Theory Behind Multiple
Intelligences
Howard Gardner – Intelligence Types and Entry Points
• Suggests 8 different types of intelligence preferences or
strengths (visual-spatial, logical-mathematical, verballinguistic, body-kinesthetic, musical, interpersonal,
intrapersonal, and naturalist)
• Asserts that these strengths affect how children take in
information, solve problems, and express learning
(children with different strengths do so in different ways).
• Believes that using these intelligence preferences as “entry
points” or even exit points can allow students to tap into
their strengths, interests, and prior experiences, thus
enhancing “motivation, success and understanding.”
How to Create a MI Assignment
The Teacher…
• … selects the knowledge, skills and
essential understandings that s/he would
like students to either1) begin to explore, or
2) synthesize and demonstrate mastery of.
• … looks at these K-U-Ds and finds learning
modes through which students could
demonstrate this learning.
• … selects jobs/occupations that are
associated with the different learning styles.
How to Create a MI Assignment,
cont.
Examples …
• Visual – Spatial: Artist, Cartoonist, Magazine layout
editor
• Logical-Mathematical: Architect, Engineer,
Mathematician
• Interpersonal – Counselor, Tour Guide, Teacher
• Musical/Rhythmic: Songwriter, Performing Artist
• Verbal-Linguistic: Writer, Commentator, Announcer
• Body-Kinesthetic: Actor, Builder
• Intrapersonal: Poet, Songwriter, Reflector (Journal)
• Naturalistic: Forest Ranger, Botanist
How to Create a MI Assignment,
cont.
Remember that …
• Many intelligence preferences overlap with
one another, and
• Most students have more than one
preference;…
… therefore, it is not necessary to use them all!
Simply select those that are most conducive
to the demonstration of your learning goals.
How to Create a MI Assignment,
cont.
• Create several product assignment options in
which students assume the role of a
professional in order to demonstrate the
learning outcomes you’ve targeted.
• Survey students to determine their
“professional” preference.
• Assign product assignments accordingly
Multiple Intelligences Assignment
Adaptations
• Survey your students first to determine their
“professional” preference, then you can make up
assignment options that best reflect the interests of
the class.
• Every assignment option can cover the same
K-U-Ds OR
• You can use the options as part of a “Jigsaw”
assignment and structure different products to target
different skills and knowledge. Students would then
share and be held responsible for other students’
information.
Other Ways to Differentiate with
Multiple Intelligences Assignment
• Group Orientation: Students can work individually,
in groups, or be given the choice. Some preferences
are more conducive to group work than others. You
may want to alert students to this when they are
selecting their preferences.
• Readiness Level: You can make various versions of
each “profession” you choose to target for the levels
represented in your classroom. Students still receive
their choice of “profession,” but you assign them the
product option that matches their readiness level.
You can explain the differing assignments by
emphasizing the need for “variety” in the classroom
as long as the tasks are equally engaging and
respectful.
Multiplying by 3 and 6!
•
•
•
•
•
•
Play Multiplication Memory card game
(Kinesthetic, interpersonal).
Make a picture book of multiplication facts for 3
and/or 6 (visual/spatial).
Make up a song about (or of) the multiplication
facts for 3 and/or 6 (musical).
Write a diary entry about the 3 and 6
multiplication facts. What are they? How can
you remember them? If you forget one, how
could you figure it out? (Intrapersonal / verbal
linguistic)
Write a story that involves multiplication by 3
and 6 (verbal linguistic).
Show as many different models of multiplication
by 3 and 6 of which you can think. How is
multiplying by 6 related to multiplying by 3?
(Logical / Mathematical)
Multiple Intelligence Ideas for
Proofs!
• Logical Mathematical: Generate proofs for
given theorems. Be ready to explain!
• Verbal Linguistic: Write in paragraph form
why the theorems are true. Explain what
we need to think about before using the
theorem.
• Visual Spatial: Use pictures to explain the
theorem.
Multiple Intelligence Ideas for
Proofs!
• Musical: Create a jingle or rap to sing the
theorems!
• Kinesthetic: Use Geometer Sketchpad or
other computer software to discover the
theorems.
• Intrapersonal: Write a journal entry for
yourself explaining why the theorem is true,
how they make sense, and a tip for
remembering them.
Introduction to Change
(MI)
• Logical/Mathematical Learners: Given a set of data that
changes, such as population for your city or town over
time, decide on several ways to present the information.
Make a chart that shows the various ways you can present
the information to the class. Discuss as a group which
representation you think is most effective. Why is it most
effective? Is the change you are representing constant or
variable? Which representation best shows this? Be ready
to share your ideas with the class.
Introduction to Change
(MI)
• Interpersonal
Learners: Brainstorm
things that change
constantly. Generate a list.
Discuss which of the
things change quickly and
which of them change
slowly. What would
graphs of your ideas look
like? Be ready to share
your ideas with the class.
Introduction to Change
(MI)
• Visual/Spatial Learners:
Given a variety of graphs, discuss
what changes each one is
representing. Are the changes
constant or variable? How can you
tell? Hypothesize how graphs
showing constant and variable
changes differ from one another.
Be ready to share your ideas with
the class.
Introduction to Change
(MI)
• Verbal/Linguistic Learners: Examine
articles from newspapers or magazines
about a situation that involves change
and discuss what is changing. What is
this change occurring in relation to? For
example, is this change related to time,
money, etc.? What kind of change is it:
constant or variable? Write a summary
paragraph that discusses the change and
share it with the class.
Relating Equations and Points on a
Line (MI)
• Before breaking off into groups based on
Gardner’s Theory of Multiple Intelligences, all of
the students should practice finding equations of
lines given a point and the slope, two points, or a
graph. A worksheet that the students complete
independently is appropriate for this practice.
When the students complete their independent
practice, they should choose one of the following
activities to complete in a group:
Nanci Smith
Relating Equations and Points on a
Line (MI)
• Musical Intelligence: Prepare a rap that
teaches how to find the equation of a line
given two points.
• Visual/Spatial and Mathematical/Logical
Intelligences: Make a flow chart that show
the steps involved in finding the equation of
a line using 1) two points, 2) a point and the
slope, and 3) a graph of a line.
Nanci Smith
Relating Equations and Points on a
Line (MI)
• Verbal/Linguistic Intelligence: Write a poem or
short story that explains how to find the equation
of a line given a graph.
• Interpersonal and Kinesthetic Intelligences:
Perform a skit that demonstrates how to find the
equation of a line using two points.
• Intrapersonal Intelligence: Next to each practice
problem completed previously, explain the steps
to finding the equation.
Nanci Smith
The Maturation of Tom Sawyer
Learning
Preference
The Adventures of Tom Sawyer by Mark Twain
Level 1:
Level 2:
On or Below Grade Level
On or Above Grade Level
Artist
The Writing’s On the Wall
You ARE Tom Sawyer. You will
create a “Growth Mural” of yurself to
give to Becky in order to show her
how much you’ve matured.
Life is Like a Box of Chocolate
Illustrate Tom’s growth or maturation through
the use of an extended metaphor or simile that
compares Tom’s growth process to
__________________
Announcer:
Hannibal on a Wire
Create an audio recording of the scene
that you feel was the most important to
Tom’s growth.
Tommy Goes to Hollywood
Create and produce an NPR segment in which
the hosts of the show interview Steven Sielberg
about his upcoming film adaptation of The
Adventures of Tom Sawyer
Writer:
Growth Report Card
You are a psychologist hired by Aunt
Polly to examine Tom’s behavior and
assess his growth.
Investigative Report
Develop a Private investigator’s Report about
Tom’s emotional and mental growth and wellbeing.
Actor:
Lights, Camera, Action!
Choose an important scene that
demonstrates Tom’s growth of
character, and act it out using props,
costumes, etc.
Live with Dr. Phil!
Act out an episode of the Dr. Phil show in
which characters from the book will discuss
whether or not they believe that Tom has grown
or changed and how.
The Road Not Taken
10th Grade 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.
The Road Not Taken
10th Grade English
 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.
 Develop a soundscape which takes us along Frost’s “journey in the
woods” using music, found sounds, sound effects, and appropriate
mime, body sculpture or narration to help your audience understand
the feelings which a “journeyer in the woods” would have as they
come to straight places, landmarks, decision points, etc.
 Create an “overlay” of his life and the poem, using words and
images in such a way that they illustrate the metaphorical
relationships between the two.
 Transfer the key ideas in the poem to the life and experience of a
noted person about whom we are all likely to know a bit – and
about whom we are likely to be able to learn a bit more. Your
“transfer” must be shared with the class in a way which is clear in
regard to the person and the poem, and clarifying in regard to ways
in which literature can help us understand ourselves.
The Road Not Taken
10th Grade English
 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.
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,
…examine a topic from a relevant perspective,
…write 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
Sample RAFT Strips
Role
Audience
Format
Topic
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?
RAFT EXAMPLE
This RAFT is designed to be used by student in a second grade class as they
are learning about endangered and extinct animals in science and natural
resources in social studies. Students have been studying both topics for a
number of days before they do the RAFT. The activity serves as a culmination
to this period of study.
Know:
•Basic needs of plants and animals
•The role of natural resources in lives of people and animals
Understand:
•Our actions affect the balance of life on Earth.
•Animals become endangered or extinct when natural
resources they need are damaged or limited.
•Natural resources are not unlimited and must be
used wisely.
ROLE
AUDIENCE
FORMAT
TOPIC
The Earth
Aliens who
might want to
live on earth
A written set of
rules with
reasons
What you need
to know and do if
you want to live
here
An endangered
animal
Humans
A poster with
an exhibit card
to explain it
Why I need you
and you can help
save me
A natural
resource
Our class
A speech
What people
need to know
about using us
well and why that
matters anyhow
Be Able To:
•Identify causes of problems with misuse of
natural resources.
•Propose a useful solution to the problems.
Directions: Pick one of these
rows to help you show
what you know and why
taking care of natural
resources is important to the
balance of life in our world.
•
Primary Science
Know:
Plant Parts
– Parts of a plant: root, stem, leaf, flower,
seed
– Plant needs: light, water, air, soil, food
• Understand:
– Plants have needs that must be met in
order for them to survive.
– Each plant part has a job to do that helps
the whole plant.
– If one plant part can’t do its job, the whole
plant suffers.
• Do:
– Identify and describe the plant parts
– Explain the role of each plant part in
meeting the plant’s needs
• Work independently
• Work collaboratively
• Draw Conclusions
•
•
•
•
Plant Raft
The teacher assigns a RAFT task to each student based on interest and/or learning profile.
Students work alone to complete their task.
Students review one another’s work and make suggestions for improvement.
Teacher checks each student’s work for accuracy and quality.
When students are ready, the teacher forms groups of students, making sure each RAFT role
is represented in each group.
ROLE
AUDIENCE
FORMAT
TOPIC
Plant parts
Plant needs
Picture
We’re made for each other
Roots
Stem, Leaf, Flower &
Seeds
Letter
You’d be lost without me
Flower
Stem, Leaf, Seeds, and
Roots
Ad
I’m more than just a pretty
face
Seeds
Flower, Leaf, Stem, Roots
Song or Poem
Here’s where you got your
start
Stem
Flower, Leaf, Seeds, Roots Chart
Why you can’t do without
me
Leaf
Stem, Seeds, Flower,
Roots
Why I’m important to you
2 Riddles
Plant RAFT
• After completing the RAFT,
students meet in teacher-assigned
table groups of 6.
• Each group has a leader or guide.
• Students share their RAFT work.
• As a group, they respond to this
prompt:
– Draw or build something to prove
that a plant is well made to have all
its needs met.
– Use words to explain.
– Everyone in your group should be
ready to tell the class about your
ideas.
RAFT ACTIVITY ON FRACTIONS
Role
Audience
Format
Topic
Fraction
Whole Number
Petitions
To be considered Part of the
Family
Improper Fraction
Mixed Numbers
Reconciliation Letter
Were More Alike than
Different
A Simplified Fraction
A Non-Simplified Fraction
Public Service
Announcement
A Case for Simplicity
Greatest Common Factor
Common Factor
Nursery Rhyme
I’m the Greatest!
Equivalent Fractions
Non Equivalent
Personal Ad
How to Find Your Soul Mate
Least Common Factor
Multiple Sets of Numbers
Recipe
The Smaller the Better
Like Denominators in an
Additional Problem
Unlike Denominators in an
Addition Problem
Application form
To Become A Like
Denominator
A Mixed Number that
Needs to be Renamed to
Subtract
5th Grade Math Students
Riddle
What’s My New Name
Like Denominators in a
Subtraction Problem
Unlike Denominators in a
Subtraction Problem
Story Board
How to Become a Like
Denominator
Fraction
Baker
Directions
To Double the Recipe
Estimated Sum
Fractions/Mixed Numbers
Advice Column
To Become Well Rounded
RAFT ACTIVITIES
Role
Fraction
Equivalent
Fraction
Fractions &
Mixed
Numbers
Improper
Fractions
Audience Format
Whole Number
Boys-Men
Middle
Schoolers
Mixed
Numbers
Dinner for 2
Family of 4
Mixed number
Subtrahend
Mixed number
minuend w/
Regrouping
Topic
Invitation to a
family reunion
Here’s how we
are related
Model
All pizza is
created equal
Persuasive
Letter
Ad for a circus
Recipe
Song
You can’t live
without us
What is my
value in the
balancing act?
Yours,Mine &
Ours
You can’t take
that away
from me
Parts of Speech
ROLE
AUDIENCE
FORMAT
TOPIC
SUBJECT
ATHLETICS
AWARD
DINNER
ACCEPTANCE
SPEECH
It’s all about me!
