# GT Differentiated Model Lesson Grade Level: 5th Subject Area(s

```GT Differentiated Model Lesson
Subject Area(s):
TEKS/Student Expectations:
X Science
Working in teams, students will use what they have learned about earth
9 Weeks:1st
__ Mathematics
__ Social Studies
science to either design a 3 panel tri-fold or a hands-on learning center for the
Essential Question(s):
class which demonstrates or illustrates the scientific generalizations:
1) Forces shape the Earth
How do scientific generalizations help us to understand the world?
2) Models represent the natural world.
How does experimenting and observing help us to make scientific
3) The Earth has limited and unlimited resources.
generalizations?
 Analyze, review, and critique scientific explanations, including hypotheses
Assessment(s):
and theories.
__ Pre-Assessment
X Formative
X Summative
 Draw inferences based on information.
 Represent the natural world using models and identify their limitations.
 Evaluate the impact of research on science, society and the environment.
 Connect grade 5 concepts with history and scientists.
GT Scope and Sequence Skills:
Student Learning Styles:
Elements of Depth and Complexity:
__ Creative Thinking
__ Auditory
X Language of the Discipline
X Ethical Considerations
X Critical Thinking
X Visual/Spatial
X Details
X Communication
__ Kinesthetic
__ Patterns
X Over Time
X Research
__ Other
X Trends
X Different Perspectives
__ Rules
X Big Ideas
Lessons and Activities
X Whole Class
X Small Group
__ Independent Activity
PART ONE:
Whole Class: Have a picture of Earth taken from outer space. Ask students how forces shaped Earth. Answers may
include objects that exist in our solar system, gravity, gravitational pull, etc. Each group researches forces that shaped
Earth. Research possibilities include dangerous storm water, wind, gravity, etc.
On Grade Level: On first panel of the tri-fold, students report findings on the force selected.
GT Level: On the first part of the tri-fold, students report findings on the force selected, including changes over time.
How did a particular land area look in the past, present, and in the future?
Whole Class: Students assemble and contribute information to class chart. Each part of the tri-fold includes written
explanations, as well as diagrams.
Resources:
11 x 17 paper for three panel trifold
Poster with generalizations
written and displayed
Library resources about Earth’s
renewable and nonrenewable
resources
Austin Independent School District
PART TWO:
Whole Class: Point out various models in the classroom that represent the natural world. (Including maps and globes.)
Ask students what each of these models has in common. For example, they are all in color, are to scale, and have actual
data represented.
On Grade Level: Students create a model in the center section of the tri-fold. Illustrate ways forces changed Earth and
label the force that had the impact.
GT Level: Students creates two models on center panel. Models highlight comparisons between the Earth models over
time. Each should be labeled and the change defined, including its force.
Whole Class: Students explain model chosen to represent Earth. Ask the question, what other models are used to
represent Earth? For example, globes, maps, spheres, GPS, satellite imaging, etc.
PART THREE:
Whole Class: Students identify limited and unlimited resources. Teacher records as students contribute to the
discussion. Ask students to think about how limited and unlimited resources impact Earth.
On Grade Level: Students choose one limited and one unlimited resource to research. They describe how the resource
impacts Earth and add it to the tri-fold.
GT Level: Students choose one limited and unlimited resource. Write about what life on Earth would be like without this
resource? Is there anything that can take its place and with what consequences?
Whole Class: Ask students what impact limited and unlimited resources have on Earth. Ask a few groups to share their
tri-fold and explain what they learned.
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency:
Student references scientific resources in creating their tri-folds.
ses in their tr-fold.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency:
Student demonstrates questioning skills throughout the project.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Productive Thinking
Student uses higher level thinking skills.
Typical of Peers
Analysis of Details
Concept Analysis
Critical Analysis
Process Observation – Quality of Analytical Thinking
Student analyzes information during the task.
Typical of Peers
Product Assessment
Score
Analysis of Details
Concept Analysis
Critical Analysis
Idea
Display
Problem Solving
3
Identifies a question that is interesting
and demonstrates unique and creative
solutions.
Teamwork effort is unique and
creative.
Unique problem solving skills are
demonstrated and illustrations show
unusual creativity.
2
Identifies a question that is interesting
and demonstrates higher level thinking
skills.
Identifies a question that is interesting
to the student and can be investigated.
Teamwork effort is evident in
students’ tri-fold.
Problem solving skills are demonstrated
and evident in the tri-fold.
Effort involved in planning and
creation of the tri-fold.
Problem solving skills are utilized in the
tri-fold illustrations.
1