Differentiating Instruction With Menus for the Inclusive Classroom
Science (Grades 6-8)
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Differentiating Instruction With Menus for the Inclusive Classroom: Science for grades 6-8 offers teachers who have multiple ability levels in one classroom everything they need to create a student-centered learning environment based on choice. For each topic covered, there are two menus that look similar but contain differentiated content: one menu for students working on grade level and the other for students working below grade level. Using the creative, challenging choices found in Tic-Tac-Toe menus, List menus, 2-5-8 menus, and Game Show menus, students will demonstrate their knowledge with unique, exciting products. Also included are specific guidelines for products, assessment rubrics, and teacher introduction pages for each menu. These menus can also be used in conjunction with the Differentiating Instruction With Menus series (for students working above grade level) for three tiers of complementary menus.
Table of Contents
Author’s Note Chapter 1: Choice in the Inclusive Middle School Classroom Chapter 2: How to Use Menus in the Inclusive Classroom Chapter 3: Guidelines for Products Chapter 4: Rubrics The Menus How to Use the Menu Pages Chapter 5: Process Skills Safety and Equipment Metrics and Measurement Scientific Processes Famous Scientists Chapter 6: Physical Sciences Matter The Periodic Table Properties and Changes in Chemistry Force, Motion, and Newton’s Laws Energy Transfers Chapter 7: Life Sciences Ecosystems Cycles and Systems Human Body Systems Heredity Chapter 8: Earth and Space Sciences Our Atmosphere Weather Rocks and Minerals Earth’s History Constructive and Destructive Forces Our Solar System Our Universe References About the Author Next Generation Science Standards Alignment
After teaching science for more than 15 years, both overseas and in the U.S., Laurie E. Westphal now works as an independent gifted education and science consultant. She enjoys developing and presenting staff development on differentiation for various districts and conferences, working with teachers to assist them in planning and developing lessons to meet the needs of their advanced students.
All middle school science teachers need a “go-to” resource for their classroom that they can turn to for inspriation, or that they know they can can rely on to provide at least the hope of meaningful instruction on those days when he or she must be absent. This is that resource.,David Brock,Science Scope, 2/1/13