Using Layered Curriculum
To Differentiate Instruction
In the Science Classroom
Jennifer Ward
AlleganHigh School
Allegan, MI 49010
269-673-7002 ext. 5939
MSTA Conference
March 8-10, 2012
One instructional strategy that is getting a lot of attention is differentiated instruction. This concept says that instruction should be delivered to the student at a level where the student is comfortable, but challenged. It is meeting the student where he is at, and leading them to where they need to be. Differentiated instruction also involves a level of choice, which gives the student a sense of ownership in his learning.
Kathy Nunley has devised a differentiated instruction strategy called “Layered Curriculum.” It consists of instruction divided into three layers, or levels. Level C tasks involve acquiring the knowledge needed for the unit. Level B tasks involve applying and using that knowledge to in a classroom setting to solve problems. Level A involves using what you have learned to make a critical analysis of a real-world problem.
Book: Layered Curriculum, Second Edition, by Kathy Nunley. ISBN 978-1-929358-12-0
Website: help4teachers.com
I discuss the pros and cons of using this strategy. I will explain how the strategy is grounded in current educational research. I will share some units using this strategy.
NAME:______HR:____
Chapter 4 Chemistry DI Unit (100 points)
A. Choose one of the following Vocabulary Assignments to complete. It is due by: ____
Use the following vocabulary words: matter, solid, liquid, gas, element, period, group, atom, proton, neutron, electron, nucleus, valence electron, electron configuration, atomic number, oxidation number, energy levels, mass number, atomic mass, compound, chemical bond, ion, cation, anion, ionic bond, covalent bond, chemical property, physical property, chemical equation
a)Write the word, the text’s definition, and your own definition
b)Find another Biology text, write its definition, and your text’s definition for each word
c)Make flashcards: write the definition on one side, the vocabulary word on the other and quiz witha classmate for ______minutes
d)Make flashcards: write the word on one side, place a labeled, colored, detailed drawing on the other side
e)Fold a piece of computer paper 4 times (16 squares) and create a vocabulary puzzle. Trade it with a classmate and put each other’s together
/10pts
B. Choose one of the following Reading Assignments to complete. It is due by: ______
a)Create a Reading Guide: ask 2 questions per paragraph in your text and answer them in complete sentences
b)Copy the text pages, highlight the most important details in each paragraph, number each paragraph, and then summarize each paragraph in your own words (2-3 sentences)
c)Create a Cornell notes outline of the entire reading
d)Listen to a recording/read-aloud session of the reading material; summarize each paragraph in 2-3 sentences
/10pts
C. Choose one of the following Lecture Assignments to complete while listening to your instructor explain material and provide opportunity for questions.
a)Complete the fill-in-the-blanks notes provided by your teacher
b)Draw and label 1-2 key items from the day’s lecture and write down at least 7 key facts on the back side
/10pts
D. Know your elements! Study the provided Element List. Know how to spell element names correctly and provide the correct symbol for each element. An Element Test will be given the last day of every week for four weeks. The highest score will be the one recorded.
/10pts
E. Reinforcement Activities all are due by _____; formal test is ______
Everyone must complete any starred (*) items.
*Chemistry Review Packet (reviewing Chemistry items learned in IPEC A)/10pts
Ionic Binary Compounds/10pts
*Bonding Basics - 5pts
Section 6.1 Ionic Bonding: Data Analysis - 3pts
It’s a Bonding Experience - 3pts
Bond With a Classmate - 3pts
Criss Cross Method/Naming Ionic Compounds - 5pts
Online Activity worksheet 4.1-4.3 - 2pts
Section 6.1 worksheett - 2pt
Covalent Binary Compounds/10pts
*Naming Covalent Compounds - 5pts
Section 6.2-6.3 worksheets - 2pts
Bonding Basics Practice Page - 5pts
Venn Diagram: Covalent & Ionic Bonds - 3pts
Chemical Equations/10pts
Section 7.1 Describing Reactions - 3pts
Balancing Chemical Equations - 5pts
Word Web 7.1 & 7.3 - 2pts
Carbon Cycle Drawing - 5pts
Chemical & Physical Properties/10pts
*Evidence for Chemical Change Lab - 5pts
States of Matter Manipulative - 2pts
Section 3.1 & 3.3 worksheets - 2pts
Concept Connections - 3pts
Section 3.1 Analyzing States of Matter - 5pts
Bonding Unit Vocabulary
Vocabulary Testing will occur starting Monday, October 31.
