DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU www.formativedifferentiated.com Essential Question #1 1. How will the Common Core State Standards change curriculum, instruction and.
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DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU www.formativedifferentiated.com Essential Question #1 1. How will the Common Core State Standards change curriculum, instruction and assessment practices? Film Clip Today and Tomorrow The Three Musketeers Partner A Talk about the schools of Today! Partner B Predict about schools of Tomorrow! Partner C Relate film message to CCSS! Curriculum Yesterday What is taught Textbooks covered, worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for all; thinking skills emphasized for gifted. Today What is learned Identify what students should know and be able to do Life context Multiple resources Integrated subjects Basics and thinking skills emphasized for all. Instruction Yesterday Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning Today Learner centered Organized for results Multiple teaching strategies Reteaching and enrichment Flexible groups Differentiated instruction Active learning Assessment Yesterday Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and accountability Focus Today Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final performance Diagnose and prescribe Focus and product and performance “Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “ Excerpt from Common Core State Standards Document Poll Everywhere My Confidence with teaching and assessing the Common Core State Standards is…(1-4 high) Essential Questions #2 and #3 2. Does the Common Core call for attention to student differences? 3. What are some ways differentiation supports the instructional shifts of the Common Core? THE DI DECISION-MAKING PROCESS What are some possible CRITICAL DIFFERENCES in my students? 13 Interests Background knowledge Learning profiles Expression styles Culture Race Gender English Language Learners Motivation Gifted/Talented or advanced At Risk (At Promise) Resistant & reluctant Struggling Students with LD, ADHD, Autism Spectrum, etc. THE COMMON SENSE DI DECISION-MAKING PROCESS CONTENT INTRODUCTION PREASSESSMENT FORMATIVE TEACHING STRATEGIES LEARNING ACTIVITES What are the CRITICAL DIFFERENCES in my students? How can I ADJUST one or more of 10 curriculum components to address difference? CHOICE or ALTERNATIVES Adjusting the Breadth TIERING Adjusting the Depth MANAGEMENT OF FLEXIBLE, SMALL GROUPS 14 POST ASSESSMENT: Impact of DI THE DECISION-MAKING PROCESS Content Process Environment PRODUCTS MODIFICATONS EXTENSIONS RESOURCES LEARNING Activities TEACHNG Strategies INRODUCTION GROUPING ASSESSMENTS CONTENT How can I ADJUST one or more of10 curriculum components to address at least ONE targeted learning difference? Product Curriculum Components Content Learning Activities Assessment Resources Grouping Extensions Introduction Modifications Teaching Strategies Products Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press. HUGE – LIKE AN ELEPHANT Page 1 Common Core and Differentiated Instruction Name: Date: Page 2 Content Standard/Benchmark Knowledge Reasoning Skill Product Deconstructing Standards Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________ Type: q Knowledge q Reasoning q q Skill Product Learning Targets – Teacher Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge Targets Reasoning Targets Skill Targets Product Targets “I Can” / Learning Targets – Student Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge Targets Reasoning Targets Skill Targets Product Targets Kentucky Website http://education.ky.gov/curriculum/ELA/Pages/ELADeconstructed-Standards.aspx http://education.ky.gov/curriculum/math/Pages/Mat hematics-Deconstructed-Standards.aspx Writing student friendly targets “I can…” statements for what we want students to KNOW and DO? Statements of intended learning. Statements that describe how we will know that we have learned it. Should be posted or written, not just shared verbally. “I CAN…” Statements I CAN identify the steps in the scientific process I CAN describe the purpose of each step in the scientific process I CAN use the steps in the scientific process correctly I CAN make observations about the world around me I CAN ask questions about the observations I make I CAN create an investigation to answer the question I ask I CAN carry out the investigation I have created I CAN record data and information that I find from my investigation I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits I CAN look over my observation, questions, investigation and results and form a conclusion to my original question. GOT IT!! Still working on it I need some more time What are learning targets? Page 2 Content Assessment YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES. Why ASSESS? 31 SUMMATIVE OF INSTRUCTION PREASSESMENT FOR INSTRUCTION FORMATIVE AS INSTRUCTION Developing an Assessment Plan 1. 2. 3. 4. 