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In preparation for guided math groups, I would give a pretest before each math unit/objectives to be taught. Based on the scores and modeling of their understanding, I would place the students into leveled tiers for guided math stations. The class would receive a brief whole group instruction of the days objective, then move into guided math stations and visit my math table for more individualized instruction whether it is for intervention, more clarity, or for enrichment.
The tiered activities are based on an anchor activity the class already implements daily. These stations are modifications of the English Language Arts Daily 5 procedures. The students will complete Math Writing, Math with Someone, Math Fluency, Math by Myself, & Problem Solving. These tiered activities reflect the ability level of the students based on their overall understanding and performance at the given objective/goal.
Differentiating with tiered activities is appropriate because it allows the Ready to Go Beyond student to complete complex, abstract, and higher level thinking skills. Also, the freedom of choice with the activities enables the student to be more engaged in their learning. The purposeful questions/activities bring real world problems to the forefront of learning. The gifted principles found in the tiered activities are:
Content - Enrichment/Elaboration of Basic Concepts (higher level thinking skills), High Relevance (real world scenarios), Complexity, Variety (Choices), Core Curriculum Parallel, and Abstractness (Equations). Process Integration of Basic Skills and Higher Level Thinking Skills into Curriculum, Evidence of Reasoning (higher level thinking, modeling), Freedom of Choice, Group Interaction (Math with Someone), Core Curriculum Parallel, and Pacing, & Variety. Product Real Problems, Evaluation (Math Writing), Requires Application of all Key Skills and Understandings (Math Writing & Math by Myself), Uses Skills of the Discipline, and Core Curriculum Parallel.
Fairness & Equity - Same Amount of Time, Equitable Amount of Fun, Everyone Learning, and Rigor & Challenge for all Students
2. Human Body Systems Choice Board
I would teach the regular curriculum to my students through inquiry based science kits. These kits provide lessons/investigations that are high interest, and many times hands-on activities. The students keep a Science Notebook where they log their learning by following these scientific guidelines for each lesson: Focus Question, Prediction, Plan, Data/Observations, Claims & Evidence, Conclusion, and Reflection. These notebooks reflect the depth of students understanding of the scientific concept being learned.
After observing the students notebooks, I would allow those students who are Ready to Go Beyond to work from the choice board, instead of continuing with clarification and continuation of the learned concept. The Choice Board is theme based focusing on Systems and Interdependence of Human Body Systems. These students would choose 3 activities to complete.
The Choice Board is appropriate because it allows the students to engage in higher order thinking skills based on Blooms Taxonomy. Also, it is independent/self-directed as they have freedom of choice while learning. These activities address real world issues, and they can reflect the sophistication of their learning through the evaluative and application work they complete. The gifted principles found in the Choice Board activities are: Content Integrate Multiple Disciplines into the Area of Study (illustrations, graphic organizer, compare/contrast to real world), Complexity (higher level thinking skills), Content Sophistication (Themes: Systems order to develop patterns, patterns build relationships which create structure; Interdependence (skeletal, muscular, & skin systems), Transferable (skeletal system to real world comparisons), Curriculum of Practice (real life scenarios Jaspers broken arm), and Core Curriculum Parallel. Process Independent/Self-Directed Skills (Choices), Complex, Abstract/Higher Level Thinking Skills, Discovery (arm x-ray, bone diagram), Purposeful (Relevant/Real World), Core Curriculum Parallel, Curriculum of Practice (Real Life Scenarios), and Curriculum of Identity (Personal Connections to Learning). Product Real Problems (broken bone), Evaluation (x-ray, bone diagram/determination of bones), Core Curriculum Parallel, Curriculum of Practice, and Curriculum of Identity.
Challenge - Appropriate for gifted learners, so optimal learning can take place.
3. Human Body Systems Who Cares? (Perspectives Choice Board)
I would teach the essential standards for 3rd grade science of Human Body Systems through the inquiry based science kits. The students would log their learning in their Science Notebooks by following these scientific guidelines for each lesson: Focus Question, Prediction, Plan, Data/Observations, Claims & Evidence, Conclusion, and Reflection. These notebooks reflect the depth of students understanding of the scientific concept being learned. As some students show (through their notebooks, discussion, and observation) to have a good understanding of the concepts/objectives, then I would ask them to complete the choice board of Who Cares? to provide them a higher order thinking assignment that would better meet their academic needs.
The differentiation of the choice board is appropriate for the students who are Ready to Go Beyond because it is a highly sophisticated, enrichment activity where they have to determine the perspective of various careers toward human body systems. The theme of perspectives is highly relevant for these gifted learners, and allows them to transfer their knowledge of the human body systems and draw conclusions upon their perspectives/importance to their careers.
The gifted principles found in the Choice Board activities are: Content Present Content that is Related to Broad-Based Themes (Perspectives, Systems), Present Comprehensive Related & Mutually Reinforcing Experiences within an Area of Study (Drawing Conclusions using their body systems knowledge to career perspectives), Complexity, Study of People (Careers), Content Sophistication (Themes), Content Novelty (Career Perspectives not really explored in regular science curriculum), Transferable (transferring science knowledge to careers), and Curriculum of Practice (careers/real world). Process Complex Higher Order Thinking Skills (draw conclusions), Evidence of Reasoning (able to explain perspectives), Freedom of Choice, Balances Critical & Creative Thought (science knowledge, inferring/drawing conclusions, support reasoning), Promotes Cognition & Metacognition, and Curriculum of Practice (real life careers). Product - Real Problems/Real Audiences (career perspectives), Requires Application of Key Skills and Understandings (use knowledge to reason perspectives), and Curriculum of Practice. Challenge - Appropriate challenge for the gifted learner, so optimal learning can take place.
