Tiered Lesson (Differentiated by Readiness)

Name & Student Number: Kelly Jones (2084739) Lesson Topic: Childhood Toys Curriculum Area: History Year Level: 1 Class Context: The class is a straight year 1 class with students of mixed
readiness levels. The school is pubic with students from varied socio-economic statuses.

Brief description:
This lesson fits into a unit about childhood. The students have made timelines and learnt how they have grown from when they were babies to now. In doing this they have looked at major milestones and how it effects them now (for example starting to walk and talk). Students have now started looking at toys and games and how they have changed overtime. In doing this, a sheet was sent home to find out what the children parents/ caregivers and grandparents/ older friends played with when they were young. The students have begun using terminology such as past and present rather then old and new.

Learning Objectives*. As a result of engaging with the lesson, students will:

Understand that (Concepts, principles, big ideas) Students will understand what the past is. - (ACHHK029) Students will understand that the past can be distinguished from the present. -

(ACHHS032)

Know (e.g. facts, vocabulary, dates, information) The difference between the past and present Know and use past and present rather then old and new

Be able to (do) (Skills, processes) Identify and compare objects from the past and the present. Pose questions about the past modelled by the teacher. - (ACHHS033)

Essential Questions

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

How can we distinguish between the past and the present?

*As appropriate, these should be based on the Australian Curriculum.

Lesson Title: Childhood, a study in how the past is different to the future. Pre assessment of Students Readiness A pre assessment has been given in the form of traffic light (green= I understand, yellow= I think I know and red= Im not sure yet). Students will also answer 2 simple questions. In doing this previous to the lesson, students have been split into 3 tiers (group 1, group 2 and group 3). Appendix 1 .

Lesson Plan Lesson Sequence Explanatory notes Introduction: The lesson will begin with a discussion about what the students had learnt from talking to people at home about toys from the past. To conduct this students should sit in a circle and all be allowed time to discuss what they have found. Questioning may be necessary at times, such as: How is it different from what you play with? Do you think it would be fun? How has it changed? Group 1: Students will work as a group to sort toys in a Venn diagram. To do this the group should receive a large piece of butchers paper with a pre drawn Venn diagram. They will also receive pictures of old and new toys and decide if they are from the past, present, or used in the past and present. Students will then discuss what parts of the toys made them toys of the past. Students should be aware that this will be displayed in the classroom to assist students in other groups to learn about different toys Group 1 are still struggling to understand the basic concept of what the past is. This activity has been designed to increase their knowledge by looking at toys from the past and present and categorising them on the way they look. The teachers should work closely with the group to assist students and question why students are placing items in the categories. This will help to increase understanding and extend learning.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

from the past and present.

Group 2: Students should all receive a teddy bear comparison sheet. Appendix 2. To begin students should be given time to discuss and compare the bears before completing the sheet. They should also use the old and new teddy bears in the class as references to touch and look at. Students will then use the sheet to draw a picture and note things about the teddies (for example they may use descriptive words such as, hard, soft, cuddly, furry etc.)

Students are now comparing the past and present toys. Students are given some time to work as a group in discussion and are encouraged to look and feel the toys provided. Students will then each fill in the sheep provided.

Group 3: this group of students will look at an old wooden toy compared to a new transformers toy. Students will draw a picture of both and then write how our toys have evolved (changed and improved) over time. Appendix 3.

The 3rd group have a sound knowledge of the logical sequence of the past and the present. To extend this readiness group students will go past comparing and will begin to understand how the past effects the present. Students are given some time to work as a group in discussion but should work independently to complete the written work.

Lesson Closure/ Check for Understanding Each group will share what they have done and their findings to conclude the lesson. A short group discussion will then occur focusing on: What different ways can we compare the past and present? How can we find out about the past? Students will complete the pre assessment for the next lesson. This is both checking knowledge from today and looking at some new knowledge for the next lesson introducing the future. Appendix 4.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Appendices
Appendix 1: Pre- assessment Appendix 2: Teddy bear comparison sheet for group 2 Appendix 3: Toy comparison sheet for group 3 Appendix 4: assessment rubrics Appendix 5: Pre assessment for next lesson on future

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Teddy bear comparison sheet

PAST:

PRESENT:

The teddy bear from the past is:

The teddy bear we use in the present is:

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Toy comparison sheet

PAST:

PRESENT:

How do you think toys have changed from the past? Which toy looks like more fun?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Assessment Rubrics:

Students need some assistance to understand what the past is. Student cannot yet differentiate between items from the past and the present.

Student has a basic Understanding of what the past is. Student can successfully differentiate items from the past and the present.

Understands that what happens in the past effects what we do now. Student can successfully differentiate items from the past and the present and explain how they have changed.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Pr e a ssessm en t : The pa st a n d t he pr esen t

What do y ou know about t he past ?

What is t he present ?

I know w hat t he f ut ure is.

Green light : I m posit iv e I know it . Yellow light : I t hink I know . R ed light : I m not sure y et .

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)