5. Determine the standards for the unit you will be teaching. Deconstruct the standards as needed. Write the learning targets into the plan. Determine which assessment method will be used to assess the targets. Develop assessment based on plan. Stiggins, 2006 Links Among Achievement Targets and Assessment Methods Selected Response Extended Written Response Performance Task Assessment Personal Communication Knowledge Good Good Not so good – too time consuming OK – but time consuming Reasoning Good (some reasoning) Good Good Good Skills Not good Not good Good Good (oral communication) Products Not good Good (when written product) Good Not good. Keys to Quality Clear Purpose Clear Targets Sound Design Good Communication Student Involvement Have students indicate if they are sure or unsure for each question Multiple Choice: Circle the letter that best answers the question. Color in the face indicating whether you are sure or unsure about the answer. (1 point each) 1. What is the name of this coin? A. B. C. D. penny nickel dime quarter Note that capital letters should be used for the distracters. Include a Student Analysis Piece Name ______________________________ STUDENT ANALYSIS PAPER Question Learning Target 1 I can name each coin. 2 I can name each coin. 3 I can name each coin. 4 I can name each coin. 5 I can tell the value of each coin. I can tell the value of each coin. I can tell which group of same coins has more value. I can tell the value of a group of same coins. I can tell the value of a group of same coins. I can write the value of a group of coins using the cent symbol. 6 7 8 9 10 I CAN do this! I am still learning about this! Station for Practice Pot of Gold! Money game Pot of Gold! Money game Pot of Gold! Money game Pot of Gold! Money game Smart Board Money Match Smart Board Money Match Who Has More? Mystery Money Mystery Money Mystery Money Correctives Pot of Gold! This is a board game with pictures of different coins arranged in a game board format. A student rolls a die and moves the game piece that number of spaces. Before the next player rolls, the student has to say the name of the coin. The Math Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try again. Then, it is the next player’s turn. Smart Board Money Match This is an interactive game created using the Notebook Software for the Smart Board. A student selects two cards to touch and flip. If the cards match a picture of a coin to the correct coin value, the student has to show the Math Helper a thumbs up. If the Math Helper agrees the cards are a match, he/she will return the thumbs up or put a thumb sideways to try again. If the cards do indeed match, the cards remain flipped over as a match. If the cards do not match a picture with a coin value, the cards are flipped back over. Who Has More? Correctives Students will work in groups of two or three. The Math Helper will monitor the groups assisting where needed. One student in a group will roll a number die and a money die. The number die will show how many coins to grab from the money bank and the money die will show the type of coin to select. The student will grab the money, count the money and say, “I have ____.” The partner student will repeat directions. The partner with the most money will say, “_____(amount of money) is more than _____ (partner amount of money).” Students will put the coins back and repeat. Mystery Money The Math Helper will select a number of same coins from the money bank and lay in the center of the group. Each student in the group will count the money and write the amount using a cent symbol on a small white board and dry erase marker. Students will show the Math Helper the amount and the Math Helper will show each student a thumbs up for the correct answer or a thumb sideways to try again. The Math Helper will finish by teaching/showing how to count the money. The Math Helper will put the coins back and repeat activity. Race to $1.00 One partner rolls a die. He/she will take the same number of pennies as the die shows. If the partner can do any trades, he/she should do so before the next partner rolls. Once a partner has five pennies, he/she may trade for a nickel. After they have two nickels, they may trade for a dime. Partners may continue trading as their money banks increase. Partners continue to roll, get money, and make trades up to one dollar. After someone reaches one dollar, partners can start over. 1. Penny Penny! 2. Food For Sale! 3. Flowers For Sale! Glue the Money Poem in your math notebook. Read or sing the Money Poem using different voices for each coin. You may use microphones and any props from our acting box. Look through the grocery Advertisements from the newspaper. Cut and sort at least five pictures of food in one column and at least five money amounts in another column. Glue picture and money columns in your math notebook. Look through the Nature Magazines. Cut pictures of at least five flowers and glue them into your math notebook. Label each flower with a coin value less than a dollar. You may cut and label more than five pictures if you prefer. Logic/Math Musical/Body Movement 4. Money Facts! 