Jigsaw Activities

Learning Centers

ISBN #0-87120-812-1

Fulfilling the Promise of the Differentiated Classroom

by Carol Ann Tomlinson

Directions: Complete the chart to show what you know about ________________

Write as much as you can.

DescriptionDescription of the Strategy

Steps in Developing It

Useful For Place to Use It in the Curriculum

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Learning Centers

• How might they best be used to enhance student learning? Share your experiences . . .

• How are they considered differentiated instruction?

• What are your recommendations for incorporating this strategy in your classroom?

• Samples . . .

Learning Centers

In Mrs. Walker's first grade class, students work with center work in language arts for a period of time each morning. There are two "choice-boards" in the classrooms one called "Teacher Choice" and one called "Student Choice." Each student has at least two days a week of student choice selections and at least two teacher choice selections. On days when Fred is assigned to Teacher Choice, Mrs. Walker will select centers and materials at his level of language readiness and ensure that he works at centers which include those materials. On his student choice days, Fred may select from any of 8-12 "pockets" on the student choice board. Those offer a wide range of choices from listening to computer work to writing/drawing, to model-making. All of the options encourage students to use language in which they find pleasurable. If Mrs. Walker elects to do so, she can guide even the student choice work by color coding rows of pockets on the student choice chart, and for example, telling Fred he may pick any choice from the red and yellow rows (but not the blue row). Often she also "Staggers" center work so that some students work at centers while others work with her in directed reading activities or individual conferences, and others work with desk work on math or language.

Making Matches Count: A Look at Student Learning

Snapshots from Two Primary ClassroomsFor a part of each day in Mrs. Jasper’s 1st grade class,

students rotate among learning centers. Mrs. Jasper has worked hard for several years to provide a variety of learning centers related to several subject areas. All students go to all learning centers because Mrs. Jasper says they feel it’s unfair if they don’t all do the same thing. Students enjoy the movement and the independence the learning centers provide.

Many times, Isabel breezes through the center work. Just as frequently, Jaime is confused about how to do the work. Mrs. Jasper tries to help Jaime as often as she can, but she doesn’t worry so much about Isabel because her skills are well beyond those expected of a 1st grader.

Today, all students in Mrs. Jasper’s class will work in a learning center on compound words. From a list of 10 compound words, they will select and illustrate 5. Later, Mrs. Jasper will ask for volunteers to show their illustrations. She will do this until the students share illustrations for all 10 words.


Down the hall, Ms. Cunningham also uses learning centers in her 1st grade classroom. She, too, has invested considerable time in developing interesting centers on a variety of subjects. Ms. Cunningham’s centers, however, draw upon some of the principles of differentiated classrooms. Sometimes all students work in a particular learning center if it introduces an idea or skill new to everyone. More often, Ms. Cunningham assigns students to a specific learning center, based on her continually developing sense of their individual readiness.

Today, her students will also work at a learning center on compound words. Student’s names are listed at the center; one of four colors is beside each name. Each student works with the folder that matches the color beside his or her name. For example, Sam has the color red next to his name. Using the materials in the red folder, Sam must decide the correct order of pairs of words to make familiar compound words. He also will make a poster that illustrates each simple word and the new compound word they form. Using materials in the blue folder, Jenna will look around the classroom


and in books to find examples of compound words. She will write them out and illustrate them in a booklet. Using materials in the purple folder, Tjuana will write a poem or a story that uses compound words she generates and that make the story or poem interesting. She then can illustrate the compound words to make the story or poem interesting to look at as well as read. In the green folder, Dillon will find a story the teacher has written. It contains correct and incorrect compound words. Dillon will be a word detective, looking for “villains” and “good-guys” among the compound words. He will create a chart to list the good guys (correct compound words) and the villains (incorrect compound words) in the story. He will illustrate the good guys and list the villains as they are in the story, and then write them correctly.

Tomorrow during circle time, all students may share what they did with their compound words. As students listen, they are encouraged to say the thing they like best about each presenter’s work. Ms. Cunningham also will call on a few students who may be reticent to volunteer, asking them if they’d be willing to share what they did at the center (Tomlinson, 1999, pp.3-4).

Cubing Activities






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Cubing Activities






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Cubing1. Describe It

Look at the subject closely (perhaps with your senses in mind).

2. Compare ItWhat is it similar to? What is it different from?

3. Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

4. Analyze ItTell how it is made. If you can’t really know, use your imagination.

5. Apply ItTell what you can do with it. How can it be used?

6. Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

Example

• Start by deciding which part of your unit lends itself to optional activities. Decide which concepts in this unit can you create a cube for. Is it possible for you to make 3 cubes for 3 different interests, levels, or topics?

• First Step: (use one of the cubes)– Write 6 questions that ask for information on

the selected unit.– Use your 6 levels of Bloom, intelligence

levels, or any of the cubing statements to design questions.

– Make questions that use these levels that probe the specifics of your unit.

– Keep one question opinion based-no right or wrong.

• Second Step: (use other cubes)– Use the first cube as your “average” cube,

create 2 more using one as a lower level and one as a higher level.

– Remember all cubes need to cover the same type of questions, just geared to the level, don’t water down or make too busy!

– Label your cubes so you know which level of readiness you are addressing.

– Hand your partner the cubes and ask if they can tell high, medium, or low. If they can’t tell, adjust slightly.

• Third Step:– Always remember to have an easy problem

on each cube and a hard one regardless the levels.

– Color code the cubes for easy identification and also if students change cubes for questions.

– Decide on the rules: Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the 3 cubes?

Places to get questions:

Old quizzes, worksheets, textbook-study problems, students generated.

Creating a Cubing Exercise Compare one of the story characters toyourself. How are you alike and howare you different?

Ideas for Kinesthetic Cube

• Arrange _________into a 3-D collage to show_________

• Make a body sculpture to show__________________• Create a dance to show_______________________• Do a mime to help us understand_________________• Present an interior monologue with dramatic

movement that________________________• Build/construct a representation of________________• Make a living mobile that shows and balances the

elements of __________________• Create authentic sound effects to accompany a

reading of ________________• Show the principle of _____________with a rhythm

pattern you create. Explain to us how that works.

Ideas for Cubing in Math…

• Describe how you would solve_____________• Analyze how this problem helps us use mathematical thinking and problem solving.• Compare this problem to one on p._____• Contrast it too.• Demonstrate how a professional (or just a regular person) could apply this kind of problem to their

work or life.• Change one or more numbers (elements, signs)

in the problem. Give a rule for what that change does.• Create an interesting and challenging word problem from the number problem. (Show us how to solve it too)• Diagram or Illustrate the solution to the problem. Interpret the visual so we understand.

Cubing Fractions

Each student at a table rolls two dice a designated number of times. The 1st dice/cube tells students what to do with a fraction.

Order/compare all the fractions from the smallest number to the largest.

Add 2 rolled fractions together.

Subtract 2 rolled fractions.

Divide 2 rolled fractions.

Multiply 2 rolled fractions.

Model 2 rolled fractions using circles or bars of paper.

•The 2nd cube/dice contains the fraction which can vary in complexity based on studentnumber readiness.

Lynne Beauprey, Illinois

The CubeFirst graders have been studying weather. They visit the Review Center at various

times throughout the week as a way to review what they have learned about weather.

Draw it Associate itDivide your paper into 4 sections. Choose one type of weather.Label each section with a season and Create a web with this weather in

thedraw what the playground might look like. Center. Write words in the bubble

connecting to the center that describe

Compare it how you feel when you see it.Choose 2 seasons. Use a Venn diagramto compare them. Describe it

Work with a partner.Draw a card from the jar.

Explain it Describe the weather type on the cardTalk with a partner about your favorite so your partner can guess.type of weather.

