SectionVIGrades 9-12

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Differentiated Curriculum:

CHALLENGINGHIGH-END LEARNERS:

ADDRESSINGOREGON

STANDARDSANDBENCHMARKS

SECTIONVI

GRADES 9-12

OREGONDEPARTMENTOFEDUCATION

OFFICEOFSPECIALEDUCATION

TALENTEDANDGIFTED

2003

Revised 2005 and 2009

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
TableofContents
DifferentiatedCurriculum:Samples
Grades 9 through 12
GRADELEVELRANGE
Title / Page Number / ENG LA / SS / MT / SC / ARTS / K-3 / 4-5 / 6-8 / 9-12
Meal Worms-Scientific Inquiry / 3 / X / X / X / X
Generational Comparison / 10 / X / X / X
Patterns of Change-Friction / 15 / X / X / X
The Energy Debate / 20 / X / X / X / X / X
Science Giants / 28 / X / X / X / X
Critiquing the Critics / 34 / X / X / X
Supreme Court Decisions / 49 / X / X / X / X
Whose JobIsIt? / 55 / X / X / X / X
Character Press Conference / 66 / X / X / X
Writing for a Publication / 74 / X / X / X
Trigonometry Problem Solving / 80 / X / X
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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
MEALWORMS-SCIENTIFICINQUIRY
SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS
Grades: 9-12Page 1
Acceleration Approach
The standardhasbeenacceleratedbymoving gradelevel9-12 uptothe standardusedfor high school andPASS.
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / High School⌧ / PASS
Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):
Patterns ofChangeand Models
OrganizingHigherOrderSkills(e.g., Bloom’s, Paul’s Model of Reasoning):
Bloom’sTaxonomy: Comprehension, application, analysis and synthesis
Differentiation Features:
Students
  • Complete fewer tasks to master standardof learning
  • Usemultiplehigher-levelskills
  • Have additionalvariables to study
  • Conduct original research
  • Develop aproduct
  • Makecross-disciplinaryapplications
  • Useadvancedresources
  • Choose alternativesfortasks,products,andassessments
  • Present oral andwrittencommunication to arealworldaudience
  • Useadvancedresources
Archetypal Model
Formhypothesis,designstudy,conductexperiments,evaluate,andpresent results.
Sample Task Activity:
Interdisciplinarytask todeterminetheeffectofdifferent variables (e.g.,foodsource,temperature)on apopulationofmealworms.
Regular Class
Students will
  • formulatea hypothesisto determinehow their chosenvariableswillaffecta populationof mealworms.Someexamples: Doestheamountof availablefoodhaveaneffect onthesizeof thelarvae?Howdoesthe fibercontentofthemealworm’s food affectthetotal number of
/ SCIENCE
CONTENTSTANDARDS
H.2L.1 Explain how energy and chemical elements pass through systems. Describe how chemical elements are combined and recombined in different ways as they cycle through the various levels of organization in biological systems.
H.2L.2 Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in ecosystems.
H.3S.1 Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information.
H.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about the natural world, including the collection of sufficient and appropriate data.
H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation.
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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
MEALWORMS-SCIENTIFICINQUIRY
SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS
Grades: 9-12Page 2
mealworms and theratioofadults tolarvae?
  • design andcarry outanexperimenttoanswerthe questionposed intheir hypothesis.
Example:Dividemealwormsinto three identicalpopulations. Feedone populationwhite flour, thesecond cornmeal,the last bran cereal.Initialdatashouldincludenumberandsize ofmealworms,fiber contentof thefood, volume offood.
  • collectdata every otherdayandrecorddataandtentativeconclusions ina journal.
  • Example:Countand weigh insects (adults). Count and measurelength oflarvae.Record, using correctunits. Comparecurrentdata withinitialdata.
  • studystatistics,specifically populationandsamplingsize,meanandmedian, calculating statistical errors and determining uncertainty,precision of measurement tools,interpretationandpresentationofdata. (Students with calculuscan studylogistic modeland carryingcapacityas presentedintext.)
  • readinformationregardingwhatis an ecosystemandcarryingcapacity.Games fromProjectWildwillbeusedto illustrate carrying capacity.
  • analyze the total data andwrite a report inanappropriate technicalstyle: IntroductionofProject,MaterialsUsed, DataSummary,Results, Conclusions. In addition,the reportwillinclude predictionsofexpectedresultsatsixmonths and ayearbasedontheresultsandconclusions.
  • sharetheir resultswith other teams and evaluatethemselves and each other usinghigh schoolandPASSstandards.
Questions
  • Doesthe amountof availablefoodhaveaneffecton thesizeof thelarvae?
  • How doesthefiber contentof themealworm’sfoodaffectthetotalnumberof mealworms andtheratioofadults to larvae?
  • How will youdesignandcarryout anexperimentto answerthe questionposedinyour hypothesis?
  • Whatwouldyoupredictofexpectedresultsatsixmonths based ontheresultsand conclusions?
  • Whatwouldyoupredictofexpectedresultsinayearbasedontheresults andconclusions?
Alternative Task Activity
High-EndLearner:
Studentswill
  • conductadvanced-level researchusingmore complex research design andvariables.
  • workdirectlywithascientistforfeedbackonresearch model.
/ ENGLISH/LANGUAGE ARTS
COMMON CURRICULUM GOALS
Writing
Write narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience and purpose across the subject areas.
Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Speaking and Listening
Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.
Listen critically and respond appropriately across the subject areas.
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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
MEALWORMS-SCIENTIFICINQUIRY
SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS
Grades: 9-12Page 3
  • formulatea hypothesis.
  • designandcarryoutanexperimenttoanswerthequestionposedintheirhypothesis.
  • collectdata.
  • apply skillsof usingstatistics, specificallypopulation andsamplingsize,meanand median;calculatingstatistical errorsand determininguncertainty,precisionof measurementtools,interpretation andpresentationofdata.
  • readadvanced information relatingto the current researchrelated to thehypothesis.
  • analyzedata andwriteinan appropriate technicalstyle.
  • sharetheirresultswithother like-abilitystudents and ascientistandevaluate themselvesand eachotherusinghigh schoolandPASSstandards.
Questions for Alternative Task Activity
  • Howwillyouframeyourscientificproblem?
  • How will youdesignandcarryout anexperimentto answerthe questionposedinyour hypothesis?
  • Whatwouldyoupredictofexpectedresultsatsixmonths based ontheresultsand conclusions?
  • Whatwouldyoupredictofexpectedresultsinayearbasedontheresults andconclusions?
  • Inwhatfieldwillyoufindyourscientist?
  • What role will thescientistplayinyour research?
Implementation Time
9weeks
Resources
Foreach studentteam:
  • 60mealworm larvae and30 adults (canpurchasefromCarolina Biological supply (1-800-227-1150)
Note:Mealwormscompletetheirlifecycleinseventonineweeks:eggshatchin 14days,larva--fourweeks, pupa--one tothreeweeks.Adultscanlivethreeto fivemonths.Adultsdonotfly.
  • 3containers formealwormsperteam.
  • Mealwormfood(e.g.,oatmeal,flour,cornmeal,bran-cereal;volume range:1cup is lowto 5cups high).
  • Accesstoscales, measuringcups,rulers, water,mistingbottle,graphpaper.
/ connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.
Listen critically and respond appropriately across the subject areas.
GRADE-LEVEL STANDARDS

