Differentiated Instrustion- Case Study #3

 

This lesson is part of a science unit designed to approach the following standards:

 

SC.5.N.1.1- Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

 

SC.5.N.1.3- Recognize and explain the need for repeated experimental trials.

 

SC.5.N.2.1- Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

 

CCSS.MATH.PRACTICE.MP4- Model with mathematics.

 

CCSS.MATH.PRACTICE.MP5- Use appropriate tools strategically.

 

At the end of the lesson students will:

 

• create a graph of collected data.

 

• draw and defend conclusions from data.

 

Prior to the lesson, the students developed a question they wanted to research, as well as developed and gave a survey.  For this lesson, the students will be graphing the data they collected.  The teacher provides graph paper, pencils, and rulers to complete the work.  The teacher will assess the graphs for an appropriate interval, labels, a table, a key/legend, and the student’s overall ability to visual represent data.

 

Differentiation:

 

Product and Interest- This lesson would be adapted by differentiating the product based upon student interest. Prior to this lesson, students developed questioned that they wanted to research based upon their interest and gave out surveys. In this lesson students will be graphing the data they have found as well as drawing and defending their conclusions based upon data. Therefore at the beginning of the lesson, the teacher will explain to students their expectations and responsibilities of what they will be doing by use of a PowerPoint presentation. The teacher will explain to students that they will be creating a graph to represent their data, as well as drawing and defending their conclusions of the data. Students will have the opportunity to choose what type of graph (bar graph, pie chart, scatter chart, etc) they would like to create in order to best represent their data, as well as the choice of tool (Microsoft Word, Excel, GoogleDocs, onlinecharttool.com, etc.) to graph the data. The teacher will model the process for students, using example data, so that all students (ELLs, visual learners, and low math ability students) can get a clear understanding of how to choose a graph based upon data and to create a graph that has an appropriate intervals, labels, tables, and keys/legends. In order to complete this task, students will have the choice to use either their iPad or computers. As the students are working the teacher will be sure to facilitate the classroom, paying close attention to her low math ability students, as well as ELLs to scaffold and guide their learning. After students have completed their graphs, they will partner with a student that research a topic of interest similar to theirs and work together for about 10 minutes reviewing one another’s data graph and the conclusions they believe the data reveals. This partnership will allow students to be supported in making sure that they have represented their data accurately as well as pinpointing the conclusions that are revealed. Once this is complete, students can either choose to add conclusions onto the graph or verbally communicate this in the class presentation. This will give ELLs as well as quieter students the freedom to choose how they communicate. At the end of the lesson students will upload their graphs to the class website and present their graphs and conclusions using the SMARTboard.