Analyze itWork with a partner.Read a book about rain.Talk about why we need rain.

Jessica Ramsey/2004Adapted slightly from:http://www.mcps.k12.md.us/departments/eii/Cubing

Describe your favorite picture in the Story Family Pictures. Tell why you picked that one.

List words that describe your feelings about the Mexican as you look at each picture in the story.

Using a Venn Diagram, chart your favorite things and compare them to the favorite things you found in the story. Find common areas that you and the story share.

Compare your favorite picture in the story to a similar activity in your life. You may use words and/or pictures.

Analyze the favorite things in the story by understandingwhy these might be traditions in the culture. If you were a researcher asked about the important things in the Mexican culture, what would you say?

Justify why it is important to meet people who speak a different language and have a different culture.

Third Grade Unit: Cubing ExampleAdapted by Joy Peters, Nebraska

Red CubeUsing FamilyPictures by CarmenLomas Garza

Describe the Mexican culture using at least three sentences with three describing words in each sentence.

Choreograph a dance or mime to represent the three main ideas that you learned about the Mexican culture. Find and critique

another story at the reading center. Compare it to Family Pictures and discuss what elements you liked and did not like of either story.

Compare, using the compare and contrast graphic organizer and look at areas of food, shelter, traditions, family life, and recreational activities.

Create your own family album by drawing at least five special activities your family shares.

Pretend that you are a child from Mexico. Tell me about your day. What would your chores be? What would you eat? How would you spend your free time? Tell me why?

Third Grade Unit: Cubing ExampleAdapted by Joy Peters, Nebraska

Orange Cube

Cubing with Charlotte’s Web

Basic Cube1. Draw Charlotte as you think

she looks.

2. Use a Venn diagram and compare Charlotte and Fern.

3. Use a comic strip to tell what happened in this chapter.

4. Shut your eyes and describe the barn. Jot down your ideas.

5. Predict what will happen in the next chapter using symbols.

6. In your opinion, why is Charlotte a good friend?

Abstract Cube1. Use a graphics program on the

computer and create a character web for Wilbur.

2. Use symbols on a Venn diagram to compare Wilbur and Charlotte.

3. Draw the farm and label the items, people, and buildings.

4. Use a storyboard to show the progress of the plot to this point.

5. What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.

6. When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

B loom’s T ax onomy Revis it ed

Anderson,Krathwohl, Airasian, Cruikshank, Mayer, Pintrick, Raths, Wittrock, Eds. (2001). A

taxonomy for l learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.






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• In 1948 an informal meeting held in Boston was attended by a group of college and university examiners who believed that a common framework for classifying intended student learning outcomes could promote the exchange of test items, testing procedures, and ideas about testing. As examiners, these individuals were responsible for preparing, administering, scoring, and reporting results of comprehensive examinations for undergraduate courses taught at their respective universities.

• Since developing good multiple-choice items is time-consuming, the examiners hoped to create significant labor savings by facilitating the exchange of items. They proposed to establish a standard vocabulary for indicating what an item was intended to measure. Such regularized meanings were to result from a set of carefully defined categories and subcategories into which any educational objective and, therefore, any test item could be classified. Initially the framework could be limited to the mainstays of all instruction, cognitive objectives.

Anderson, Krathwohl, et al., 2001

• The original group always considered the framework a work in progress, neither finished nor final. Indeed, only the cognitive domain was developed initially. The affective domain was developed later (Krathwohl, Bloom and Masia, 1964), and although both Simpson (1966) and Harrow (1972) provided frameworks for the psychomotor domain, the original group never did.

• Further, there was a great deal of concern among the members of the original group that the Taxonomy would freeze thought, stifling the development of new frameworks. That this did not occur is evident from the many alternative frameworks that have been advanced since the Handbook was published.

• In a memorandum circa 1971 Bloom stated: “Ideally each major field should have its own taxonomy of objectives in its own language – more detailed, closer to the special language and thinking of its experts, reflecting its own appropriate sub-divisions and levels of education, with possible new categories, combination of categories and omitting categories as appropriate.”

Anderson, Krathwohl, et al., 2001, p. xxvii

A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy

of Educational Objectives

The Knowledge Dimension Factual Knowledge

Knowledge of terminologyKnowledge of specific details and elements

Conceptual KnowledgeKnowledge of classifications and categoriesKnowledge of principles and generalizationsKnowledge of theories, models, and

structures



The Knowledge Dimension Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge Strategic knowledge Knowledge about cognitive tasks, including

appropriate contextual and conditional knowledge

Self-knowledge



The Cognitive Dimension1. REMEMBER

1.1 Recognizing1.2 Recalling

2. UNDERSTAND2.1 Interpreting2.2 Exemplifying2.3 Classifying2.4 Summarizing2.5 Inferring2.6 Comparing2.7 Explaining

3. APPLY3.1 Executing3.2 Implementing



The Cognitive Dimension4. ANALYZE

4.1Differentiate4.2Organizing4.3Attributing

5. EVALUATE5.1Checking5.2Critiquing

6. CREATE6.1Generating6.2Planning6.3Producing

Revised Taxonomy ReviewThe following are either possible test questions or tasks you might have students complete. Decide which category from the revised taxonomy you believe these task or questions belong.

• Which British novelist wrote Charles Dickens?• What would happen if there was a flat income

tax rather than a graduated income tax?• Was that report written from a pro-environment

or pro-business point of view?• Write the numbers that are needed to solve

this problem: Pencils come in packages that contain 12 each and cost $2.00 each. John has $5.00 and wishes to buy 24 pencils. How many packages does he need to buy?


• Density = Mass/Volume: What is the density of a material with a mass of 18 pounds and a volume of 9 cubic inches?

• What are the positive and negatives consequences of the year-round proposal for schools?

• Locate an inorganic compound and tell why it is inorganic.

• “Nation” is to “president” as “state is to ___________.

• Why does air enter a bicycle tire pump when you pull up on the handle?


• Solve for x: x2 + 2x – 3 = 0 using the technique of completing the square.

• In your review of the chemistry experiment report, do you believe the author’s conclusion follows from the results of the experiment?

• What is the author’s purpose in writing the essay you read on the Amazon rain forests?

• What alternative methods could you use to find what whole numbers yield 60 when multiplied together?

• The student will be able to generate alternative ways of increasing the brightness of the light in a circuit without changing the battery.

RAFT

Doug Buehl cited in: Teaching Reading in the Content Areas: If Not

Me Then Who BillMeyer & Martin, 1998






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R A F TAssignments

• What is it?

Role Audience Format Topic

• How might I use it?

• Examples . . .

• An AUDIENCE of fellow writers, students, citizens, characters, etc.

• The ROLE of writer, speaker, artist, historian, etc.

• How to produce a written, spoken, drawn, acted, etc. FORMAT

• A deeper level of content within the TOPIC studied.

RAFT

RAFT is an acronym that stands for

Role of the writer. What is the writer’s role: reporter, observer, eyewitness?

Audience. Who will be reading this writing: the teacher, other students, a parent, people in the community, an editor?

Format. What is the best way to present this writing: in a letter, an article, a report, a poem?

Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?

RAFT Activities

Role Audience Format TopicGingerbread Man Our Class Oral Response I never should

have listened to the fox

Squanto Other Native Americans

Pictographs I can help the inept settlers

Band Member Other Band Members

Demo Tape Here’s how it goes

Monet Van Gogh Letter I wish you’d shed more light on the subject

Water Vapor Water A Love Letter You make me so hot

Battery Loose Wire A Newspaper Article

Man has shocking experience

Multiplication Fact Division Fact Invitation to a Family Reunion

Here’s how we’re related

R.A.F.T.