PREDICATE
“TOP 40” MUSIC SONG
RADIO
LISTENERS
All things revolve
around me
DIRECT
OBJECT
MIDDLE
SCHOOLERS
POEM
“To be acted upon”
INDIRECT
OBJECT
WRITERS
ONE PAGE
WRITTEN
ARGUMENT
No one understands
me!
Name:_________________________________ Period:____________ Date:__________
Partner’s Names:__________________________________________________________
________________________________________________________________
Due Date:
Astronomy Rafts
For this assignment you and your partners will choose one of the following assignments. You will work with your partners
to create a story that follows the topic and format. All topics can be found in your textbook but a minimum of two other
sources is required. Choose your assignments wisely and be very creative. Students will also be responsible for presenting
their assignments to the class in a 3 – 8 minute presentation.
Role
Audience
Format
Topic
Supergiant Star
Younger star
Dialog
A look back at my life
Moon
Astronauts
Advice column
What to expect with your visit
A galaxy
neighboring galaxies
Letter of Concern
We are growing apart
A Planet
protoplanets
Motivational Speaker
You too can be a strong, independent Planet
Earth
Sun and other planets
Ricki Lake Show
No I am the Center
Sun Tour Guide
Sun Tourists
Tour guide dialog
Add some heat to your life
Galaxy
Other galaxies
Letter to the Editor
What is this redshift trying to prove
Pluto
other planets
Petition
Why should I be a planet or moon
**** Other ideas may be used also. Any other idea besides the listed topics must be approved by Miss Wall. Think creativity!
Rubric for Astronomy Rafts
Creativity: Be as creative as possible when presenting to the class. This creativity can range from dialogue,
costumes, props, and/or diagrams. Use all creative skills! The more unique, the better.
10 points
Neatness: Your presentation should be well organized and neatness is a must for any props or posters.
10 points
Presentation: Your presentation must be organized and well prepared. Practice is a must. The presentation
must be between 3 to 8 minutes. Everyone in the group must speak and have an active roll in the presentation.
10 points
Quality of Information: All facts and information in the presentation and summary must be accurate. All
information must come from adequate sources which will be listed on a reference page.
10 points
Typed Summary: This summary should display all topics discussed in the presentation. This summary must be
at least one page typed. Points will be deducted for spelling and grammar errors.
10 points
Peer evaluation: The peer evaluation must be completed by each member of the group. This form should be
completed honestly. Only the teacher will be viewing these evaluations.
5 points
References: The reference page should be typed and should include all sources that were used to gather
information on your subject.
5 points
Total Points Available: 60 Points
Grade 6
Social Studies RAFT
The Feudal System
Students will
Know:
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:
Research
See events through varied perspectives
Share research & perspectives with peers
Feudal Pyramid RAFT
Role
Audience
Format
Topic
King
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 in
mixed role groups of approximately five. Groups will have a “discussion agenda” to
guide their conversation.
Kathryn Scaman
High School History
This standards-based RAFT guides students in examining the impact of
leaders’ actions and decisions. Prior to implementation the RAFT, students
will have read and discussed a number of primary and secondary documents
on events surrounding the Cuban Missile Crisis. They will also have learned and discussed the
ideologies of capitalism and communism. Primary Resource documents and other Cold War resources
can be found at http://www.cnn.com/SPECIAL/cold.war
AS A RESULT OF THE LESSON, STUDENTS SHOULD:
KNOW
President John Kennedy, Nikita Khruschev, Fidel Castro, Cold War, Ex Comm, U2 plane,
key events in the Cold War,
UNDERSTAND THAT
Political leaders’ actions and decisions can be driven by a desire to propagate national
ideologies.
Desire to propagate national ideologies can override reason and logic.
BE ABLE TO:
Use information to write from a non-personal perspective.
Analyze and account for differing perspectives.
Discuss and reach consensus on important topics.
RAFT For the Cuban Missile Crisis
 President Kennedy
 A fly on the wall at the
ExComm meeting
 President Nikita Khrushchev
His children
The American Public
Oct. 29th, 1962
Leonid Brezhnev
 Pilot U2 Plane
Head of Command
 Historian
College Class
Anati Dobrynin
Members of the
Russian government
 Fidel Castro
To his people
Journal entry
“I must confide my true thoughts
about that fateful week in Oct.
Editorial
“The weight of the world
was so heavy in the room
that I could hardly fly”
Private
Conservation
Oct. 29th
Radio
Transmission
Lecture
Debriefing
Propaganda
Speech Oct 13th
“Did I just break the back
of my communist empire
Leonid?”
“That’s correct sir,nuclear
warheads! What should I do?
“What if Maxwell Taylor’s position
won?”
“How did the world come so close?”
“We will not be American pawns!”
High School History
To ensure that all students work with the range
of ideological
perspectives, students will participate in the following
activities after the RAFT.
Two Stage Round Table: Students will work in two groups. In the first, they will develop
an argument for the actions of either a communist or capitalist nation during the Cold War.
They will then move to a group in which ideologies are represented to hear and respond to
both perspectives.
Consensus Building: the whole class will listen to a representative presentation on each
ideology. The teacher will then lead the class in a consensus building activity to determine
whether the conclusion to the missile crisis was an effective/appropriate conclusion.
Advisory Letter to Heads of Nations: For homework, students will individually develop a
statement to the United Nations advising leaders on ways to handle potential conflicts
based on ideological differences. The statements will be based on research and
discussions.
Meegan Snyder, 2003
This RAFT is designed to be used by students in a French I
class as they are
developing the basic structure of the language and basic
vocabulary sets. Of particular
RAFT Goals
interest
vocabulary centered
Students Should
Knowhere are present tense verbs andUnderstand
around leisure activities
Be Able To
• Names of French speaking countries
• A country’s geography affects
•
Research a French speaking country
• Basic geographic features of those countries
how its people spend their leisure
to determine its basic geography
• Conjugation of present tense verbs
time
•
Predict leisure activities people in a
• Vocabulary for leisure time activities
• Communicate
information about
leisure activities in
French
LEISURE ACTIVITIES RAFT
Directions: First select a French speaking country from the list on the boards. Next, use
research materials on the bookshelf,
internet, and in our textbook to find information on the geography of that country. Get as
much information about the country’s geography as you can find. For example: what is
the temperature like in the various seasons, does it have lakes, are parts of it bordered by
ROLE
AUDIENCE
Student
Self
Packing List with
notes
,
Native of the
Country
FORMAT
TOPIC
Here’s what I need on
my vacation and why
A visiting athlete
Map with symbols Here’s what to look for &
do on your vacation here
Family at home
Series of Post
Cards
Please send my . . .
because
Visitors on Vacation
List of Dos and
Don’ts
When in Rome . . .
Hiker or Driver
Roads
Magazine
Interview
Bureau of
Tourism
Potential Inhabitants
Travel Posters with
Narration
Tourist
Native of the
Country
Radio Announcer
Listener
Fill in your choice here.
Announcer
Where are you
taking me?
You’ll enjoy our best
features!
Come share the
wonder
Check with the teacher for approval.
Developed by and reprinted with permission of Cindy Strickland
.
Angle Relationship RAFT
Role
Audience
Format
Topic
One vertical
angle
Interior
(exterior)
angle
Acute angle
Opposite
vertical angle
Poem
Alternate interior
(exterior) angle
Invitation to
a family
reunon
Wanted
poster
It’s like looking
in a mirror
My separated
twin
An angle less
than 180 
**Angles
Supplementary angle
Humans
Missing angle
Persuasive
speech
Video
Wanted: My
complement
Together, we’re a
straight angle
See, we’re
everywhere!
Algebra RAFT
Role
Audience
Format
Topic
Coefficient
Variable
Email
We belong
together
Scale /
Balance
Students
Advice
column
Keep me in mind
when solving an
equation
Variable
Humans
Monologue
All that I can be
Variable
Algebra
students
Instruction
manual
How and why to
isolate me
Algebra
Public
Passionate
plea
Why you really
do need me!
Indicator Raft
ROLE
AUDIENCE
FORMAT
TOPIC
Benedict’s Solution
Simple Sugar
Song
I’m Blue Without
You
Phenolphtalein
Base
E-mail
I’m tickled Pink
Indolphenol
An Orange
Dialogue
Now you “see”
me, now you don’t
Litmus paper
MOMs (Milk of
Magnesia)
Poem / Song
You make me blue
Bromthymol Blue
Bromthymol
Yellow
Letter of
concern
Youn make me
green with envy
Phenol Red
Vinegar
Obituary
You left me
Jaundiced
Lugol’s Solution
A Potato
Ramson Note
I’ll leave you
black as night
Morein Gordon, Joyce Kent and Karen Woodworth, 2004
New Rochelle High School
High School Biology RAFT
Know: (See terms below the RAFT)
Understand:
Plants and animals have a symbiotic relationship with
photosynthesis and respiration.
Photosynthesis and respiration are essential to human life.
Be Able to Do:
Explain the relationship between photosynthesis in plants
and respiration in humans
Explain and connect the equations for photosynthesis and
respiration
Explain the nature of human dependence on plants
ROLE
An animal of
your choice
AUDIENCE FORMAT
A plant of your
choice
TOPIC
Song
Why I am grateful to you
Trees & shrubs in the Real Estate
local park
Developer
Numbered
List
Our needs, why you should care,
and what you should do about them
Athlete
Coach
Letter (with
sketches, if
you’d like)
For better or worse: What plants
have to do with my performance
this year
High school biology
student
3rd Grader
Annotated
diagram
What plants have to do with you
Scientist preparing
for a Mars mission
Financial
backers for the
trip
Presentation
Plants—and plant substitutes: The
unsung heroes of the mission
A kid
Mom
Conversation The lettuce is turning yellow! Are we
threatening the balance of nature?!
Important Terms: photosynthesis, respiration, carbon dioxide, sunlight, blue light or green light
(or other colors), sugar, water, mitochondria, chloroplast, stoma (stomata), lactic acid, aerobic
respiration, anaerobic respiration, autotroph, heterotroph, sunny, cloudy, cool, warm, long sunny days,
short days, lungs, light energy, food energy
Annette Hanson, Timberline High School, Boise, Idaho
Self Portrait RAFT
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
ROLE
Playwright Voice and Style
KNOW:
- Voice, Tone and Style
UNDERSTAND:
- Each playwright has a voice.
- Voice is shaped by life experiences and reflects the
writer.
- Voice shapes expression.
- Voice affects communication.
- Voice and style are related.
DO:
- Describe an author’s voice and style.
- Mimic a playwright’s voice and style.
- Create a piece of writing that reflects a writer’s voice and
style.
Playwright Voice and Style
ROLE
AUDIENCE
FORMAT
TOPIC
Shakespeare 10th Graders
Today
Soliloquy
My many
voices
Henrik
Ibsen
Mother
Letter
The role of a
woman
Arthur
Miller
Himself
Diary entry How I’m like
Willie Loman
Tennessee
Williams
Edward Albee
Debate
We’re more
alike than
different
Raft Rubric
4
Accuracy
Perspective
3
Information,
details in RAFT
always accurate
and properly
reflects
information,
ideas and
themes related
to the subject
The information
you provide in
RAFT is
accurate but
could use more
support
2
The information
you provide in
your RAFT has
some
inaccuracies or
omissions
1
The information
you provide in
your RAFT is
incomplete
and/or
inaccurate
RAFT maintains You explain
You show little
You do not
clear, consistent how your
insight into how accurately
point of view,
character would your character
develop your
tone and ideas
feel about the
would feel or act characters
relevant to role
event(s)
during the
thoughts or
played; ideas
event(s)
reactions to the
and information
event(s)
always tied to
role and
http://olc.spsd.sk.ca/DE/PD/instr/strats/raft/
audience
Hinrichs/Miller/Leonard
Civ/Lit
Focus
RAFT stays on topic,
never drifts from
required form or type;
details and
information are
included that are
pertinent only to
developed purpose.
Class Time
You use class time
appropriately to
research the era and
create well-written
stories
Mechanics
A+ 20
MLA Format
Essay contains few to
no fragments, run-on
sentences; rare errors
or mechanical
mistakes; writing is
fluent
A19
A-18
B+17
You spend most of the
RAFT discussing
issues on topic, but
occasionally stray
from the focus.
You seldom need to
be reminded to get
back on task
You use library and
computer time to do
work for other classes
and or chat with
friends or lounge on
couches
Essay contains some
fragments, run-ons or
other errors;
occasional
mechanical mistakes;
writing generally
clear
B16
Incorrect Format -1
You spend some time
discussing issues off
topic
B-15
You treat research
time as an open
period you can be
seen chatting with
friends and hanging
out on the couches
Essay contains
several sentence
errors, mechanical
mistakes that may
interfere with ideas,
clarity of ideas in
writing
C+14
Most of your RAFT is
spent on issues that
do not directly deal
with the RAFT you
choose
C13
Essay is marred by
numerous errors,
mechanical mistakes
D 12
F 11 and below
RAFT Planning Sheet
Know
Understand
Do
How to Differentiate:
• Tiered? (See Equalizer)
• Profile? (Differentiate Format)
• Interest? (Keep options equivalent
in learning)
• Other?
Role
Audience
Format
Topic
Sternberg’s Triarchic Theory of
Intelligence
Robert Sternberg, a Professor of Psychology
at Yale University, has developed a theory
that people possess three different types of
intelligence in varying amounts. His
research indicates that people learn best
when their dominant intelligence is
addressed (Sternberg, 1997).
Triarchic Theory
• Triarchic teaching is a strategy that you
can use to differentiate according to
Sternberg’s theory of “successful
intelligence”:
– Creative Intelligence
– Practical Intelligence
– Analytical Intelligence
Triarchic Teaching
• The idea behind Triarchic teaching is that
you provide students with assignments,
centered around the same earning goals,
that are designed for their intelligence
strengths. This way, students learn the
material more efficiently and successfully.
