RBT+HOTS=
Differentiation Choices
for All Students
Presented by Susan Keiger
CCSA March 2014
In this session we will……
 Describe
differentiation concepts
 Investigate Revised Bloom’s Taxonomy
 Examine how Choice Boards can combine
RBT/HOTS with differentiation concepts
 Survey various models of Choice Boards
Describe Differentiation Concepts
Differentiation
 What

is it?
Giving students multiple options for how they
• Take in information
• Make sense of ideas
• Express what they learn
“..a differentiated classroom provides different
avenues to acquiring content, processing or
making sense of ideas and developing products”
Carol Ann Tomlinson
Differentiation
 Content
 Curriculum
 Process
 Presentation
 Product
 Pacing
 Environment
 Assessment
 Materials
Differentiation
 Content
 Grouping
 Process
 Complexity
 Product
 Choice
 Environment
 Student
 Assessment
Created
Differentiation
 Content
 Process
 Product
 Environment
 Assessment
 Modes
of expression
 Materials
 Formats
Differentiation
 Content
 Seating
 Process
 Grouping
 Product
 Movement
 Environment
 Atmosphere
 Assessment
Differentiation
 Content
 Rubrics
 Process
 Grading
 Product
 Format
 Environment
 Modes
 Assessment
of expression
Investigate the Revised Bloom’s
Taxonomy
The Cognitive Process Dimension
Create
Form new ideas, products, or ways of viewing things
Generating, Planning, Producing
Evaluate
Justify a decision or course of action
Checking, Critiquing
Analyze
Break information into parts to explore understandings and relationships
Differentiating, Organizing, Attributing
Apply
Use information to perform exercises (familiar) and solve problems (unfamiliar)
Executing, Implementing
Understand
Explain ideas/concepts and build connections between new and prior knowledge
Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining
Remember
Retrieve relevant knowledge from long-term memory
Recognizing, Recalling
The Knowledge Dimension
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Factual Knowledge = the basic elements students must know
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Conceptual Knowledge = relationships between basic elements
within a larger structure that enable them to function together
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Classifications and categories
Principles and generalizations
Theories, models, and structures
Procedural Knowledge = how to do something
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Terminology
Specific details and elements
Subject-specific skills and algorithms
Subject-specific techniques and methods
Criteria for determining when to use appropriate procedures
Metacognitive Knowledge = awareness of and responsibility for
one’s own thinking and learning
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General strategies for learning, thinking, and problem solving
Cognitive tasks, including contextual and conditional knowledge
Self-knowledge
The Taxonomy Table
The
Knowledge
Dimension
(object)
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
The Cognitive Process Dimension (verbs)
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy is a
taxonomy of both cognitive process
and knowledge
It can be used to WRITE standards
Standards take the following form...
Subject
Verb
Object
The Student
Cognitive
Process
Knowledge
Example
The student will interpret a multiplication equation as a
comparison. 4.OA.1
The Taxonomy Table
The
Knowledge
Dimension
(object)
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
The Cognitive Process Dimension (verbs)
Remember
Understand
Apply
4.OA.1
4.OA.1
Analyze
Evaluate
Create
Standards take the following form...
Subject
Verb
Object
The Student
Cognitive
Process
Knowledge
Example
The student will compare two fractions with different
numerators and different denominators. 4.NF.2
The Taxonomy Table
The
Knowledge
Dimension
(object)
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
The Cognitive Process Dimension (verbs)
Remember
Understand
Apply
4.OA.1
4.OA.1
Analyze
4.NF.2
4.NF.2
Evaluate
4.NF.2
Create
Standards take the following form...
Subject
Verb
Object
The Student
Cognitive
Process
Knowledge
Example
The student will fluently add and subtract multi-digit
whole numbers using the standard algorithm. 4.NBT.4
The Taxonomy Table
The
Knowledge
Dimension
(object)
Factual
Knowledge
The Cognitive Process Dimension (verbs)
Remember
Understand
Apply
4.OA.1
4.OA.1
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
Analyze
4.NF.2
4.NBT.4
4.NF.2
Evaluate
4.NF.2
Create
Revised Bloom’s Taxonomy is a
taxonomy of both cognitive process
and knowledge
It can also be used to design activities
that span both domains. This is the ideal
use for differentiation
Remembering
The learner is able to recall, restate and
remember learned information.