Role

Audience

Format

Topic

A RAFT is…• … an engaging, high level strategy that

encourages writing across the curriculum• … a way to encourage students to…

– …assume a role– …consider their audience, while – …examine a topic from their chosen

perspective, and – …writing in a particular format

• All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

RAFTs can…

• Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest

• Be created by the students or Incorporate a blank row for that option

• Be used as introductory “hooks” into a unit of study

• Keep one column consistent while varying the other columns in the RAFT grid

RAFT:

ROLE AUDIENCE FORMAT TOPIC

Sample RAFT StripsRole Audience Format Topic

SemicolonMiddle School Diary Entry I Wish You Really

Understood Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot

A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010

Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page newspaper ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the Family

A word problem Students in your class

Set of directions How to Get to Know Me

Lan

guag

e A

rts

Scie

nce

His

tory

Mat

h

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

Sample RAFT StripsRole Audience Format Topic

Gingerbread ManOur Class Oral Response I never should have listened

to the fox

Squanto Other Native Americans

Pictographs I can help the inept settlers

Band Member Other Band Members

Demo Tape Here’s how it goes

Positive Numbers Negative Numbers Dating Ad Opposites Attract

Rational Numbers Irrational Numbers Song Must you go on forever?

Decimals Fractions Poem Don’t you get my point?

Perimeter Area Diary Entry How your shape affects me

Monet Van Gogh Letter I wish you’d shed more light on the subject!

Joan of Arc Self Soliloquy To recant, or not to recant; that is the question

Tree Urban Sprawl Editorial My life is worth saving

Thoreau Public of his day Letter to the Editor

Why I moved to the pond

Young Chromosome Experienced Chromosome

Children’s Book What becomes of us in mitosis?

First Grader Kindergartner Ad What’s best about 1st grade?

RAFT Strips, cont’dRole Audience Format Topic

Hal (Henry V, Part 1)

Self Diary Entry My friend Falstaff-past, present, future

Magnet First Graders Letter Here’s what I’m attracted to…

Transparency Slide Show Personal Ad Spruce up your presentation

LBJ Viet Nam Vet Apology Letter What was I thinking…

Computer Fifth Graders Flow Chart Turning data into a graph with EXCEL

P Waves S Waves Dear John Letter Why we have to stop seeing each other

Carbon Atom Hydrogen Atom Personal Ad Atom seeking atom

A Variable in an Equation

Real Numbers Ad for the Circus What is my value in the balancing act?

Return Key Middle Schoolers Captain Kirk’s Bulletin to his crew

When to beam to another paragraph

Conductor The Band Mime How to play this style of music

Basic Multiplication Fact

Basic Division Fact Invitation to a family reunion

Here’s how we’re related

Grade 6Social Studies RAFT

Students willKnow:

Names and roles of groups in the feudal class system.

Understand:Roles in the feudal system were interdependent. A

person’s role in the feudal system will shape his/her perspective on events.

Be Able to Do:ResearchSee events through varied perspectivesShare research & perspectives with peers

Feudal System Raftcont’d

Role Audience Format TopicKing The Subjects Proclamation Read My

Lips, New Taxes

Knight Squire Job Description

Chivalry, Is it for You?

Lord King Contract Let’s Make a Deal

Serf Animals Lament Poem My So Called Life

Monk Masses Illuminated Manuscript

Do As I Say, Not As I Do

Lady Pages Song ABC, 123

Following the RAFT activity, students will share their research and perspectives inmixed role groups of approximately five. Groups will have a “discussion agenda”to guide their conversation. -Kathryn Seaman

Self Portrait RAFTHigh School Art

Students willKnow:

Characteristics of self portraitAppropriate use of artistic materialsPrinciples of DesignDefinition of artistic expression

Understand:Each artist has a personal stylePersonal style reflects the individual’s culture, time, and

personal experiences. Use of materials and style are related

Be Able to Do:Analyze an artist’s personal style and use of materialsCreate a facsimile of an artist’s personal style and use of

materials

Self Portrait RAFTRole Audience Format Topic

Norman Rockwell

Masses Illustration What You See is What

You Get

Van Gogh Self Oil Painting Can I Find Myself In

Here?

Andy Warhol Someone you want to know the true you

Photograph Now you see Me, Now you

Don’t

Rueben Self Oil Painting Props Make the Person

Goya School Charcoal On the Side, but Central

RAFT AssignmentsGrade 10 English

Know: Voice, Tone, StyleUnderstand:• Every writer has a voice• Voice is shaped by life experiences and reflects the writer• Voice shapes expression• Voice affects communication• Voice and style are relatedBe Able to Do:• Describe a writers voice and style• Mimic a writer’s voice and style• Create a piece of writing that reflects a writer’s voice and style


Edgar Allen Poe 10th grade writers

Letter Here’s how I found my voice

Garrison Keillor 10th grade writers

E mail Here’s how I found my voice

Emily Dickinson Self Diary entry Looking for my voice

10th grader English teacher Formal request Please help me find my voice

Teacher 10th graders Interior monologue Finding a balance between voice and expectations

3 authors The public Visual symbols/logos

annotated

Here’s what represents my voice

3 authors from different genre

One another Conversation What shaped my voice and style

RAFT Planning Sheet

Know

Understand

Do

How to Differentiate:• Tiered? (See Equalizer)• Profile? (Differentiate Format)• Interest? (Keep options equivalent in

learning)• Other?


Graphic Organizers






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Graphic Organizers

• How do they address the diverse needs of students?

• Under what conditions might they best be used

• Examples….• Suggestions…• Resources

[www.graphicorganizers.com]

Graphic Organizer:Identifying Similarities and Differences

COMPARISON MATRIX

Nutrients

Items to Be Compared

Apples Oranges Pears Grapes

Calcium

Vitamin C

Sugar Content

Fiber

Juice

Double Cell Diagram

Two items linked by characteristics or attributes.

Venn Diagram Expanded

Three items linked by characteristics or attributes

Venn Diagram(a visual display of similarities & differences)

GRAPHIC ORGANIZER

Used to show the interaction of a complex event or complex phenomenon

defining the components of the problem and attempted solutions

Used to describe the stages of something, the steps in a linear procedure, a sequence of events or the goals, actions, and

outcomes of a historical figure or character in a novel

Graphic Organizers

A graphic organizer forms a powerful visual picture of information and allows the mind to see patterns and relationships.

http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm

http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm

Graphic Organizers

http://webcenter.netscape.teachervision.com/

http://www2.sandi.net/ocean/go.html

Ocean Beach Elementary School

Download graphic organizers and keep them in a file for student use.Graphic organizers can be extended to make them more complex. On this graphic organizer have some students justify their selections and provide evidence of how these events have shaped our lives today.

http://webcenter.netscape.teachervision.com/

http://www2.sandi.net/ocean/go.html

Complex Instruction






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Complex InstructionAs Interpreted by Carol Tomlinson,

University of Virginia

• Materials and instructions must be in multiple languages so that all students have their language represented. Pictorial/visual representations are also helpful.

• Reading and writing are integrated into the task in ways which make them a means to accomplish a fascinating end.

• Multiple intelligences should be drawn upon in a real world way.• Tasks must require many different talents in order to be completed

adequately.• Teachers move among groups, asking questions about student work and

thought, probing decisions, and facilitating understanding.• Teachers methodically engage in “assignment of status” (looking for

student strengths, especially nontraditional areas), and pointing them out to the class with explanations of why the skills are important ones in the real world.

• Teachers delegate authority for learning increasing it over time as they support students in gaining skills needed to manage the authority well.

Complex InstructionElements

• Students work together in small groups (heterogeneous in nature) at learning centers on a task which calls upon the skills of all students in the group.

• Groups change often so all students in a class work with all others in variety of contexts.

• Multilingual groups must include a bilingual student to serve as a bridge. Students are encouraged to speak in their own language in the group.

