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GATE Compliance Maureen Blaes 2008-2009. May 28, 2009. Differentiated Instruction. Elements of Depth and Complexity. Universal Theme: Change. Differentiated Instruction. Scholarly Attributes. Setting goals Exercising our intellect Saving our information Possessing academic humility
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GATE ComplianceMaureen Blaes2008-2009 May 28, 2009
Differentiated Instruction • Elements of Depth and Complexity
Universal Theme: Change Differentiated Instruction
Scholarly Attributes • Setting goals • Exercising our intellect • Saving our information • Possessing academic humility • Coming to class prepared • Seeing things from different perspectives • Taking time to think/ “ponder” • Using varied resources for information • Asking meaningful questions
Intellectual Traits • Intellectual Leadership • Willingness to guide, lead, or direct in intellectual circumstance • IntellectualCourage • Attempting difficult learning situations with bravery • IntellectualHumility • To be humble not boastful of your intellectual ability • IntellectualAggressiveness • To be assertive or active when using your intellect
Math • 5th Grade used the Glencoe Text • 4th Grade used the 5th grade Math Text when it was appropriate • Extension lessons from the Scott Foresman Text or the Glencoe Text were sometimes used to expand the lesson
Celebrated 1,000 Day of School (5th Grade) and the 100 Day of School (4th Grade) • Prime factorization of 1000 • Calculated the weight of 1,000 lbs. on other planets • Measured the number of pennies in 1 foot then calculated the number of pennies in 1,000 feet • Everyone shared pictures “a picture is worth a thousand words” • Ended with 100Grand Candy Bars
Celebrated National Pi() Dayon March 14th (3/14) • Students measured the circumference and the diameter of various circular items. • Using the ratio the students calculated • Celebrated with pie
Shelly Counts Seashells • Shelly collects seashells. One day she decided to count them. • When she counted them by 2s, there was 1 left. • When she counted them by 3s, there were 2 left. • When she counted them by 4s, there were 3 left. • When she counted them by 5s, there were 4 left. • What's the minimum (smallest) number of shells she can have in her collection? • Be sure to explain how you solved the problem. • For an extra $100 in Mega-Millions Money: • Shelly noticed a pattern in the remainders when she counted the shells. • She was curious, so she counted them by 6s and then 7s to find out if that pattern would continue. Use your answer to the main problem to find out what she learned.
Change For Katie Katie needed exact change for a juice machine. She only had a $1 bill in her pocket. She asked if I could trade her $1 in change for her bill. I knew I had more than $1 in coins in my pocket, so I said, "Sure.“ When I emptied my pocket, however, I found I could not give her exact change for $1. What is the greatest amount of money in U.S. coins that I can have and still not be able to give Katie exact change for $1? Explain how you know you have found the maximum amount possible.
Language Arts • Bonita Unified GATE Spelling Bee • Participated in the National Endowment of the Arts Big Read: The Call of the Wild
The Phantom Tollbooth • Chromatography
Circle of ThanksAn Anthology of Native American PoemsRaging Hawk, an Apache, came to visitWrote poems from a Native American perspective
Independent Study • Define the topic or area of study • Formulate a set of research questions • Gather information from various resources • Organize data • Summarize Information • Develop a product and present information
Social Science • Think like an Archeologist • Replicas of artifacts from the 18th Century • Trash Pit • Well • Path • Brick Building Foundation • Used critical thinking skills to determine the function of the artifact
Skateboard ScienceChallenges The Law of the Conservation of Energy: Energy can be changed from one form to another
Challenge 1 Imagine a large hydroelectric dam and generator high in the mountains. You are at home listening to your stereo and the stereo is plugged into an electrical outlet that receives electricity from the dam and the generator.
What is the original source of the sound energy ? Hydroelectric Dam Stereo plugged into an electrical outlet and playing music Work backwards and be sure to use the following words: potential energy, kinetic energy, electrical energy, heat energy, and sound energy.
Hydroelectric Dam Music Energy Changes • Sound energychanges from the electrical energyin the stereo. • Electrical energy changes from the kinetic energyof H2O rushing over the generators. • 3. Kinetic energychanges from the potential energyof H2O behind the dam. • 4. Potential energychanges from the Sun’s heat energythat evaporated H2O from the oceans to make rain.
Challenge 2 A student lifts a bowling ball from the ground and holds it. Trace back to the original source of the energy.
What is the original source of energy used to picked the bowling ball up from the ground? Work backwards and be sure to use the following words: potential energy, kinetic energy, chemical energy, and light energy.
Energy Changes • Potential energychanges from the kinetic energyof the student’s • moving muscles. • Kinetic energychanges from chemical energyof the food the • student ate. • Chemical energychanges from light energyof the sun through • the process of photosynthesis .
Challenge 3 Ooops ! Instead of rolling the ball down the bowling alley, the student dropped the ball on the ground. When the ball dropped, everyone heard a loud CRASH! How did the energy change forms?
What is the energy pathway? CRASH! Work backwards and be sure to use the following words: potential energy, kinetic energy, sound energy, and heat energy.
Energy Changes • Kinetic energychanges from the potential energyof the ball’s position • Sound energychanges from the kinetic energy of the ball moving down. • Some of the potential energychanges to heat energyfrom the impact of the ball on the floor.
5th Graders Explored Newton’s Laws of Motion using Marbles • 1st Law – An object at rest will stay at rest, and an object in motion will stay in motion at constant velocity, unless acted upon by an unbalanced force. • 3rd Law – For every action there is an equal and opposite reaction.