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Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
Remembering
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List
Memorize
Relate
Show
Locate
Distinguish
Give examples of
Reproduce
Quote
Repeat
Label
Recall
Know
Group
Read
Write
Outline
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Listen
Group
Choose
Recite
Review
Quote
Record
Match
Select
Underline
Cite
Sort
Recall or
recognition of
specific
information
Remembering: Potential Activities
and Products
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Make a story map showing the main events of
the story.
Make a time line of your typical day.
Make a concept map of the topic.
Write a list of keywords you know about….
What characters were in the story?
Make a chart showing…
Make an acrostic poem about…
Recite a poem you have memorized.
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
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Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
Understanding
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• Identify
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• Discuss
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• Retell
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• Research
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• Annotate
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• Translate
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• Give examples of
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• Paraphrase
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• Reorganize
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• Associate
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Restate
Describe
Report
Recognize
Review
Observe
Outline
Account for
Interpret
Give main idea
Estimate
Define
Able to explain
ideas or
concepts
Understanding: Potential Activities
and Products
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Write in your own words…
Cut out, or draw pictures to illustrate a particular event in the story.
Report to the class…
Illustrate what you think the main idea may have been.
Make a cartoon strip showing the sequence of events in the story.
Write and perform a play based on the story.
Write a brief outline to explain this story to someone else
Explain why the character solved the problem in this particular way
Write a summary report of the event.
Prepare a flow chart to illustrate the sequence of events.
Make a coloring book.
Paraphrase this chapter in the book.
Retell in your own words.
Outline the main points.
Applying
The learner makes use of information in a context
different from the one in which it was learned.
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Implementing
Carrying out
Using
Executing
Can you use the information in another
situation?
Applying
•
Translate
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Manipulate
•
Exhibit
•
Illustrate
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Calculate
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Interpret
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Make
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Practice
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Apply
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Operate
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Interview
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Paint
Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatize
Construct
Use
Adapt
Draw
Using strategies,
concepts, principles
and theories in new
situations
Applying: Potential Activities and
Products
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Construct a model to demonstrate how it looks or works
Practice a play and perform it for the class
Make a diorama to illustrate an event
Write a diary entry
Make a scrapbook about the area of study.
Prepare invitations for a character’s birthday party
Make a topographic map
Take and display a collection of photographs on a particular
topic.
Make up a puzzle or a game about the topic.
Write an explanation about this topic for others.
Dress a doll in national costume.
Make a clay model…
Paint a mural using the same materials.
Continue the story…
Analyzing
The learner breaks learned information into its
parts to best understand that information.
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Comparing
Organizing
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
Analyzing
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Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
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Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyze
Diagram
Relate
Dissect
Categorize
Discriminate
Breaking
information down
into its component
elements
Analyzing: Potential Activities and
Products
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Use a Venn Diagram to show how two topics are the same and
different
Design a questionnaire to gather information.
Survey classmates to find out what they think about a particular topic.
Analyze the results.
Make a flow chart to show the critical stages.
Classify the actions of the characters in the book
Create a sociogram from the narrative
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a roleplay about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Conduct an investigation to produce information to support a view.
Review a work of art in terms of form, color and texture.
Draw a graph
Complete a Decision Making Matrix to help you decide which breakfast
cereal to purchase
Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
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Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
Evaluating
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Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritize
Tell why
Compare
Evaluate
Defend
Select
Measure
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Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticize
Rank
Reject
Judging the value
of ideas, materials
and methods by
developing and
applying standards
and criteria.
Evaluating: Potential Activities and
Products
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Write a letter to the editor
 Prepare and conduct a debate
 Prepare a list of criteria to judge…
 Write a persuasive speech arguing for/against…
 Make a booklet about five rules you see as important.
Convince others.
 Form a panel to discuss viewpoints on….