• Tasks must be open-ended.• Tasks must be intrinsically interesting to the students.• The tasks must be uncertain (fuzzy).• The tasks must be challenging.• Tasks must involve the use of real objects.

A Sample of a Complex Instruction Task for Tenth Graders in English

The task card reads:

We have been working with how writers’ lives (and ours) are like metaphors which they (we) create through actions an deeds—including writing. Robert Frost wrote a poem called “The Road Not Taken.” Your task is to analyze the poem as a metaphor for Frost’s life. To do that, you should:

Find the poem, read it, interpret it, and reach consensus on what’s going on with it and what it means.

A Sample of a Complex Instruction Task

for Tenth Graders in English (cont’d.) Research Frost’s life, making a “stepping stones” diagram of his life, similar

to the ones you created for your own life earlier this month. Be certain that your final products demonstrate your understanding of

metaphor, the relationship between varied art forms in communicating human meaning, and details of the people and poem with whom/which you are working.

As usual, you should appoint a group leader and materials monitor. Determine the best roles for each person in your group to play in completing your task. Develop a written work plan, including a timeline and group conference times. In the end, be ready to share the rubric by which your group’s work should be assessed (including required elements as well as your own sense of what else constitutes an appropriate product.) You may have up to 30 minutes to make your presentation(s) – plus a ten minute question exchange with others in the class who view your work.

Virginia History and Geography

Key Concepts and Understandings: Locations of places can be describe using terms that show

relationships. Locations of places can be described using reference systems on

maps. Reasons can be identified for locations of places. Relationships within places include how people depend upon the

environment. Places may be represented and described in many different ways.Key Skills: Reading maps (d) Using and making symbols (d) Inference/drawing conclusions (r) Use of research to achieve understanding (b) Planning (t) Writing (b) Collaboration (s)Key Facts: Essential vocabulary (legend, latitude, longitude, Mid-Atlantic

Region, Atlantic Ocean) Geographic regions of Virginia (e.g., Tidewater, Piedmont, etc.) Key features of each Virginia region

Getting Acquainted with Virginia

A Complex Instruction Task for 4th GradersYou’ll soon be on your way to learning more about Virginia than most adults know. Here’s a way to start becoming experts. This task is designed to draw on the strengths of everyone in your group. Six task cards will help you know what you need to do.

Task Card No. 1Give as many ways as you can to locate Virginia (where is it in relation to bodies of water, continents, other states, in the U.S.). Find an interesting and useful way to show us what you figure out about Virginia’s location.

Task Card No. 2Use reference systems (like numbered grids, latitude, longitude, parallels and meridians) to locate Virginia precisely on globes and maps. Create a set of instructions we can use to locate Virginia as you did. Assume we know nothing about using maps an globes.

Getting Acquainted with VirginiaA Complex Instruction Task for 4th Graders

Task Card No. 3Draw or sketch places in Virginia with large populations. Create symbols for a map that help us figure out why so many people live there and post them on a blank map. Make legend to help us interpret the symbols. Do the same with great Virginia places for recreation (sketches, symbols/legend).

Task Card No. 4Find 4 cities or towns in Virginia where important or famous people lived. Have each of the people talk to us about that place, what it was like to be there, how they influenced the place and how the place influenced them.

Task Card No. 5Select one of the people in #4 and complete a “Now and Then” chart to show what these things were like in that person’s town when they were there and what they would be like now: transportation, recreation, population size, major ways of making money, important resources, life span, ways of communicating. It’s fine to draw and/or write on the chart.

Getting Acquainted with VirginiaA Complex Instruction Task for 4th Graders

Task Card No. 6Interview someone that has lived in our town a very long time. Find out what has changed, what has stayed the same, what seems better, what seems worse, interesting things the person has done while they’ve lived here, and other things you think are interesting. Get the person to tell you a story about something that happened here. Find a way to help us get to know this person – and this town through the eyes of this person.

This Complex Instruction task draws on the following intellectual skills:

1. Fluency – generating many ideas2. Spatial interpretation (figuring out codes)3. Translation of print ideas into oral/visual form (creativity)4. Reading and research5. Dramatic ability6. Questioning/interviewing7. Planning/evaluating plans

A Complex Instruction Task for Middle School U.S. History

Background: The class is studying the pre-Civil War era. An emphasis is on change and the courage required for change. They are exploring change in economics, beliefs, views of government, and culture during this time. One book they are reading in common is Get On Board: The Story of the Underground Railroad by Jim Haskins.

The Task: For six weeks, students work in groups of six on their Complex Instruction task as they do many other in-class tasks related to their topic and concepts. The teacher often relates class work and discussion to the CI task. Sometimes students will have all or part of a class period to work on the CI task. The CI task is often homework as well.

The CI Instructions

Your group must develop and write a scenario (probably at least 5 pages in length) that describes a time, place, and set of circumstances in which your CI task will be rooted.

• One or more slaves will try to flee to freedom.

• Who are they?

• What are their circumstances?

• Be sure to include location, time in history, living circumstances over an extended period, gender, age, family, and stories that help us experience their world and thought.

Middle School U.S. History• Each person in your group must take on a role. Here are your

choices:– A slave fleeing– An abolitionist– A Quaker– A slave owner– A freed slave– A Native American– Another role of your choice (clear it with the teacher)

• Everyone’s role must be rooted in your group scenario.• Through research, reading and class, gather data about your role

and one other role adopted by someone in your group. In the end, each role should be researched by 2 group members to provide greater insight and maximum data. You have primary responsibility for “your” role, but secondary responsibility to help someone else achieve a rich and accurate understanding of “their” role.

• Generate as many data sheets as you can about “your” own role and your secondary role. There’ll be times to share written work.

Middle School U.S. History• Create your own rich, historically defensible framework of your group scenario. Be

sure to include detail that reflects:– Political and economic events– Culture of the person and times– Culture of others involved in your scenario– The Underground Railroad experience– Relevant laws– Tensions leading to the Civil War

We’ll use a rubric so you’re sure how to do a high quality job.• Be sure the underlying theme of your work reflects issues of courage and change.

(Include fear, loss, gain, and resolve to act.)• You will have several opportunities (with assigned roles) to take part in history circles

with your group so you can learn from and help one another. A big point here is to give everyone a chance to see similar events through different eyes.

• Ultimately, you will need to be a part of either two or three depiction teams which literally “show” us the essence of what it was like to be a part of the unfolding scenario at a key point. You can negotiate with the teacher what your assignments will be. Among forms your depictions can take are:

– A speech– A sermon– An oral story– A written story– Paintings or drawings with narration cards

Middle School U.S. History– Songs with narration – A book chapter– An interior monologue– A series of letters– A trial enactment– An annotated and illustrated timeline– A series of editorials from a specified newspaper– A set of contrasting editorials from contrasting newspapers– A format or your choice (clear this with your teacher)

• Whatever your depictions, they must include at least three perspectives on events – all of them accurate in historical detail and rich in insight.

• In the end, your group will exhibit for one or more groups who will respond to your work – as will at least one adult.

• There will be time in class to learn, ask questions, show ideas, get unstuck, and plan.

If you have other ideas to make your work more interesting, let me know!

ThinkDots

An Instructional Strategy for Differentiation by

Readiness, Interest or Learning Style

Kay Brimijoin, 1999






Tomlinson - 02

ThinkDOTs

After a conceptual unit has been presented and students are familiar with the ideas and associated skills, “Think DOTS” is an excellent activity for students to construct meaning for themselves about the concept they are studying. The instructor first defines readiness levels, interests or learning styles in the class, using on-going assessment.

Each student is given a set of activity cards on a ring, a die, and an activity sheet. Each student rolls the die and completes the activity on the card that corresponds to the dots thrown on the die. Each student then completes the activity on the activity sheet.