Guided Math Stations
Multiplication & Division
(3.OA.1, 3.OA.2, 3.OA.5, 3.OA.6, 3.OA.7)
Tier 1: Choose 3 activities from Board A and 1 activity from Boards B or C.
Tier 2: Choose 1 activity from Board A, 2 activities from Board B, & 1 activity from Board C.
Tier 3: Choose 3 activities from Board C and 1 activity from Board B.
A
Math Writing: What does multiplication mean to me?Math with Someone: Play the Roll & Cover dice games for multiplication facts 0-5.Problem Solving: How can you decompose an 8x2 array into multiplication parts you know, to figure out the product? Show your work.Math by Myself: Solve:
Sue has 4 dogs in her backyard. How many total legs are on all the dogs? Show your work.Math Writing: In 3-4 sentences explain why it is important to memorize your multiplication facts.Math Fluency: Practice your 0-5 multiplication facts with a partner and time your fluency for each set of facts.Math by Myself:
Solve:
Johns box holds 8 crayons and he has 4 colors. How many of each crayon does he have? Show your work.
Math Writing: Write 3-4 sentences explaining different strategies you can use to solve division problems.B
Math Writing: Which doesnt belong: product, multiply, separate, group? Explain how the word is different, & how the others are alike.Math with Someone: Play the Roll & Cover dice games for multiplication facts 2-6.Problem Solving: How can you compose a 7x3 array and add-on to figure out 10x3? Show your work.Math by Myself:
Solve:
Dave invited 30 people to his party. If each table seats 6 people, how many tables will he need? Show your work.Math Writing: Explain why 3x5=5x3. In 3-4 sentences explain why this problem is true.Math Fluency: Practice your 2-6 multiplication facts with a partner and time your fluency for each set of facts.Math by Myself:
Solve:
Jane has 9 pages of stickers in her sticker book. Each page has 5 stickers. How many stickers in all? Show your work.
Math Writing: How are shares (groups) and objects in a share (size) different? Write 3-4 sentences explaining the differences.C
Math Writing: Write a multiplication acrostic poem. Write a phrase about multiplication using 4 or more words on each line.Math with Someone: Play the Roll & Cover dice games for multiplication facts 2-10.Problem Solving: How can you decompose a 14x3 array into multiplication parts you know to figure out the product? Show your work.Math by Myself:
Solve:
Macy has 96 oz of tea. She has 8 tea pitchers. How many ounces does each pitcher hold? How many more pitchers would she need to have 120 ounces? Show your work.Math Writing: In 3-4 sentences explain how to find an unknown number in a division problem.Math Fluency: Practice your 2-10 multiplication facts with a partner and time your fluency for each set of facts.Math by Myself:
Solve:
Mary has 3 boxes with 200 bottles in each. How many bottles does she have in all? How many boxes would she need to have 500 bottles? Show your work.
Math Writing: Write 3-4 sentences explaining whether multiplication or division shows the commutative property and why.
Human Body Systems
(Skeletal, Muscular, & Skin)
Choose 3 boxes to complete.
Create a double bubble to compare & contrast the functions of the skeletal and muscular systems.How is the rib cage similar to the hood & front body of an automobile? Explain your thoughts.Organize/ sort these bones into categories with appropriate titles/headers: femur, radius, ribs, tibia, ulna, sternum, fibula, metacarpal, vertebrae, patella, metatarsal, & clavicleExplain the two types of muscles we have learned and how they work.Analyze Jaspers X-Ray of his arm. Determine which bone is fractured & explain your reasoning.Generate an illustration of three types of joints and explain where they are located in the body & why theyre important for movement.Evaluate a diagram of the inside of a bone. After evaluating, what can you determine about bones?List at least 3 different ways you can keep your bones healthy.Apply what youve learned about the importance of human skin to that of another mammal. Is skin essential to that animal, as it is to humans? *Jasper is a student in my classroom, who recently broke his arm.
Human Body Systems
(Skeletal, Muscular, & Skin)
Choose 3 boxes to complete for different career perspectives.
WHO CARES?
Doctor
Why is knowledge of the body systems important to a doctors career? Engineer
How could the skeletal system help him/her when planning projects?Athlete
Why are the body systems crucial to an athletes performance?Astronaut
Why does an astronaut need to understand body systems when preparing for a space mission?Construction Builder
How does the skeletal system compare/contrast to the framework builders use in construction?Coach
Why does a coach need to have knowledge of the body systems, in order to be a successful coach?Automobile
Manufacturer
Why would it be helpful for an automobile manufacturer to understand the significance of the skeletal system in his/her career?Educator
Besides teaching the curriculum, why should an educator have knowledge of the body systems?Anthropologist
What role do the body systems play in an anthropologists career when researching ancient civilizations?
Amy Patterson
3rd Grade
Snow Creek Elementary School
Catawba County Schools
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