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

Grade Level:
5th
4th 9 Weeks
Subject Area(s):
__ Reading, Writing
__ Mathematics
GT Differentiated Model Lesson
TEKS/Student Expectations:
_X Science
5.9 Organisms and Environments
__ Social Studies
The student knows that there are relationships, systems, and cycles within
environments.
Essential Question(s):
How do organisms survive?*
How do organisms compare as they go through their life cycles?*
* Taken directly from CRM.
Assessment(s):
_X Pre-Assessment
_X Formative
_X Summative
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5.9(A) observe the way organisms live and survive in their ecosystem by
interacting with the living and non-living elements
5.9(B) describe how the flow of energy derived from the Sun, used by
producers to create their own food, is transferred through a food chain and
food web to consumers and decomposers
5.9(C) predict the effects of changes in ecosystems caused by living
organisms, including humans, such as the overpopulation of grazers or the
building of highways.
5.9(D) identify the significance of the carbon dioxide-oxygen cycle to the
survival of plants and animals
5.10 Organisms and Environments
The student knows that organisms undergo similar life processes and have
structures that help them survive within their environment.
 5.10(A) compare the structures and functions of different species that help
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GT Scope and Sequence Skills:
__ Creative Thinking
_X Critical Thinking
_X Communication
__ Research
Student Learning Styles:
_X Auditory
_X Visual/Spatial
_X Kinesthetic
_X Other: Written
them live and survive such as hooves on prairie animals or webbed feet in
aquatic animals
5.10(B) differentiate between inherited traits of plants and animals such as
spines on a cactus or shape of a beak and learned behaviors such as an animal
learning tricks or a child riding a bicycle
5.10(C) describe the differences between the complete and incomplete
metamorphosis of insects
Elements of Depth and Complexity:
_X Language of the Discipline
__ Details
_X Patterns
__ Trends
__ Rules
__Ethical Considerations
__ Unanswered Questions
_X Over Time
__ Different Perspectives
_X Big Ideas
Lessons and Activities
_X Whole Class
_X Small Group
_X Independent Activity
Whole Class: Discuss the simple act of breathing with the students. Discuss how when students breathe out, they
Resources:
Aquarium with plants and fish or a
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exhale carbon dioxide as other animals do. Carbon dioxide is taken into green leaves of plants to help make food. The
plants give off oxygen as a waste product, just like animals give off carbon dioxide when they exhale. Plants provide
animals with the oxygen animals need and animals provide plants with the carbon dioxide that plants need. Therefore,
plants and animals need each other.
replica/video
Ask students “What would happen if we did not exhale carbon-dioxide? How else could the plants get it? Lead this
discussion with the class.
Pictures with plants and animals
together
Observe an aquarium (real or video) with both fish and plants in it. Explain to students that the fish are using their gills
to take oxygen from the air in the water. From time to time they may see bubbles of air rising, bubbles full of oxygen
which is given off by the green plants. The fish are taking in oxygen and the plants are replenishing the oxygen in the
water. Discuss with students, “Could an aquarium be as efficient if there were no plants or filter system?”
Diagram of oxygen-carbon dioxide
Online presentations/video on
oxygen-carbon dioxide cycle
Art supplies, boxes, play-doh,
materials for dioramas/3-D diagrams
On Grade Level: In small groups, students will create dioramas or three-dimensional diagrams of the oxygen-carbon
dioxide cycle. These can be done with any materials provided by the teacher. The diagrams must show the exchange of
the cycle and the plants and animals involves.
GT Level: In groups, students will research air pollution, its long-term effects on human and animals, and its impact on
the oxygen/carbon dioxide cycle. Students will research and discuss controversies on the topic and plan a class forum
on the topic of pollution.
Whole Class: In an Interactive Journal, students will draw and label their own diagrams of an oxygen-carbon dioxide
cycle. They will explain how the plants and animals depend on each other for oxygen and carbon dioxide and answer
the following question, “Could plants survive forever on Earth if there were no animals or humans?”
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Austin Independent School District
Collaborative Work Skills : Process Assessment
CATEGORY
Consistently
Occasionally
Often
Struggles with Expectations
Problem-solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve problems
or help others solve problems.
Allows others do the work.
Focus on the task
Contributions
Consistently stays
Focuses on the task and Focuses on the task and Rarely focuses on the task and
focused on the task and what needs to be done what needs to be done what needs to be done. Allows
what needs to be done. most of the time. Other some of the time. Other
others do the work.
Very self-directed.
group members can
group members may
count on this person.
sometimes remind to
keep this person on-task.
Routinely provides
Usually provides useful
Sometimes provides
useful ideas when
ideas when participating
useful ideas when
participating in the
in the group and in
participating in the
group and in classroom classroom discussion. A group and in classroom
discussion. A definite
strong group member discussion. A satisfactory
leader who contributes
who tries hard.
group member who does
a lot of effort.
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Product Assessment
During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific
expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to
support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics
for Teachers: http://www.rubrics4teachers.com/
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Austin Independent School District