the animal feature that has changed. PART IV: LEARNING TIERS Identification of tiers based on pre-assessment data (describe what you will do to help students master content objectives for each tier) Tier 1 Tier 2 Tier 3 (Enhanced) (Target) (Prerequisite) Students who finish the double-bubble Picture cards Partner collaboration early, will be asked to begin listing Double bubble map Provide these students with the examples, with corresponding pictures, Sharing/Discussion headings along with a definition to of different types of physical and Interactive Bulletin Board explain. behavioral adaptations. part V: Procedures Teacher Actions Student Actions Materials/Resources Time (including technology) Warm up/Activating Prior The Introduction ticket The students will sort Pictures to sort 10 mins. Knowledge/Emotional with directions will be the six pictures into two Hook provided for the groups. students. After students The students will explain have sorted their cards, their method of sorting. the teacher will ask “What are two headings that we can use to label these two groups?” Teacher Input/Guided Teacher will provide Using picture cards and Picture cards 10 mins. Practice today’s key vocabulary a double-bubble thinking Double-bubble map words: “physical” and map, the students will (Thinking Map) “behavioral” compare and contrast the two words. After giving students time to complete their map, the class will create a class map on the board. Independent Student Teacher will instruct the Write a one-sentence Index card 10mins. Practice students to create a definition for each term. one-sentence definition of each term: behavioral and physical. Lesson Synthesis through To conclude the lesson, Give input/suggestions Classroom bulletin 5 mins.
the animal feature that has changed. PART IV: LEARNING TIERS Identification of tiers based on pre-assessment data (describe what you will do to help students master content objectives for each tier) Tier 1 (Enhanced) Students who finish the double-bubble early, will be asked to begin listing examples, with corresponding pictures, of different types of physical and behavioral adaptations. Tier 2 (Target) Picture cards Double bubble map Sharing/Discussion Interactive Bulletin Board Tier 3 (Prerequisite) Partner collaboration Provide these students with the headings along with a definition to explain. part V: Procedures Teacher Actions Student Actions Materials/Resources (including technology) Time Warm up/Activating Prior Knowledge/Emotional Hook The Introduction ticket with directions will be provided for the students. After students have sorted their cards, the teacher will ask “What are two headings that we can use to label these two groups?” The students will sort the six pictures into two groups. The students will explain their method of sorting. Pictures to sort 10 mins. Teacher Input/Guided Practice Teacher will provide today’s key vocabulary words: “physical” and “behavioral” Using picture cards and a double-bubble thinking map, the students will compare and contrast the two words. After giving students time to complete their map, the class will create a class map on the board. Picture cards Double-bubble map (Thinking Map) 10 mins. Independent Student Practice Teacher will instruct the students to create a one-sentence definition of each term: behavioral and physical. Write a one-sentence definition for each term. Index card 10mins. Lesson Synthesis through To conclude the lesson, Give input/suggestions Classroom bulletin 5 mins.