GT Differentiated Model Lesson
Grade Level: 2nd / Subject Area(s):__ Reading, Writing,
__ Mathematics / X Science
__ Social Studies / TEKS/Student Expectations:
Using photographs and other artifacts, students will categorize and manipulate matter found naturally in our environment. Students will make a booklet explaining the changes in matter.
· Identify the three states of matter and their individual properties.
· Classify objects into different categories and reclassify them after changes have occurred.
· Recognize that all matter categories are naturally found in the environment.
9 Weeks: 1st
Essential Question(s):
How are solids, liquids and gases important to us in our daily lives?
How can you identify the properties of matter in our environment?
How can matter be changed from one form to another?
Assessment(s):
__ Pre-Assessment X Formative X Summative
GT Scope and Sequence Skills:
__ Creative Thinking
X Critical Thinking
X Communication
__ Research / Student Learning Styles:
__ Auditory
X Visual/Spatial
X Kinesthetic
__ Other / Elements of Depth and Complexity:
X Language of the Discipline
X Details
X Patterns
__ Trends
__ Rules / X Ethical Considerations
__ Unanswered Questions
__ Over Time
X Different Perspectives
X Big Ideas
Lessons and Activities
X Whole Class __ Small Group X Independent Activity
PART ONE:
Whole Class: Teachers provide students with several pictures of environmental matter (polar ice caps, lakes, kites blowing in the wind, mountains, etc.). Students classify each photograph according to the three states of matter.
On Grade Level: Using pictures of environmental matter, students categorize each one on a table or chart. They can either use the pictures or names of each for their work.
GT Level: Using pictures of environmental matter as examples, students categorize environmental matter they are familiar with (different from the examples). They can either use pictures or names of each for their work.
Whole Class: Can we find matter naturally in our environment? How can you identify the properties of matter in our environment? What are the three properties of matter?
PART TWO:
Whole Class: Using the same pictures from the previous lesson, students will describe how matter can change from one state to another naturally in the environment.
On Grade Level: Students create a before and after chart to help them show the changes that can naturally occur when matter transforms from one state into another state of matter. Students can use pictures or words for their work.
GT Level: Students create a cause and effect chart to help them label and describe what environmental changes are necessary to transform one state of matter into another state. Students describe how the cause impacted the changes in matter.
Whole Class: Can matter change from one form to another? What are the changes that need to occur for matter to change? (liquid to solid, solid to liquid, liquid to gas, etc.) What things happen naturally in our environment that causes matter to change?
PART THREE:
Whole Class: Students answer What If? questions to help them obtain a deeper understanding of matter and matter changes? Examples of questions:
· What if the polar ice cap thawed?
· What if the Rocky Mountains disappeared?
· What if the Pacific Ocean froze?
· What if all natural oxygen in the air turned into water?
On Grade Level: Students select 1-2 questions provided by the teachers to complete the following. Draw a picture and describe what would happen if the question(s) became a reality.
GT Level: Students select 1-2 questions to complete the following: Draw a picture of the event and describe how it will impact life for the following groups of living things; humans, animals, and plant life.
Whole Class: Why is matter important in our everyday lives? How can matter affect our lives positively? Negatively? / Resources:
Pictures of environmental matter.
Process Assessment
Teachers observes the
following:
Process Observation - Frequency: Student uses correct terminology during interactions with peers and teacher.
Seldom/Never / Occasionally / Often / Consistently
Process Observation – Frequency: Student is able to make connections between matter changes and real-life situations.
Seldom/Never / Occasionally / Often / Consistently
Process Observation – Quality: Student is insightful and/or creative when completing the tasks.
Typical of Peers / Fluent Thinker / Flexible Thinker / Unique/Original
Process Observation – Quality: Student is able to analyze the information.
Typical of Peers / Fluent Thinker / Flexible Thinker / Unique/Original
Product Assessment
Score / Properties of Matter / Environmental Matter / Matter Changes
3 / Makes abstract connections while correctly identifying and categorizing the three states of matter. / Makes global connections between environmental matter and real world events. / Makes real world connections between environmental changes in matter and real-life problems.
2 / Correctly identifies and categorizes the three states of matter and makes connections to real life. / Correctly identifies and categorizes properties of natural matter and gives unique examples of environmental matter not given by the teacher. / Recognizes that changes in matter are affected or caused by changes in the environment.
1 / Correctly identifies and categorizes the three states of matter. / Correctly identifies and categorizes properties of matter in our natural environment. / Recognizes how matter changes from one form to another.
Advanced Academic Services
Austin Independent School District