DIFFERENTIATED INSTRUCTION
OPTIONALREFERENCE TOOL
for Thoughtful and Purposeful Instructional Planning
Purpose of this Tool: To provide a focus on standards based instruction when developing a unit. This tool also provides an overview of the components of Differentiated Instruction and B.E.S.T. to be considered when planning instruction.
Unit: Creating line plots based on linear measurement while participating in the practice of scientific inquiry
Stage 1: Priority Standards within this unit(HINT: these will be 1-2 standards that have the greatest endurance)
MAFS.2.MD.1.1: Measure the length of an object to
the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools as rulers,
yardsticks, meter sticks, and measuring tape.
MAFS.2.MD.1.2: Describe the inverse relationship between the size of a unit and number of units
needed to measure a given object.
MAFS.2.MD.4.9: Generate measurement data by
measuring lengths of several objects to the nearest whole unit, or by making repeated measurements
of the same object. Show the measurements by
making a line plot, where the horizontal scale is
marked off in whole-number units. / SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and systematic observation, and generate appropriate explanations based on those explorations.
LAFS.2.SL.1.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in groups.
Learning Goals (Help the student and teacher understand the goal/intent of the standard. Learning goals sometimes break the priority goal into smaller chunks.)
Understand
The process of using appropriate measuring tools for linear measurement.
How to measure the length of objects to the nearest inch, foot, centimeter, or meter.
The relationship between the size of a unit and number of units needed to measure an object.
To create a line plot representing linear measurement data provided or collected.
The steps in the scientific process.
Know
Basic knowledge of a ruler, yardstick, and meter stick or tape and how to measure.
Basic knowledge of how to collect data.
Graphs represent data. / Do
Student will measure in inches and yards using appropriate tools.
Students will work in small groups to collect data from measurements.
Students will create a line plot to represent data collected.
Students will follow the scientific process through math and science inquiry.
Stage 2: Evidence/Assessments (pre-assessment, formative and summative):
Students will be given a pre-test before this lesson on three skills: MAFS.2.MD 1.1: Measuring to the nearest inch and centimeter; MAFS.2.MD.1.2: Describe the inverse relationship between measurements; and MAFS.2.MD.4.9: Showing measurement by making a liner plot.
Students will be given the same post-test at the end of the unit of study.
Materials/Resources (text, media, digital, manipulatives): / Purpose(s):
Book: How Big is a Foot? / Hook
CPALMS: If the Shoe Fits… / Resource Lesson
Rulers , yardsticks, meter sticks and tape / Explore measurement tools
NY Engage Grade 2: Measurement
Stage 3: Learning Plan (What learning activities are most appropriate for my students to engage in to master the priority standards throughout this unit?)
Q1: Why? Anticipatory Set / Ideas for Formative AssessmentVideo Clips:
Story:
Poem: / Inspiration/motivation/quote
Walk/field experience
Essential question
Other / Thumbs up
K-W-L
Circle Map
Bubble Map
Double Bubble
Think-Pair-Share
2 Column Notes / 4-3-2-1 Scoring Scale
Non-graded quiz
Self reflection
Peer reflection
Exit Slip
1 Sentence Summary
Essential Question: Why is it important to have a standard unit of measurement?
Webb’s Depth of Knowledge
Level 1- Recall
Level 2- Skill/Concept / Level 3- Strategic Thinking
Level 4- Extended Thinking
School-Identified Focus
Q2: Concepts for Whole Group and Small Group (I Do)
What will I model, demonstrate, explain, provide mini-lesson for, etc.?
Teacher will read the story, How Big is a Foot? Prior to beginning of lesson, review inches and centimeters as two units of measurement. Practice measuring pencils and recording in both inches and centimeters. Discuss the results by comparing the two measurements.
Pose the question for the group for the math investigation, Are all shoes that are the same size the same length in inches?
Students are grouped by shoe sizes. Students generate a hypothesis by allowing students to make an observation.
After data is collected, teacher models how to determine the range of data set. Teacher models how to pot data on line plot created.
Marzano’s Strategies
Identifying Similarities and Differences
Non-Linguistic Representations
Setting Objectives and Providing Feedback
Homework and Practice
Generating and Testing Hypotheses
Questions, Cues, and Advanced Organizers
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Opportunities for Differentiation
(mark with )
Q3: Concepts for Whole Group and Small Group (We Do)
How will I provide guided practice, discussion opportunities, hands-on practice, etc.?
Students work in small groups to measure own shoes using an inch ruler and recording lengths on a collection sheet. Teacher facilitates and provides feedback.
Students create a line plot from data collected in small groups. Teacher facilitates and provides feedback. / Content
Process
Product / scaffolding and enrichment
different ways to access or practice content
different ways to demonstrate learning
based on
Readiness
Interest
Learning Profile
ESE Modifications
Q4: Independent Practice and Observable Tasks (You Do)
If students have knowledge and understanding, what will they practice, perform, or produce individually or in cooperative groups related to standards?
Students will complete an independent activity by collecting measurement data and recording results on a table.
Students independently create a line plot based on the measurement data in the table.
Extension:
Students will continue with a scientific investigation using measurement and recording data on a table. / ESOL Strategies
Gardener’s Intelligences
Verbal-Linguistic
Visual-Spatial
Interpersonal
Logical-Mathematical
Bodily-Kinesthetic
Musical
Naturalist
Intrapersonal / Notes