Materials:

1. 8 ½ x 11 inch paper

2. Hole punch

3. Metal or plastic rings

4. Dice

5. Scissors

6. Markers or dots

7. Laminating materials

ThinkDOTs pg. 2 Construction:

1. For each readiness level, six activities should be created. 2. On an 8 ½ x 11 inch page divided into six sections (this can

be done easily on the computer by creating a 2 x 3 cell table and saving it as a template), the activities should be written or typed in each section.

3. On the back of each page, dots corresponding to the dots on the faces of a die should be either drawn or affixed (you can use Avery adhesive dots) on each of the six sections of the page.

4. The pages should be laminated for durability. 5. Then each page should be cut into the six sections. 6. Use a hole punch to make holes in one corner or in the top of

each activity card. 7. Use a metal or plastic ring to hold each set of six cards

together 8. Create an Activity Sheet to correspond to the lesson for

easy recording and management.

ThinkDOTs pg. 3

Suggestions:

1. Use colored paper and/or colored dots to indicate different readiness levels, interests or learning styles.

2. Have students work in pairs.

3. Let students choose which activities – for example; roll the die and choose any three; create complex activities and have students choose just one to work on over a number of days.

4. After students have worked on activity cards individually, have them come together in groups by levels, interest or learning style to synthesize

ThinkDOTs pg. 4

Application:

1. Use “ThinkDOTS” to lead students into deeper exploration of a concept.

2. Use “ThinkDOTS” for review before assessment.

3. Use “ThinkDOTS” as an assessment.

Space Think DOTS

ThinkDOTS were used as a final assessment and to complete research after afull unit of study about space. Students worked in groups of 2-4 over two plusweeks to complete ThinkDOTS tasks and then presented what they had learned to the school and parents.

KNOW: Key vocabulary - astronomer, atmosphere, axis, constellation, gravity, moon, orbit, phase, planet, revolution, rotation, solar, system, star (X Factor, crater, eclipse, flare, galaxy, meteorite, nebula, sunspot) Components of the solar system Physical characteristics of the Sun, Moon, and Earth Four seasons and their characteristics Objects that move in the sky

Multi-age Classroom: 3rd & 4th GradesJudy Rex and Natanya Sabin,

Scottsdale, Arizona 1

UNDERSTAND:

DO: Identify the solar system and the planets in relationship to the sun Describe and compare the physical-characteristics of the Sun, Moon, and Earth Identify objects that move in the sky Describe patterns of change visible in the sky over time Observe and record phases of the moon, positions of constellations Identify the seasons and their characteristics Distinguish between revolution and rotation and demonstrate the difference Use a variety of resources, including the internet, to complete research Work cooperatively in a group Plan, design, conduct, and report on the conclusions of basic experiments Construct models to illustrate concepts, compare those models to what they represent Set goals and evaluate progress. Organize and present information

Multi-age Classroom: 3rd & 4th Grades • Judy Rex and Natanya Sabin, Scottsdale, AZ

The parts of the solar system influence one another and appear to be a unified whole.The Sun, the Moon, and the Earth have different physical characteristics and regular movements that result in daily, monthly, and yearly patterns.Scientific investigation of the solar system has an impact on human activity and the environment and is is a result of the contribution of many people.

2

Space ThinkDOTS (1)

Multi-age Classroom: 3rd & 4th Grades • Judy Rex and Natanya Sabin, Scottsdale, Arizona

Build a model of the solar system and label its parts. Show why it is a system.

Create a mobile to show the 4 major phases of the moon. Be sure to put them in the order in which they occur.

Use words, pictures, and color to complete attribute webs for the Sun, the Moon, and the Earth. List the similarities and differences you find.

Illustrate the key vocabulary for our space study.Write the word under each picture. Be sure to check your spelling.

Plan a skit that will show you understandthe characteristic of the four seasonsand when they happen. Be ready to answerquestions from the audience.

You are an astronomer and have discoveredanother planet in our solar system. Describethe planet’s location and attributes. Draw apicture and name your planet.

3

Space ThinkDOTS (2)

Multi-age Classrooms: 3rd & 4th Grades Judy Rex and Natanya Sabin, Scottsdale, Arizona

Draw and label a map of our solar system to scale. Describe why it is considered a system.

Demonstrate that you know all thephases of the moon and why theyoccur.

You are from another galaxy going to explore the solar system’s Sun, Earth, and Moon. What will you take with you? What will you find there? What useful information will you take back to your galaxy? Share your findings with the earthlings in our class.

Create an illustrated glossary for a book about howthe objects in our solar system move in space and arerelated to one another. Use the key vocabulary fromour space study. Be sure to check your spelling.

Prove why we have seasons. Create a way toshow us what would happen without the rotationand revolution of the Earth.

You are an astronomer and have discoveredanother space system. Find a way to tell us all about it and what makes it a system.

4

Space ThinkDOTS (3)

Multi-age Classroom: 3rd & 4th GradesJudy Rex and Natanya Sabin, Scottsdale, Arizona

Develop a way to categorize the planets in our solar system and their relationship to the sun. Why is it considered to be a system?

Demonstrate that you know all thephases of the moon and why theyoccur.

You are from another galaxy going to explore the solar system’s Sun, Earth, and Moon. What will you take with you? What will you find there? What useful information will you take back to your galaxy? Share your findings with the earthlings in our class.

If you were going to teach a unit on space, what keyvocabulary would you want your students to under-stand? List the words, their meanings, and how youwould teach each one.

Compare and contrast the movement inspace that causes day and night to themovement that creates the seasons.

If you were an astronomer, predict what your job would be like during the next 10 years. What might you discover?.

5

ALGEBRA THINK DOTS Level I

1. a, b, c and d each represent a different value. If a = 2, find b, c, and d. a + b = c a - c = d a + b = 5 2. Explain the mathematical reasoning involved in solving card 1. 3. Explain in words what the equation 2x + 4 = 10 means. Solve the problem. 4. Create an interesting word problem that is modeled by 8x- 2 = 7x. 5. Diagram how to solve 2x = 8. 6. Explain what changing the “3” in 3x = 9 to a “2” does to the value of x. Why is this true?

ALGEBRA THINK DOTS Level 2

Level 2:

1. a, b, c and d each represent a different value. If a = -1, find b, c, and d. a + b = c b + b= d c - a + -a

2. Explain the mathematical reasoning involved in solving card l.

3. Explain how a variable is used to solve word problems.

4. Create an interesting word problem that is modeled by 2x + 4 = 4x - 10. Solve the problem.

5. Diagram how to solve 3x + 1 = 10.

6. Explain why x = 4 in 2x = 8. But x = 16 in 1/2x = 8. Why does this make sense?

Level 3:

1. a, b, c and d each represent a different value. If a = 4, find b, c, and d. a + c = b b - a = c cd= -d d + d = a

2. Explain the mathematical reasoning involved in solving card l.

3. Explain the role of a variable in mathematics. Give examples.

4. Create an interesting word problem that is modeled by 3x - 1< 5x + 7. Solve the problem.

5. Diagram how to solve 3x + 4 = x + 12.

6. Given ax = 15, explain how x is changed if a is large or a is small in value.

Algebra Think Dots Level 3

Think Dots:Grade 2 Math

• What students should know– Count by fives– Count up to sixty– Tell time to the half hour– 4 quarters is equal $1.00– 3 fives makes fifteen– There is quarter after and a quarter till– Clock is divided into 4 parts and is similar to 4 quarters

equaling $1.00

• What students should understand– Time helps people plan their lives better.– Time helps people communicate.

• What students should be able to do– Tell time to the quarter hour


Students will tell and write time to the quarter hour, using analog and digital clock.

Think Dots Version 1: Time

●How many fives are in

the number 60?