• Sternberg’s research shows that student
achievement rises when learning
experiences take into account dominant
learning preferences.
Creative
Analytical
Practical
Sternberg’s Three Intelligences
Creative
Analytical
Practical
•We all have some of each of these intelligences, but are usually
stronger in one or two areas than in others.
•We should strive to develop as fully each of these intelligences
in students…
• …but also recognize where students’ strengths lie and teach
through those intelligences as often as possible, particularly
when introducing new ideas.
STERNBERG’S INTELLIGENCES
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
PRACTICAL
Streetsmart – Contextual – Focus on Use
CREATIVE
Innovator – Outside the Box – What If
An idea for assessing students according to Sternberg’s intelligences
would be to give the following scenario:
Imagine you are driving with your parents and they are listening to the
radio. An interesting piece comes on about something you do not know. As
you listen, you get more and more interested. What do you want to know?
Do you want to know all the little details that go into it?
Do you want to know how it is being used?
Do you want to know enough to use the information in new ways,
for new purposes, to make new connections?
Students who choose the first question fall into the analytic intelligence, the
second corresponds to practical and those who choose the final question
are the creative learners.
Analytical
Thinkers
Likes to break things into parts, likes to know how things work,
enjoys facts as well as ideas, likes to argue, ataracted to
logical thinking and logical ideas, likes to “think” as opposed
to “doing,” typically does well at school tasks, enjoys solving
problems, can focus for long periods of time on a single task,
ma balk at “creatve” assignments, likes to find one right
“answer,” may see thngs as black and white.
Needs: assignments that require thought as opposed to rote
memorizaatin, extended assignments that allow for focused,
long-term study, “problems” to fgure out, time to discuss
ideas with others, support with how to present ideas in a nonargumentative way, support with listening to and accepting
others’ ideas, opportunities to struggle with open-ended
questions that have no right/wrong answer.
For ANALYTICAL Thinkers
Analytical = Linear – Schoolhouse Smart -- Sequential
•Show the parts of _____________ and how
they work.
•Explain why _____________ works the way
it does.
•Diagram how _________ affects ________.
•Identify the key parts of _______________.
•Present a step-by-step approach to _____.
Analytical thinkers: “I Like…
• Analyzing characters
when I’m reading or
listening to a story
• Comparing and
contrasting points of view
• Criticizing my own and
others’ work
• Thinking clearly and
analytically
• Evaluating my and others’
points of view
Sternberg & Grigorenko, 2000
• Appealing to logic
• Judging my others’
behavior
• Explaining difficult
problems to others
• Solving Logical problems
• Making inferences and
deriving conclusions
• Sorting and classifying
• Thinking about things
Examples Across the Curriculum: Analytical
• Analyze the development of the character of Heathcliff in Wuthering
Heights.
• Critique the design of the experiment (just gone over in class or in a
reading) showing that certain plants grew better in dim light than in
bright sunlight.
• Judge the artistic merits of Roy Lichtenstein’s “comic-book art,”
discussing its strengths as well as its weaknesses as fine art.
• Compare and contrast the respective natures of the American
Revolution and the French Revolution, pointing out ways both in
which they were similar and those in which they were different.
• Evaluate the validity of the following solution to a mathematical
problem and discuss weaknesses in the solution, if there are any.
• Assess the strategy used by the winning player in the tennis match you
just observed, stating what techniques she used in order to defeat her
opponent.
Practical
Thinkers
Likes to see the real world application of things, excellent at
implementing plans, a “doer,” highly effective in making
things “happen,” organized, less interested in ideas than in
action likes to move and do when learning, can be an
excellent leader, may struggle with creativity-for-creativity’ssake assignments, may resist completing assignments for
which they see no real-world purpose, can work very well in
group situation, may not be traditionally “book smart.”
Needs: Hands-on activities, assignments that are connected to
the real world, opportunities to share ideas with practitioners
and experts, experiences with more creative, open-ended
activities, support with being patient with activities for which
they see no immediate application, opportunities to lead
(even when they are not the highest achievers, these students
can be highly effective at leading groups and delegating
responsibilities).
For PRACTICAL Thinkers
Practical = Street Smart – Contextual – Focus on Use
•Demonstrate how someone uses ________
in their life or work.
•Show how we could apply ______ to solve
this real life problem: _________________.
•Based on your own experience, explain
how _________________ can be used.
•Here’s a problem at school, ________.
•Using your knowledge of
__________,
develop a plan to address the problem
Practical thinkers: “I Like…
• Taking things apart and
fixing them
• Learning through hands
on activities
• Making and maintaining
friends
• Understanding and
respecting others
• Putting into practice
things I learned
• Resolving conflicts
Sternberg & Grigorenko, 2000
• Advising m friends on
their problems
• Convincing someone to do
something
• Learning by interacting
with others
• Applying my knowledge
• Working and being with
others
• Adapting to new situations
Examples Across the Curriculum: Practical
• Apply the formula for computing compound interest to a problem
people are likely to face when planning for retirement.
• Use your knowledge of German to greet a new acquaintance in Berlin.
• Put into practice what you have learned from teamwork in football to
making a classroom team project succeed.
• Implement a business plan you have written in a simulated business
environment.
• Employ the formula for distance, rate, and time to compute a distance.
• Render practical a proposed design for a new building that will not
work in the aesthetic context of the surrounding buildings, all of which
are at least 100 years old.
• Apply a lesson that a literary character learned to your life.
Creative
Thinkers
Attracted to novelty, likes to produce knowledge or ideas
instead of consuming them, sees the world from a unique
perspective, often prefers working alone, doesn’t like to be
rushed toward completion of tasks, often works in “bursts,”
with long periods of incubation (which can look like
unproductiveness) followed by quick, highly productive
working periods, often has unique sense of humor.
Needs: support with setting deadlines and timelines, openended assignments with structure, assignments that allow for
creative thinking and novel products, support working with
other students, frequent outlets for creative thought, support
with turning “ideas” into “reality.”
For CREATIVE Thinkers
Creative = Innovator – Outside the Box –
“What if?” – Improver
•Find a new way to show _____________.
•Use unusual materials to explain ___________.
•Use humor to show ____________________.
•Explain (show) a new and better way to ______.
•Make connections between _____ and _____ to
help us understand ____________.
•Become a _____________ and use your “new”
perspective to help us think about __________.
Creative thinkers: “I Like…
•
•
•
•
Designing new tings
Coming up with ideas
Using my imagination
Playing make-believe and
pretend games
• Thinking of alternative
solutions
• Noticing things people
usually tend to ignore
• Thinking in pictures and
images
Sternberg & Grigorenko, 2000
• Inventing (new recipes,
words, games)
• Supposing that things
were different
• Thinking about what
would have happened if
certain aspects of the
world were different
• Composing (new songs,
melodies)
• Acting and role playing
Examples Across the Curriculum: Creative
•
Create an alternative ending to the short story you just read that represents a
different ay things might have gone for the main characters in the story.
•
Discover te fundamental physical principle that underlies all of the following
problems, each of which dffers from the others in the “surface structure” of the
problem but not in its “deep structure…”
•
Imagine if the government of China keeps evolving over the course of the next
20 years in much the same way it has been evolving. What do you believe the
government of China will be like in 20 years?
•
Suppose that you were to design one additional instrument to be played in a
symphony orchestra for future compositions. What might that instrument be
like, and why?
•
Predict changes that are likely to occur in the vocabulary or grammar of
spoken Spanish in the border areas of the Rio Grande ver the next 100 years as
a result of continuous interactions between Spanish and English speakers.
•
Imagine what it feels like to be a parabola, and describe yourself and your life.
•
Suppose Huck Finn had been named Helen Finn.
Tips for Teaching Triarchically
• Some of the time, teach analytically, helping students learn
to analyze, evaluate, compare and contrast, critique and
judge.
• Some of the time, teach practically, helping students learn
to apply, use, utilize, contextualize, implement, and put
into practice.
• Some of the time, teach creatively, helping student learn to
create, invent, imagine, discover, explore and suppose.
• Much of the time, enable all students to capitalize on their
strengths.
• Most of the time, enable all students to correct or
compensate for their weaknesses.
• Make sure your assessments match your teaching, calling
upon analytical, creative and practical as well as memory
skills.
• Value the diverse patterns of abilities in all students.
Using Sternberg’s Intelligences (Plus 1) To Enhance Reading Success
P
C (Creative Questions)
Design
Make a metaphor
Make it better
What it
What’s it like
New ways to express the ideas
Show multiple ways to solve
SCAMPER
Connect to another idea
How can it help in the future
A
(Analytical Questions)
Compare/Contrast
Explain
Categorize
Evaluate
Use data to support
Use data to demonstrate
Show how a photo/diagram helps w/
understanding
Show relationship between parts
& whole
Show most important words, ideas
CAPP Q’s
(Practical Questions)
How do people use this
How does this connect to things you
do
Make a plan to use this in school
Devise a way to help a classmate
understand
Persuade us of your position
How does this affect peoples’ lives
Show how this changes (changed,
could change) our lives
P
(Personal Questions)
What stands out most to you
What questions are you left with
What would you like to argue with
How is your perspective changing
What new understandings do you have
How does this make you feel
What will you take away from this
What else do you need to
know/understand
What would you like to learn more about
Biology – A Differentiated Lesson Using
Sternberg’s Intelligences
Learning Goals:
Know - Names of cell parts, functions of cell parts
Understand - A cell is a system with interrelated parts
Do – Analyze the interrelationships of cell parts/functions
Present understandings in a clear, useful, interesting and fresh
way.
After whole class study of a cell, students choose one of the following sensemaking activities.
Analytical: Use a cause/effect chain or some other format you
develop to show how each part of a cell affects other parts as
well as the whole. Use labels, directional markers, and other
symbols as appropriate to ensure that someone who is pretty
clueless about how a cell works will be enlightened after they
study your work.
Sternberg/Biology (cont’d)
Practical: Look around you in your world or the broader
world for systems that could serve as analogies for the cell.
Select your best analogy (“best” most clearly matched,
most explanatory or enlightening).
Devise a way to make the analogy clear and visible to an
audience of peers, ensuring that they will develop clearer
and richer insights about how a cell works by sharing in
your work.
Be sure to emphasize both the individual functions of cell
parts and the interrelationships among the parts.
Sternberg/Biology (cont’d)
Creative: Use unlikely stuff to depict the structure and function of the
cell, with emphasis on interrelationships among each of the parts. You
should select your materials carefully to reveal something important
about the cell, it’s parts, and their interrelationships your ahas should
trigger ours.
or
Tell a story that helps us understand a cell as a system with
interdependent actors or characters, a plot to carry out, a setting, and
even a potential conflict. Use your own imagination and narrative
preferences to help us gain insights into this remarkable system.
Students share their work in a 3 format – first triads of students who
completed the same option, then triads with each of the 3 categories
represented.
This is then followed by a teacher-led, whole class discussion of cells as
systems, then a “Teacher Challenge” in which the teacher asks students
to make analogies or other sorts of comparisons between cells, cell parts,
or interrelationships and objects, photos, or examples produced by the
teacher.
Draw a picture
depicting the same
scene throughout
the 4 seasons.
Make a song to
Row, Row, Row
Your Boat that tells
what people do in
each season and
why.
Study the pictures
in the folder and
try to identify the
season in which
each was taken.
What clues did you
look for? Explain
why you guessed
what you did.
Make a shopping list for three people
in your family that tells what they
need to buy to get ready for each
season. Be ready to tell why you put
those things on your list.
Cindy Strickland,
2004
Tall Tales
Grade 3
Know:
Understand:
Do:
Differentiation According to
Sternberg’s Intelligences
What makes a Tall Tale
Definition of fact and exaggeration
An exaggeration starts with a fact and stretches it.
People sometimes exaggerate to make their stories or deeds seem more wonderful or
scarier.
Distinguish fact and exaggeration
Analytical Task
Johnny Appleseed’s
Listen to or read Johnny Appleseed and complete
the organizer as you do.
Facts
Exaggerations
Practical Task
Think of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall
tale about something that happened. Write or draw both the factual or true version of the story and the tall
tale version.
Creative Task --Role
Audience
Someone
in our class
Our
class
RAFT Assignment
Format
Diary entry
Topic
Let me tell you
what happened while Johnny A.and I were on
the way to school today….
Understanding Number
Analytic Task
Make a number chart that shows all
ways you can think of to show 5.
Practical Task
Find as many things as you can at
school and at home that have something
to do with 5. Share what you find with
us so we can see and understand what
you did.
Creative Task
Write and/or recite a riddle poem about
5 that helps us understand the number
in many, unusual, and interesting ways.
Understanding Order of Operations
Analytic Task
Make a chart that shows all ways you
can think of to use order of operations
to equal 18.
Practical Task
A friend is convinced that order of
operations do not matter in math. Think
of as many ways to convince your friend
that without using them, you won’t
necessarily get the correct answers!
Give lots of examples.
Creative Task
Write a book of riddles that involve order
of operations. Show the solution and
pictures on the page that follows each
riddle.
Triarchic Theory
Distance = rate x time
1. Solve for d = r t (Analytical)
2. Design your own formula for d = r t
(Creative)
3. Estimate the time it takes to fly from
Charlottesville, Virginia to Madrid
(Practical)
Yale Summer Psychology Program
Equations of Lines
• Know:
– Forms of the equations of lines: General, Standard,
Point – Slope, Vertical and Horizontal
• Understand:
– All forms of equations of lines represent the same line.
– Given an equation of a line in one form, any other form
can be generated.
• Do:
– Find other forms of equations of lines given one form.
