Student name :Mariea Burgess

Student ID:2101739

EDUC4721 DIFFERENTIATION FOR DIVERSE LEARNERS

Lesson Plan
Curriculum Area
Aims - ACARA

Science - Biology
Year Level 5
Living things have structural features and adaptations that help them to survive in their
environment (ACSSU043).
Science understandings, discoveries and inventions are used to solve problems that
directly affect peoples lives (ACSHE083).
Communicate ideas, explanations and processes in a variety of ways, including multimodal texts (ACSIS093).

Learning objective (from Unit

Overview) for this particular
lesson

Essential questions for this

lesson
Lesson number(s) from unit
plan sequence
Suggested content or outline of
lesson
Using the information from
your pre-assessment task
design a lesson based on
different levels of readiness.

Check for understanding

i.e. exit card

Visual, verbal, tactile and

technological supports

Instructional approaches
i.e teacher directed, strategy
instruction
Resources or supplementary
materials
Classroom environment
what have you had to change
to meet student needs
Lesson reflections (to be done
on completion of lesson in
professional exp.)

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Choice Board Overview (see objectives on choice board) Crazy Critters

1. Decide to work either independently or with a partner.
2. Select one activity from each of the three colours to present to others. (one
each for the next 3 lessons)
3. Remember to make your work thoughtful, creative and detailed.
Why do living things adapt?
What would happen if you placed your critter into another environment?
5 of 10
Length of lesson 45 mins
1.

Whole class: Pre-assessment activity has determined various learning profiles

and interests. This activity will create a learning environment that will offer a
balance of styles and choices in order to promote deeper learning for a range
of students in the classroom. Prior to this lesson students have created and
listed all their animal critters physical features & behaviours, adaptations and
environment suited to these adaptations.
2. Activity Introduction: Student to use their crazy critters and select from the
choice board on display and work on the activity of their choice. First choice in
this lesson is to be selected and choice of pairs or individual preference is to be
listed on the WB under the headings. These will then be the basis of the
activity. Students to start work on their choice using resource stations.
3. Whole class debrief: In the last 5 mins come together to discuss what we have
learnt so far, if we have had enough time to complete the activity or whether
we need additional time next lesson? Exit Cards seeking feedback of lesson.
Formative Assessment tasks in this lesson using
Thumbs up, thumbs down
Question and Answer time Class discussion
Observation - teacher/student
Exit Cards
Set up stations around the room for each activity and use the resource room to
incorporate, reading research, computer technology, charts, diagrams, handout folders
with information, matching cue cards.
Student self-directed learning with teacher walking around monitoring each group and
available for questions and feedback. Scaffolding and supporting students requiring
additional support. Prompting extended learning with open ended questions and
meeting flexible learning needs.
Choice Board, Support Material Folders, Student computer tips cards, Anchor
activities (resource books, matching cards to pics, tech links).
Learning stations set up in corners of the room, for each of the tasks set.
Providing butchers paper on each station for notes and questions.
What worked? What didnt? Why/Why not? What could I change next time?
Did I have enough time?
Where the students engaged? If not why?

Student name :Mariea Burgess

Student ID:2101739

Did it meet the learning objectives?

What do I need to include in the next ongoing lesson as a result of today?

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Student name :Mariea Burgess

Student ID:2101739

Differentiated Choice Board (linked to Ass 1 content)

Topic: Adaptation Crazy Critters
Curriculum Area: Science - Biology

Year Level 5

Lesson no(s): 5 of 10

Brief description/Rationale: This activity provides a variety of learning styles associated to adaptation. Students will be able to demonstrate their understanding
With the aim of tapping into the students existing interest it could expose them to a potentially new discovered learning and a deepened understanding of the topic. It
is aimed at meeting a range of interest and learning profiles, whilst giving students choice, flexibility and ownership of learning.
Learning Objectives: As a result of completing the Choice Board activities students
will:

This Choice Board is differentiated by (Mark all that apply):

Readiness

Understand that:

Know:

X Interest
X
The structure and function of a living thing might change over time in X Learning Profile
1
x
order to survive.
When
x and how this Choice Board will be used in the context of the unit
Adaptation can be a direct result of a physical environment.
Major physical characteristics of animals and their purpose in relation This
x choice board will be used from week 5 to 8 inclusive with the option for an
its survival.
x
additional
week if necessary to finalise all 3 areas.