 Write a letter to. ..advising on changes needed.
 Write an annual or bi-annual report.
 Prepare a case to present your view about...
 Complete a PMI on…
 Evaluate the character’s actions in the story
Creating
The learner creates new ideas and
information using what has been previously
learned.
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Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or
ways of viewing things?
Creating
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Compose
• Assemble
• Organize
• Invent
• Compile
• Forecast
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Creating: Potential Activities and
Products
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Use the SCAMPER strategy to invent a new type of …..
Invent a machine to do a specific task.
Design a robot to do your homework.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, puppet show, play, song or pantomime about..
Design a new monetary system
Develop a menu for a new restaurant using a variety of healthy foods
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example
Write a jingle to advertise a new product.
Examine how Choice Boards can
combine RBT/HOTS with
differentiation concepts
Why Choice Boards?
They allow for differentiation of
 Content (presentation, materials)
 Process (choice, complexity, studentcreated)
 Product (multi-modal, materials, formats)
 Environment (grouping, movement,
atmosphere)
 Assessment (rubrics, grading, format,
multi-modal)
Why Choice Boards?
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All students should not be required to do the exact same
activities since all students are neither at the same level
nor have the same learning style
 No student should be required to do more or less than
any other – they need the same amount of work at a
more or less challenging level
 Every student should be given work within their current
level of ability and understanding
 Choice Boards can easily be designed in varied ways:
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One for whole class
One for each particular grouping of students
One for each individual student
How to plan for a Choice Board
 Look
ahead at next/upcoming unit
 Determine specific learning goals of unit
 Design and administer a brief pre-test
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A minimum of 1 week so that you have time to
create appropriately leveled activities
 Find,
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adapt or design activities using RBT
Use data from pre-test to make sure you have
enough activities at needed levels
Sample Unit Plan: Space
Remembering
Cut out “space” pictures from a magazine. Make a display or a
collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Understanding
Make an astronaut for a puppet play and Use it to tell what an
astronaut does. Make a model of the planets in our solar system.
Applying
Keep a diary of your space adventure (5 days). What sort of
instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Analyzing
Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Evaluating
Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon, who do you choose and
why. Choose a planet you would like to live on- explain why.
Creating
Write a newspaper report for the following headline: “Spaceship out
of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a weekly meal menu
for your spaceship crew. Design an advertising program for trips to
the moon.
Sample Unit Plan: Travel
Remembering
How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
Understanding
How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Applying
Explain why some vehicles are large and others small. Write a
story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Analyzing
Make a jigsaw puzzle of children using bikes safely. What
problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.
Evaluating
What changes would you recommend to road rules to prevent
traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Creating
Invent a vehicle. Draw or construct it after careful planning.
What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
Unit Plan for Weather
The
Knowledge
Dimension
The Cognitive Process Dimension
Remember
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
Understand
Apply
Analyze
Evaluate
Create
Compile a glossary
of weather related
terms
Make a flow chart
explaining the
Hydrologic Cycle
Using construction
paper and cotton
balls construct four
different cloud
formations, label &
describe each
Myths and stories
from ancient times
often have a basis
in natural weather
phenomena. Write
and illustrate a
story that explains
the falling of hail.
Compare and
contrast at least
four different
instruments used
to predict weather
Examples:
Choice Boards, Think-Tack-Toe,
Category Choice
Choice Board
1. Choose a letter.
3. Find friends that have
names that begin with the
letter you chose
2. Look at our class
names
4. Sort them into the correct
basket
Or
1. Choose a letter. 2. Get a magazine
3. Cut out pictures that start
with your letter
4. Glue the pictures to the
correct letter poster
Amanda Banks- Literacy Coach- Wicomico County, Maryland- 2010
Two by Two
Choose a President
Create a timeline of the
life of the president you
have chosen
Create a campaign
brochure or flyer for your
president
Create a CD Jewel Case
Label related to your
president. Include band
names, song titles and
annotations as to why the
songs were chosen
Write the concession
speech for the candidate
who ran against your
president
Think-Tack-Toe (Elementary Plants)
Draw and label the 4
parts of a plant.
