Presentation on theme: "DI & GT Workshop Part Two"— Presentation transcript:
1DI & GT Workshop Part Two Facilitated by:Dr. Stephen Schroeder-Davis
2From Lo to High Prep DI Lo-Prep High-Prep Book choicesHomework optionsVaried pacing with anchor optionsOpen-ended activitiesMultiple levels of ?’sWork alone, pairs, trios, quadsProduct optionsTiering activities, products, centersTiering (centers)ContractsComplex instructionThink-tac-toePre-assessments and compactingInterest groups & centers
3Know, understand, be able to . . . Know: facts, vocabulary, dates, places, names, examples, but NOT in isolation.Understand: major concepts, statements of truth, connections, key ideas. Anything that helps students make connections and get the “point” of the lesson.Be able to: apply and transfer the skills of any discipline and to think like the professionals who work in the field.
4From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
5If you have set yourself on fire, do not run. If you have set yourself on fire, do not run.
6If you hear the Backstreet Boys, Michael Bolton or Yanni on the radio, cower in the corner or run like hell.
7That closet door in your bedroom leads to the gates of Hell.Don't go there.
8If your intended destination is suddenly vaporized,consider pulling over and watching the cool light show.
9Confused language Her vocabulary was as bad as, like, whatever. The little boat gently drifted across the pondexactly the way a bowling ball wouldn’t.He fell for her like his heart was a mob informant,and she was the East River.McBride fell 12 stories, hitting the pavementlike a Hefty bag filled with vegetable soup.She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.
13One premise in a differentiated classroom: “ In this class we are never finished---Learning is aprocess thatnever ends.”
14Anchor ActivitiesAnchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
15Some Anchor Activities “Brain Busters”Learning PacketsActivity BoxLearning/Interest CentersVocabulary WorkAccelerated ReaderInvestigationsMSPAP or CRT Practice ActivitiesMagazine Articles with Generic Questions or ActivitiesListening StationsResearch Questions or ProjectsCommercial Kits and MaterialsJournals or Learning LogsSilent Reading (Content Related?)
16The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.Provide ongoing tasks that tie to the content and instruction.Free up the classroom teacher to work with other groups of students or individuals.
17Using Anchor Activities to Create Groups 1Teach the whole class to work independently andquietly on the anchor activity.2Flip-FlopHalf the class workson anchor activity.Other half works ona different activity.31/3 works withteacher---directinstruction.1/3 works onanchor activity.1/3 works on adifferent activity.
18ANCHOR ACTIVITIES Can be: used in any subject whole class assignments small group or individual assignmentstiered to meet the needs of different readiness levelsInterdisciplinary for use across content areas or teams
19ANCHOR ACTIVITIES Work best: when expectations are clear and the tasks are taught and practiced prior to use.when students are held accountable for on task behavior and/or task completion.
20Planning for Anchor Activities Subject/Content Area:Name and description of anchor activity:How will activity be introduced to students?How will the activity be managed and monitored?- Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________
21Practicing with anchor activities Please share with your table and the whole group any anchoring activities you have used.Using the template, take 15 minutes to brainstorm some possible anchoring activities.Share with your table and the whole group.
22From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
23BLOOM’STAXONOMYEVALUATION/JUSTIFICATION: The ability to make judgments about the value of knowledgeSYNTHESIS: The generation of new and creative ideasANALYSIS: The identification or classification of elements and relationships among elementsAPPLICATION: Applying information correctlyCOMPREHENSION: Taking new information via some form of communication and being able to make some use of the materials or ideasKNOWLEDGE: Information retrieval--remembering/recall
25Applying Bloom’s Taxonomy Level: ComprehensionTaking new information via some form of communication and being able to make some use of the materials or ideasMaterials/Situations: Speech, story, drama, cartoon, diagram, graph, summary, outline, analogy, poster, bulletin boardMeasurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize
29Applying Bloom’s Taxonomy Level: Evaluation/JustificationThe ability to make judgments about the value of knowledgeMaterials/Situations: Recommendations, debate, editorials, self-evaluations, group discussions, court trialMeasurable Behaviors: Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate
30Putting Bloom’s to work: At your tables, sort the “biography” cards in ascending order from lowest to highest (simple to complex) thinking levels.Choose a spokesperson to read the cards and discuss the process with the large group.Be prepared to discuss.
