what objects and patterns can we observe in the sky and on...

Advanced Academic Services Austin Independent School District

GT Differentiated Exemplar Lesson

Grade Level: 1 Subject Area(s): __ Reading, Writing, __ Mathematics

X Science __ Social Studies

Science TEKS/Student Expectations:

1.8: Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: 1.8C: identify characteristics of the seasons of the year and day and night

Title: Seasons

Essential Question(s):

What objects and patterns can we observe in the sky and on earth?

Assessment(s): __ Pre-Assessment X Formative __ Summative

GT Scope and Sequence Skills: (Aligned with 21

st Century Skills Framework &

College and Career Readiness Standards)

__ Creative Thinking X Critical Thinking X Communication __ Research

Student Learning Styles: __ Auditory X Visual/Spatial __ Kinesthetic __ Other

Elements of Depth and Complexity: X Language of the Discipline X Details X Patterns __ Trends __ Rules

__Ethical Considerations __Unanswered Questions X Over Time X Different Perspectives __ Big Ideas

Lessons and Activities

X Whole Class __ Small Group X Independent Activity

ART ONE: Whole Class: Teach the concepts of seasons to the class. See CRM’s for lessons, the Discovery Education links or BrainPOPJr.com video on seasons located in the Resources column. On Grade Level: Students will choose one of the four seasons and use their senses to describe that season. (see recording sheet below or the link: Recording Sheets Free from Teachers Pay Teachers http://tinyurl.com/o57awv5)

Resources:

Seasons K-2 Search Results Magical Mother Nature: The Four Seasons (Full Video 15:28) Seasons (Video Segment 5:10) The Four Seasons (Full Video 15:00)

http://www.teacherspayteachers.com/Product/Seasons-What-I-See-Hear-Smell-Feel-151274

http://tinyurl.com/o57awv5

http://app.discoveryeducation.com/search?Ntt=seasons&N=18340

http://app.discoveryeducation.com/player/view/assetGuid/333BED24-C0CB-4CF5-BD56-32B183CB73AE

http://app.discoveryeducation.com/player/view/assetGuid/333BED24-C0CB-4CF5-BD56-32B183CB73AE

http://app.discoveryeducation.com/player/view/assetGuid/E795379F-7476-4608-B7B4-51675AC01626

http://app.discoveryeducation.com/player/view/assetGuid/449DC89A-FE1F-4AA5-B319-4532E77D8CBA


GT Level Group: Students will choose one of the vocabulary templates and think of a word for each column that starts with the same word as each letter in the word Winter, Spring, Summer, or Autumn. See sample. They can work alone or with a partner to complete the grid. After completing the grid, students will create an advertisement to “sell” one of the seasons to the class. They can work by themselves or with a partner. They will include pictures and characteristics of why their season is the best. They can use paper and markers or they can make it on the computer. Ideas of websites to create their advertisements include: http://bighugelabs.com http://edu.glogster.com/ , http://animoto.com, http://photopeach.com Whole Class: GT students will share their advertisements with each other while on grade level students will share with a partner what they wrote. Extension: Seasons Menu (See below for activity) Westphal, L. E. (2011). Differentiating Instruction with Menus Science Grades K-2. Waco, Tex.: Prufrock Press.

BrainPOPJr.com Seasons

http://tinyurl.com/83cd9yc

http://bighugelabs.com/

http://edu.glogster.com/

http://animoto.com/

http://photopeach.com/

http://www.brainpopjr.com/science/weather/seasons/


W int er

I see I hear

I smell I feel

Name:_____________________


Spr ing

I see I hear

I smell I feel

Name:_____________________


Summer

I see I hear

I smell I feel

Name:_____________________


Fa ll

I see I hear

I smell I feel

Name:_____________________


Process Assessment

Teacher observes the following:

Process Observation - Frequency

Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently

Process Observation – Frequency

The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently

Process Observation – Quality of Creative Thinking

Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original

Process Observation – Quality of Analytical Thinking

Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original

Product Assessment

Score Genres Booklet Critical Thinking

3 Student compares and contrasts

fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make

predictions and verify the predictions.

2 Student compares fiction and non-

fiction books. Includes distinctive information for each genre in the booklet. The content easily

connects to the books read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make

predictions.

1 Student distinguishes between fiction and non-fiction books.

Includes distinguishing information for each genre in the booklet.

Student predicts the contents of a book.

what objects and patterns can we observe in the sky and on...

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