– Find the strengths, weaknesses and applications of each
form of equation.
Equations of Lines
• Analytical
Compare the various forms of equations of lines. You may make a flow
chart, table or any other idea to present your findings to the class. Be sure
ton consider advantages and disadvantages of each.
• Practical:
Decide how and when each form of the equation of a line is best used. What
are the strengths and weaknesses of each form? What specifically should
you look for in order to decide which form to use? Find a way to present
your conclusions to the class.
• Creative:
Put each form of an equation of a line on trial. Prosecutors should try to
convince the jury that the form is not needed, while the defense should
defend its usefulness. Group members are the various equation forms and
the prosecuting and defense attorneys. The rest of the class will be the
jury, and the teacher will be the judge.
Evaluating Plot
Standard: Students will evaluate the quality of plot based on clear
criteria
Analytical Task
•Experts suggest that an effective plot is: believable, has events that
follow a logical and energizing sequence, has compelling characters
and has a convincing resolution.
•Select a story that you believe does have an effective plot based on
these three criteria as well as others you state. Provide specific
support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact
that it does not meet these criteria. Establish the criteria you believe
made the story’s plot effective. Make a case, using specific
illustrations from the story, that “your” criteria describes an
effective plot
Evaluating
Evaluating Plot
Plot
cont’d
(cont’d)
Practical Task
•A local TV station wants to air teen-produced digital videos based
on well known works. Select and storyboard you choice for a video.
Be sure your storyboards at least have a clear and believable plot
structure, a logical sequence of events, compelling characters and a
convincing resolution. Note other criteria on which you feel the
plot’s effectiveness should also be judged. Make a case that your
choice is a winner based on these and other criteria you state.
Creative Task
•Propose an original story you fell has a clear and believable plot
structure, a logical sequence of events, compelling characters, and a
convincing resolution. You may write it, storyboard it, or make a
flow chart of it. Find a way to demonstrate that your story achieves
these criteria as well as any others you note as important.
Plot
Learning Goals: Students will evaluate the quality of a plot based on clear criteria: a plot
should – be believable, have events that follow a logical and energizing sequence, involve
compelling characters, and have a convincing resolution.
• Analytical:
– Select a story that you believe DOES have an effective
plot based on these criteria as well as others you state.
Provide specific support from the story for your
positions.
OR
– Select a story you believe has an effective plot in spite
of the fact that it does NOT meet these criteria.
Establish the criteria you believe made the story’s plot
effective. Make a case, using specific illustrations from
the story, that YOUR criteria describe as an effective
plot.
Plot
Learning Goals: Students will evaluate the quality of a plot based on clear criteria: a plot
should – be believable, have events that follow a logical and energizing sequence, involve
compelling characters, and have a convincing resolution.
• Practical:
– A local TV station wants to air teen-produced digital
videos based on well-known works. Select and
storyboard your choice for a video. Be sure your
storyboards AT LEAST have a clear and believable
plot structure, a logical sequence of events, compelling
characters and a convincing resolution. Note other
criteria on which you feel the plot’s effectiveness
should also be judged. Make a case that your choice is
a winner based on these and the other criteria you state.
Plot
Learning Goals: Students will evaluate the quality of a plot based on clear criteria: a plot
should – be believable, have events that follow a logical and energizing sequence, involve
compelling characters, and have a convincing resolution.
• Creative:
– Propose an original story you feel has a clear
and believable plot structure, a logical sequence
of events, compelling characters, and a
convincing resolution. You may write it,
storyboard it, or make a flow chart of it. Find a
way to demonstrate that yur story achieves
these criteria as well as any others you deem
important.
Energy
Lesson Goals
Area of Intelligence
Analytical
Identify different energy
sources
Analyze positive and
negative aspects of
energy sources
Make a convincing
argument for / against
an energy source
Make a chart to compare
and contrast the source,
use, and impact of 3 of
the following energy
forms: mechanical, heat,
chemical,
electromagnetic,
nuclear.
Chart the positive and
negative aspects of 3 of
the following energy
forms: mechanical,
heat, chemical,
electromagnetic,
nuclear.
Select one energy form
and convince a teacherselected audience of the
benefit of using that
energy source.
Increased openness, independence
Compare and contrast
self-selected
components of a variety
of energy sources.
Create a visual organizer
for the information.
Multi-faceted
Evaluate and rate the
components of various
energy sources and
determine an overall
score for each.
Transformation, increased
complexity & independence
Given what we know
about Three Mile Island
and the positive and
negative aspects of
nuclear energy, prepare
a convincing argument
for or against th use of
nuclear energy.
Energy
Lesson Goals
Area of Intelligence
Practical
Identify different energy
sources
Analyze positive and
negative aspects of
energy sources
Make a convincing
argument for / against
an energy source
Draw a pictorial map of
our community and
identify the source, use
& impact in our city of 3
of the following energy
forms: mechanical, heat,
chemical,
electromagnetic,
nuclear.
Create a pamphlet to be
distributed in your
community describing
positive & negative
aspects of energy forms
used in our city
including mechanical,
heat, chemical,
electromagnetic,
nuclear.
Which form of energy
that is used n our city
creates the most
pollution? Write an
editorial or design an
advertisement showing
your proposal to solve
this problem.
Increased independence, multifaceted
Increased openness, independence
Increased complexity,
independence, multi-faceted
Create a map, chart,
diagram, or illustration
of our community.
Identify components of
the sources of energy we
use in our community.
Make an advice list for
consumers in using
energy sources wisely:
suggest ways t use
“clean” energy sources
in place of sources with
negative impacts.
Which energy source
used in our city causes
the most problems?
Devise a strategy plan of
your solution to this
problem to present to
City Council.
Energy
Lesson Goals
Area of Intelligence
Creative
Identify different energy
sources
Analyze positive and
negative aspects of
energy sources
Make a convincing
argument for / against
an energy source
Draw a picture or other
illustration showing the
source, use & impact of
3 of the following
energy forms:
mechanical, heat,
chemical,
electromagnetic,
nuclear.
Create a pamphlet that
describes the positive
and negative aspects of
3 of the following
energy forms:
mechanical, heat,
chemical,
electromagnetic,
nuclear.
Write an explanation or
draw a diagram showing
how photosynthesis
could be used by
humans.
Increased openness, independence
Increased openness, independence
Find a way to show,
depict, or describe the
different components of
a variety of energy
sources.
Create a public service
campaign showing the
positive and negative
aspects of several
energy sources.
Requires mental leap,
transformation
Some energy sources
used by organisms are
“clean” energy forms.
Find a way one might be
used by humans and
convince us it would
work.
Biology
KNOW
• Cell parts and functions
UNDERSTAND
• A cell is a system with interrelated parts
DO
• Analyze the interrelations of cell
parts/functions
• Present understandings in clear, useful,
interesting, and fresh way
Biology
Analytical
Use a cause/effect chain or some other
format you develop to show how each part
of a cell affects other parts as well as the
whole. Use labels, directional markers, and
other symbols as appropriate to ensure that
someone who is pretty clueless about how a
cell works will be enlightened after they
study your work.
Biology
Practical
Look around you in your world or the broader world for
systems that could serve as analogies for the cell. Select
your best analogy (“best” meaning most clearly matched,
most explanatory or enlightening). Devise a way to make
the analogy clear and visible to an audience of your
peers, ensuring that they will develop clearer and richer
insights about how a cell works by sharing in your work.
Be sure to emphasize both the individual functions of cell
parts and the interrelationships among the parts.
Biology
Creative
Use unlikely stuff to depict the structure and
function of the cell, with emphasis on
interrelationships among each of the parts. You
should select your materials carefully to reveal
something important about the cell, its parts,
and/or their interrelationships. Your “ahas” should
trigger ours.
Playwright Voice and Style
• Reflect on your own life and experiences to determine your
own voice.
Analytic:
Make a list of themes, concepts and emotions that reflect
your won voice. Explain how they relate to your life and
experiences. Write a brief portion of a scene that
demonstrates your voice and style.
Practical:
Which playwright most reflects your own voice and style?
What are the similarities and differences? Are there
similarities in your life and the life of the playwright that
you can find to explain the similarities?
Creative:
Think of an experience in your life that has shaped who
you have become. Explain how that experience could be
woven into a play or scene of a play. What would the
voice and style of the play or scene be, and why? If you
want, write and direct a short scene that reflects your voice
and style.
Dance Lesson
Differentiation by Learning Profile
(Sternberg)
Learning Sequence
Assessment
Discuss Enduring
Journal – Reflection and discussion
Understanding Analytical: Give specific examples of different ways dance can communicate.
Discuss how space can be manipulated to create different moods. Present your
conclusions in a chart or list.
Practical: Choose 4 moods that can be communicated through dance. Discuss
how dance would communicate each mood, and include the use of space for each.
Creative: Dance is a form of communication. Create a story filled
with emotion to
communicate, and describe what the dance would look like. Be sure to include how
the dance manipulates space.
Word Cards /
Tier the activity for difficulty and challenge, or create a cubing activity: -- Melt, turn, shake, fall,
stretch, burst, creep, roll, jump, twist, swing, float, slash, glide, push
Choreography “Images”
Adjust the number of levels and directions to challenge each student at their own level. Give
specific requirements (that can vary in presentation and requirements) for how groups
communicate focus of image.
Individual Assessment Ideas:
Choose a video to review the choreographer’s use of space. Your review can take any form you want:
Write prose
Write a poem
Recreate the dance with commentary and changes
Use pictures (painted or photos) to explain your review
Team with a partner and create a debate on the pros and cons of your video
Write or find another piece of music that could be used in the same way as your video. Explain why.
Nanci Smith, 2002
Cubing Activities
© ThinkDOTS
What Is Cubing??
• Cubing is an instructional strategy that asks
students to consider a concept from a variety of
different perspectives.
• The cubes are six-sided figures that have a
different activity on each side of the cube.
• A student rolls the cube and does the activity that
comes up.
• Cubes can also be used for group tasks as well as
individual tasks.
How Cubing Works
• Students can work alone, in pairs, or in small groups with
the appropriate cube.
• In pairs or small groups, each student takes a turn rolling
the cube and doing the activity that comes up. Students
have the choice to roll again once if they don’t like the
activity that turns up.
• Students each roll the cube 2 – 4 times, depending on the
magnitude of the assignments.
• When working in groups, and option is to have the student
who roles lead the discussion and/or activity rolled. Have
another student serve as the scribe to take notes on the
group discussion. After the group reaches consensus that
the task is complete, the roller and scribe change.
How Cubing is Differentiated
• Not all students receive the same cube.
• You can differentiate the tasks n cubes according
to readiness, interest or learning profile (See
examples).
• One cubing activity might group gifted learners
for more challenging, higher-level activities;
another cubing activity might group students with
different readiness levels according to their
interests; another might group students according
to one of the learning profile categories.
Creating a Cubing Exercise
•
•
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)
–
–
–
–
•
Second Step: (use other 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.
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.
CUBING
1.
Describe it: Look at the subject closely
(perhaps with your senses as well as
your mind)
2.
Compare it: What is it similar to?
What is it different from?
3.
Associate it: What 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 it: Tell how it is made? What
are it’s traits and attributes?
5.
Apply it: Tell what you can do with it.
How can it be used?
6.
Argue for it or against it: Take a stand.
Use any kind of reasoning you want –
logical, silly, anywhere in between.
•
•
•
•
•
•
•
•
•
Or you can . . . .
Rearrange it
Illustrate it
Question it
Satirize it
Evaluate it
Connect it
Cartoon it
Change it
Solve it
Cubing
Cubing
Ideas for Cubing
•
•
•
•
•
•
•
•
•
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.
Cubing
•
•
•
•
•
•
•
Ideas for Cubing in Math
Describe how you would solve ______
Analyze how this problem helps us use
mathematical thinking and problem solving
Compare and contrast this problem to one
on page _____.
Demonstrate how a professional (or just a
regular person) could apply this kink or
problem to their work or life.
Change one or more numbers, elements, or
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 it.
What is the Point?
• Cubing gives students who like to use their hands and
move around a chance to feel like they are “playing” while
learning.
• Cubing gives students a chance to look at a concept from a
series of different perspectives.
• Cubing is very flexible and encourages depth and
complexity.
• Cubing allows the teacher to differentiate for readiness in a
very un-obvious way. Since all students are working with
cubes, students are not aware that their neighbors might be
doing something a little different.
Describe
Big Idea:
Your favorite picture in the
story Family Pictures. Tell
why you picked that one.
To understand basic connections that
all people have regardless of their
culture in order to function in the
real world
Compare
List
Chart
Your favorite picture in the story
Family Pictures to a similar activity in
your life. You may use words and/or
pictures
Words that describe your feelings about
the Mexican culture as you look at each
picture in the story.
Using a Venn diagram, show your
favorite things and compare to the
favorite things you found in the story.
Find common areas that you and the
story share.
Third Grade
Southwest Unit
Cubing Example
Analyze
Red
Cube
Family Pictures by
Carmen Lomas Garza
The favorite things in the story by
understanding why 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
The story describes a family that
speaks a different language and come
from a different culture. Justify thy it is
important to meet people who speak a
different language and have a different
culture.
Adapted from a lesson by
Joy Peters, Nebraska
Orange
Cube
Describe
Big Idea:
The Mexican culture using at least
three sentences with three describing
words in each sentence.
To understand basic connections that
all people have regardless of their
culture in order to function in the
real world
Compare
Pretend
Critique
Use the Compare/Contrast graphic
organizer and look at areas of food,
shelter, traditions, family life, fun
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?
Would you take naps? Tell me why.
Find another story to read at the
reading center. Compare it to Family
Pictures and discuss elements you liked
and did not like of either.