5. Choose a non-fiction book about money to read from the book basket. Write or draw one interesting fact about each coin, penny, nickel, dime, quarter in your math notebook. Work on the computer and explore the Interactive Math Web site. Count the group of coins and type the amount. Glue a Self Reflection sheet in your math notebook and circle the smiley face if you CAN count coins or need more practice with this target. http://www.hbschool.com/activi ty/counting_money/ Use your money bank from your desk and create patterns with your coins. After you create a pattern, say the pattern using coin names or coin values. Choose one pattern to write down using coin names and one pattern to write down using coin values in your math notebook. Self Logic/Math Language 7. Math Memory! SMARTBOARD Take turns selecting two cards. If the two cards match one coin picture to the same coin value, your team or partner will show you a thumbs up and the cards remain flipped over. If the two cards do not match, your team or partner will show a thumb sideways to try again and flip the cards back over. Glue a rating sheet in your math notebook and rate how well your group worked together and how well this activity helped you. Social Computer Coins! Nature 6. Pattern Money! 8. Sketch a Coin! 9. Money Talk! Take a blank piece of paper and a piece of chalk. Lay a coin under the piece of paper and use the chalk to trace on top of the paper. Trace the front and back side of the coin. Label at least five coins with the coin name and value. Glue the piece of paper in your math notebook. Write a story about a time you earned or spent money. Include the amount of money earned or spent in your story. Enrichment Spatial/Body Movement Language Correctives Correctives Enrichment Page 2 Content Assessments Complexity – Concrete to Abstract Resources Grouping Modifications & Extensions Do/View/Construe Readiness in Mathematics Concrete DO Representational VIEW Abstract CONSTRUE Gravitate to hands-on materials or manipulatives Experience difficulty explaining their mathematical thinking Draw pictures to represent mathematical thinking Make models Talk about mathematical thinking in words Are able to relate the mathematical concept to real-life experiences “See” concepts abstractly Explain readily their mathematical thinking See and articulate relationships among mathematical processes Make connections readily between mathematical concepts and prior experiences Express mathematical concepts in multiple ways 45 DO – Manipulatives: Concrete • Versa Tiles • Didax Geofix (nets) • Models of shapes (surface area and volume) • Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm VIEW – Graphic Organizers Representational www.graphicorganizers.com Page 2 Content Assessments Complexity – Concrete to Abstract Modifications & Extensions Do/View/Construe Resources Print/Non-Print/Digital Grouping Page 2 Content Assessments Complexity – Concrete to Abstract Modifications & Extensions Do/View/Construe Resources Print/Non-Print/Digital Grouping TAPS Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why? 50 The Classroom Observation Study 51 “Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.” NRC G/T Westberg, 1993, 2003 Cooperative Ability Groups Flexible, Small Groups (FSGs) Groups - Varied roles -Heterogeneous ability - Interactive -Similar tasks -Tend to be fixed -Based on prior achievement -Homogeneous by achievement -Can effect a student’s expectations -Flexible membership -Based on a variety of factors - Student-led -Promote ownership, leadership -Understanding enhances selfesteem 52 FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION 53 Within class groupings in which: Membership varies according to purpose, learning goals, topics, learning activities, resources, or products •Group longevity varies •Group size varies (2-10) • Page 2 Content Assessments Complexity Concrete to Abstract Resources Print/Non-Print/Digital Grouping TAPS Do/View/Construe Gr. 1 Addition & Subtraction CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. EXAMPLE 1 Katie Martin prepared to teach her 1st grade students about the sums of two one-digit numbers. She gathered together gummed stars in two colors and construction paper. She gave pairs of students construction paper on which she had written an addition fact. Each child was asked to display an addend with different colored stars and then the pair was asked to add all the stars by counting on from the greater number of stars. The students displayed all their work to make a “sky” full of addition facts. EXAMPLE 2 Ms. Brennan knew from her preassessment that her grade one students were at very different developmental levels with respect to their understanding of addition. Of two onedigit numbers. One group of students needed manipulates to visualize the addition and subtraction facts. They used manipulatives, like dominos, and counters to “count on.” Another group was working on accuracy and speed with their facts. They worked in pairs to check each other’s work. A final group, ready for more abstract thinking, was invited to use a 100s chart to note patterns among the columns and rows (e.g., 10s, 9s) and present their findings to the class. 55 Grade 5: Explorers 56 STRAND 1.1 – Significant events and themes in United States history. STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text. 1. Locate and gather information from primary and secondary sources. 2. Answer questions about content gathered from print and non-print sources. 3. Summarize information about primary and secondary sources. STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin). 