Preface:
The purpose of the following strategies is to engage students and allow all learners to come to the same understandings in a variety of ways.
Strategy
Type of DI
Focus
Who
Creating Choices Based on Talents:
Stories
Process
Content
Learner Profile
Everybody
Bridging Activity:
Music Notes
Process
Content
Learner Profile
Musical, spatial, mathematical
Grouping Activity:
Class Mascot (fish)
Process
Interest
Everybody
Tiered Group Activity:
Data Collection
Process
Learner Readiness
Everybody
Especially Logical/Mathematical Learners
Entry Point Activity
Properties and Materials
Process
Interest
Everybody
Choice Board Activity
Properties and Materials
Content
Learner Profile
Learner Readiness
Everybody
Interest Center Activity
Process
Content
Interest
Learner Profile
Children interested in bridges,
blocks, transportation,
stories,
ACTIVITY: TALENT GROUPING
Stories (assessment)
After spending time learning about different ways stories can be told and the elements of a traditional story the students will be assessed on this content.
They will be able to display their knowledge through their interests.
Learning Goal:
Students will understand that stories can be told in a variety of ways.
Students will understand the elements of a traditional story (intro, problem, solution)
Assessment:
Students will choose their favorite story – children chose their method to retell their favorite story, eg:
Choices:
Draw/Writing/Story Map
Puppet Show
Acting/Drama
Building
IT (Voicethread)
ACTIVITY: BRIDGING
Reading and Playing (activity)
This is a transdisplinary activity involving Math, Music and Language Arts. The students will represent musical patterns using eighth, quarter, half and whole notes along with quarter rests.
The notes will be placed on unit blocks of the corresponding length, eg the quarter note will be on a quarter unit block. The students will then make patterns in 4/4 time and play the rhythms using rhythm sticks or clapping.
In the beginning of the school year each Preschool class picks a class mascot. Each class will pick a certain kind of fish to be their mascot. Each class brainstorms their favorite fish and the class will come up with their four favorite fish. At that point, each child will join an interest group based on the favorite fish. (i.e, the clown fish group, the sharks, etc.)
Learning Goal:
Students will develop research and questioning skills.
Students will develop their communication skills.
T
he children will use books, internet, the library, each other’s ideas, and their own ideas to assemble information about each fish. Then, each group can pick a way that they would like to present the information to the class. They can choose a poster, drawing, building (with recycled materials), acting, or any other method that they come up with.
ACTIVITY: TIERED
Data Collection/Mathematics
The children will be asked to organize a picnic. The students will be grouped into three different groups based on their understanding of collecting and interpreting data. Each group will help collect data to contribute towards preparations of the picnic.
Learning Goal:
Students will collect and interpret data.
The students will be placed in three groups as follows:
Novice task: Count the number of people coming to the picnic to determine how many cups and plates are needed.
Emerging group task: The children are going to figure out the most popular foods in the classroom. The children will have a chart with five food choices. The students will interview their classmates and tally their responses for their favorite foods. They will then look at the data to determine the most popular food.
Expert group task: The children in this group will use the same method as the emerging group task to figure out the favorite activities to be used at the picnic. Once they gather their information they will represent their data in a chart.
ACTIVITY: ENTRY POINT
Science- Properties of Materials
Learning Goal:
Students will understand that materials have different properties.
Students will understand that certain materials work better when making different things.
Skills:
Use scissors, glue, etc. to make constructions.
Description of Activity: The principal comes to the class one day and presents the children with a problem. He went to the beach over the weekend and has lost his raft. He can't find a raft in any of the stores in Manila, they are all sold out. He heard that the Early Years children are good at making stuff and he wanted to know if they could help him by making a new raft.
Differentiation Entry Point:
1. Experimental: Children can test materials found in the classroom to see if they could float. They also evaluated the material to see if they were sturdy.
2. Mathematical: Children had to consider the size of the raft. They needed to measure the principal to evaluate the size and necessary materials for the raft.
3. Aesthetics: The children will draw designs of the raft and present their designs to the rest of the class. In these designs, children may add whatever they feel necessary. They could draw their "perfect raft" (TV, refrigerators, Wii, etc.)
4. Builders/Social: All interested children will participate in the construction of the raft. They must work together and take into account all of the varied ideas in the class.
ACTIVITY: CHOICE BOARD - ASSESMENT OF RAFT ACTIVITY
Science- Property of Materials
Children will express their understanding of properties and materials based on the raft activity. These are the following choices that they will have to show their understanding:
1. Building- The children can build another minature model labeling or explaining why they chose the materials used.
2. Diagram/Drawing/"How to make a Raft Manual" - Students can make a drawing, diagram, or instruction manual showing how you make a raft that can float. In the product, they will show their understanding of materials and properties of materials.
3. Graphic Organizer- Students can chose to complete a chart similar to the one below. They can use drawings or writing to fill in chart.