Third Grade
Southwest Unit
Cubing Example
Create
Make your own family album by
drawing at least five special activities
your family shares
Family Pictures by
Carmen Lomas Garza
Dance
Choreograph a dance or mime to
represent three main ideas that you
learned about the Mexican culture.
Adapted from a lesson by
Joy Peters, Nebraska
Cubing with Charlotte’s Web
Basic Cube
Abstract Cube
1.
1.
2.
3.
4.
5.
6.
Draw Charlotte as you think she
looks.
Use a Venn diagram and
compare Charlotte and Fern.
Use a comic strip to tell what
happened in this chapter.
Shut your eyes and describe the
barn. Jot down your ideas.
Predict what will happen in the
next chapter using symbols.
In your opinion, why is Charlotte
a good friend?
2.
3.
4.
5.
6.
Use a graphics program on the computer
and create a character web for Wilbur.
Use symbols on a Venn diagram to
compare Wilbur and Charlotte.
Draw the farm and label the items, people,
and buildings.
Use a storyboard to show the progress of
the plot to this point.
What is the message that you think the
writer wants people to remember? Draw a
symbol that illustrates your ideas.
When you think of the title, do you agree
or disagree that it is a good choice? Why or
why not?
Critique
Describe
Pretend
Compare
Create
Dance
General Cube Template
Critique
Describe
Pretend
Compare
Create
Dance
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Theme
Describe the theme
of your poem in a
paragraph. Check for
topic sentence,
supporting details
and conclusion
8th Grade Poetry
Figurative Language
Using a graphic
organizer, list all the Line
similes and metaphors Describe the way
the lines
in your poem. If you
are arranged
need help finding
metaphors, consult With
your group members
Speaker
Describe the speaker
of this poem. Be
prepared to share
orally.
Rhyme
Figure out the rhyme
scheme of the poem.
Be prepared to
teach it to the
class.
Beth Atkins & Kay Brimijoin
(1999) Amherst, VA
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Theme
Figurative Language
Compare the theme of
Tell how the similes
your poem to the theme
and metaphors in your
of a story or novel you
poem enhance the
have read. Use a Venn
imagery. Be prepared
diagram to show your
to share orally.
comparison.
Speaker
How does the speaker
feel? Find at least 2
feelings and be
prepared to explain
orally.
8th Grade Poetry
Rhyme
What does the rhyme
scheme have to do
with the meaning of
the poem? Why do
you think the poet
chose this pattern?
Line
Describe the impact
the line arrangement
has on the poem.
Argue convincingly
In a short paragraph.
Beth Atkins & Kay Brimijoin
(1999) Amherst, VA
Setting
If your poet were an
artist, how would
he/she express this
poem as a picture?
Use markers, pencils,
etc. to illustrate
your answer.
Theme
Write a short poem to
express the theme of
the poem you have
chosen. Choose your
own style.
Figurative Language
Write 2 more similes
and metaphors that
could be added to
the poem.
8th Grade Poetry
Rhyme
Provide other examples
Of rhyme or rhythm
Besides end rhyme
used in your poem.
How does this add
To the sound of the
Poem? Be prepared
To share orally
Line
How would the poet
arrange the next lines
of this poem if he/she
were extending the
meaning and theme?
Speaker
Create another line for
this poem that the
speaker may have
written.
Beth Atkins & Kay Brimijoin
(1999) Amherst, VA
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Figurative Language
Theme
Using a graphic
Describe the theme
organizer, list all the
of your poem in a
paragraph. Check for similes and metaphors
in your poem. If you
topic sentence,
need help finding
supporting details
metaphors, consult With
and conclusion
your group members
Speaker
Describe the speaker
of this poem. Be
prepared to share
orally.
Poetry Level I
Line
Describe the way
the lines
are arranged
Rhyme
Figure out the rhyme
scheme of the poem.
Be prepared to
teach it to the
class.
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Poetry Level II
Theme
Rhyme
Figurative Language
Line
Compare the theme of
What does the rhyme
Tell how the similes
Describe the impact
your poem to the theme
scheme have to do
and metaphors in your
the line arrangement
of a story or novel you
with the meaning of
poem enhance the
has on the poem.
have read. Use a Venn
the poem? Why do
imagery. Be prepared
Argue convincingly
diagram to show your
you think the poet
to share orally.
In a short paragraph.
comparison.
chose this pattern?
Speaker
How does the speaker
feel? Find at least 2
feelings and be
prepared to explain
orally.
Biology – A Differentiated Lesson Using Cubing by
Readiness, and Jigsaw
Understand: Functions of cell organelles relatedness of each organelle’s function with others’
Know: Key Vocabulary (nucleus, mitochondria, endoplasmic reticulum, ribosome, nucleolus, vacuole, golgi body,
lysome, cell membrane)
Do: Analyze and explain a facet of cell function and interrelationship of parts
First: Class reading and discussion of cell, parts, and interrelationships – followed by a diagnostic quiz
Next: The teacher assigns students to Jigsaw groups of 6 – and a task numbered 1-6 within the Jigsaw groups.
Tasks escalate in difficulty and may also interest or learning profiles.
1. Describe cell parts (structure) and function
2. Illustrate a cell with organelles and functions
3. Analyze how each cell part is related to others
4. Compare location of the organelle with its functions and relationships
5. Connect how interrelationships among organelle functions are like other interrelationships among organelle
functions are like other interrelationships in life
6. Apply what you’ve learned to predict how organism functions are like cell functions.
Within “specialty” groups (all the 4’s, for example) students devise a way of sharing their tasks and understandings with
the Jigsaw “home base” groups. Once back in Jigsaw home base groups, each individual is responsible for
a) presenting and answering questions about one facet of the cube, and
b) taking notes, asking questions, achieving understanding about the other facets of the cube.
Students have an opportunity to pose questions and ask for clarification from the whole class. They then select either a
quiz or a journal entry on the topic to demonstrate their understanding.
Concerns?
Here is one – you may have more!
• Cubes can turn into glorified worksheets –
but not if all activities are purposeful and
focused on getting students to understand a
concept in a multitude of ways!
© ThinkDOTS
•
•
1.
2.
3.
4.
5.
6.
7.
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:
8 ½ x 11 inch paper
Hole punch
Metal or plastic rings
Dice
Scissors
Markers or dots
Laminating materials
© ThinkDOTS
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 (you can get
100 metal rings from Office Suppliers in Roanoke for $9.00)
8. Create an Activity Sheet to correspond to the lesson for easy recording and
management.
Suggestions:
© ThinkDOTS
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
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.
THINK DOTS
Created by Kay Brimijoin (99')
NAME _____________________________________________________________________________DATE__________________
LESSON:
ACTIVITY 1:
ACTIVITY 2:
ACTIVITY 3:
ACTIVITY 4:
ACTIVITY 5:
ACTIVITY 6:
THINK DOTS
Describe…
Apply…
Argue for or
against…
Satirize…
Question…
Space ThinkDOTS
3rd - 4th Multiage
Judy Rex,
Scottsdale, AZ
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 solar system
• Physical characteristics of the Sun, moon, and Earth
• Four seasons and their characteristics
• Objects that move in the sky
UNDERSTAND:
• The parts of the solar system influence one another and appear
to be a unified whole.
• The Sun, Moon and 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 a result of the
contributions of many people.
Space ThinkDOTS
3rd - 4th Multiage
DO:
• Identify the solar system and the planets in relationship to the
sun
• Describe and compare the physical characteristics of the Sun,
Moon,m and Earth
• Identify objects that move in the sky
• Describe patterns of change vidsible in the sky over time
• Observe and record phases of the moon, position of
constellations
• Identify the seasons and their characteristics
• Distinguish between revolution and rotation and demonstrate the
difference
• Use a variety of resources, including the itnernet, to complete
research
• Work cooperatively in a group
• Plan, design, conduct, and report on the conclusions sf basdicv
experiments
Judy Rex,
• Set goals and evaluate progress
Scottsdale, AZ
• Organize and present information
Judy Rex,
Scottsdale, AZ
Judy Rex,
Scottsdale, AZ
Judy Rex,
Scottsdale, AZ
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 Specialization
Government Services
Taxation or Taxes
Opportunity Cost
Scarcity
Price
Savings
Investments
What kinds of choices do you
and your family make based on
goods, services, and savings?
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.
Why?
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):
Interdependence
Economic Specializations
Government Services
Taxation or Taxes
Opportunity Cost
Scarcity
Price
Savings
Investments
Using pictures from
magazines, creates a collage
of government services that
you would be willing to pay
taxes for.
Multiplication Think Dots
• Struggling to Basic Level
It’s easy to remember how to multiply by 0 or 1! Tell how to remember.
Jamie says that multiplying by 10 just adds a 0 to the number. Bryan doesn’t
understand this, because any number plus 0 is the same number. Explain
what Jamie means, and why her trick can work.
Explain how multiplying by 2 can help with multiplying by 4 and 8. Give at
least 3 examples.
We never studied the 7 multiplication facts. Explain why we didn’t need to.
Jorge and his ____ friends each have _____ trading cards. How many
trading cards do they have all together? Show the answer to your problem
by drawing an array or another picture. Roll a number cube to determine the
numbers for each blank.
What is _____ X _____? Find as many ways to show your answer as
possible.
Multiplication Think Dots
• Middle to High Level
There are many ways to remember multiplication facts. Start with 0 and go through 10 and tell
how to remember how to multiply by each number. For example, how do you remember how
to multiply by 0? By 1? By 2? Etc.
There are many patterns in the multiplication chart. One of the patterns deals with pairs of
numbers, for example, multiplying by 3 and multiplying by 6 or multiplying by 5 and
multiplying by 10. What other pairs of numbers have this same pattern? What is the pattern?
Russell says that 7 X 6 is 42. Kadi says that he can’t know that because we didn’t study the 7
multiplication facts. Russell says he didn’t need to, and he is right. How might Russell know
his answer is correct? Give 2 different explanations.
Max says that he can find the answer to a number times 16 simply by knowing how to multiply
by 2. Explain how Max can figure it out, and give at least two examples.
Alicia and her ____ friends each have _____ necklaces. How many necklaces do they have all
together? Show the answer to your problem by drawing an array or another picture. Roll a
number cube to determine the numbers for each blank.
What is _____ X _____? Find as many ways to show your answer as possible.
Describe how you would
1 3

5 5
solve
or roll
the die to determine your
Explain the difference
between adding and
multiplying fractions,
own fractions.
Compare and contrast
Create a word problem
these two problems:
that can be solved by
+
Nanci Smith
1 2 11
 
3 5 15
and
(Or roll the fraction die to
1 1

3 2
determine your fractions.)
Describe how people use
Model the problem
fractions every day.
___ + ___ .
Roll the fraction die to
determine which fractions
to add.
Nanci Smith
Describe how you would
solve
2 3 1
 
13 7 91
or roll
Explain why you need
a common denominator
the die to determine your
when adding fractions,
own fractions.
But not when multiplying.
Can common denominators
Compare and contrast
ever be used when dividing
these two problems:
fractions?
1 1
3 1
 and 
3 2
7 7
Create an interesting and
challenging word problem
Nanci Smith
A carpet-layer has 2 yards
that can be solved by
of carpet. He needs 4 feet
___ + ____ - ____.
of carpet. What fraction of
Roll the fraction die to
his carpet will he use? How
determine your fractions.
do you know you are correct?
Diagram and explain the
solution to ___ + ___ + ___.
Roll the fraction die to
determine your fractions.
Level 1:
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?
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 1.
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 ½ x = 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 1.
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.
ThinkDOTS Activities for Science Lesson
Concept: STRUCTURE
Why do you think scientists
used the term “cloud” to
describe the position of
electrons in an atom?
How do the atomic
numbers in the periodic
table change from the top
to the bottom? From left to
right across the table?
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?
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.
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?
Carbon is atomic number 6.
How are 2 carbon atoms
with mass numbers of 12
and 14 different? Why are
these atoms called
isotopes?
Share two ways that
scientists study atoms.
Suggest any new ways you
might think of.
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.
How are physical and
chemical properties
different? Why?
Name three types of
physical changes. Create
alist with at least two
examples of each that are
different from the
examples in the book.
What does the periodic
table tell us about calcium?
How can this help us in
our everyday lives?
Which is higher, an
element’s atomic number
or its mass number? Why?
ThinkDOTS
5th
Grade Poetry
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 patters. There are many ways to write a
quatrain: a,a,b,b; a,a,a,a; 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 lets 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 stylepoetry.
Here are some topic ideas: Emotions School Friendship
Eric Soskil, Conway School, St. Louis, MO
ThinkDOTS
5th
Grade Poetry (advanced)
Make a great big list (30 or more) of possible topics you could
write a poem about. Choose one topic to write a poem using
any style of poetry you wish.
Alliteration is a fun and creative style of writing. Remember
that alliteration is the repetition of the first consonant or vowel
sound. Example: Franky’s family is frantic about frogs. Your
task is to write a short story using alliteration. Try to see how
long you can write using alliteration. Work hard to make your
story make sense.
A couplet is made up or two lines that rhyme. A complete idea
may be expressed in a couplet or a long poem may be made
up of many couplets. Your task is to find 2 examples of good
couplets and then to write an original couplet. You may use
reference materials in the classroom or search the Internet.
The emphasis is on meaning not humor.
Visit: www.nesbitt.com/poetry and click on the link for 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. Would you recommend others read the
poem? Why?
Write an autobiographical poem about yourself. Ask your
teacher for a copy of the outline and share a little about your
self. Who knows? You may learn something about yourself
Ask your teacher for a copy of the poem “Alone” by Walter de
la Mare. Read the poem carefully and write a reflection based
on your feelings about the poem. Do you think this poem is
sad? Why or why not?