You must learn the definitions of the following vocabulary words:
- Molecule
- Molecular compound
- Ions
- Cation
- Anion
- Ionic compounds
- Chemical formula
- Molecular formula
- Formula unit
- Law of Definite Proportions
- Law of Multiple Proportions
- Monoatomic ions
- Polyatomic ions
- Binary compounds
- Ternary compounds
- Electron dot structures
- Valence electrons
- Octet rule
- Ionic bonds
- Metallic bonds
- Alloys
- Ductile
- Malleable
- Luster
- Covalent bonds
- Single covalent bonds
- Double covalent bonds
- Triple covalent bonds
cc.Coordinate covalent bonds
dd.Binary acids
ee.Oxyacids
You will need to prove to me that you have learned the unit vocabulary in one of the ways outlined below.
i.Create flashcards for all of the vocabulary terms by putting the term on one side of the card and the definition of the term on the other side of the card. When ready, the teacher will quiz you orally by randomly drawing 10 cards from your stack and asking you the definition.
ii.Study the vocabulary any way that you choose and then take a written quiz in which you will match all of the vocabulary terms to their definition.
iii.Complete a word web template for each term (see below). When ready, the teacher will quiz you orally by choosing 10 terms from your template and asking you the term’s definition.
DefinitionPicture of word
Two adjectivesComplete sentence containing term
iv.Draw a picture or pictures illustrating the meaning of the vocabulary words. The drawings do not have to be detailed or in color. When ready, the teacher will ask you questions about your drawing(s) and the definitions of at least ten of the terms chosen randomly from the list.
v.Create a crossword puzzle using at least 15 of the words from the list. Use graph paper to help you keep your lines and column straight. Provide a key for your puzzle. When ready, the teacher will ask you questions about your puzzle and the definitions of at least ten of the terms chosen randomly from the list.
vi.Create a poem or short story that uses at least ten of the vocabulary words correctly. The poem or short story should make the definitions of your ten words clear to the reader. Underline the vocabulary word in the poem or short story. When ready, the teacher will ask you questions about your story and the definitions of at least ten of the terms chosen randomly from the list.
Name ______
Chemistry
Methods and Measurement Unit
Relevant Content Expectations
C1.1AGenerate new questions that can be investigated in the laboratory or field.
C1.1BEvaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
C1.1CConduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity – length, volume, weight, time interval, temperature – with the appropriate level of precision).
C1.1DIdentify patterns in data and relate them to theoretical models.
C1.1EDescribe a reason for a given conclusion using evidence from an investigation.
C1.1fPredict what would happen if the variables, methods, or timing of an investigation were changed.
C1.1gBased on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation.
C1.1hDesign and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
C1.2ACritique whether or not specific questions can be answered through scientific investigations.
C1.2BIdentify and critique arguments about personal or societal issues based on scientific evidence.
C1.2fCritique solutions to problems, given criteria and scientific constraints.
C1.2hDescribe the distinctions between scientific theories, laws, hypotheses, and observations.
Learning Objectives (what students will be able to do)
At the end of this unit, the student will be able to...
1.discuss what the science of chemistry is and differentiate between the five branches of chemistry.
2.compare and contrast the similarities and the differences between pure and applied chemistry.
3.list and define the steps of the scientific method.
4.classify data as either qualitative or quantitative.
5.tell the number of significant figures in a quantity.
6.do mathematical calculations and then express the answer in the proper number of significant figures.
7.identify lab equipment and tell what they are used to measure (volume, mass, temperature, etc.).
8.measure a quantity to the precision allowed with the supplied measuring instrument.
9.conduct a laboratory experiment using the lab safety rules.
10.create a testable hypothesis.
11.identify the independent and dependent variables, the constant variables, and the control in an experiment.
12.organize data into a properly formed data table.
13.graph a set of two-variable data correctly.
14.draw scientifically sound conclusions from data found in data tables and graphs.
15.suggest future possible testable experiments given an experimental set-up.
16.discuss sources of error in an experiment and suggest ways to minimize or prevent those errors.
17.discuss the differences between scientific theories, laws, hypotheses, and observations.
Methods and Measurement Layered Curriculum
General Directions
You will be choosing from the listed activities below to master the Learning Objectives for this unit. In general, you will work on Level C assignments, then Level B assignments, and finally the Level A assignment. The unit will end with a final written test over the Learning Objectives. As this is your first experience with layered curriculum, I will be giving you deadlines for getting sections done and will be giving you short quizzes in order to help motivate you to continue learning the objectives.
If a choice is printed in bold, then you must do that assignment. We will be doing all of the choices in Level B as a complete class. Most assignments can be completed during class time; some will need to be completed at home.
I will be moving around the room daily to see if you have any questions or need any help. Additionally, I will be asking you questions to see how you are progressing through the material. As you read through the assignment choices, you will see that you will often be proving to me that you are mastering the material by showing me your assignments and the two of us orally discussing the assignment.
After we have discussed the assignment, I will be writing the points you earned on this assignments sheet. It will be important for you to keep track of this sheet and to turn it in on the day of the test.
Let’s have fun learning together!
Grade Scale (for Level assignments only)
270-300 points = A240-269 points = B210-239 points = C
Assignments
Level C – Knowledge
Worth 170 points total. A minimum of 136 points must be earned before you will be allowed to do the Design Your Own Experimentunder Level B.
You must do an option or optionsunder each letter. Items in bold are required to be done by all students.