Material
Where was it used
on the raft?
Why was it used on the raft?
Did it work?
Bamboo Poles
Tape
ACTIVITY: INTEREST CENTER
Bridges
Learning Goal:
Transdisciplinary: Through exploring an interest in bridges, children will have opportunities to learn stories, math (manipulating blocks), social studies (how are bridges used),
Materials:
Books:
Three Billy Goats Gruff
Non-fiction books about Bridges
London Bridge is Falling Down
Building Materials:
blocks
rope
straws
sticks
welding torch/goggles
Videos:
Constructon Videos
Dramatic Play Area:
A large bridge that the children can play under
Props for stories -ie horns, beards, grass,
Photographs:
Photos of famous bridges
Music:
Stringed instruments with bridges
Xylophone
Songs about bridges
Setup for Classroom: The interest in bridges will be something that can be explored throughout different areas in the classroom. Here are some of our ideas for the classroom setup:
Dramatic Play:
We will figure out a way to set up a large bridge in one area of the classroom. The children will be able to play underneath the area and act out different stories that go along with bridges. They will have props to use such as materials for acting out Three Billy Goats Gruff. We could also put out materials for the children to pretend to give tolls to one another and pretend to use the bridge.
Block Area:
In block area, we could set up a river using blue paper and provide blocks for the children to build bridges. We will put out people that children can use for dramatic play. Also,we will put out photographs of different bridges for children to look at as they build their own bridges. We will also add rope if children want to use rope to build their bridges with. Provide books that children can use for inspiration.
Outside Space:
Make a simple rope bridge using one rope for feet and another rope for hands. The bridge could be used to go over the sand pit.
Art Area:
The students could use straws and craft sticks with tape/glue to make their own bridge models. Provide books that children can use for inspiration.
Puppet making materials for making puppets for 'Three Billy Goats Gruff'.
Music:
A more traditional interest area with stringed instruments. There will be labeled diagrams of the instruments around the table.
Computer:
Have videos of bridges being constructed prepared and ready for the children to 'click' on. Youtube stories of 'Three Billy Goats Gruff' and 'London Bridge is Falling Down'.
ACTIVITY: WEB QUEST
Community
Learning Goal:
Through childrens interest in superheroes (used as a bridge) students will explore roles in a community of what makes a hero.
http://questgarden.com/74/25/3/081126122033/index.htm Introduction from link:
You have talked a lot about different superheroes that you like. Now it is your turn to become a superhero. Who would you like to be? What would your special powers be? How would you help others?
Reasons For This Web Quest Activity:
Children at our level are intrigued and interested in superheroes. The superhero aspect can be used as a bridging activity to further their understanding of community helpers.
Preface:
The purpose of the following strategies is to engage students and allow all learners to come to the same understandings in a variety of ways.
Stories
Content
Music Notes
Content
Class Mascot (fish)
Data Collection
Especially Logical/Mathematical Learners
Properties and Materials
Properties and Materials
Learner Readiness
Content
Learner Profile
blocks, transportation,
stories,
ACTIVITY: TALENT GROUPING
Stories (assessment)
After spending time learning about different ways stories can be told and the elements of a traditional story the students will be assessed on this content.
They will be able to display their knowledge through their interests.
Learning Goal:
Students will understand that stories can be told in a variety of ways.
Students will understand the elements of a traditional story (intro, problem, solution)
Assessment:
Students will choose their favorite story – children chose their method to retell their favorite story, eg:
Choices:
Draw/Writing/Story Map
Puppet Show
Acting/Drama
Building
IT (Voicethread)
ACTIVITY: BRIDGING
Reading and Playing (activity)
This is a transdisplinary activity involving Math, Music and Language Arts. The students will represent musical patterns using eighth, quarter, half and whole notes along with quarter rests.
The notes will be placed on unit blocks of the corresponding length, eg the quarter note will be on a quarter unit block. The students will then make patterns in 4/4 time and play the rhythms using rhythm sticks or clapping.
Learning Goal:
-Language Arts-symbol sound representation
-Music-reading music-rhythm patterns
-Mathematics-fractions…quarter, half, whole
ACTIVITY: GROUPING ACTIVITY
Questioning/Researching
In the beginning of the school year each Preschool class picks a class mascot. Each class will pick a certain kind of fish to be their mascot. Each class brainstorms their favorite fish and the class will come up with their four favorite fish. At that point, each child will join an interest group based on the favorite fish. (i.e, the clown fish group, the sharks, etc.)
Learning Goal:
Students will develop research and questioning skills.
Students will develop their communication skills.
T
he children will use books, internet, the library, each other’s ideas, and their own ideas to assemble information about each fish. Then, each group can pick a way that they would like to present the information to the class. They can choose a poster, drawing, building (with recycled materials), acting, or any other method that they come up with.