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 treatment they
received because of them.
Articles
Read the article. What
could be reasons for the
persecution? How can you
justify the 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 groups was
persecuted. Identify a
groups 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 groups
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?
“Generic” Think DOTS for
High School Literature –
Concept: Prejudice
Photography
Compare two photographs
taken of similar events.
What are the similarities and
differences? What might be
the significance of these
similarities and differences
Prejudice
Is it possible to grow to
adulthood without harboring
some prejudice? Why or
why not?.
Genetics
Did genetics have an impact
on the Aryan race? Why?
Does it in the group you are
studying? Why?
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.
Stereotypes
Name a group you
stereotype and discuss those
traits that you stereotype.
What were the stereotypes
your group had?
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?
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
Contract
A Learning Contract has the following
components
1. A Skills Component
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
2. A content component
Focus is on applying, extending, or enriching key content (ideas, understandings)
Requires sense making and production
Assignment is based on readiness or interest
3. A Time Line
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
4. The Agreement
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences for ineffective use of freedom are delineated
Signatures of the teacher, student and parent (if appropriate) are placed on the agreement
Differentiating Instruction: Facilitator’s Guide, ASCD, 1997
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 _____________________________________
Make 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
part of the poster
Get with a
friend and make
a puppet show
about a problem and
the solution in your book
Draw a picture of a problem
in the story. Then use words
to tell about the problem and
how the characters solved
their problem
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
Get with a
friend and act out
a problem and its
solution from your
book
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 solution to your problem.
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.
Meet with me
and 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
Think about another
problem one of the
characters in your book
might have. Write a new
story for the book about the
problem and tell how it
was solved.
Personal Agenda
Montgomery
County, MD
Personal Agenda for _______________________________________
Starting Date _____________________________________________________
Teacher & student
initials at
completion
Task
Special
Instructions
Remember to complete your daily planning log; I’ll call on you for
conferences & instructions.
Personal Agenda
Agenda for:___________
Starting Date: ___________
TASK
• Complete Hypercard stack
showing how a volcano
works
• Read your personal choice
biography
• Practice adding fraction
by completing number
problems & word
problems on pp 101-106
of workbook
Special Instructions
• Be sure to show scientific
accuracy & computer skill
• Keep a reading log of your
progress
• Come to the teacher or a
friend for help if you get
stuck
Personal Agenda
TASK
Special Instructions
• Complete research for an • Watch your punctuation
article on why volcanoes
and spelling! Don’t let
are where they are for
them hurt your great skill
our science newspaper.
at organizing ideas.
Write the article. Have
the editor review it with
you. Revise as needed
Remember to complete
• Complete at least 2
your daily planning log.
spelling cycles
Remember I’ll call you for
conferences and
instructions sometimes.
Work Log
Date Goal
Actual
Name _________________
Topic__________________
Completion date:_________
It’s About Time by Alane J. Starko, Mansfield Center, CT: Creative Learning Press 1986
Learning Contract
Chapter: _______
Name:______________________
Ck Page/Concept
Ck Page/Concept
Ck Page/Concept
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
___ ___________
Enrichment Options: ______________________________________________
Special Instructor
______________________________ _____ _____ _____ _____ _____ _____ _____
______________________________ _____ _____ _____ _____ _____ _____ _____
______________________________ _____ _____ _____ _____ _____ _____ _____
Your Idea:
______________________________ _____ _____ _____ _____ _____ _____ _____
Working Conditions
________________________________________________________________________
________________________________________________________________________
_________________________________
___________________________________
Teacher’s signature
Student’s signature
The Red Contract
Key Skills: Graphing and Measuring
Key Concepts: Relative Sizes
Note to User: This is a Grade 3 math contract for students below grade level in these skills
Read
Apply
Extend
How big
is a foot?
Work with a
friend to graph
the size of at
least 6 things
on the list of
“10 terrific
things.” Label
each thing with
how you know
the size
Make a
group story
or one of
your own –
that uses
measuremen
t and at least
one graph.
Turn it into a
book at the
author center
The Green Contract
Key Skills: Graphing and Measuring
Key Concepts: Relative Sizes
Note to User: This is a Grade 3 math contract for students at or near grade level in these skills
Read
Apply
Extend
Alexande
r Who
Used to
be Rich
Last
Sunday or
Ten Kids,
No Pets
Complete the
math madness
book that goes
with the story
you read.
Now, make a
math
madness
book based
on your
story about
kids and pets
or money
that comes
and goes.
Directions
are at the
author center
The Blue Contract
Key Skills: Graphing and Measuring
Key Concepts: Relative Sizes
Note to User: This is a Grade 3 math contract for students advanced in these skills
Read
Apply
Extend
Dinosaur
Before
Dark or
Airport
Control
Research a kind of
dinosaur or
airplane. Figure out
how big it is. Graph
its size on graph
paper or on the
blacktop outside
our room. Label it
by name and size
Make a book in
which you
combine math
and dinosaurs
or airplanes, or
something else
big. It can be a
number fact
book, a
counting book,
or a problem
book.
Instructions are
at the author
center
Poetry Contract
Creating a
rhyming wheel
using spelling
lists
Use your
rhyming wheel
to write like
Shel Silverstein
Write an
acrostic
poem;
include
alliteration
Write a
cinquain
Computer
art
Write about
you
Interpret
“How to Eat a
Poem.”
Research a
famous person and
write a clerihew
Illustrate a
new poem
Student
choice #1
Student
choice #2
Student
choice #3
Poetry Contract
Creating a
rhyming wheel using
spelling lists and
dictionary
Use your
rhyming wheel
to write a poem that
makes you laugh
Write an
acrostic poem using
alliteration and
onomatopoeia
Write a
diamonte
Computer
art
Write about
you
Interpret
“Unfolding Bud”
Research a
Illustrate
famous person and the meaning
write a bio-poem of a new
poem
Student
choice #1
Student
choice #2
Student
choice #3
CONTRIBUTIONS
IMPORTANT PEOPLE
GEOGRAPHY
Learning Contract----Think Tac Toe
Ancient Civilizations – Grade 6
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.
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.
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.
Charles Kyle & Kathy Reed * Illinois
Novel Think Tac-Toe
Directions: Select & complete one activity from each
horizontal row to help you and others think about
your novel. Remember to make your work:
» Thoughtful
» Original
» Rich with detail
» accurate
Novel Think-Tac-Toe
basic version
Directions: Select and complete one activity from each horizontal row to help you
and others think about your novel. Remember to make your work thoughtful,
original, rich with detail, and accurate
Character
Create a pair of collages that
compares you and a character from
the book. Compare and contrast
physical and personality traits.
Label your collages so viewers
understand your thinking
Write a bio-poem about yourself and
another about a main character in
the book so your readers see how
you and the characters are alike and
different. Be sure to included the
most important traits in each poem.
Write a recipe or set of directions for
how you would solve a problem and
another for how a main character in
the book would solve a problem.
Your list should help us know you
and the character.
Setting
Draw/paint and write a greeting card
that invites us into the scenery and
mood of an important part of the
book. Be sure the verse helps us
understand what is important in the
scene and why.
Make a model or map of a key place
in your life, and an important one in
the novel. Find a way to help
viewers understand both what the
places are like and why they are
important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe at least 6-8
shifts in settings in the book. The
second should explain and illustrate
how the mood changes with the
change in setting.
Theme
Using books of proverbs and/on
quotations, find at least 6-8 that you
feel reflect what’s important about
the novel’s theme. Find at least 6-8
that do the same for your life.
Display them and explain your
choices.
Interview a key character from the
book to find out what lessons he/she
thinks we should learn from events
in the book. Use a Parade magazine
for material. Be sure the interview
is thorough.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps your
listener understand how you think
these songs express the book’s
meaning.
Novel Think-Tac-Toe advanced version
Directions: Select and complete one activity from each horizontal row to help you and
others think about your novel. Remember to make your work thoughtful, original,
insightful, and elegant in expression.
Character
Setting
Theme
Write a bio-poem about yourself and
another about a main character in the
book so your readers see how you and
the character are alike and different.
Be sure to include the most important
traits in each poem.
A character in the book is being written
up in the paper 20 years after the novel
ends. Write the piece. Where has life
taken him/her? Why? Now, do the
same for yourself 20 years from now.
Make sure both pieces are interesting
feature articles.
You’re a “profiler”. Write and
illustrate a full and useful profile of an
interesting character from the book
with emphasis on personality traits and
mode of operating. While you’re at it,
profile yourself too.
Research a town/place you feel is
equivalent to the one in which the
novel is set. Use maps, sketches,
population and other demographic data
to help you make comparisons and
contrasts.
Make a model or a map of a key place
in your life, and in important one in the
novel. Find a way to help viewers
understand both what the places are
like and why they are important in your
life and the characters’.
The time and place in which people
find themselves and when events
happen shape those people and events
in important ways. Find a way to
convincingly prove that idea using this
book.
Find out about famous people in
history or current events whose
experiences and lives reflect the
essential themes of this novel. Show
us what you’ve learned.
Create a multi-media presentation that
fully explores a key theme from the
novel. Use at least 3 media (for
example painting, music, poetry,
photography, drama, sculpture,
calligraphy, etc.) in your exploration.
Find several songs you think reflect an
important message from the book.
Prepare an audio collage. Write an
exhibit card that helps your listener
understand how you think these songs
express the book’s meaning.
ETHICS
CULTURAL
ECONOMIC GEOGRAPHIC
CIVIL WAR
Advanced Level
Create a series of five state maps,
which include a key, that illustrates
major events of the war.
Make a relief map of U.S. depicting
places of historical and
geographical significance before,
during, or after the civil war.
Create a map which shows the
South and its territory at its greatest
size as a result of victories in key
battles.
1
2
3
Generate an alternative economic
system which would have enabled
the South to have a viable economy
without slavery.
Create a bar graph reflecting a data
base that portrays the costs of the
war for the North and the South.
5
6
8
Locate two “popular” songs and
one slave ‘song.’ Write an exhibit
card explaining how the songs
reflect the lives & times of the
‘singers.’ Prepare an audio collage
to present.
9
Create a collage which illustrates
the economic conditions of the
North and South – rich/poor for
both.
4
Imagine a conversation between
Adams and Jefferson and turn it
into a radio play as they “Look
down on” the Civil War.
Write a poem or compose a song
conveying the feelings of a slave
who has just freedom.
7
Prepare Jeff Davis’s response to
Lincoln when he refused the
command of Union forces and
assumed presidency of the
Confederacy.
Write a letter (one) from five
southern people (thoughtful ones)
which comprises their responses to
the Gettysburg address
10
11
Act out a trial: Lincoln is accused
of usurping states’ rights. Include
Magna Carta, Declaration of
Independence and Constitution in
you’re arguments.
12
Proportional Reasoning
Think-Tac-Toe
Create a word problem that
requires proportional
reasoning. Solve the
problem and explain why it
requires proportional
reasoning.
Find a word problem from
the text that requires
proportional reasoning.
Solve the problem and
explain why it was
proportional.
Think of a way that you use
proportional reasoning in
your life. Describe the
situation, explain why it is
proportional and how you
use it.
Create a story about a
proportion in the world.
You can write it, act it,
video tape it, or another
story form.
How do you recognize a
Make a list of all the
proportional situation?
proportional situations in
Find a way to think about
the world today.
and explain proportionality.
Create a pict-o-gram, poem
or anagram of how to solve
proportional problems
Write a list of steps for
solving any proportional
problem.
Write a list of questions to
ask yourself, from
encountering a problem
that may be proportional
through solving it.
Menu Planner
Use this template to help you plan a menu for your classroom
Menu: ____________________
Due: All items in the main dish and the specified number of side dishes must be
completed by the due date. You may select among the side dishes and you may decide to
do some of the dessert items as well.
.........................................................
Main Dish (complete all)



...........................................................
Side Dish (select ____)


..........................................................
Dessert


Winning Strategies for Classroom Management
Learning Contract—Menu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
 Select one fairy tale. Read it




to yourself
to one other person ______________________(name)
Complete a story map (to show characters; setting; problem; solution).
Find five new, interesting words. Write a sentence for each word.
Side Dish – Learning Centers (Choose 1 or more)
 Comparing center: Compare this fairy tale to another story you have read.
How are
they alike? How are they different? Choose your design: trifold, flip book, or mini- book.
 Tape Center: Record your favorite part of the fairy tale on the recorder.
 Art Center: Illustrate the most important event in your fairy tale.
Dessert


Listening post: Listen to a fairy tale tape of your choice.
Title:__________________________________
Library corner: Find another fairy tale to read.
Title:__________________________________
Menu for Grade 6 – The Westing Game
Main Course
•
•
•
•
Answer the following questions in your own words. There is not always a right and wrong answer. Your judgment is important!
How does Turtle’s partner bring about change in her? Explain fully and illustrate your answer with examples.
Why does Madame Hoo feel guilty during the last meeting of the heirs?
What reason does James Hoo have for hating Samuel Westing? Explain why this is so.
What inaccuracies does Turtle deliberately include in her summary in Chapter 30? Explain why the inaccuracies are included.
Side Dishes
•
•
•
•
•
•
Choose 2 from the choices below. You may go back for more once you’ve finished the main course!
How does the author use chess as a unifying agent in the story? Give several examples.
How does Westing overcome needs in the heirs’ lives by this insightful parings? Be specific.
How does the mistake in Sydelle’s identity prove beneficial to the other heirs? Again, be specific.
How does the author stress Westing’s appreciation for America? Give examples.