32Effective Schools and Teachers X2 Average school & teacherIneffective teacher in an ineffective schoolIneffective Teacher in an Effective SchoolEffective Teacher in an Ineffective SchoolAverage Teacher in an Effective SchoolEffective Teacher in an Effective School?50%6%37%63%78%96%
33Promoting Higher Order Thinking The griney grollers grangled in the granchy gak.What kind of grollers were they?What did the grollers do?
34In what kind of gak did they gangle? Place one line under the subject and two lines under the verb.The griney grollers grangled in the granchy gak.
35Upping the AnteIn one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer.The griney grollers grangled in thegranchy gak.If you had to grangle in a granch gak, what one item would you choose to have with you and why?
36Moral Students can answer low-level questions without thinking. Students enter & exit classroomswith no more understanding ofwhat they’ve learned than the“Griney Groller” taught you!
37Why teach higher order thinking? “Every day thinking, like ordinary walking, is a natural performance we all pick up. Good thinking, like running a fast race, is a technical performance . . .
38Sprinters have to be taught to run well; good thinking is the result of good teaching, which includes much practice.” David Perkins
39Why is it important to develop HOTS? In our increasingly complex and specialized society, it is becoming imperative that individuals become capable of thinking divergently and creatively. It is also important that individuals see the relationships between seemingly diverse concepts.
40Wait Time(s)“Waiting’ briefly (5-10 seconds) before accepting responses - and again after the student response - has the effect of increasing the depth of students’ answers. In addition, wait time increases student-to-student interaction.
41“Higher Level” Questions Produce Deeper Learning Than “Lower Level Questions”
42The common feature of higher-level questions is a requirement that students restructure information or apply knowledge in some way.
43Questioning Protocols EVERYBODY is QuestionedEVERYBODY Justifies answersNOBODY gets to say “I don’t know”
44Levels of Abstraction Recall Translate & paraphrase Interpret (provide the essential meaning)Classify(arrange according to commonalities)
45Apply to familiar situations Analysis (compare, contrast)Synthesis (re-create to form a coherent whole)Evaluation (to determine and defend a value)Extrapolation (transfer to novel situations)
46Examples of stratified tasks for fourth grade electricity Red Task (easier)Draw and label a diagram of a complete circuit.Gather and label a collage of objects that are conductors and insulators.Blue Task (more complex)Use a Venn diagram or T-chart to explain how a parallel circuit compares with a series circuit.Design a poster illustrating three electrical safety tips.Black Task (most complex)Describe or illustrate three ways the world would be different if electricity had not been discovered.Create a brochure advertising the benefits of a new product that uses electricity.
47Examples of stratified tasks for fifth grade biographies Red Task (easier)Draw a timeline of important events in the person’s life.List four reasons the person is famous (include drawings or photos).Blue Task (more complex)Write an article for People magazine describing the person’s contributions to society.Compare and contrast two famous people we have studied. Describe how they were similar and different.Black Task (most complex)Describe or illustrate three ways the world would be different if this person had not been born.Choose the person you believe has contributed the most to society and write a recommendation for the “hall of fame”. Support your choice with examples and logic.Dodge, J. 2005
48Mixing Gardner & Bloom Write 3 journal entries in an immigrant’s diary. . . (interpersonal)Write 3 headlines thatyou would find in theRenaissance Times . . .(verbal-linguistic)that compare threeways life in Ireland wasdifferent than life inNew York City. (analysis)that show yourunderstanding of howlife has changed sincethe Middle Ages.(analysis)
49Mixing Gardner & Bloom Write a book for children . . . (verbal-linguistic)Gather an artifact boxthat includes at least 10items from youreveryday life . . .(bodily - kinesthetic)that explains and comparesrational and irrationalnumbers.(analysis/synthesis)that use or represent(decimals, percents,geometric shapes etc).(application)
50Mixing Gardner & Bloom Invent your own mythological creature to invite to diner . . .(verbal-linguistic)Create a treasure chestfor the novel we arereading . . .(bodily-kinesthetic)and create a story about thedinner consistent with yourcharacter’s personality.(synthesis)that demonstrates yourunderstanding of thesetting, characters, symbols,and themes and include anexplanation for eachitem. (analysis)
51Mixing Gardner & Bloom Create an illustrated booklet on the body systems . . .(verbal-linguistic andspatial)Create a photojournalabout the biome we arestudying . . .(naturalist/spatial)to show how at least twoorgans function in morethan one system. (analysisand synthesis)that compares plant andanimal life and land andclimate in winter andsummer. (synthesis)
52Practicing with Bloom & Gardner Using p.96 as a guide, complete the template on p. 98 and transfer it to a transparency.Select a spokesperson to present your final product to the groupUsing pp. 98 & 99 as guides, complete the template on p. 100 and transfer it to a transparency.Select a spokesperson to present your final product to the group.
53From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
54Tic-Tac-Toe / BingoTTT or Bingo activities can be used to differentiate content or levels of contentUse when there are two or more types of tasks you want students to practiceAllowing students to choose tasks gives them input into their learning and can assist in motivating them through interest
55Tic Tac Toe Non-Fiction Books Create crossword puzzle of vocabulary wordsBWrite a newspaper article using facts from the bookCreate a board game using the facts from the book.ACreate an informational brochure with the factsCreate a topic web for the factsCreate a PowerPoint presentation of the factsConstruct a diagram, model, or chart of factsRole-play a news report with the factsCreate a rap, poem, or song with the facts
56Tic Tac Toe Fiction Books Write a new ending, an epilogue or sequel to the storyACompose a letter to a character, the author or between two charactersWrite and dramatize a commercial promoting the bookIllustrate a poster about the bookBConstruct story map or storyboard of eventsALLScript and role-play a scene from the book BCompare, contrast two characters on a chartWrite a character sketchCreate a conversation between 2 characters
57Math Review Tic Tac ToeSolve three problems using both analytical and graphing methods.BCreate a way of demonstratingunderstanding of the concepts and ideas in the chpt ADefine the chapter’s vocabulary words with sketches or drawings BSolve two ofthe challengeproblems ATake end of chapter testALLComplete every fourth problem in chpt. reviewCreate three wordproblems usingthe chapter’s information ASolve one evennumbered application problem from each sectionIdentify four waysthat concepts or ideas are used in the “real world”A
58Practicing with choice boards Using either the CD Roms, examples from the power point, or the handouts, construct a choice board with your table.Transfer the template choice board to a transparency.Select a spokesperson to present your board to the group.
60RAFT Role, Audience, Format and Topic Can be used as a type of reading reflection strategyCan be used in any subject area to enhance conceptual understandingDecide:Important concepts/principles/contentFind a variety of resourcesBrainstorm possible roles for students to assumeHow will the RAFT match the student
61Romeo and Juliet RAFT ROLE AUDIENCE FORMAT TOPIC Juliet Nurse Song “The perfect man”Lady CapuletBenvolioFormal requestHelp me understand my sonRomeoNoteJuliet WHO?ParisLord CapuletPetitionReasons I’d be a good husbandTybaltSketchGuess who came to your partyPracticing a speechHelp me tell dad I’m married
62RAFT Activities Provide insight into characters Understanding of the relationship between characters and audienceDevelops other insights into conflicts
63Role-a-die-RAFT ROLE AUDIENCE FORMAT TOPIC 1)Settler Adult Government SongTell of the journey2) NativeAdult back homeSketchWhat lies ahead3) ScoutNative LeaderPoemTrials & Tribulations4) GovernmentChild back homeModelNeed resources5) MilitaryDiaryLetterHELP!6) Settler ChildPerson in another countryMapHow exciting
64Story Starters WHAT WHO WHERE WHEN 1) Scared Romeo Chapel Late at night2) HappyJulietBedroomEarly morning3) BraveBenvolioCourt yardNoon4) ForgetfulNursePublic SquareTwilight5) AngryLord CapuletBalconyAfter the party6) SadLady MontagueAt homeBefore the party
65Practicing with RAFTUsing either the CD Roms, examples from the power point, or the handouts, construct a choice board with your table.Transfer the template choice board to a transparency.Select a spokesperson to present your board to the group.
67Totally 10: Differentiated Scores Scores are calibrated according to BloomTasks are scored at various levels depending on level of challengeStudents must “score” a 10Students must select tasks from at least 2 categoriesProjects are graded on qualityWeight your grades based on level of challenge and contribute to a final overall grade
68Totally 10: A Mythology example Score 2 (20% of final grade)Construct a family tree with various mythological creaturesCreate a poster showing corresponding Greek and Roman gods and goddesses and creation mythsCreate a story featuring a mythical creatureSee Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press
69Totally 10: A Mythology example Score 4 (40% of final grade)Make a chart or diagram comparing and contrasting a mythical character from another culture to one from Greece or RomeSelect a contemporary super hero and write a newspaper article describing how this hero has mythical traitsSee Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press
70Totally 10: A Mythology example Score 6 (60% of total grade)Write an original dialogue between two mythical characters. Make sure their discussion is consistent with their adventures and characteristics as detailed in our readings.Design a mystery book of mythical characters with enough details to help a knowledgeable reader discover their identitiesSee Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press
71Totally 10: A Mythology example Totally 10 (100% of final grade)Create a mythical character for the present time. Write a sketch to identify your character’s personality, appearance, and powers. Including mythical elements, dramatize, do storytelling, make a video, create a comic book, or select another way to tell one of your creation’s adventures.See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press
73From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
74Triarchic (Sternberg’s) Intelligence Analytic intelligence: these people do well with school tasks such as organizing information, seeing cause and effect, taking notes, and memorizing.Practical intelligence: these people like to see how things “work,” and learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context.Creative intelligence: these people like to experiment with ideas and come at things in fresh and surprising ways. They think divergently.
75Sample DI Lessons using Triarchic Intelligence: Biology KnowCell Parts and functionsUnderstandA cell is a system of interrelated partsBe able toAnalyze the interrelations of cell parts and functionsPresent understandings in a clear, useful, interesting, and fresh way
76Sample DI Lessons using Triarchic Intelligence: Biology AnalyticalUse a cause & effect chain to show how cellparts are interrelated and how they functiontogether.All Triarchic lessons adapted from C. Strickland & Cheryl Dobbertin, ASCD
77Sample DI Lessons using Triarchic Intelligence: Biology PracticalFind or create a system that would serve asan analogy to the cell system. Illustrate yoursystem in a way that will help viewersunderstand the cell system better.
78Sample DI Lessons using Triarchic Intelligence: Biology Creative - Choice AUse unlikely material to depict the structureand function of a cell. Select materials andarrange them in a way that will explain thecell to viewers.
79Sample DI Lessons using Triarchic Intelligence: Biology Creative Choice - BTell a story that helps us understand the cellas a system. Use characters and develop aplot, setting, conflict and other literarydevices.
80Sample DI Lessons using Triarchic Intelligence: Division KnowHow division worksUnderstandThe importance of divisionBe able toApply the principles of division in novelsettings
81Sample DI Lessons using Triarchic Intelligence: Division AnalyticalYour friend needs a really clear step-by-stepexplanation of how division works. Please createone and use both words and numbers to explain.PracticalShow how someone would use division at home,school, and work. Show examples.CreativeFind a new way to demonstrate what division is allabout and how it works.
82Sample DI Lessons using Triarchic Intelligence: Language Arts Experts suggest that an effective plot hasevents that:Follow a logical sequenceHas compelling charactersHas a convincing resolutionYour job is to evaluate or create a plot basedon these criteria by completing one of thefollowing:
83Analytical choicesSelect a story you believe has an effective plot based on “expert” criteria and provide specific support from the story to defend your position. OrSelect a story you believe has an effective plot, despite the fact that is violates “expert” criteria, and explain how the author accomplished this.