Writing

High School
EXPOSITORY WRITING: REASEARCH REPORT S/MULTIMEDIA PRESENTATIONS
Write analytical essays and research reports:
  • Gather evidence in support of a thesis including information on all relevant perspectives.
  • Convey information and ideas from primary and secondary sources accurately and coherently.
  • Make distinctions between the relative value and significance of specific data, facts, and ideas.
  • Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.
  • Anticipate and address readers’ potential misunderstandings, biases, and expectations.
  • Use technical terms and notations accurately.
PASS
CONDUCT INQUIRY AND RESEARCH (PASS Standard D)
  • Conduct inquiry and research, using a variety of primary and secondary sources and informational resources to investigate questions and topics, gather and synthesize information, and create and communicate knowledge in written form.
Speaking and Listening
High School
SPEAKING
  • Present and support clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that will meet standard tests for evidence, including credibility, validity, and relevance.
  • Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).
  • Recognize and use elements of speech forms (e.g. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate.

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
MEALWORMS-SCIENTIFICINQUIRY
SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS
Grades: 9-12Page 4
Books
Hallett, D., Gleason,A.,andMcCallum, W.(1997). Calculus:single variable. JohnWileySons(pp91and518--informationonlogisticmodel andcarryingcapacity(forstudentsusingcalculus).
Odum, E.(1997)Ecology:ABridgebetweenscienceand society. Sinauer Associates,Inc.(chaptersoncarrying capacity,defining ecosystem
Weiss, N.A.andHassett,M.J. (1999).Introductorystatistics. 5thed.Menlo,CA: Addison-Wesley
Internet
Carolina BiologicalSupplyCompany
Project Wild Federal Department of Fish andWildlife(Games toillustrate carryingcapacity)
Resources forHigh-EndLearner’sresearch:
  • Scientist/researcherfromuniversityor business/industry.
  • Advanced levelscience texts/periodicals
  • Universitylevellabguides
  • SaturdayAcademy
SCIENCE
ScoringGuides
See AssessmentsSection. UsetheScientificInquiry Scoring Guide

