Life is Differentiated

1. Life is Differentiated This is Differentiated Life Science

2. 10 Facts on Differentiated InstructionCan YOU find the truth? • It is a way to help with behavior problems in your classroom. • It is a way to meet your students at their readiness levels. • It requires you to make an individual lesson plan for each student. • It uses flexible, changeable groups. • It addresses different learning styles. • It is always based the reading/learning levels of your students. • It utilizes your students current interests. • It is responsive teaching. • You probably already do it without knowing it! • It allows for mastery for all.

3. IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

4. The Kids Need to Know • Their learning styles matter. • Learning Styles Assessment goes in data folder so the child can take ownership of their learning. • Differentiated instruction should address different learning styles so that students can understand where their strengths lie.

5. Tiered lesson plan • Key Concept: Nature of Science • SSS: H Strand • Tier 1 Auditory • Tier 2 Visual • Tier 3 Kinesthetic Your group’s job is to design an activity that would demonstrate mastery of the key concept of the scientific method using the assigned learning style.

6. Design an Experiment – Tiering on levels of readiness • Tier One – Kittens or AAA are your lower level learners. They are given the whole lab report, they find and identify the various parts and steps in the Scientific Method. • Tier Two – Bobcats or AA are given the experiment minus the analysis and conclusion. They are to identify the variables and do the analysis and conclusion. • Tier Three – Lions or A are given the problem statement and must design the lab including designing the steps, identifying the variables and any errors that might occur.

7. Tier One Instructions Members of Filbert's compost club decided to investigate the effect of various recycled products on plant growth. Filbert's friends finally decided to compare the effect of different aged grass compost on Jalapeno pepper plants. Because decomposition is necessary for release of nutrients, the group hypothesized that older grass compost would produce taller pepper plants. Three flats of pepper plants (25 plants/flat) were grown for 5 days. The plants were then fertilized as follows: Flat A: 450 g of three-month-old compost Flat B: 450 g of six-month-old compost Flat C: 0 g of compost The plants received the same amount of sunlight and water each day. At the end of 30 days the group recorded the height of the plants (cm). Identify the problem, IV, DV, Control, and hypothesis

8. Tier Two Instructions Members of Filbert's compost club decided to investigate the effect of various recycled products on plant growth. Filbert's friends finally decided to compare the effect of different aged grass compost on Jalapeno pepper plants. Because decomposition is necessary for release of nutrients, the group hypothesized that older grass compost would produce taller pepper plants. Three flats of pepper plants (25 plants/flat) were grown for 5 days. The plants were then fertilized as follows: Flat A: 450 g of three-month-old compost Flat B: 450 g of six-month-old compost Flat C: 0 g of compost The plants received the same amount of sunlight and water each day. At the end of 30 days the group was studied and the following results were discovered:  Flat A: 2 feet average Flat B: 1 foot average Flat C: 6 inches average Identify the parts of the scientific method used in this experiment including the IV,DV and control. Analyze the data and make a conclusion to this experiment. Was the hypothesis correct? What could have gone wrong with this experiment?

9. Tier Three Instructions Members of Filbert's compost club decided to investigate the effect of various recycled products on plant growth. Filbert's friends finally decided to compare the effect of different aged grass compost on Jalapeno pepper plants. Help them design an experiment to do this. Be sure to use all elements of the scientific method including mentioning potential errors.

10. Tiered Lessons-Summary • Things in common… • Same concept or skill • Whole class activity • Some activities in the lesson may be the same • Differences in… • Amount of structure • Number of facets • Complexity • Pace • Level of independence • All Tiers should… • Build understanding • Challenge Students • Be interesting and engaging • Be respectful

11. D.I. Resources The Differentiated Classroom: Responding to the Needs of All LearnersByCAROL ANN TOMLINSON Differentiating Instruction: In Whole-Group Settings By Betty Hollas Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids By Carol Ann Tomlinson and Jay McTighe Differentiation: From Planning to Practice Grades 6-12 By Rick Wormeli http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm http://www.newhorizons.org/strategies/differentiated/front_differentiated.htm http://www.learnerslink.com/curriculum.htm http://www.education-world.com/a_curr/strategy/strategy042.shtml http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction