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The Truth about Differentiation. First and most Important! Differentiation starts with a good curriculum. When you know the destination or your learning.

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Presentation on theme: "The Truth about Differentiation. First and most Important! Differentiation starts with a good curriculum. When you know the destination or your learning."— Presentation transcript:

1 The Truth about Differentiation

2 First and most Important! Differentiation starts with a good curriculum. When you know the destination or your learning outcomes differentiation becomes simple.

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6 It IS NOT individualized one to one learning.

7 It IS strategies and choices reflecting students’ strength and preferences.

8 What can be differentiated Content Process Product Environment

9 What can be differentiated Content Process Product Environment

10 Oh Deer! Population Dynamics Project WILD ©1992 a project of the Council for Environmental Education and the Western Association of Fish and Wildlife Agencies

11 Concepts Systems Cycles Interdependency

12 Enduring Understandings All changes happen in cycles. All populations are dynamic due to changes in the environment. Every habitat has the capacity to support a limited number of individuals. Changes in those habitats can be natural or man made. There is an interdependent relationship between all organisms and their environment. Organisms will adapt or perish due to these changes.

13 Essential Questions Should man alter natural occurring events? To what effect should humans alter natural occurring events? How does diversity play a role sustaining an environment? Which features affect environmental conditions?

14 Content Knowledge Key knowledge will students acquire as a result of this unit? Students will know.. Components of habitat Example and non-examples of what makes a good habitat Predator and prey relationship Limiting factors on a population Carrying capacity

15 Annual Record Year Deer Habitat Predator/ limiting factors drought 1244 Car 2

16 Content Differentiation: Vary resources and topics Books Silent Spring Ishi-Native American Perspective Michael Crichton-The State of Fear: Why Politicized Science is Dangerous Videos An Inconvenient Truth-Al Gore The Lion King Articles Websites Other

17 Statisticians: You are working for the Bureau of Environmental Studies and are in charge of documenting the statistics of the deer population for the county. Use the data in the chart to create line and bar graphs to explain population dynamics, carrying capacity, and limiting factors including features of the habitat over the past 10 years.

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19 Social Activists. You have heard that the town is planning to sell the forestland on the edge of town to developers who are planning to use the land to build a huge shopping mall. Stage a protest using posters and speeches explaining the issue for the deer population. Include information about population dynamics and limiting factors.

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21 Filmmakers: You are working for Disney Films and have been asked to design a documentary film on animal life. You are to create a storyboard depicting the deer population dynamics during the last 10 years using the data on the class chart. Please make sure your documentary includes information about population dynamics, carrying capacity, and limiting factors including features of the habitat.

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23 Reporters: You are working for the Sierra Club and need to write an article for their newsletter about the growing deer population, and the problems it is causing. Trace the growth from the data in the chart during the years where the population was at its maximum and discuss the issues.

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25 Science researchers:  You are working for the state environmental agency and need to find out about the deer population in your state. Explore the websites bookmarked for you on our computers and design a fact sheet with the following information:  Number of deer in state  Problems  Laws that protect or limit the deer population.

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27 Product Assessment Rubric RatingAcceptableGoodSuperior Quality of product Neat, clear, shows organization Attractive, easy to read, and understand Shows extra effort and passion Evidence of limiting factors Includes habitat, food, shelter, predators (FWSP) Demonstrates relationship between c Predicts future relationship of FWSP Evidence of population dynamics Shows understanding of PD Demonstrates fluidity of PD Predicts future of PD for a population other than deer. Evidence of Application of knowledge and Synthisis Demonstrates understanding of relationship of (FWSP) Population Shows relationship of FWSP to People Predicts future of FWSP relationship to future of people

28 Evaluation 1. Name three essential components of habitat. 2. Define “Limiting factors”. Give three examples.

29 Evaluation 3. Examine the following graph. What factors may have caused the following population changes. a)Between years 1 & 2 ? b)Between years 3 & 4 ? c)Between years 5 & 6 ? d)Between years 7 & 8 ?

30 Evaluation

31 Evaluation 4. Which of the following graphs represents the more typically balanced population?

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33 Let’s try a little improv!!!

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35 A 9 th grade ESL Student from Quito I could not believe my ears or my eyes. My father was shouting for Peter to cut the rope. He was telling my brother that we must cut the rope that held his and our lives by a meager thread. But worse, unbelievably, Peter held a knife in his hand that was poised to cut the rope. The sunlight glinted off the blade in Peter’s trembling hand. I watched in horror as the knife slid silently through the rope and my father without another word or sound fell forever from my sight.

36 A 9 th grade ESL Student from Quito I could not believe my ears or my eyes. My father was shouting for Peter to cut the rope. He was telling my brother that we must cut the rope that held his and our lives by a meager thread. But worse, unbelievably, Peter held a knife in his hand that was poised to cut the rope. The sunlight glinted off the blade in Peter’s trembling hand. I watched in horror as the knife slid silently through the rope and my father without another word or sound fell forever from my sight. Then I found my voice. Peter, I got the cam in.

37 Moral Dilemma 1.Present the Dilemma Story, current event, movie, scientific dilemma, school, family or classroom issue 2.Ask focusing question 3.Generate positions 4.Group students by positions 5.Present positions’ compelling arguments 6.Allow limited clarifying questions or comments 7.Allow position change 8.Present defensible scenario based on position Henry J. Nicols internationalcenterfortalentdevelopment.com Used with permission

38 Kohlberg Lawrence Kohlberg ( ) was a well know theorist in the field of moral development. Of his moral dilemmas the most famous is Heinz’s Dilemma asking questions to probe a person reasoning and specific course of action. Henry J. Nicols internationalcenterfortalentdevelopment.com Used with permission

39 Where do dilemmas come from Current events Literature Content areas Classroom issues Henry J. Nicols internationalcenterfortalentdevelopment.com Used with permission

40 5 Things To Learn From A Moral Dilemma 1.Tolerance. 2.Good People can Disagree. 3.You do not have to do what your friends do. 4.There may be many solutions to one problem. 5.When the fact change you can change your mind. Henry J. Nicols internationalcenterfortalentdevelopment.com Used with permission

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42 Susan Baum friend, teacher, mom, & “mamie”

43 Hank

44 Differentiation Matrix

45 The Average Child I don ’ t cause teachers trouble. My grades have been ok. I listen in my classes. And I ’ m in school everyday. My teachers think I ’ m average. My parents think so too. Gosh, I wish I didn ’ t know that cause there ’ s lots I ’ d like to do.

46 I ’ d like to build a rocket. I ’ ve got a book that tells you how or start a stamp collection, Well, there ’ s no use in starting now. Cause since I found out I ’ m average, I ’ m just smart enough you see to know there ’ s nothing special I should expect of me. I ’ m part of the majority that hump part of the bell who spends his life unnoticed in an average kind of hell.


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