Use seeds to make
your own plant
picture
What would it be like
to be a seed growing
into a flower? Write
about this in your
journal.
Learn about what
plants need to grow.
Present your
information to the class.
Sort the seeds at
the plant center.
Make a pattern with
the seeds. Count the
seeds.
READ Eric Carle’s
book “The Seed”.
Draw what you
learned about how
seeds travel.
Read the poem, “The
Seed”. Act out how a
seed grows into a flower.
Using the materials
at the science
center, plant a seed
and watch it grow.
Draw and write about
what you see.
Make a list of words
that have to do with
plants, seeds and
gardening.
Using music, show
how seeds move.
Think-Tack-Toe (6-8 Civil Rights Unit)
Imagine (Creating)
You are a child in the Selma
to Montgomery march on
Bloody Sunday. What are
you thinking? Write a journal
entry.
Compare (Understanding)
Compare this event to
another event in the Civil
Rights Movement studied or
seen this month. Compose a
rap song about the two
events.
Change (Creating)
You are a Caucasian
Freedom Rider coming from
Ohio. What would have
happened if you had fought
back with violence in Selma?
Draw a picture with a one
sentence description.
Locate (Remembering)
Find where Ellen Levine
talks about Viola Liuzzo.
Write a journal entry stating
the page and reflecting on
her sacrifice.
Create (Creating)
Come up with a way to share
with the class about
something you read in Ch. 7.
Get your idea approved by
the teacher.
Describe (Understanding)
You are the media specialist.
Describe this event as a news
reporter on TV.
Respond (Understanding)
Respond to Ellen Levine or
any person about whom
you’ve read by writing him
or her a friendly letter.
Build (Applying)
Build a model or diorama
depicting some aspect of Ch.
7. On a notecard, write a
brief explanation of your
scene.
Critique (Evaluating)
Write an editorial for the
Selma Times expressing your
views on the day. Be sure to
say whose perspective you
are expressing.
Think-Tack-Toe (9-12 Biology)
Make and present a 3D
model of a particular
organ from one of the
human body systems.
Write and recite a poem
about the importance of a
body systems, include
appropriate, relevant
vocabulary.
Write and perform a
rap song that teaches
the organs and
functions of one of the
human body systems.
Create a visual
representation of a red
blood cell as it travels
through the bone marrow,
through the heart, to an
extremity, and back.
Write a children’s story
from the perspective of a
banana going through the
human digestive system.
Write an essay on the
school lunch program.
Include student,
lunchroom personnel,
and parent’s
perspectives.
Create a game for learning
the organs and structures
of the circulatory system,
including blood flow.
Create a PowerPoint
about the health risks of
obesity. Use graphs &
charts to show the
increase in obesity and
related health issues.
Create a game for
learning the organs and
structures of the
digestive system.
Imagine that you are an ancient
citizen who awakens to
discover that all water has
evaporated. Explain in detail
how this would alter your way
of life. Also, do this for the town
where you live.
Assume you are persuading
others to visit your ancient
civilization. Design a
descriptive, accurate travel
brochure. Include both
natural and man-made
elements that would attract
tourists.
PEOPLE
You are an ancient scribe.
Write and illustrate a
thorough description of a
famous character from each
time period being studied.
Profile yourself also.
Assume the identity of a
famous person from the given
time period. Create a journal
entry reflecting the ideas,
values, and components of
daily life for that person & you.
You are a famous sculptor.
Create a 3D representation of
a well-known leader, god,
goddess, or common citizen.
Include a museum exhibit
card.
Written language is an
essential part of everyday
life. Your task is to create an
alphabet. Include a
translation into modern
English, a written description
of the language
development a & a 3D
artifact of the new language.
Recreate in 3D form a famous
work of architecture from your
time period. Compare and
contrast this piece to one piece
of modern day architecture.
Find one example of this
architecture’s presence in
modern day society.
Find a way to explain and
show the importance of music
and the arts to your culture.
Also show at least 2
examples with roots in our
time.