ACTIVITY: TIERED
Data Collection/Mathematics
The children will be asked to organize a picnic. The students will be grouped into three different groups based on their understanding of collecting and interpreting data. Each group will help collect data to contribute towards preparations of the picnic.
Learning Goal:
Students will collect and interpret data.
The students will be placed in three groups as follows:
Novice task: Count the number of people coming to the picnic to determine how many cups and plates are needed.
Emerging group task: The children are going to figure out the most popular foods in the classroom. The children will have a chart with five food choices. The students will interview their classmates and tally their responses for their favorite foods. They will then look at the data to determine the most popular food.
Expert group task: The children in this group will use the same method as the emerging group task to figure out the favorite activities to be used at the picnic. Once they gather their information they will represent their data in a chart.
ACTIVITY: ENTRY POINT
Science- Properties of Materials
Learning Goal:
Students will understand that materials have different properties.
Students will understand that certain materials work better when making different things.
Skills:
Use scissors, glue, etc. to make constructions.
Knowledge:
Concepts: Sink, float, textures (hard, soft, waterproof, etc.)
Description of Activity:
The principal comes to the class one day and presents the children with a problem. He went to the beach over the weekend and has lost his raft. He can't find a raft in any of the stores in Manila, they are all sold out. He heard that the Early Years children are good at making stuff and he wanted to know if they could help him by making a new raft.
Differentiation Entry Point:
1. Experimental: Children can test materials found in the classroom to see if they could float. They also evaluated the material to see if they were sturdy.
2. Mathematical: Children had to consider the size of the raft. They needed to measure the principal to evaluate the size and necessary materials for the raft.
3. Aesthetics: The children will draw designs of the raft and present their designs to the rest of the class. In these designs, children may add whatever they feel necessary. They could draw their "perfect raft" (TV, refrigerators, Wii, etc.)
4. Builders/Social: All interested children will participate in the construction of the raft. They must work together and take into account all of the varied ideas in the class.
ACTIVITY: CHOICE BOARD - ASSESMENT OF RAFT ACTIVITY
Science- Property of Materials
Children will express their understanding of properties and materials based on the raft activity. These are the following choices that they will have to show their understanding:
1. Building- The children can build another minature model labeling or explaining why they chose the materials used.
2. Diagram/Drawing/"How to make a Raft Manual" - Students can make a drawing, diagram, or instruction manual showing how you make a raft that can float. In the product, they will show their understanding of materials and properties of materials.
3. Graphic Organizer- Students can chose to complete a chart similar to the one below. They can use drawings or writing to fill in chart.
on the raft?
ACTIVITY: INTEREST CENTER
Bridges
Learning Goal:
Transdisciplinary: Through exploring an interest in bridges, children will have opportunities to learn stories, math (manipulating blocks), social studies (how are bridges used),
Materials:
Books:
- Three Billy Goats Gruff
- Non-fiction books about Bridges
- London Bridge is Falling Down
Building Materials:Videos:
Dramatic Play Area:
Photographs:
- Photos of famous bridges
Music:Setup for Classroom: The interest in bridges will be something that can be explored throughout different areas in the classroom. Here are some of our ideas for the classroom setup:
Dramatic Play:
We will figure out a way to set up a large bridge in one area of the classroom. The children will be able to play underneath the area and act out different stories that go along with bridges. They will have props to use such as materials for acting out Three Billy Goats Gruff. We could also put out materials for the children to pretend to give tolls to one another and pretend to use the bridge.
Block Area:
In block area, we could set up a river using blue paper and provide blocks for the children to build bridges. We will put out people that children can use for dramatic play. Also,we will put out photographs of different bridges for children to look at as they build their own bridges. We will also add rope if children want to use rope to build their bridges with. Provide books that children can use for inspiration.
Outside Space:
Make a simple rope bridge using one rope for feet and another rope for hands. The bridge could be used to go over the sand pit.
Art Area:
The students could use straws and craft sticks with tape/glue to make their own bridge models. Provide books that children can use for inspiration.
Puppet making materials for making puppets for 'Three Billy Goats Gruff'.
Music:
A more traditional interest area with stringed instruments. There will be labeled diagrams of the instruments around the table.
Computer:
Have videos of bridges being constructed prepared and ready for the children to 'click' on. Youtube stories of 'Three Billy Goats Gruff' and 'London Bridge is Falling Down'.
ACTIVITY: WEB QUEST
Community
Learning Goal:
Through childrens interest in superheroes (used as a bridge) students will explore roles in a community of what makes a hero.
http://questgarden.com/74/25/3/081126122033/index.htm
Introduction from link:
You have talked a lot about different superheroes that you like. Now it is your turn to become a superhero. Who would you like to be? What would your special powers be? How would you help others?
Reasons For This Web Quest Activity:
Children at our level are intrigued and interested in superheroes. The superhero aspect can be used as a bridging activity to further their understanding of community helpers.