# data[].attributes.headline
Differentiated Instruction for 1st Grade

# data[].attributes.subject
Differentiated Instruction for 1st Grade

# data[].attributes.body
Use images to represent the content that is being presented (C.B.)(B.S)

Use animated videos to show examples of the content that is being taught (C.B.)

Introduce vocabulary words with definitions (C.B.)

Read a book before the lesson that indicates what will be discussed throughout the lesson (C.B.)

Students will be shown examples of how they might demonstrate their learning to help review the material they were just taught (L.M.)

# data[].attributes.headline
Differentiated Instruction for 5th Grade

# data[].attributes.subject
Differentiated Instruction for 5th Grade

# data[].attributes.body
Reviewing terms and ideas that students may already be familiar with to help with understanding new concepts and material (C.B.)

Provide visuals for students by having a display and walking through the content, step by step (C.B.)

Students can be separated into groups after instruction to discuss the material, ask questions, and expand their ideas and knowledge with their peers (C.B.)

Students will take what they’ve learned and create a product that demonstrates their understanding of the material (L.M.)

# data[].attributes.body
Here is a link to a video that has more ideas for differentiated instruction in the classroom. (KR)

# data[].attributes.attachment_link.title
Differentiated Instruction: Why, How, and Examples

# data[].attributes.headline
How to use this information as a new teacher: 

# data[].attributes.subject
How to use this information as a new teacher: 

# data[].attributes.body
Be aware of the information taught within the curriculum at each grade level in order to understand what your students do and don't already know (E.B)

Create an idea as to how complex or simplistic the material you teach should be based on the students’ previous knowledge of the subject (E.B)

Reintroduce content from past years and discuss what will be taught to students in the future (E.B)

Need to be aware of developments made, not just in this subject but others, so that we know the skills that the students have in order to move through the lesson (K.R)

# data[].attributes.body
Students will learn how to apply the observations they make to represent data as they go from first to fifth grade

Students will learn how to interpret elapsed time as they go from first to fifth grade

Students will understand and provide correct answers for questions at varying levels of complexity from first to fifth grade

First grade students work on asking and answering their own questions through observation and exploration, while fifth grade students typically start thinking more about abstract ideas, and not just about things they can observe

First graders should not be expected to think in abstract ideas, fifth graders are capable of thinking in abstract ideas

First graders don't understand time conceptually, fifth graders should understand time in it's entirety

(LM)

# data[].attributes.headline
Activities to Support Space Systems at 1st Grade Level

# data[].attributes.subject
Activities to Support Space Systems at 1st Grade Level

# data[].attributes.body
Identify the differences of how much exposure to daylight occurs in the four seasons (C.B.)

Make predictions about how much daylight the fall season will have in comparison to the winter season. The teacher and children can make a classroom chart to keep track of the data they collect (C.B.)

Observe and record information from two specific number dates of two different months and compare and contrast the data collected. For example, January 15th vs. May 15th.  The information would be focused around the amount of daylight each day receives (C.B.)

# data[].attributes.body
Emphasis on the amount of daylight in the winter compared to the amount of daylight in the summer

Limited to relative amounts of daylight and not specific hours or time of daylight

Seasonal patterns of sunrise and sunset can be observed, described and predicted

Make observations in order to make comparisons (patterns in the natural world can be observed, used to describe phenomena and used as evidence) (KR, BS)

# data[].attributes.body
~ 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. (KR)
~ 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (KR)

# data[].attributes.body
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-2-science-learning-standards.pdf

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/3-5-science-learning-standards.pdf

https://www.understood.org/articles/en/developmental-milestones-for-grade-schoolers

https://eric.ed.gov/?id=ED538282

https://www.youtube.com/watch?v=8BVvImZcnkw

https://www.youtube.com/watch?v=U3iRnIsti3s

# data[].attributes.body
Examples of patterns do not include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months

Does not include the causes of seasons

Represent data in graphs such as; bar graphs, pictographs, and pie charts. The graphs need to show patterns that indicate a relationship between the variable

Understand the orbits of the Earth around the sun and of the moon around the Earth

Earth rotates on its axis between the North and South poles which cause observable patterns (day/night, daily changes in length, different positions of sun, moon, and star at different points of the day, month or year)

Able to list the similarities and differences in patterns and use them to classify and study rates of change for natural phenomena

(BS, KR)

# data[].attributes.body
Focus: students start by learning the location of the Earth in the Universe and how its placement is compared to the sun and the moon.

The teacher can show this through a visual tool such as a video sweeping across the solar system to see it at all angles.

Explore: then they learn about things like the brightness of stars, and then move on to exploring the patterns such as day and night and the length of shadows

This can be taught via a powerpoint presentation containing the scientific knowledge behind these patterns. The powerpoint could also contain a cause and reaction chart to organize the different reasoning.

Reflect: Students can verbally describe the placement of the Earth, Sun, and moon and how these placements affect the different patterns such a day length

Talking as a class and small groups will allow the teacher to assess where the students are at by the end of the lesson.

Apply: Students are able to visually represent this part of the solar system through labeling a diagram. They are also able to relay the information about what causes these processes in multiple choice and long answer questions.

This will provide the teacher with a physical assessment tool that will show the students overall knowledge retainment.

(BS)

Another possible activity:
https://www.youtube.com/watch?v=U3iRnIsti3s