●●If it is 5:15pm, how many

minutes after 5 is it?

●●●How many minutes are in quarter after 2:00?

●●●●

A soccer player has practice at 6:00pm.

Draw what the clock face would look like if soccer practice were an hour and fifteen minutes.

●●●

●●How many minutes are

in quarter till 3:00?

●●●●●●

Create an interesting word problem using the

times 4:00pm and 5:15pm.

The Think Dots could be used the following ways:

Anchor Activity, Pre-assessment, Review, Post-assessment

Dawn LoCassale


Students will tell and write time to the quarter hour, using analog and digital clock.

Think Dots Version 2: Time

●Explain the similarities

between quarter till and quarter after.

●●It is 4:15pm and dinner starts at 6:00pm. How

many minutes until dinner?

●●●Explain the difference

between 5:15 and 5:45.

●●●●

It’s 3:15 in Egypt. What do you think the people

of Egypt are doing?

●●●

●●Create a word problem using the times 9:00pm

and 7:00am.

●●●●●●

Explain the difference between 12:00am and

12:00pm.

The Think Dots could be used the following ways:

Anchor Activity, Pre-assessment, Review, Post-assessment

Dawn LoCassale

Create an ad for a good that Ancient Greece and Rome did NOT trade with Egypt. Make your ad convincing

enough that an Egyptian will want to buy your good.

Illustrate, explain, video or record these definitions (in

your own words):

Interdependence

Economic Specialization

Government Services

Taxation or Taxes

Opportunity Cost

Scarcity

Price

Savings

Investments

Could you live without goods, service or money?

Defend your position.

Research goods and services in Greece, Rome, or Jamestown today. Compare and contrast with goods and services in those places long

ago.

Create a map of Europe and Jamestown that illustrates

the concept of interdependence between

the two. Be sure to include a key of any symbols used.

Pretend you are running for office. Defend raising taxes for a government service of

your choice.

Research what goods are traded between Greece and

Rome and Egypt today. Compare and contrast with goods that were traded long

ago.

Illustrate, explain, video or record these definitions (in

your own words): Interdependence

Economic SpecializationGovernment Services

Taxation or Taxes Opportunity Cost

ScarcityPrice

SavingsInvestments

What kinds of choices do you and your family make based

on goods, services, and savings?

Why?

Using a Venn diagram, compare and contrast goods

and services produced in Greece, Rome, or

Jamestown. Choose two places to compare.

Use a storyboard to create a story about what happens to

a bale of tobacco and a barrel of peanuts when they

leave the farmlands of Jamestown and head for

Europe.Explain what happens and

why.

Create 3 fib game cards listing government services

paid for by taxes. Add a question on each card asking why the fib is a fib and why taxes wouldn't be used to

pay for it.

What goods did Ancient Greece and Rome trade

with Egypt? Illustrate and label and explain why

they traded each good.

Record or write a story about a French cloth

maker and a Jamestown farmer. Tell how they depend on each other.

Name two goods and services that you depend

on today.How do you get them?

On a chart, list the goods and services produced in

Greece, Rome, and Jamestown long ago.

Illustrate, explain, video or record these

definitions (in your own words):

InterdependenceEconomic Specializations

Government ServicesTaxation or TaxesOpportunity Cost

ScarcityPrice

SavingsInvestments

Using pictures from magazines, creates a collage of government services that you would be willing to pay taxes

for.

• Visit: www.emule.com/poetry/ and click on the link for the top ten poems. Read several poems and select one that you really like. Print out the poem and write a short explanation on why you enjoyed this poem. Look up unfamiliar words. Explain what you believe the poem to mean.

• Make a great big list (30 or more) of pairs of words that rhyme. Write a poem using one of the pair of words you have chosen. You can use any form of poetry you desire.

• Remember a quatrain is a poem written in four verses with different rhyme patterns. There are many ways to write a quatrain: a,a,b,b; a,b,c,b; or a,b,a,b. Your task is to write two quatrains. Be creative and as always try to place meaning into your poetry.

• Poetry is a lot of fun! One of the craziest and funniest forms of poetry is a limerick. Edward Lear is credited for popularizing this form of poetry. Now let's see how you can do. Remember that lines 1,2 and 5 rhyme and lines 3 and 4 rhyme. Go to it!!

• A skill of some of the best writers is to use metaphor to add description to a story. Remember that metaphor is used to compare two dissimilar objects that are alike in some way. Example: Music is the honey of the human spirit. Find several examples of metaphor using classroom books and write three examples of your own.

• Now it is time to play free style poetry. Use this opportunity to write a poem about a topic of your choice using free style poetry. Here are some topic ideas:

• Emotions SchoolFriendship

http://www.emule.com/poetry/

ThinkDOTSActivities for Middle School Science Lesson

Concept:STRUCTURE

How do the atomic numbers in the periodic table change from the top to the bottom? From left to right across the table?

Predict as many properties for potassium as you can. To make your predictions, look at the information in the box for this element and consider its location on the periodic table.

Carbon is atomic number 6. How are 2 carbon atoms with mass numbers of 12 and 14 different? Why are these atoms called isotopes?

Why do you think scientists used the term "cloud" to describe the position of electrons in an atom?

Suppose you were given some sugar cubes, a grinder, some water, a pan, and a hot plate. What physical and chemical changes could you make in the sugar?

There are 3 jars in the front of the room. Each has a substance with a strong odor. One is a solid, one is a liquid and one is a gas. Which odor would students in the back of the room smell first? Why?

What is the correct symbol for the element helium? Research the history of this element and create a timeline showing what elements were discovered just before and after helium.

Name three types of physical changes. Create a list with at least two examples of each that are different from the examples in the book.

Which is higher, an element's atomic number or its mass number? Why?

Share two ways that scientists study atoms. Suggest any new ways you might think of.

How are physical and chemical properties different? Why?

What does the periodic table tell us about calcium? How can this help us in our everyday lives?

“Generic” ThinkDOTS for High School Literature – Concept : Prejudice

Prejudice• Discuss how prejudice and discrimination are not only harmful to the victim,

but also to those who practice them.Scapegoating• Imagine a group of people that could be scapegoats. List and describe

stereotypes of this group and the treatments they received because of them.

Articles• Read the article. What could be reasons for the persecution? How can you

justify and minds of those responsible? Photography• Photographs tell stories. Write a caption for the photo and explain why you

chose it.Genetics• Certain characteristics are blamed on genetics. Do genetics impact the

characteristics of your group? Explain the reasoning behind your answer. Use your science knowledge.

Stereotypes• Your group was persecuted. Identify a group who has been persecuted in

more recent years. Compare the two and give reasons why.


Prejudice• Is it possible to grow to adulthood without harboring some prejudice? Why or

why not?Scapegoating• What is scapegoating? Explore the word’s etymology and hypothesize about

its present day meaning. How was your group scapegoated?Articles• Read the article. What is genocide? Did the people in your article face

genocide? Why?Photography• Look at the clothing, hair, setting, body language, and objects to help

determine social, economic, country of origin and so on. Can you see the emotions in the people? How? Do you think they are related?

Genetics• Do genetics cause brown hair? How? List one way genetics affects your group

(in your opinion). If genetics don’t affect your group explain why.Stereotypes • Identify stereotypes your group faced. Pick a clique in the school and discuss

the traits of that group. Are they stereotyped?


Prejudice• Discuss the following statement: “Genocide can never be eliminated because it

is deeply rooted in human nature.” Do you agree or disagree? Provide evidence from your readings for your position.

Scapegoating• Identify and discuss the scapegoating that took place in your group. Compare

the scapegoating of your group to that of a present day group.Articles • Read the article. If you were the person behind the persecution and were asked

why you did what you did, what would you say?Photography • Compare two photographs taken of similar events. What are the similarities and

differences? What might be the significance of these similarities and differences?