How does the setting serve as a microcosm for the heirs? Be specific, give examples. (micro = small, cosin [kosmos] = world/order)
Compose a personal letter from Samuel Westing to Crow in which you reveal the warm personal feelings he has for her. Discuss
Westing’s grief and frustration over the loss of their only child. Conclude with an attempt to make up for long years of separation. Use
Westing’s voice as you write.
Dessert
•
•
•
•
Desert is optional! You may pass on dessert, or you may indulge in any that appeal to you! Enjoy!
Research the writing of a will. Why might you want a lawyer to help with the writing of a will? Find out what might invalidate a will. Try
to locate some interesting or humorous wills. Culminate this activity by writing your own will.
Cinquain a character from the novel. Please include an illustration of your character with the poem.
Write an obituary for one of the characters in the novel. Read some obituaries in the local newspaper for preparation. Include an
appropriate illustration with your obituary.
Research the history of the abacus. Locate an abacus and learn to use it. Compare the abacus and calculator discussing their advantages
and disadvantages. Share what you learned with the class.
Poetry Matters Book Project
Main Dish: You must complete all of these tasks.
1. Create a colorful and artistic cover for your poetry book.
2. Include at least 3 samples of your own poetry.
3. Include poems from at least 3 different authors you think are
excellent examples of inner (heart map) and/or outer vision
(imagery, similes, metaphors). They should be different forms
and/or styles.
4. Share at least one poem (your own or another author) with
the class.
5. Include your heart map.
6. Create a list of wild, wonderful, and/or wacky words for
writing. Put at least 2 on our word wall and place the list in
your book.
Side Dishes: Select at least 2 tasks from the following list.
1. Illustrate at least one of the poems in your collection.
2. Use musical instruments to accompany a poem while sharing it.
3. Do a dramatic interpretation of a poem.
4. Write, revise, edit and illustrate at least 2 haiku poems.
5. Write, revise, edit and illustrate at least 2 cinquian poems.
6. Write, revise, edit and illustrate an alliterative poem.
7. Write, revise, edit and illustrate or musically accompany a poem
using onomatopoeia.
8. Create a list of poetic phrases from a variety of books. Note
what book each one was selected from.
Dessert: Choose as many as these as you would like to be an X
Factor Learner!
1.
2.
3.
4.
Type your poems and import pictures to illustrate them.
Illustrate all of your poems,.
Collect metaphors and similes and create a way to display them.
Research a known poet. Tell us about his/her life and style of
writing. Also, let us know why you find this poet interesting.
5. Learn about narrative poems and write at least one.
6. Create a shape poem. Use color and illustration to present it.
7. Create a Table of Contents for your book.
8. Create a Poetry Glossary for your book.
9. Create a poem for 2 voices and perform it.
10. Choose 2 different poems to compare and contrast. Explain
how they are similar and different.
Similar Figures Menu
Imperatives (Do all 3):
1. Write a mathematical definition of “Similar Figures.” It
must include all pertinent vocabulary, address all concepts
and be written so that a fifth grade student would be able to
understand it. Diagrams can be used to illustrate your
definition.
2.
Generate a list of applications for similar figures, and
similarity in general. Be sure to think beyond “find a
missing side…”
3.
Develop a lesson to teach third grade students who are just
beginning to think about similarity.
Similar Figures Menu
Negotiables (Choose 1):
1. Create a book of similar figure applications and problems.
This must include at least 10 problems. They can be
problems you have made up or found in books, but at least 3
must be application problems. Solve each of the problems
and include an explanation as to why your solution is correct.
2.
Show at least five different applications of similar figures in
the real world, and make them into math problems. Solve
each of the problems and explain the role of similarity.
Justify why the solutions are correct.
Similar Figures Menu
Optionals:
1. Create an art project based on similarity. Write a cover sheet
describing the use of similarity and how it affects the quality
of the art.
2.
Make a photo album showing the use of similar figures in the
world around us. Use captions to explain the similarity in
each picture.
3.
Write a story about similar figures in a world without
similarity.
4. Write a song about the beauty and mathematics of similar
figures.
5.
Create a “how-to” list or book about finding and creating
similar figures.
Tiered
Tasks
A readiness-based approach designed to help all learners
work with the same essential information, ideas, and
skills, but at a degree of difficulty “just a little too hard”
for that learner.
Criteria for Effective Tiering
• All tasks are focused on the same essential knowledge,
understanding and skill
• All tasks at a high level of thinking
• All tasks equally engaging
Many Approaches Can Be Tiered
Activities, labs, centers, journal prompts, homework,
products, tests/assessments, discussion questions . . .
C. Tomlinson
Developing a Tiered Activity
1
Select the activity organizer
•concept
Essential to building
•generalization
a framework of
2
• readiness range
• interests
• learning profile
• talents
understanding
3
Create an activity that is
• interesting
• high level
• causes students to use
key skill(s) to understand
a key idea
Think about your students/use assessments
skills
reading
thinking
information
4
Chart the
complexity of
the activity
High skill/
Complexity
Low skill/
complexity
5
Clone the activity along the ladder as
needed to ensure challenge and success
for your students, in
•
materials – basic to advanced
•
•
•
form of expression – from familiar to
unfamiliar
from personal experience to removed
from personal experience
equalizer
6
Match task to student based on
student profile and task
requirements
The Equalizer
1. Foundational
Transformational
Information, Ideas, Materials, Applications
2. Concrete
Abstract
Representations, Ideas, Applications, Materials
3. Simple
Complex
Resources, Research, Issues, Problems, Skills, Goals
4. Single Facet
Multiple Facets
Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections
5. Small Leap
Great Leap
Application, Insight, Transfer
6. More Structured
More Open
Solutions, Decisions, Approaches
7. Less Independence
Greater Independence
Planning, Designing, Monitoring
8. Slow
Pace of Study, Pace of Thought
Quick
1. Foundational
Transformational
Information, Ideas, Materials, Applications
-close to text or experience
-expert idea and skill to
similar or familiar setting
-use key idea or skill alone
-fundamental skills and
knowledge emphasized
-fewer permutations of skills
and ideas
-removed from text or experience
-export idea or skill to unexpected or
unfamiliar setting
-use key idea or skill with unrelated idea or
skill
-use but move beyond fundamental skills
and knowledge
-more permutations of skills and ideas
• Foundational to Transformational.
When an idea is new to some students, or if it’s not in one of their stronger
areas, they often need supporting information about the idea that is clear and plainly worded. Then they usually
need time to practice applying the idea in a straightforward way. In these instances, the materials they use and the
tasks they do should be foundational – that is, basic and presented in ways that help them build a solid foundation
of understanding. At other times, when something is already clear to them or is in a strength area, they need to
move along quickly. They need information that shows them intricacies about the idea. They need to stretch and
bend the idea and see how it interacts with other ideas to create a new thought. Such conditions require materials
and tasks that are more transformational.
For example, one child may benefit from a more basic task of classifying animals by body covering, which another
may need the more transformational task of predicting how changes in environment would likely affect the body
covering of several animals. In a math class, one young learner may be ready for a basic application of the concept
of fractions by cutting fruit and placing it to reflect a given fraction. An appropriate challenge for another student
may be the more transformational task of writing measures of music that represent certain fractions.
2. Concrete
Abstract
Representations, Ideas, Applications, Materials
-hold in hand or hands on
-tangible
-literal
-physical manipulation
-event based
-event to principle
-demonstrated and explained
-hold in mind or minds on
-intangible
-symbolic or metaphorical
-mental manipulation
-idea based
-principle without event
-not demonstrated or explained
• Concrete to Abstract. Students usually need to become familiar with the key information or
material about an area of study before they can successfully look at its implications, meanings,
or interrelationships. However, once they have grasped the information in a concrete way, it’s
important that they move on to meanings and implications. Working with concrete information
should open a door for meaningful abstraction later on. For example, grasping the idea of plot
(more concrete) typically has to precede investigations of theme (more abstract). But ultimately,
all students need to delve into the meanings of stories, not just the events. The issue here is
readiness or timing.
3. Simple
Complex
Resources, Research, Issues, Problems, Skills, Goals
-use idea or skill being taught
-work with no one, or few abstractions
-emphasizes appropriateness
-requires relatively less originality
-more common vocabulary
-more accessible readability
-combine idea or skill being taught with those
previous taught
-work with multiple abstractions
-emphasizes elegance
-requires relatively more originality
-more advanced vocabulary
- more advanced readability
• Simple to Complex. Sometimes students need to see only the big picture of a topic or area of
study, just its “skeleton,” without many details. Even adults often find it helpful to read a children’s
book on black holes, for example, before they tackle the work of Stephen Hawking. When the big
picture is needed, your students need resources, research, issues, problems, skills, and goals that
help them achieve a framework of understanding with clarity. On the other hand, when the
“skeleton” is clear to them, they’ll find it more stimulating to add “muscle, bone, and nerves,”
moving from simple to complex. Some students may need to work more simply with one
abstraction at a time; others may be able to handle the complexity of multiple abstractions.
For example, some students may be ready to work with the theme in a story (a single
abstraction), while other students look at inter-relationships between themes and symbols (multiple
abstractions, or complexity).
4. Single Facet
Multiple Facets
Disciplinary Connection, Direction, Stages of Development
-fewer parts
-more parts
-fewer steps
-more steps
-fewer stages
-more stages
• Single Facet to Multiple Facets. Sometimes students are at peak performance when working on problems, projects, or
dilemmas that involve only a few steps or solutions to complete. It may be all that some students can handle to make a
connection between what they studied in science today and what they studied last week. Those with greater understanding
and facility in an area of study are ready for and more challenged by following complicated directions. They are more
challenged by solving problems that are multifaceted or require great flexibility of approach, or by being asked to make
connections between subjects that scarcely seemed related before.
5. Small Leap
Great Leap
Application, Insight, Transfer
-few unknowns
-relative comfort with most elements
-less need to change familiar elements
-requires less flexible thought
-few gaps in required knowledge
-more evolutionary
-many unknowns
-relative unfamiliarity with many elements
-more need to change familiar elements
-requires more flexible thought
-significant gaps in required knowledge
-more revolutionary
• Small Leap to Great Leap. Note that this continuum does not provide the option of “no leap.” Students should always have
to run ideas through their minds and figure out how to use them. Activities that call only for absorption and regurgitation are
generally of little long-term use.
But for some students, learning about how to measure area and then applying that learning by estimating and verifying the
area of the hamster house compared to the teacher’s desk may be enough of a leap of application and transfer – at least in
the beginning. Other students may be able to more from estimating and verifying area to estimating materials needed to a
building project and proportional cost implications of increasing the building area. In both cases, students make mental leaps
from reading information on a page to using that information. The latter task calls for relatively greater leaps of application,
insight, and transfer..
6. More Structured
More Open
Solutions, Decisions, Approaches
-more directions or more precise directions
-more modeling
-relatively less student choice
-fewer directions
-less modeling
-relatively more student choice
• Structured to Open-Ended. Sometimes students need to complete tasks that are fairly well laid out for them, where
they don’t have too many decisions to make. Novice drivers begin by managing the car on prescribed driving ranges or
delineated routes. Being new to a computer or word processor often requires completing programmed and closed
lessons that involve “right” answers to become knowledgeable -- and comfortable – with basic operation and
keyboarding before moving on to more advanced and open-ended tasks such as selecting varied uses of graphics to
illustrate ideas in a formal presentation. Following a predetermined format for a writing assignment or a chemistry lab
often makes more sense than improvisation.
•At other times, however, students are ready to explore the computer, craft their own essays designed to address a
communication need, or create a chemistry lab that demonstrates principles of their choosing. Modeling helps most of us
become confident enough to eventually “wing it.” But when modeling has served its purpose, it’s time to branch out and
get creative.
7. Clearly Defined
Fuzzy Problems
In process, In Research, In Products
-few unknowns
-more algorithmic
-narrower range of acceptable responses or approaches
-only relevant data provided
-problem specified
-more unknowns
-more heuristic
-wider range of acceptable responses or approaches
-extraneous data provided
-problem unspecified or ambiguous
8. Less Independence
More Independence
Planning, Designing, Monitoring
-more teacher or adult guidance and monitoring on:
• problem identification
• goal setting
• establishing timelines
• following timelines
• securing resources
• use of resources
• criteria for success
• formulation of a product
• evaluation
-more teacher scaffolding
-learning the skills of independence
-less teacher or adult guidance and monitoring on
•problem identification
• goal setting
• establishing timelines
• following timelines
• securing resources
• use of resources
• criteria for success
• formulation of a product
• evaluation
-less teacher scaffolding
-demonstrating the skills of independence
• Dependent to Independent. A goal for all learners is independent study, thought, and production. But just as
some students gain height more quickly than others, some will be ready for greater independence earlier than
others. Their needs in developing independence generally fall into one of these four stages:
1. Skill building, when students need to develop the ability to make simple choices, follow through with shortterm tasks, and use directions appropriately.
2. Structured independence, when students make choices from teacher-generated options, follow prescribed
time lines, and engage in self-evaluation according to preset criteria to complete longer-term and more
complex tasks.
3. Shared independence, when students generate problems to be solved, design tasks, set time lines, and
establish criteria for evaluation. The teacher helps “tighten” or focus the plans and monitors the production
process.
4. Self-guided independence, when students plan, execute, and seek help or feedback only when needed.
By guiding students across this continuum at individually appropriate speeds, you and your students are less
likely to become frustrated by tasks that require greater independence.
Judy Roll-Hilton Central Schools – Hilton, NYJudy Roll-Hilton Central Schools
Physical Education
 SKILL: Dribbling and basketball
1
• Dribble from point A to point B in a straight line with one hand
• Switch to the other hand and repeat.