ENGLISH/LANGUAGEARTS -SPEAKING
ScoringGuide
See AssessmentsSection
IdeasandContent
Organization Language Delivery
/ High School
LISTENING:
  • Formulate judgments about ideas under discussion and support those judgments with convincing. Follow complex verbal instructions that include technical vocabulary and processes.
PASS
COMMUNICATE AND ANALYZE IN ORAL, VISUAL, AND WRITTEN FORMS.
(PASS Standard F)
ARTS TASK Mealworms—Scientific InquiryGrades 9-12
Option 1: The student will design and present a study to determine if mealworms can hear, using music as the test medium.
Extensions:
  • The student will graph the results and share the results with the class.
  • The student will compose a vocal music piece in AB form which is a satire on meal worms and their traits, ecosystem, feeding habits, etc. and perform it for classmates.
  • The student will design and create a costume for the vocal satire and wear it during the performance.
Implementation Time:
  • Basic task: Two weeks:
  • Extensions:Teacher discretion
  • Performance Seven to ten minutes, to be scheduled at the teacher’s discretion

SCORING GUIDE / 6 / 5 / 4 / 3 / 2 / 1
A creative vocal piece is performed.
The presentation of the data exhibits creativity.
6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning
Option 2: The student will write and illustrate a book for eighth-grade science students showing the processes used in their mealworm research and the results of the research.
Extension: The student will create three-dimensional sculptures (from clay, Fimo© or other material) to accompany the text and drawings in his or her book.
Implementation Time:
  • Basic Task: Two to four weeks during or in addition to the time used for the research project.
  • Extended Task: One to two additional weeks

SCORING GUIDE / 6 / 5 / 4 / 3 / 2 / 1
Illustrations serve a specific purpose.
Text and drawings are laid out for maximum artistic effect and understanding of content.
The images and text address a given audience.
More than one artistic medium is used to achieve the goal.
The student identifies the creative process used and the choices made when problem solving.
6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning
The Arts
Standards Addressed:
Create, Present and Perform
Common Curriculum Goal: Create, present and perform works of art.
Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.
ARTS TASK Mealworms—Scientific InquiryCONTINUEDGrades 9-12
Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.
High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.
Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result
Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.
High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.
Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent
Content Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.
High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.
Common Curriculum Goal: Evaluate one's own work, orally and in writing.
Content Standard: Critique and communicate about one’s own work, orally and in writing.
High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.
PASS Criteria
  • Use appropriate sound production, blend, and balance (in ensembles), and use accurate intonation.
  • Use correct rhythms and pitches, execution (control) of dynamics, and articulation.
  • Use an expression and style of interpretation that is appropriate to the composer’s intent, including tempo, phrasing, and dynamics.
  • Recognize the significance of experiences with the arts and reflect on the performance or creation of an artistic work.
  • Perform music for a public audience.

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
MEALWORMS-SCIENTIFICINQUIRY
SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS
Grades: 9-12
TAG NEEDSADDRESSED
INTELLECTUALLY GIFTED
⌧AdvancedCritical Reasoning
⌧ScholarlyInteraction
⌧ContinuousProgressfor LevelandRate*
ChallengingResources
Effecting Change
DecisionMaking;Ethical Useof Influence
LeadershipTraining/Career
Realistic GoalSetting
RegularInteractionwith Intellectual Peers
Social-EmotionalIssues; Support; CopingStrategies
AdvancedAcademic Planning
OpportunityforCompetition/ Failures/ Successes
CreativeProblemSolving with Real Problems/ Audiences
PursuitofAdvancedLevel Research
AdvancedVocabulary Development / ADVANCED SCIENCE
KNOWLEDGE/SKILLS
⌧AdvancedCritical ThinkinginScience
⌧ContinuousProgress/LevelandRate*inScience
⌧ChallengingScience Resources
⌧CreativeProblemSolving Strategies inScience
Science Advanced VocabularyDevelopment
LeadershipTraining/ Career
DecisionMaking;Ethical UseofInfluence
⌧RegularInteractionwith Talented Science Peer
Realistic GoalSetting
OpportunityforCompetition/Failures/ Successes
⌧AdvancedAcademic PlanninginScience / ACADEMICALLY TALENTEDMATH
⌧AdvancedCritical ThinkinginMath
⌧ContinuousProgress/LevelandRate*inMath
⌧ChallengingMath Resources
CreativeProblemSolving Strategies inMath
MathAdvancedVocabulary Development
LeadershipTraining/Career
DecisionMaking; Ethical Useof Influence
RegularInteractionwith TalentedMathPeers
RealisticGoalSetting
Opportunity forCompetition/Failures/Successes
AdvancedAcademic PlanningMath
/ ACADEMICALLY TALENTEDENG/LA
AdvancedCriticalThinking inLA
⌧ContinuousProgress/Level andRate*inLA
⌧ChallengingLAResources
CreativeProblem Solving StrategiesinLA
AdvancedVocabularyDevelopment
Leadership Training/Career
DecisionMaking; Ethical Use of Influence
RegularInteractionwith TalentedLA Peer
RealisticGoal Setting
Opportunityfor Competition/Failures/Successes
Advanced AcademicPlanninginLA / CAREER-RELATEDLEARNING STANDARDS
GRADUATION
REQUIREMENTS
⌧PersonalManagement
⌧ProblemSolving
⌧Communication
⌧Teamwork
⌧EmploymentFoundationsCareer Development / TEACHER CHECKS
THE GRADE-LEVEL/
BENCHMARK LEVEL
STUDENT IS PURSUING
Math:
__Grade-Level
__High School/Postsecondary