Genetic • Did genetics have an impact on the Aryan race? Why? Does it in the group you

are studying? Why?Stereotypes • Name a group you stereotype and discuss those traits that you stereotype. What

were the stereotypes your group had?

Learning Contracts






Tomlinson - 02

Learning Contracts

Contracts take a number of forms that begin with an agreement between student and teacher.

The teacher grants certain freedoms and choices about how a student will complete tasks,

and the student agrees to use the freedoms appropriately in designing and completing work

according to specifications

Strategy: Learning Contracts

Designing a Differentiated Learning Designing a Differentiated Learning ContractContract

A Learning Contract has the following components1.1. A Skills ComponentA Skills Component

Focus is on skills-based tasksAssignments are based on pre-assessment of students’ readinessStudents work at their own level and pace

2.2. A content componentA content componentFocus is on applying, extending, or enriching key content (ideas, understandings)Requires sense making and productionAssignment is based on readiness or interest

3.3. A Time LineA Time LineTeacher sets completion date and check-in requirementsStudents select order of work (except for required meetings and homework)

4. The AgreementThe AgreementThe teacher agrees to let students have freedom to plan their timeStudents agree to use the time responsiblyGuidelines for working are spelled outConsequences for ineffective use of freedom are delineatedSignatures of the teacher, student and parent (if appropriate) are placed on the agreement

Differentiating Instruction: Facilitator’s Guide, ASCD, 1997

Friendships Shape Up!Reading Contract

Choose an activity from each shape group. Cut out your three choices and glue them below. You are responsible for finishing these activities by ____________________. Have fun!

This contract belongs to _____________________.

Brenda Spurgeon, 2nd Grade, Riverside Elementary School, Boise, ID

Friendships Shape Up! Cont’dMake a poster advertising yourself as a good friend. Use words and pictures to help make people want to be your friend. Make sure your name is an important pare of the poster.

Make a two sided circle-rama. Use it to tell people what makes you a good friend. Use pictures and words and make sure your name is an important part of the display.

Make a mobile that shows what makes you a good friend. Use pictures and words to hang on your mobile. Write your name on the top of the mobile in beautiful letters.

Get witha friend and

make a puppet show

about a problem and

the solution in your book.

Get with a

friend & act out a

problem and its solution from your

book.

Meet with me & tell me about

a problem and its solution from the story.

Then tell me about a problem you have

had and how you solved it.

Draw a picture of a problem in the

story. Then use words to tell about

the problem and how the characters

solved their problem.

Write a letter to one of the

characters in your book. Tell them about a problem you have. Then have them write

back with a possible solution to

your problem.

Think about another problem on of the characters in

your book might have. Write a new story for the book about the problem and tell how it was

solved.

Writing BingoTry for one or more BINGOs this month. Remember, you must

have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide

your work.

Recipe Thank you note

Letter to the editor

Directions to one place to another

Rules for a game

Invitation Email request for information

Letter to a pen pal, friend, or relative

Skit or scene Interview

Newspaper article

Short story FREE

Your choice

Grocery or shopping list

Schedule for your work

Advertisement

Cartoon strip Poem Instructions Greeting card

Letter to your teacher

Proposal to improve something

Journal for a week

Design for a web page

Book Think Aloud

Math TicketGraphics Problem of the Day Computer

Tangram Ex (p.14#1) Complete the odd # problems Complete the

Tangram Ex (p.11,#9) from the POD board. blue task cards

Geoboard Pentagon

Geoboard Hexagon

Math Writing Math with Legs Teacher Feature•Explain in clear step by step Develop a real problem When you are way how you: someone might have which called

graphing might help them.*Solved your problem of Explain and model how it

the day or solved your the problem & solution Tangram/Geoboard challenge would work.

*Use pictures and words to teach someone how to do oneof your five math tasks

Use this template to help you plan a menu for your classroom.

MENU PLANNER

Menu for: ____________ _______ ____ __ Due: _________ _ All items in the main dish and the specified number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well.

Main Dishes (complete all)

Side Dishes (Select _ _ _ _ _ )

Desserts (Optional)

1

2

3

4

1

2

2

3

4

1

3

MENU PLANNER

Menu for: Algebra 1 – “Probability” Due: _ _ _____ ___ All items in the main dish and the specified number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well.

Main Dishes (complete all)

Side Dishes (Select_ 2 )

Desserts (Optional)

1

2

3

4

1

2

2

3

1

Complete the “meteorology simulation” on p. 88-89 of your textbook.

Create a list of 10 pairs of events. 5 pairs should contain events that are dependent; 5 pairs should contain events that are independent. Explain each classification.

Examine the attached list of functions and determine which functions represent probability distributions.

Complete the “frequency table” assignment on p. 506-507 of your textbook.

Work with a partner to analyze the game of “Primarily Odd.” See your teacher for game cubes and further instructions.

Design a “game spinner” that has this probability distribution: P(red) =0.1; P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.

Suppose a dart lands on a dartboard made up of four concentric circles. For the center of the board (the “bull’s eye”), r=1.5; the remaining rings have widths of 1.5. Use your understanding of area and probability to determine the probability of 1) hitting a “bull’s eye” and 2) landing in the outermost ring.

Figure the probability of “Murphy’s Law” and make a case for whether or not it should indeed be a “law.”

Use a frequency table to chart the colors that your classmates wear for a week. Then, use probability to predict how many students will wear a certain color on a given day.

Science Agenda on Chemical Problems in the Environment

IMPERATIVES (You must do these…)

1) Select a chemical problem in the environment andDefine and describe the difficulties is presentsBe sure to discuss why, where, and to whom/what

Your choices are:Global Warming/Greenhouse EffectOzone DepletionAcid RainAir PollutionWater Pollution (including thermal pollution and land/ground pollution)

2) Complete a map showing where the problem exists, what/who is affected by it, and the degree of impact

3) Develop a talking paper that describes present and future solutions, as well as your recommendations.

NEGOTIABLES (You must do at least one of these…)

1) Determine the approximate costs of the problem of one badly affected region and develop a graphic that shows total costs and what makes the costs (for example: Health costs, clean-up costs, lost revenues from land, etc.)

2) Develop a timeline of the evolution of the problem over the last 100 years, including significant dates, and factors that contributed to the change. Take the timeline into the future based on your current understanding of trends associated with the problem.

OPTIONS (You may do one or more of these…)

1) Create a Gary Larson-type cartoon or an editorial cartoon that makes a commentary on the problem.

2) Prepare a fictionalized account, but based on scientific fact, of a person who lives in a badly affected area. Your goal is to put a human face on the problem.

3) Develop a 60-second public service announcement (taped) to raise audience awareness of the problem and introduce positive actions citizens might take to improve the prognosis for the future.

Soups/Salads

Homework Assignments

All homework must be completed and turned in for a

grade.

•Transparency #13

•Transparency #16

•Study Guide 8.1

•Study Guide 8.2

•Study Guide 8.3

MicroorganismMenu

Name:Class:

Appetizers:Can always work on

Soups/Salads:Homework

Main Course:Required

Desserts:Challenges

Appetizers

Something I can always be working on.

These are assignments that will reinforce concepts.

•Vocabulary Words/Definitions

•Word Searches

•Idea Maps

•Matching Worksheets

•Label the Microorganism/Cell

Main Course

Required

These labs must be completed and turned in for credit.

•Enormous E

•Focus on Scopes

•Pond Water Culture

•Your Choice

•Chapter 8 Test

Desserts

Things I can do to challenge myself.

These are not required unless you have been given specific instructions.