GEOGRAPHY
As an ancient mapmaker,
you are commissioned to
create a map of your land
including all natural land
forms, a compass rose and
a scale. Also find examples
of each land form in a
modern civilization.
CONTRIBUTIONS
Category Choice Board (6-8 Ancient Civilizations)
Charles Kyle & Kathy Reed * Illinois
Dinner Menus
Dinner Menus are usually set:
 Appetizer
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This means every student does this, but it
does not necessarily mean that the products
are exactly the same
 Main
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Dish (Select One)
This is the HOT “meaty” component!
 Side
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Dishes (Select Two)
These can be lower in the RBT
 Dessert
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(Everyone Shares)
(Optional or Choose One)
If optional can be counted like Extra Credit
Menú de los Huricanes (MENU OF THE HURRICANES)
APPETIZER (Everyone Shares)
Define HURRICANE. How many categories are there on the Safir-Simpson Hurricane
Wind Scale? Describe each category.
SIDE DISHES (Select Two)
Describe (words and visuals) the following parts of hurricanes :
~eye ~eye wall ~spiral rainbands ~low pressure
MAIN DISH (Select One)
--Draw a picture of a hurricane as if it were taken from space looking down
on it. Make sure to appropriately labels all of the parts and rotations of the
storm.
--Write 2-3 paragraphs describing how a hurricane works. Be sure to describe the
direction of the storm’s rotation and the role of high and low pressure within the storm.
--Pretend you are in a city or town when a hurricane hits. Write 2-3 paragraphs that
would detail what it would be like to be in the hurricane through the various stages. Do
not forget about the types of damage that would occur.
DESSERT (Optional)
Name one hurricane for each category and the year it occurred. For example,
Hurricane Alice in December 1954 was a Category 1 storm, causing over $600,000 in
damage.
Dinner Menu = Photosynthesis
Appetizer (Everyone Shares)
Write the chemical equation for photosynthesis
Entrée (Select One)
Draw a picture that shows what happens during photosynthesis.
Write two paragraphs about what happens during photosynthesis.
Create a rap or song that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
Define respiration, in writing.
Compare photosynthesis to respiration using a Venn diagram.
Write a journal entry from the point of view of a green plant.
With a partner, create and perform a skit that shows the differences between
photosynthesis and respiration.
Dessert (Optional)
Create a test to assess the teacher’s knowledge of photosynthesis.
K-2 Measurement Dinner Menu
Main Dish (Choose 1)
•
Measure the length of the objects in the measurement container using any of the
nonstandard units we have used in class.
Use the large paper clips to measure one of the tables in the classroom. Make sure to list
which table you measured.
Complete the “Different Units of Measure” worksheet.
•
•
Side Dishes (Choose 2)
•
•
•
•
•
Read the book The Biggest Fish. Measure the length of the fish in the fishing net to the
nearest inch. Then glue them onto a sentence strip from shortest to longest.
Complete the “What’s My Length?” activity.
Use a ruler to draw and label lines for the following measurements: 10 inches, 5 inches, 3
centimeters, 15 centimeters, 1 foot, 1 inch, 3 inches, and 10 centimeters.
Organize the pictures of the objects in order from smallest to largest.
Complete the “How Far to the Dragon’s Lair?” activity sheet
Dessert (Optional)
•
•
Draw a map. Label 4 locations on your map with a large dot. Using you ruler draw lines
to connect these locations. Measure and label these lines on your map to the nearest
inch. Write a story problem on an index card that can be solved using your map.
Read How Big is a Foot? Then pick 5 objects from the measurement container to
measure using a small paper clip, an eraser, and a ruler. Complete the worksheet for this
activity.
Point Value Menus:
Totally 10/15/20, Baseball
Games, Point Value Grids
2-5-8 (4-6 Gary Paulsen)
Remember & Understand (2 points each)
•
•
Create a story map/plot graph for one of the Gary Paulsen novels we have read
Write a 1-page journal entry for a typical day in the life of Gary Paulsen. Write from
Paulsen’s point of view. Be sure to include details from “A Life in the Day.”