The meaning of terms such as adaptation, physical characteristics,

survival, environment, physical condition and habitat.
The physical characteristics or behaviours living things need to
survive in certain environments.

Be able to do:

Sort & match animals into groups linking their physical

characteristics with their environment.
Describe how the adaptation of a living thing such as structure,
function or behaviour helps it to survive in its environment.
Demonstrate using their own design of animal, why certain physical
and behavioural characteristics are important for adaptation giving
reasons for their decision.

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Assessment criteria (How will you know that the students have achieved the
objectives through their completion of the Choice Board activities?) Can use a
rubric or checklist.
Use of both ongoing formative and summative assessment:
Rubic attached
Attach as appendices not to exceed 1 page.

Student name :Mariea Burgess

Student ID:2101739

Assessment for Science Biology Choice Board Crazy Critters

Activity
Selection

Name:
Date:

Exemplary

Proficient

Satisfactory

Limited

Demonstrate
Understanding of
Key Terms
/5

Student demonstrate an
excellent understanding
of key terms

Demonstrated an
understanding of the key
terms

A satisfactory attempt
was made to use some
of the key terms

Minimal attempt was

made to use the key
terms

Communicate ideas
/5

Student was able to

demonstrate an accurate
understanding of the
ideas and process

Student was able to

demonstrate a sound
understanding of the
ideas and process.

Student was able to

demonstrate satisfactory
understanding of the
ideas and process.

Student was unable to

demonstrate
understanding of the
ideas and process.

Student was able to

create an interesting,
creative and engaging
unit of work using some
use of adaptation
concepts

Student created a
satisfactory and
interesting unit of work
using minimal use of
adaptation concepts

Student attempted to
create an interesting unit
of work using limited use
of adaptation concepts

/5

Student was able to

create an, interesting,
creative and engaging
unit of work exploring a
wide range adaptation
concepts
Demonstrated an
excellent understanding
of the concept

Demonstrated a good
understanding of the
concept

Demonstrated a
satisfactory
understanding of the
concept

Demonstrated a limited
understanding of the
concept

Explanations and
Processes
Creativity &
Presentation

Demonstrate
Understanding of
the concept
adaptation
/5

Comments:
Place any additional information here regarding IEPs or learning readiness

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Goals/Actions student self-assessment

Student name :Mariea Burgess

Student ID:2101739

ANIMAL HABITAT AND ADAPTATIONS CHOICE BOARD

Analyse It!

Explain It!

Write It!

Choose two habitats from the selection below

and discuss why your critter would be suited
or not suited to that habitat.

Using the information cards

Either write a story, song, or poem about your

critter.

Rainforest
Desert
Arctic Tundra
Oceans

Read the information about the animals.

Compare and contrast them with your critter.
Then use a Venn diagram to explain your decisions.

Include its adaptation and present it to the class.

Be creative!

O3

O2

O1
Create It!

Tech It!

Explore It!

Write from your Critters point of view.

Make a brochure on the computer promoting your

new critter at the zoo.

Using your critters structures and functions

identify what type of diet it would require.

Include details about its physical characteristics and

its amazing habitat.

Ensure that you include the correct environment

for the food source. Then record using a pie graph

Your life storyinclude where you come

from,your diet, your family, your best quality,
your adaptations and how they help you
survive.

R2

R1

R3

Draw It!

Perform It!

Construct It!

Whats your critters name? Draw it, labelling

its features.

5 min skit to class demonstrating the features of

your critter and reasons for your choice.

Create a suitable enclosure or habitat for your

critter with resources available and explain how it
is suited.

Include your animals environment and what

that looks like.

P1

P2

P3

Select one activity of your choice from each of the three colours. Remember to be thoughtful, creative and detailed
in your responses.