English/Language Arts

__Grade-Level
__ High School/Postsecondary

Social Sciences

  • Benchmark 1
  • Benchmark 2
  • Benchmark 3
  • High School/Postsecondary

Science

  • Benchmark 1
  • Benchmark 2
  • Benchmark 3
  • High School/Postsecondary

The Arts

  • Benchmark 1
  • Benchmark 2
  • Benchmark 3
  • High School/Postsecondary

Student Grade
Teacher School
DateInitiated DateCompleted
CheckTAG Identificationcategory: Intellectual AcademicMath AcademicLA
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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GENERATIONALCOMPARISON
ENGLISH/LANGUAGE ARTS AND ARTS
Grades: 9-12Page 1
Acceleration Approach
The standards forgrade-level 9-12 havebeen compressed for acceleration byvaryingthe difficulty levelof theprimaryand secondary sources.
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / High School⌧ / PASS
Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):
PatternsofChange
Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):
Bloom’sTaxonomy
Differentiation Features:
Students
  • Usemultiple higher-levelskills
  • Haveadditionalvariablestostudy
  • Usemultipleresources
  • Studyaconceptinmultipleapplications
  • Conductoriginalresearch
  • Developaproduct
  • Use advancedresources
  • Use sophisticated content stimuli
  • Selectalternativesfor tasks,products,andassessments
Archetypal Model
Readaculturalclassic, a world-classpiece ofliterature.
Findsecondarysources,critical reviews,andpersonalinterviews thataccount for theclassic’s popularity.
Writeapersuasivepaperthatclearlyaccounts for theclassic’s popularityin oneormoreperiodsoftimebaseduponthe reviewsand interviews.
SampleTaskActivity:
Students will
  • readThe Catcherin Rye by J.D. Salinger
/ ENGLISH/LANGUAGE ARTS
COMMON CURRICULUM GOALS
Reading
Develop an interpretation of grade-level informational text across the subject areas.
Examine content and structure of grade-level informational text across the subject.
Literature
Develop an interpretation of grade-level literary text.
Writing
Write narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience, and purpose across the subject areas.
GRADE-LEVEL STANDARDS
Reading
High School
INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION
  • Predict probable future outcomes supported by the text, including foreshadowing clues.
  • Infer an author’s unstated meaning and draw conclusions about an author’s stated meaning based on facts, events, images, patterns or symbols found in text.
  • Make reasoned assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
  • Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations.
  • Infer the main idea when it is not explicitly stated, and support with evidence from the text.
INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE
  • Draw conclusions about the author’s purpose based on evidence based on evidence in the text.
  • Differentiate among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques.
  • Evaluate if and how the author uses authoritative sources to establish credibility for arguments, proposed actions, or policies.
  • Compare and contrast information on the same topic after reading several passages or articles.

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GENERATIONALCOMPARISON
ENGLISH/LANGUAGE ARTS AND ARTS
Grades: 9-12Page 2
  • readarticleinTheNewYorker,Oct.2001
  • interviewpeoplewhowereteenagers in the50’s andclassmates to find out if and whyThe Catcherin theRye speaks tothem personally.
  • writeapersuasivepaperthatclearlyaccounts for theclassic’s popularityin oneormoreperiodsoftimebasedupon an analysis ofreviews andinterviews.
Interdisciplinary SampleTaskActivities
SocialSciences–HistoricalEvent:
Thestudent researches ahistoricalperiodtofind eventsrelated to literature.Thestudentusesoutsideresourcestodrawconclusions aboutthehistoricalsettingofthework.