Apply & Analyze (5 points each)
•
•
•
Write 5 questions that someone interviewing Gary Paulsen might ask. Now pretend
to be Gary Paulsen and answer the questions.
Create a collage on a piece of construction paper to present the mood or tone of one
of Paulsen’s stories.
Use a Venn diagram to compare and contrast the main characters from two different
Paulsen stories we have read.
Evaluate & Create (8 points each)
•
•
•
Write a script for a news reporter that is covering the events in one of the Paulsen
stories we have read
Design a new book jacket for one of Paulsen’s stories
Draw a cartoon with at least 8 cells which tells the continuation or “the next day” of
one of Paulsen’s stories
Determine what total points you want students to meet 10, 15 or 20
Multiplication Baseball Game (Total game points = 100)
Singles = 10 points
Doubles = 20 points
•
•
•
•
•
•
Use the Unit Vocabulary terms to
create an acrostic puzzle
Use the Unit Vocabulary terms to
create a reference book with
definitions and examples or
illustrations
Use index cards to create a
“Concentration” style game with
vocabulary terms and their definitions
Complete a Four Corners Board for
each vocabulary term
Play MATHO, print out the results
screen when completed.
•
•
•
Watch the videos on Properties of
Multiplication and the Distributive
Property. Make a poster with
examples and definitions of each
property
Complete the online Properties of
Multiplication problems, print out the
results screen.
Watch the videos on Properties of
Multiplication and the Distributive
Property. Make a flip book with
examples and definitions of each
property
Complete the online Distributive
Property problems, print out the results
screen
Baseball Game (Total game points = 100)
Triples = 30 points
Homeruns = 40 points
•
•
•
•
Create a 10 question online game
on Estimating Products.
Using number cubes, complete
the “Roll and Round” worksheet
Watch the Estimating Products
video and complete the online
problems. Print out the results
screen.
•
•
•
Create a Study Guide for your
classmates to use when studying
for the Unit Test
Create a 2-digit Multiplication
BINGO game with calling cards
and at least 5 different boards.
Create a video demonstrating how
to solve three different 2-digit
multiplication problems
Create a 2-digit Multiplication “I
Have, Who Has” game using 16
cards. Remember that the
problem on the last card has to
link to the answer on the first card.
Point Value Grid (3-6 Life Sciences)
2 Points
List 5 living plant
species. List 5 living
animal species.
2 Points
Label the parts of a
plant and illustrate the
things it needs to
survive.
2 Points
Illustrate an insect.
and list 3
characteristics of an
insect.
2 Points
Write a riddle about an
amphibian and one
about an arachnid.
4 Points
Explain why a spider
is not an insect.
4 Points
Compare and contrast
two plants using a
venn diagram.
4 Points
Collage pictures of
living things using
magazines.
4 Points
Write a poem about
your favorite living
species.
6 Points
Select a living
organism. Illustrate its
life cycle using a
graphic organizer.
6 Points
Make a flip book
illustrating the steps
taken from turning a
tree into paper.
6 Points
Assume the identity of
a living organism.
Create journal entries
describing your life.
8 Points
Interview a wildlife
specialist at a state
park. Present your
questions and answers
in a novel way.
8 Points
Diagram the levels of
the rainforest. Write
how your life would
change if you lived in
the canopy of the
rainforest.
8 Points
Create a diorama
illustrating a natural
habitat. Include
animals found in that
habitat.
10 Points
Research an
endangered species
and design a how to
plan to help populate
the species.
12 Points
Develop a 10 minute
lesson on a living
organism of your
choice.
Great Resources
Laurie Westphal has written some GREAT books
covering all subject areas and across grade levels
Online Resources
http://daretodifferentiate.wikispaces.com
http://differentiationkit.wikispaces.com/Dinner+Men
us
http://www.pvusd.k12.ca.us/departments/GATE/ch
oiceboards/MeaningfulMenus.pdf
http://quality.cr.k12.ia.us/DI/DI_ChoiceBoards.html
Pinterest!
Questions?