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Student name :Mariea Burgess

Student ID:2101739

Classroom Management Strategies:

Invest time in thinking through classroom

routines--giving directions, handling
transitions, starting and stopping tasks, using
materials effectively. Envision how you want
things to work and help your students do the
same. Carol Tomlinson on a blog from
Several Ways To Differentiate Instruction Differentiation central 17/1/2012

To be used in conjunction with this unit are a

number of classroom strategies that create conditions for successful learning. The poster above is a classroom management
strategy I have planned to remind student of the self-directed learning process, as well as assist me manage my time with
students effectively. In addition to this the other resources include:
Flexible grouping chart (changes as student work through the 3 activities).
Separate work stations that include textual resources such as books and information sheets.
Resource area includes items such as rescue cards, informational support folders, task cards, tech tips and relevant
websites, matching cards to data, and computers.
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Student name :Mariea Burgess

Student ID:2101739

Explanatory Notes
How does your Choice Board represent a differentiated task?
By giving students the choice in their learning activities it taps into their personal
interests and preferred way of learning new material. It increases their engagement and
motivation to investigate further, without losing sight of the shared learning objectives,
(Jarvis J 2012). Teaching for preferred learning and interest fosters a positive learning
environment between the teacher and student. Talking to the students and getting to know
them and thus responding to their needs is a great tool in creating a positive relationship.
Tomlinson suggests that the student/teacher connection during this time not only assists the
teacher plan for the student, but provides motivation to differentiate for them in order to learn
at a deeper level, (Tomlinson 1999).
My choice board includes analytical, creative and practical assignment options,
(Sternber, 1997 & 2002); where students work in ways that are comfortable for them in
learning and demonstrating their understanding more efficiently. Flexibility in choice gives
the students ownership over their own learning. (Including Gardners multiple intelligences).
I would also encourage and provide opportunities for students to reflect on the outcome
of their choices, so they understand their choice selection. For example, after choice
selection, then ask, Which one helped you to learn? instead of Which did you enjoy the
most?
(Hume 2008).

Additional explanation of each task (task cards or directions for students)

Task O1 Students are to use the list of adaptations compiled for their own critter and
compare them to two environments on the choice board, listing differences and
similarities. Animal adaptation laminated cards can be used to assist students identify
physical and behavioural characteristics.
Task O2 Students are to use the information cards to compare and contrast the
differences of their critter with others using a Venn diagram. Clarify the term Venn
diagram.
Task O3 Student are to create a descriptive piece of writing, a song or poem about
their own critter. Musical instruments are available along with recording technology &
iPad to create their own beat, rhythm and tempo.
Task R1 Life Story creative writing from the perspective of their critter. Resource
books and support material folders are available to enhance learning. Task cards with
questions to prompt writing e.g. your history, and where do you live? Who is your
predator?
Task R2 Make a brochure using the computer using task card to assist with the
structure. Also tech tips for using the computers.
Task R3 Ensure students understand the term pie graph. Provide access to
information cards, and support material folders.
Task P1 Self-explanatory with resources available if required.
Task P2 Computers available to view YouTube on short skits. Also hint cards on how
they can present their skit.
Task P3 All art and craft materials are available to make enclosure including cardboard
boxes for construction.

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Student name :Mariea Burgess

Student ID:2101739

References:

Ferlazzo, L. ( 2012, Janurary). Response: Several Ways To Differentiate Instruction.

Retrieved April 2015, from Education Week Teacher:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/respons
e_ways_to_differentiate_instruction.html
Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young
Adolescent. Toronto, Ontario: Pearson Education Canada.

HEACOX, D. (2002) DIFFERENTIATING INSTRUCTION IN THE REGULAR CLASSROOM: HOW TO REACH AND
TEACH ALL LEARNERS, GRADES 3-12 FREESPIRIT PUBLISHING USA
HEACOX, DIANE. PROMOTING STUDENT INDEPENDENCE AND RESPONSIBILITY IN ACADEMICALLY DIVERSE
CLASSROOMS. 2005 ASCD ANNUAL CONFERENCE. ORLANDO, FL. APRIL 2005.
Tomlinson Tomlinson, Carol Ann (1999). The Differentiated Classroom: Responding to the
Needs of All Learners.Alexandria, Virginia: ASCD.
Science, A. A. (2015). Retrieved April 2015, from Primary Connections:
www.science.org.au/primaryconnections

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