The best kind of lessons are those that are very fluid. They contain supports embedded for a diverse classroom in it's design. Differentiation is not always about adding things into the lesson, sometime it is about letting the natural flow of things take over.
Gravity and the Galaxies: 8th Grade Science Lesson
Anticipatory Set:
Students will get into groups of 4 and observe Newton’s cannonball experiment at : http://physics.weber.edu/schroeder/software/Newtons Cannon.html. Then students are asked to discuss the ideas presented in the video and to create a definition and a picture that represents “The Law of Gravity” on their giant whiteboard.
Differentiated Learning:
English Language learners and students who struggle with comprehension, like students with learning delays, are supported in learning by collaborative groups. In collaborative groups content specific vocabulary is used in a meaningful way, which can help support learning and new ideas are presented to the group by peers. Definitions connected to a drawing helps support comprehension for EL learners and students who struggle with language, such as low-level readers or students with processing disorders. Video media also a SDAIE strategy to support EL students. Gifted student are supported by inquiry and engagement in content. (3 for EL, 2 for Special Needs, 1 for Gifted Students)
Lesson:
After students create their definition and picture. They are given the official definition for gravity and asked to compare it to their own. Students then revised their definition and discuss what they got correct, and what they missed. They will then make a predictions about gravity's role in the universe using the following guiding question:
You have just learned that Gravity is the attraction force between objects that have mass.
Based on this, predict which object in our solar system has the largest gravitational pull?
How do you think this can help explain the ways objects move in the solar system?
Students are asked to write their predictions on a giant white board and then will then have a gallery walk. I will pull students name cards, and students are asked to share something they noticed during the gallery walk that was either the same of different to their own thinking.
Differentiated Learning:
Making predictions engages gifted and high-level learners. EL students and students with learning delays such as processing disorders, are supported by peer-discussions and gallery walks. Gallery walks allow students to compare their own thinking to that of their peers. Many times it supports the learning process by showing them new ideas. (1 for EL students, 1 for Special Needs, 1 for Gifted Students)
Exploring:
After a class discussion about the student predictions, Students will use the online pHET simulation entitled “Gravity and Orbits” at http: //phet.colorado.edu/en/simulation/gravity-and-orbits and explore the interactive with given guidelines. They work together to answer questions on a workheet. EL students are to translate any question on google translate as needed, to support understanding.
Example Question:
1. How does the mass of the Sun impact the orbit of the Earth? Use an example from the simulation.
Differentiated Learning:
Interactive exploratory labs can help engage gifted and high-level learners because they get to choose the various settings and “play” with options to determine the nature of gravity and it’s role in the universe. The guiding questions and the ability to translate questions as needed supports comprehension in English Language learners. Guiding questions can also help direct students with ADHD, because is provide them with a focus in the exploratory activity. (1 for EL students, 1 for Special Needs, 1 for Gifted Students)
Closure and Foramtive Assessment:
Students will independently answer the following in their science notebooks:
Using information from the video and the pHet simulation lab, describe the role of gravity in the motions within the solar system. EL and low-level learners are sometime given paragraph or sentence frames as needed and the are able to use google translate to translate the question is needed. I’m not sure if these count for this assignment since they are not “with-in” the content presented, but I would still do this as good practice.
Differentiated Learning:
Again, visual and auditory presentation can help support learning in EL and challenged students. Independent writing can support gifted students in learning because they can expressive their creativity in writing their ideas about the content, and are able to work at their own pace. ( 1 for ELs, 1 for Special Needs, 1 Gifted Students)
This independent quick write will help me determine student learning and inform me if I need to remediate any group with alternative media presentation of content and one-on-one time.
Remediation and Extention Activity
Students how need additional support and remediation will watch Brainpop: "Gravity" and "Solar Systems" do the review quizzes that follows. The student then spend one-on-one time with the teacher to clear up any misconceptions. Students who are ready for an extension activity will watch the following video on a simulated solar system model at http://youtube.com/watch?v=9R5P9Y9gRYY and then research the answer the following question: What affect does gravity have on a rocket’s mass as it travels through space?
Differentiated Learning:
Brainpops are simple and concise and can be replayed if needed. Spending some one-on-one time with the students will help clear up misconceptions or areas of confusion. Extension activities help students develop DOK and provides a challenge to keep gifted students engaged in learning. (1 EL, 1 Special Needs, 1 Gifted)
Total Means of Differentiation Through-out content:
7 for EL Learners
6 for Special Needs
5 for Gifted Students