• Use either hand and develop a new floor pattern from A to B (not a straight line)
2
ZIGZAG –
• One hand
• Other hand
• Increased speed
3 In and out of pylons as fast as possible
• Change hand
• Increase speed
4 Dribble with one hand – and a partner playing defense.
• Increase speed and use other hand
• Trade roles
5 Through pylons, alternating hands, & partner playing defense
• Increase speed
• Trade roles
• Change pattern to simulate going
around opponents
Kindergarten
Counting
Task 1: Find a way to count & show how
many people are in our class today. How
did you get your answer?
Task 2: Find a way to show how many people are in
our class. How many are absent today? How many
are here today? How do you know?
Task 3: Find a way to show how many boys are in our
class today. How many boys are absent today? How
many girls are here today? How many girls are
absent today? Prove you are right.
Kindergarten:
Scientists Classify by Patterns
• Task 1: Classify leaves
Pre-made
grid
w/categories
– By size
– By color
• Task 2: Classify
Sample grid
– students
leaves make own
– By shape
– Create a category
• Task 3: Find 3 ways
each leaf could be
classified (other than
color)
Students
decide how
to show
categories
and contents
Character Map
Character
Name____________
How the character
looks
How the character
thinks or acts
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Most important thing to know about the
character
_______________________
_______________________
_______________________
_______________________
_______________________
Character Map
Character
Name____________
Clues the author
gives us about the
character
____________
____________
____________
____________
Why the author
gives THESE clues
____________
____________
____________
____________
____________
The author’s bottom line about this
character
_______________________
_______________________
_______________________
_______________________
__________
Character Map
Character
Name____________
What the character
says or does
____________
____________
____________
____________
____________
What the character
really MEANS to say or
do
____________
____________
____________
____________
____________
____________
What the character would mostly like
us to know about him or her
_______________________
_______________________
_______________________
________________
2nd Grade Tiered Lesson Pioneers
Pioneer Group
(Work alone or in groups of 2,3,4)
Use books, pictures, and the CD-ROM to
a.
b.
c.
d.
1.
2.
3.
Figure out what a trading post was for.
Make a list of things found in a trading post and how much they may have
cost. Be sure to include some things we don’t have in our stores today.
Figure out who used trading posts.
Find out where goods for a trading post came from.
Build or draw a trading post and a modern convenience store.
Compare and contrast the trading post and convenience store on at least
the four categories identified in questions 1a-1d.
Be ready to share with the class what a trading post and convenience
store tell us about how we are like and different from the pioneers.
Examples are from Handout 10 ASCD
Facilitator’s Guide for Differentiating
Instruction
2nd Grade Tiered Lesson
Pioneers
Trailblazer Group
(Work alone or in groups of 2 or 3)
1.
Read Going West (stop at the bookmark). Also use the encyclopedia, CD-ROM and books
in the exploration center to
a.
b.
c.
d.
e.
2.
3.
4.
Learn about the size of a covered wagon and figure out how many people and supplies it would
hold.
Find out how covered wagons were built and how they work.
Figure out the positives and negatives of going west in a covered wagon.
Figure out how much a covered wagon might cost and why it cost so much –for example, costs for
materials, labor, and horses.
Learn what pioneers took in the covered wagons, what they left behind, and why.
Build or draw a model of a covered ways used in pioneer days and station wagon or van
used today.
Compare and contrast the two vehicles on at least the five categories identified in questions
1a-1e.
Be ready to share with the class what a covered wagon and a station wagon (or van) tell us
about how we are like and different from the pioneers.
2nd Grade Tiered Lesson Pioneers
Wagoneer Group
(Work alone or in groups of 2 or 3)
Use books and records in the exploration center, plus
encyclopedias and the CD-ROM to learn about leisure and
recreation during pioneer times. Select at least four
categories from this list or add categories of your own (with
teacher approval): songs, games, dances, literature,
gatherings, contests, crafts. In each category you select, be
ready to fully illustrate an example of “then” and a
contrasting example from “now” to show the class how we
are like and different from the pioneers in what we do for
recreation (and why).
2nd Grade Tiered Lesson Pioneers
Adventurer Group
(Work alone or in pairs)
Use books in the exploration center, the article in the
Medicine West folder, encyclopedias, and the CD-ROM to
find out what the medical problems were during the
westward movement and what the practice of medicine was
like. Figure out important questions to ask and answer in
order to compare and contrast health problems and the
practice of medicine then and now. Get your categories and
questions approved by the teacher. Figure out a way to help
the class see how we are like and different from the pioneers
in health issues and the practice of medicine.
Adding Fractions
Green Group
Use Cuisinaire rods or fraction circles
to model simple fraction addition
problems. Begin with common
denominators and work up to
denominators with common factors
such as 3 and 6.
Explain the pitfalls and hurrahs of
adding fractions by making a
picture book.
Red Group
Use Venn diagrams to model LCMs.
Explain how this process can be
used to find common
denominators. Use the method on
more challenging addition
problems.
Write a manual on how to add
fractions. It must include why a
common denominator is needed,
and at least three different ways
to find it.
Blue Group
Manipulatives such as Cuisinaire rods
and fraction circles will be available
as a resource for the group.
Students use factor trees and lists of
multiples to find common
denominators. Using this approach,
pairs and triplets of fractions are
rewritten using common
denominators. End by adding
several different problem of
increasing challenge and length.
Suzie says that adding fractions is like a
game: you just need to know the
rules. Write game instructions
explaining the rules of adding
fractions.
Varying Journal Prompting
B. Create a fortune lines visual
A. Create a fortune lines
(with narration) that shows the
visual (with narration)
emotional state of the little prince
that shows the emotional
at what you believe are the 8-10
state of the little prince
most important points in the
at what you believe are
book. Be sure to arrange them in
the 8-10 most important
the order in which they happened
points in the book.
rather than the order they are
Explain why you
written about in the book.
selected these events.
Defend your selection of events
and your chronology.
New World Explorers
KNOW
• Names of New World Explorers
• Key events of contribution
UNDERSTAND
• Exploration involves
– risk
– costs and benefits
– success and failure
New World Explorers
Group A
Using a teacher-provided
list of resources and list of
product options, show how
2 key explorers took
chances, experienced
success and failure, and
brought about both positive
and negative change.
Provide proof/evidence.
Group B
Using reliable and
defensible research,
develop a way to show
how New World
Explorers were paradoxes.
Include and go beyond the
unit’s principles.
Tiered Lesson -- ART
Skill: Contour Drawing
1. Students with less refined eye-hand coordination
•
Complete a contour drawing of a hand, look at your
hand and the paper as you draw. Study lengths of finger
segments shapes of finger tips, widths of fingers as your
draw.
•
Draw a teacher selected object in your sketch book
looking at the paper and object as you do your drawing.
2. Students with somewhat more refined eye-hand coordination
• Complete a half-blind contour drawing of your hand.
That means you can look at your hand and the paper but
Cannot draw any time you look at the paper.
• Draw a teacher selected object in your sketchbook doing
a half-blind contour drawing.
3. Students with excellent eye-hand coordination
• Do a blind contour drawing of your hand.
• Do a blind contour drawing of a teacher selected object in your
sketchbook.
Tiered Activity
Subject: Science
Concepts: Density & Buoyancy
Introduction: All students take part in an introductory
discussion, read the chapter, and watch a lab activity
on floating toys.
Activities Common to All Three Groups
•
•
•
•
•
•
Explore the relationship between density and buoyancy
Determine density
Conduct an experiment
Write a lab report
Work at a high level of thinking
Share findings with the class
The Soda Group
• Given four cans of different kinds of soda,
students determined whether each would float
by measuring the density of each can.
• They completed a lab procedure form by stating
the materials, procedures, and conclusions. In
an analysis section, they included an
explanation of why the cans floated and sank,
and stated the relationship between density and
buoyancy.
The Brine &
Egg Group
• Students developed a prescribed procedure for
measuring salt, heating water, dissolving the salt
in the water, cooling the brine, determining the
mass of water, determining the mass of an egg,
recording all data in a data table, pouring the egg
on the cool mixture, stirring the solution and
observing.
• They answered questions about their procedures
and observations, as well as questions about why a
person can float in water, whether it is easier to
float in fresh or seawater, why a helium filled
balloon floats in air, and the relationship between
density and buoyancy.
The Boat Group
• Students first wrote advice to college students building concrete
boats to enter in a boat race.
• They then determined the density of a ball of clay, drew a boat
design for a clay boat, noting its dimensions and its density.
• They used cylinders of aluminum, brass, and steel as well as
aluminum nails for cargo, and determined the maximum amount
of cargo their boat could hold.
• They built and tested the boat and its projected load.
• They wrote a descriptive lab report to include explanations of
why the clay ball sank, and the boat was able to float, the
relationship between density and buoyancy, and how freighters
made of steel can carry iron ore and other metal cargo.
Secondary Tiered Assignment
Concept: Responsibility
Generalizations:
We are responsible for ourselves.
We “write” our own lives.
We have responsibility for those we “tame.”
Our actions have a ripple effect.
Responsibility may require sacrifice and may result in
fulfillment.
Our work bears our hallmark.
Skills:
Argument and support
Effective use of figurative language
Editing skills
Literary analysis
Key Vocabulary:
Elements of literature
Genre traits
Voice
Sample Literature:
The Little Prince
Anne Frank by Miep Gies
‘Bloodstain’
“I Will Create’
‘To Be’ Soliloquy
News Articles
•
•
•
•
•
•
•
•
•
•
Samples of Differentiation
Both teacher assigned and student selected
reading.
Both teacher assigned and student selected
journal prompts.
Use of literature circles to discuss
books/readings assigned by readiness.
Use of small group, teacher-led focus groups on
student-choice readings/
Optional review groups on key vocabulary and
skills.
In-common and “negotiated” criteria for key
writing.
Product options.
Use of tape recordings, shared reading on
complex pieces.
Varied work groups.
Tiered lesson.
Secondary Tiered Assignment
Task
•
Students will analyze parallel pieces of
writing to explore the premise that we are
responsible for those we tame. Students will
frame an argument to support their position.
Group 1
Read pages from The Little Prince
•
Complete an analysis matrix that specifies
the fox’s feelings about responsibility toward
those we tame and why he believes what he
does.
Read Bloodstain
•
Complete an analysis matrix on the beliefs of
the main character on the same topic.
•
Select a newspaper article from the folder.
Write a paragraph or two that
compares beliefs of people in the
article with the two characters.
What advice would you give
children about responsibility
toward people we tame?
•
Brainstorm on paper and then either:
Write a letter to a child giving
your advice.
Write guidelines for adults who
affect children’s lives.
Draw and explain a blueprint for
becoming a responsible person.
•
Peer revise and then peer edit your work.
Group 2
Read pages from The Little Prince
•
Find at least one piece of writing that shares
the fox’s view on responsibility for those we
tame.
•
Find at least 2 contrasting pieces.
•
Your selections must include at least 2 genre.
•
Develop notes on 2 views of responsibility
with reasons and illustrations from your
selections.
•
Be sure you are thoughtful about each view.
Then either:
•
Write an editorial about the implications of
the two approaches for our school.
•
Write an interior monologue of a teen at a
point of decision about responsibility for
someone he/she has tamed.
•
Create a series of editorial cartoons that look
at the ripple effect of such decisions in
history, science, and our community.
Developed by Tomlinson, 98
Music Lesson
Standard: Analyze and compare the use of music
element representing various genres and cultures
emphasizing meter and rhythm.
Know: Elements of music, especially meter and rhythm
Understand: The elements of music are used across
various music genres and cultures.
Music expresses the culture.
Do: Analyze music for elements
Show how the elements are used in various genres
and cultures.
Music Lesson
The elements of music are presented in a mini lecture.
Students take notes using the split entry journal with either
two or three columns.
Analyzing music for elements in small groups:
M – given a simple piece of recorded music, fill in a detailed
outline identifying specific elements.
U – With a slightly more sophisticated piece of musicv,
identify and describe any elements heard.
S – With a more complex piece of music, identrify and
describe the elements.
I – Given sheet music and an accompanying recording,
analyze the elements.
C – From sheet music only, analyze and identify the
elements. Hypothesize what was the intent of the
composer.
Music Lesson
Show how the elements represent various genres and cultures.
You may work alone, with a partner, or in a group of three.
You may present your music and finding in any format of
your choice.
 Choose two cultures and samples of their traditional music.
Compare the elements of the two pieces. How do the pieces
reflect the culture from which they come?
 Choose three pieces from different genres of music. Compare
the elements of the pieces. How do the pieces reflect mood
and emotion?
 Determine what style of music best represents you – your
environment, history and mood. Explain how the elements of
the music represent who you are as a person.
 Find music from the culture of one of your ancestors. Does
the music dtill reflect who you are? Why or why not? How
do the elements support your decision?
A High School Tiered Lesson
PHYSICS
As a result of the Lab, students should:
Know
Key vocabulary (thrust, drag, lift, fluid, pressure, velocity, camber, airfoil, chord, trailing edge,
leading edge)
Understand
Bernoulli’s Principle—As the velocity of a fluid increases, its pressure decreases. (Moving fluid
creates an area of low pressure. Decrease in pressure on the top of the airfoil causes lift.)
Newton’s Third Law of Motion (For every action, there is an equal and opposite reaction)
Aerodynamics is the study of forces acting on an object because air or another gas is moving.
Be Able to Do
Construct objects that project themselves through space in different ways as a demonstration of
student knowledge of key information and understanding of key principles.
Great opportunity to make teams of theoretician/scholars and designer/builders
In the lab students make
Kites
Diamond
Paper Airplanes that fly for
Maximum Distance
Maximum Hang Time
Tricks
easiest
easiest
Box
hardest
Triangle-Layered
hardest
Pinwheels
Forward Motion
easiest
Backward Motion
Upward Motion
hardest