84Practical choice Make a digital video based on a literary work of your choice. Be sure your storyboards fit the criteria for an effective plotand be able to defend your plot line with anarrative, bullet points, or a graphicorganizer.
85Creative choicePropose an original story with an effective plot. You may write the story, stroyboard it, or may a flow chart. Then defend your work and prove it has a compelling plot!
86Practicing with Sternberg Using “Handout 14” as a guide:Create three (or more) tasks all built around the same outcome/goal, providing at least one analytical, practical, and creative option.Transfer the template to a transparency.Select a spokesperson to present to the group.
87From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
88Tiering DefinedVaried levels of activities are offered to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.Tomlinson, 1995
89Tiering’s benefits“When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining one-third won’t, so two-thirds are wasting their time.”Lilian Katz, cited in ASCD inquiry kit, 1996.
90Tiered AssignmentsParallel tasks at varied levels of complexity, depth, and abstractness with various degrees of scaffolding, support or directionAll activities are engaging, offer an appropriate level of challenge and respectfulAssignment can be based on teacher assessment or student choice
91Tiered Assignments can be “tiered” by: DifficultyNumber of steps to the complete the processLevel of language usedComplexity of content (concept)Lower to higher level of concepts usedSelect a template that stratifies difficultyComplexity of process (thinking skills)Lower to higher level of thinking skills usedSee Blooms’ TaxonomyProduct (learning style)Mode of presentationSee Sternberg or Gardner
92Sample DI Lesson: Tiering KnowThe format and language appropriate for a complaint letterUnderstandHow to use persuasive language effectivelyBe able toProduce an effective complaint letter in the appropriate format based on a prompt
93Step Two: Pre-assessImagine you have found a bug in your cheeseburger. Write a complaint letter to McBurgers.From this you discover that all students know how to complain, but:No one knew the proper formatAbout 1/2 knew the appropriate language
94Step Three: Pre-assessment Create folders of effective complaint letters, ineffective letters, and non-complaint lettersAsk students to sort the letters into three groups. Check for understanding.Ask students to analyze the key characteristics of the language and format of effective complaint letters.
95Step Four: Layered Complexity Group B (those who get the language, but not the format)Provide a folder containing complaint letterswith grade level readability and consistentFormat.This is the middle level task
96Be able to do: BSituation: One of the two games you ordered from Super Software - Tomb Raider - came in a ripped package and does not work. The other game - Off Road Adventures - works fine.Your task: Write a complaint letter to Super Software using the information provided.Use the correct language and format, including only the necessary - but sufficient - information.
97Equalize for Struggling Learners Group A students don’t get the language or the format. Therefore their task isSimpler: fewer letters to analyzeMore concrete: Letters in the folders are easier to read and have consistent, straightforward formatsMore scaffolding: teacher or designee works more closely with this group as needed
98Be able to do: ASituation: A game you ordered from Super Software - Tomb Raider - came in a ripped package and does not work.Your task: Write a complaint letter to Super Software using the information provided.Use the correct language and format, including only the necessary - but sufficient - information.
99Equalize for advanced students Group C students immediately grasped the format and already had the language.Therefore:Put some distracters in their folder.They should have more complicated and sophisticated letters to analyze and a much “fuzzier” problem to address.They will receive less scaffolding.
100Be able to do: CSituation: You recently ordered a video game system from a software company. The game does not work and you intend to return it.Your task: make up a name and address for the company. Think of all the details you would have to include in your complaint letter and the approach you will take to resolve the issue.Write an effective complaint letter using appropriate language and format.
101Tiered AssessmentTasks for A, B, and C are of different complexity but with the same outcome:How will you assess each group?How will you assess each individual?How will you grade each group?How will you grade each individual?What do parents, students, and administration need to know about this?
