Differentiation based on pre-assessment (Subject: The Scientific Process)…
Differentiation based on pre-assessment
(Subject: The Scientific Process)
Students who 'get it'
students will further their learning and complete a 'learning playlist' about the scientific process and independent/dependent variable/constants (learning playlist will include a video, interactive lab
(If students finish the playlist) Using a rubric students will design and conduct their own experiment according to the scientific method and include the newly learned components.
Student will then choose a way to present their experiment (must have digitial componet)
Students will complete (online) examples labeling the parts of the scientific process (including IV,DV, and C)
Exit Ticket- What is a variable? What is a constant?
Students who 'almost get it'
Check Students posters- walk through and ask questions about student work.
Students will make a poster describing the steps of the scientific process that will be hung around the classroom (based off rubric and with the assistance of a handout/definitions from Ms.C)
Students will read examples of experiment procedures and be asked to identify the process in order.
Students who 'don't get it' yet
students will participate in a mini lesson with ms.c- going over the steps of the scientific process
students will receive a set of cards with the scientific process and examples written on them. They will then work with a partner to place these cards in the correct order.
students will read examples of experiment procedures and be asked to identify the steps in the scientific process in order (they will first do an example with Ms.C)
Ask students to write responses in their first language and then translate into English (either with a dictionary or a program) NOTE: because this may take a long time focus on very basic questions and concepts
Provide opportunities to practice in various contexts
work closely with aides to ensure all work is on an appropriate level
give student as much access to curriculum as possible through increased student choice
use frequent check-ins as formative assessment
only a few questions incorrect