ecosystems and their characteristics.

  4. Tiering by Degree of Structure or SupportElementary Science – Word Bank

  5. Tiering by Degree of Structure or SupportElementary Science - Ecosystems Task 2: • Review the words in the word bank. • Find the characteristics in the word bank that go with each ecosystem. • Notice the chart is divided into four sections, one for each ecosystem. Copy the characteristics into the box of the ecosystem it describes.

  6. Tiering by Degree of Structure or SupportElementary Science – Ecosystems (Chart)

  7. Tiering by Degree of Structure or SupportElementary Science - Ecosystems Task 3: • Review the words in the word bank. • Select the words form the word bank that match each ecosystem. • You have one graphic organizer for each ecosystem: forests, water, deserts, grasslands. The boxes on each graphic organizer tell you how many facts you need to find for each ecosystem. Copy the words from the word bank onto the correct graphic organizer.

  8. Tiering by Degree of Structure or SupportElementary Science – Ecosystems (graphic organizer)

  9. 1. Name and define the 6 steps in the experimental design process. 5. Suppose an experimental design process with several trials showed that chickens lay more eggs when listening to music. What additional questions would a scientist ask about this experiment? 2. Design a question that would have an independent and a dependent variable. Label each variable. 6. Create a data chart for an experiment that has an independent and dependent variable. Graph this data and label the graph properly. 3. Change a question into a hypothesis. 4. Change a hypothesis into a prediction statement using IF…, And…, Then...

  10. Basic Basic .What are the 6 steps of the experimental design process? .Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs? .Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs. .What are the 6 steps of the experimental design process? .Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs? .Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.

  11. Basic Cube Record Sheet .STEPS 1. 2. 3. 4. 5. 6. .WHAT’S THE DIFFERENCE? Independent Variable - Dependent Variable - .MUSICAL EGGS Question: Does listening to music cause chickens to lay more eggs? Hypothesis: .PREDICTING EGGS Hypothesis: Listening to music causes chickens to lay more eggs. Prediction: If… And… Then… 5. DOUBLE “T” 6. GRAPH IT

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