102Tiered examples Grade level three, math “patterns.” Know How to tell time to the nearest 5 minute interval and to the nearest minute, using analog and digital clocks.UnderstandTime follows a pattern.Time helps us organize our lives.Be able toRead the time on an analog clock.Match analog time to digital time.Match the time on an analog clock to it written form.Essential question: Why is being able to tell time important?
103After pre-assessment, groups are formed based on readiness Telling time on the quarter hour and half hour.Telling time at 5 minute intervals.Telling time to the nearest minute.All students build a clock to satisfy their respective tasks. Students who finish early have a Time Memory Game to play as an anchor activity.
104Generic examples of tiering Students work on the same outcome, but with different levels of difficulty (leveled books, for example)Students work on the same content or materials, but different outcomes are expected (students are reading maps, but the tasks are stratified by complexity).Students work on the same topic or themes, but use different materials and/or have different outcomes (in a holocaust unit, different novels are required with choices of varying complexity as a product).
105Practicing tieringUsing the website above, the CD ROM, or “Handout 29,” construct a tiered lesson.Transfer the lesson from the template to a transparency.Select a spokesperson to share your product with the class.
106From Lo to High Prep DI Anchor Activities Stratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg & Gardner)TieringLayered curriculumThe parallel curriculum
107Layered Curriculum Compatible with Brain Research Aligned with Bloom’s TaxonomyAllows for choice and learning preferenceStudent-centeredCreates a defensible and understandable grading structureNunley, K.
108Layered Grading Template A LayerCriticalThinkingB LayerApplicationC LayerKnowledge
109Layered Grading Template A LayerCriticalThinkingB LayerApplicationC LayerKnowledge
110Layered Curriculum Compatible with Brain Research Aligned with Bloom’s TaxonomyAllows for choice and learning preferenceStudent-centeredCreates a defensible and understandable grading structureNunley, K.
111Layered Grading Template A LayerCriticalThinkingB LayerApplicationC LayerKnowledge
112Layered Grading Template A LayerCriticalThinkingB LayerApplicationC LayerKnowledge
113Dr Kathie Nunley’s Layered Curriculum B LAYERA LAYERC LAYERA ALAYERB LAYERC LAYERDr Kathie Nunley’s Layered CurriculumAdditional information and support available at:
114Dr Kathie Nunley’s Layered Curriculum C LAYER: Basic rote learning. Facts, vocabulary, skills. Students demonstrate a basic understanding of material.Differentiate instruction - especially in this layer. Offer a wide variety of assignment choices to meet the learning styles and ability of all your students.A LAYER: Critical thinking and analysis of real world issues.A LAYERB LAYERB LAYER: Application of ideas gained in the C layer. Each assignment should reflect a unique student perspective.Dr Kathie Nunley’s Layered CurriculumAdditional information and support available at:
115Layered Curriculum:Sample Plant Unit Level C: Maximum 65 points in this section.Listen to the lecture. Take notes (5 pts daily)Design a poster of the pine tree life cycle (15)Choose one or two worksheets (5 pts each)Do the seed lab&complete the worksheet (10)Read text 1, chapter 12, and do the worksheet (10)Find 10 leaves showing 3 different venations. Make rubbings and label them. (5)Read text 2 and be able to answer questions 9-16 on page 343.Nunley, K.
116Layered Curriculum:Sample Plant Unit Level B: Maximum 15 points. Choose one.Flower dissection (bring in a flower, dissect and mount individual parts and label them)Scavenger hunt - see list on board (this requires an outside pass)Does Miracle-Gro work? Design and implement a lab to prove or disprove your hypothesisNunley, K.
117Layered Curriculum:Sample Plant Unit Level A: Maximum 20 points. Choose one.Are bio-engineered plants safe to eat?Can we prevent bio-terrorism?Are pesticide on crops safe to eat?Nunley,
118Practicing with layered curriculum Using the website:The “Layered Curriculum” workbook, orThe examples provided:Create a “mini-unit” with a “C,” “B,” and “A” layer. Make sure you identify the content area, grade level, and essential questions or KUD’s