•Movie Notes

•Make a Slide

•Guess the Disease

•Write a Letter

•Microbe Mysteries

•http://www.microbeworld.org

Created by Meri-Lyn StarkElementary Science Coordinator Park City School District

Tic-Tac-Toedesigned to help students make connections between science

standards

(4th Grade Rock, Soil, and Fossils Activity) Create

a game for others to play to learn how fossils are formed

and found

Teachthe class a lesson about dinosaur

extinction

CompareUtah locations with

examples of weathering and erosion, show

examples

Drawand label a soil

profile showing how the layers differ

Graphtypes of fossils found in Utah and create simple fossil map

Demonstrateplant growth in 2 or more different soil

types, share in class

Surveyeveryone in class for

their theory about dinosaur extinction,

share results

Designa display of different rocks and minerals, label and prepare

descriptions

Developa timeline of

prehistoric life in Utah

Created by Meri-Lyn StarkElementary Science Coordinator Park City School District

WebQuestsA WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation. The model was developed in the early 1995 at San Diego State University by Bernie Dodge with Tom March.






Tomlinson - 02

Uses of Webquests

Learning Center ActivitiesHook the computer up to your TVto use as a station. Find webqueststhat help students process the “BigIdeas” in your curricular unit.

Tiered AssignmentsLocate 3 different webquests at varying levels of complexity that help students apply the unit’s skills or ideas.

Anchor Activity for ResearchCreate your own Filamentality site to assist students in carrying out their research.

The Power of WebquestsAccording to Bernie Dodge (1997), a webquest is an inquiry-oriented activity in which students interact with information gleaned primarily

from resources on the Internet.

http://webquest.sdsu.edu/http://www.ozline.com/webquests/intro.html

http://www.kn.pacbell.com/Check out the digital dozen and Filamentality

Webquest Design Patternshttp://webquest.sdsu.edu/designpatterns/HS/t-webquest.htm

http://webquest.sdsu.edu/

http://www.ozline.com/webquests/intro.html

http://www.kn.pacbell.com/

http://webquest.sdsu.edu/designpatterns/HS/t-webquest.htm

http://www.internet4classrooms.com/tide.htm

http://wcvt.com/%7Etiggr/

Bones and the Badge Webquesthttp://projects.edtech.sandi.net/kearny/forensic/index.htm

http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm/

Webquests as Powerful Teaching Tools in Math and Sciencehttp://www.enc.org/features/focus/archive/webquests/

http://studenthome.nku.edu/~webquest/gabbard/index.htm

http://www.internet4classrooms.com/tide.htm

http://wcvt.com/%7Etiggr/

http://projects.edtech.sandi.net/kearny/forensic/index.htm

http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm/

http://studenthome.nku.edu/~webquest/gabbard/index.htm

Steps for Guiding Student Research

• Assess, Find, or Create Student Interests• Help Students Find a Question(s) to Research• Develop a Plan of Action to Guide the Research• Help Locate Multiple Resources• Provide Methodological Assistance• Develop a Research Question(s) to Answer• Provide Managerial Assistance• Help to Find Products and Audiences• Provide Feedback/Escalate the Process• Evaluate

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Assess, Find, and Create InterestInvestigations Stem from Many

Sources:– Individual interests

– Curricular units of study

– Problems that exist in the world (city, state, community, global, etc.)

– Unresolved questions

– Someone asking students to generate solutions to problems Strategies for Generating Interest:

– Sharing articles from Discover, Newsweek, newspapers

– Guest speakers– Student interest inventories/questionnaires– Questions that students ask– Student identified problems– I wonder bulletin boards– Interest centers 128

If I ran the school . . . . . . .Name _________________ Grade__________Teacher________

If I ran the school, I would choose to learn about these ten things.

I am really interested in:

• The Stars and Planets• Birds• Dinosaurs and fossils• Life in the Ocean• The Human Body• Genetics• Animals• Outer Space• Insects• Chemistry• Diseases

I am really interested in:

• Families• Countries• My Community• Famous People• Holidays• Explorers• Travel and

Transportation• Wars• History of Long Ago• The Future 129

Interest-A-Lyzers

Interest-A-Lyzer Family of InstrumentsAuthor: Joseph S. RenzulliCopyright 199780 pagesISBN: 0-936386-69-XGrade Level: K-12This manual describes the six interest assessment tools that comprise the Interest-A-Lyzer "Family of Instruments." Dr. Renzulli discusses the importance of assessing student interests and provides suggestions for administering and interpreting these instruments in the school setting. Sample pages from each interest assessment tool are included in the appendix.

http://www.creativelearningpress.com 130

Famous People

Economy

MathematicsScienceFine Arts/Literature

The FutureHistoryTechnology

Problems

Communication

Geography

Ecology

TOPIC GENERATORMy Topic

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Who Does Research?What kinds of questions would these people ask?

Wildlife Biologist

Geographer

Historian

Writer

Teacher

Newspaper Reporters

Doctors

Questions They Ask?Person

Name(s) __________________________________________

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Questions, Questions, Everywhere

Researchers are always asking questions about the world around them. They notice things that are interesting, they make observations and wonder why certain things behave as they do, and they are sensitive to problems. Generate some of your own questions that you WONDER about.

Categories – Eating habits– Rules– Culture– Community– Friendship– School– Growing Up– Beliefs– Homeless– Elderly

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Help Students Find a Question(s) to Ask

• Listening to their questions• Observing their actions• As they begin to wonder why• Their pattern of reading

interests• Favorite subjects• Extracurricular activities • When they mention a concern• Casual statements or opinion• Interest in particular topics

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Cube 1• Roll the dice to generate beginning

questions. Select one word from each cube to generate possible questions.

• Use research phrases to prompt possible research questions.

It might be interesting to know if?It might be interesting to know how?It might be interesting to know why?Historically, I wonder how or why?I wonder if _____ is related to ____?What factors influenced..?If I _____, I wonder if _____will occur?

Cube 2

Cube 1 WordsWho, What, When, Where,

Why, How

Cube 2 WordsIs, Can, Will, Could (Should,

Would), Might, Did

Generating Research Questions

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Question BoxesFill out the boxes with your questions.

How

Why

Where

When

What

Who

Should, Would, Could

MightWillCanDidIs

Name(s) ______________________________________136

Provide Methodological Assistance

• Shift from learning about to learning how to gather, categorize, analyze, and interpret data.

• Learn the different types of research conducted by professionals and the tools and methods they use to conduct their research.

How to gather data from your questionsInterviews (questioning individuals, asking open-ended questions)Surveys and questionnaires (make one)Recording notesRecording referencesDesigning an experiment

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Provide Managerial Assistance

• Provide access to people and equipment.

• Help students to design a way to gather data, organizing findings, and report findings.

138

Develop a Plan of Action to Guide the Research

PRODUCT: This is the type of product that I could create.

AUDIENCE:This is the audience who could benefit from my research.

PROBLEMS: These are the problems that I may encounter.

STEPS:Here are the steps I need to take to accomplish my plan.

RESOURCES:

These are the resources I need to conduct my study.

WHAT: This is what I plan to research.

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Research Planning Sheet

Name________Date_______Class_________

Problem Finding: Identify the research problem or the area of interest you wish to investigate.

Problem Focusing: State the research question(s) that will guide your study.

Research Design: Identify the type of research that you will use in your study. Descriptive Correlational Historical Experimental Developmental Case and Field

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Sample Selection: Explain the type of sampling that you will use.Who:________________ How many:____________How: Random Systematic Stratified Cluster

Data Collection: Identify how you will collect your data.Observation Survey Experimental resultsInterviews Document analysis Questionnaires

Data Analysis: Identify the type of research that you will use in your study. Qualitative

Mean, mode, median, range, variance, standard deviation, frequencyChi SquareT-TestCorrelationOther

QuantitativeDomainsThemesTaxonomiesOther

Reporting Results: In what format will you report your results? Who will be your audience?

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