A.Lecture Options (Five points daily for a total of 20 points):
On each lecture day, you can either choose i, ii, or ii:
i.Listen to the daily lecture and take notes. Show the notes to your teacher.
ii.Fill out an information outline on your own quietly at your seat. Show the completed outline to your teacher.
iii.Read the pages of your textbook and take notes. Answer the practice problems and/or section review questions assigned. Pages and questions will be posted on the chalkboard. Show the completed notes and questions to your teacher.
_____/5_____/5_____/5_____/5
B.Vocabulary (Choose one for 10 points):
You must find and learn the definitions of all of the words on the Methods andMeasurement Unit Vocabulary sheet. You will then prove to your teacher that you have learned the unit vocabulary in one of the ways below.
Must be completed by______._____/10
i.Create flashcards for all of the vocabulary terms by putting the term on one side of the card and the definition of the term on the other side of the card. When ready the teacher will quiz you orally by randomly drawing 10 cards from your stack and asking you the definition.
ii.Study the vocabulary anyway that you choose and then take a written quiz in which you will match all of the vocabulary terms to their definition.
iii.Complete a word web template for each term (see below). When ready the teacher will quiz you orally by choosing 10 terms from your template and asking you the term’s definition.
DefinitionPicture of word
Two adjectivesComplete sentence containing term
iv.Draw a picture or pictures illustrating the meaning of at least 10 of the vocabulary words. The drawings do not have to be detailed or in color. When ready the teacher will ask you questions about your drawing(s) and at least five of the terms chosen randomly from the list.
v.Create a crossword puzzle using at least 15 of the words from the list. Use graph paper to help you keep your lines and column straight. Provide a key for your puzzle. When ready the teacher will ask you questions about your puzzle and at least five of the terms chosen randomly from the list. See the attached Crossword Puzzle Rubric.
C.Reading for Understanding/Finding Information (Choose one from category one for 10 points and choose one from category two for 10 points):
Category One – General Chemistry Information_____/10
i.Use your textbook and/or another textbook from the chemistry textbook library and answer all of the questions on the Category OneReading Guide.
ii.Use the internet to answer all of the questions on the Category OneReading Guide.
Category Two – Scientific Method _____/10
i.Outline the steps of the scientific method in order and write a brief description of each step. Give an example of each step from a real scientific experiment.
ii.Draw a flowchart illustrating the steps of the scientific method in order with a brief description of each step. See the attached Flowchart Rubric.
iii.Write a short story or poemabout the steps of the scientific method. See the attached Creative Writing Rubric.
iv.Design and illustrate, with color, a poster explaining the steps of the scientific method, in order. See the attached Poster Rubric.
v.Create a PowerPoint presentation about the scientific method. It must have minimum of eight (8) slides with transitions in between each slide, a minimum of four illustrations, and be easy to read when projected onto a screen.
vi.Watch the movie Flubber (starring Robin Williams) and discuss how the scientist in the movie used the steps of the scientific method in his experiments.
Required quiz over the information in both categories on ______for 10 additional points.
D.Laboratory Safety (You can earn 30 points in this section.)
The two assignments in bold will be completed together in class. In addition, pick one other assignment for 10 points.
i.Have lab rules signed by you and a parent or guardian by ______.
_____/5
ii.Watch the lab safety video and fill out the video guide. Take
part in the classroom safety tour._____/15
iii.Design a board game that teaches the names, functions, and locations of all the safety equipment in the room. Game must have a solid playing surface and clear rules. See the attached Board Game Rubric.
iv.Draw a map of our classroom to scale. Use small objects to represent all the safety equipment in the room. Place the objects correctly on the map. Explain the map to your teacher.
v.Make an 81/2 x 11” cartoon that visually explains one of the safety rules on your signed Laboratory Rules. Include how the rule should be followed and some possible outcomes if the rule is broken. See the attached Cartoon Rubric.
_____/10
E.Graphing and Measuring Skills (Each activity is worth 10 points each. Choose two for a total of 20 points):
i.Worksheet: Graphing and Measuring Skills
ii.Measuring Scavenger Hunt Activity
iii.Graphs in the Media Activity
iv.Create your own ruler, name the main unit and the subunits, and use your ruler to measure five objects.
v.Watch an episode of one of the CSI or NCIS TV shows and list three ways they used precise measuring to solve their cases. Make sure your notes include the name of the TV show, the episode name, and the date the episode aired.
vi.Survey 25 classmates about either their favorite genre of music, or their favorite genre of movie. Place the data into a proper data table. Create a bar graph and a circle (pie) graph using the data.
_____/10_____/10
Required quiz over this information ______for 10 additional points.
F.Proper Laboratory Experiment Design (Choose a Part 1 worksheet, worth 10 points; and a Part 2 worksheet, worth 10 points, for a total of 20 points.):
i.Bounty: The Quicker Picker Upper – Parts 1 and 2
ii.Does your Chewing Gum Lose its Flavor on the Bedpost Overnight? – Parts 1 and 2
iii.A Big Blast: Mentos and Diet Coke – Parts 1 and 2
iv.How Well Does Your Garden Grow? – Parts 1 and 2
_____/10_____/10
G.Significant Figures, Scientific Notation, Metric System (Each assignment is worth 10 points. Choose two for a total of 20 points):