1. Make and support judgments about the quality of information in text material. The Class Very diverse: interests, levels of motivation, ability to engage in abstract thinking Example 1: Grade 5: Explorers 57 Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus’s ship log Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English). For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology. Example 2: Grade 5 Explorers 58 "We’re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research on about two or three, you are to choose one explorer and answer the following questions about him: 1. Who was this explorer to the Americas? 2. What adjectives describe him most accurately? 3. Describe the historical time period in which he lived. 4. Which group(s) of people value his contribution? 5. Why is the contribution valued? 6. In your opinion, what impact or legacy does the exploration have on American history? 7. Should students study explorers? Defend your answer. You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word ‘explorer,’ what role explorers played/play in the course of American history, and discuss the value of studying explorers." Page 3 Process Process Teaching Strategies Introduction Learning Activities Page 3 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL pbl Independent Study Novelty Learning Activities & Products Resources for PBL Questgarden The Buck Institute West Virginia Department of Ed. Page 3 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study Novelty Learning Activities & Products Multiple Intelligence Assignment Verbal Intelligence Visual Intelligence Musical Intelligence Write a story about your planet Make a chart that compares your planet to Earth Meal/banquet Make up a Make up or song aboutpicture adapt a your planet game about your planet (e.g., Saturn ring-toss) Twinky DI Kinesthetic Intelligence Levels Bloom’s 6 5 4 3 2 1 C D A B 1 2 3 4 5 Application S. Gendron, Kentwood presentation, March 2011 Knowledge Taxonomy 1. 2. 3. 4. 5. 6. Awareness Comprehension Application Analysis Synthesis Evaluation S. Gendron, Kentwood presentation, March 2011 Application Model 1. 2. 3. 4. Knowledge in one discipline Application within discipline Application across disciplines Application to real-world predictable situations 5. Application to real-world unpredictable situations S. Gendron, Kentwood presentation, March 2011 Levels Bloom’s 6 5 4 3 2 1 C D A B 1 2 3 4 5 Application S. Gendron, Kentwood presentation, March 2011 Verb list by Rigor/Relevance Quadrant 6 5 4 3 2 1 Analyze Categorize Classify Compare Conclude Contrast Defend Diagram differentiate discriminate evaluate examine explain infer judge justify prove Adapt Argue Compose Conclude Construct Design Evaluate Formulate Invent justify modify predict prioritize propose rate recommend revise teach Calculate Choose Count Define Describe Find Identify Label List match memorize name recall recite record select spell locate Adjust Apply Build Calculate Construct Demonstrate Dramatize Draw Illustrate interpret interview make model play produce relate sequence solve 1 2 3 4 5 International Center for Leadership in Education Common Core Standards Explicit Teaching Detour. . . A temporary inconvenience for permanent improvement Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Taste Test: Which Candy Bar? TAG / Synonyms A - Account for Similarities L - Look for Differences I - Inspect for Hidden Similarities / Differences K - Know names of groupings E - Express result of Compare/Contrast T-Chart Alternating Sentences Dual Paragraphs Students compare something In your subject area. Which is easier – compare or contrast? Target Thinking Skill Template: Compare and Contrast # 3 Menu of Operations A Account for similarities L Look for differences I Inspect for hidden Similarities/Differences K Know name of groupings E Express results of Compare/Contrast Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Taste Test: Which Candy Bar? TAG / Synonyms A - Account for Similarities L - Look for Differences I - Inspect for Hidden Similarities / Differences K - Know names of groupings E - Express result of Compare/Contrast T-Chart Alternating Sentences Dual Paragraphs Students compare something In your subject area. Which is easier – compare or contrast? “Compare and Contrast” Alternating Pattern: Alternating sentences AB AB AB AB Dual Paragraphs Pattern: Para 1 Write about AAAA Para 2 Then write about BBBB How Alike and Different Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy Alternating Sentences A)Salt is savory, B)while pepper is spicy. A) yet, the salt is not that healthy, B)while pepper seems more benign. And, finally, A) salt is invisible on the food, B) while pepper is visibly “peppered” on the food. Yet, both are spices and both can be added at any point in the cooking. Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy Dual Paragraphs AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. However salt is a spice like pepper. BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper they are using. But it’s still a spice. Page 3 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study Novelty Learning Activities & Products Jeopardy Game Tic-Tac-Toe Choice Board 5th Grade – Road to Revolution Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a row— horizontally, vertically, or diagonally you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity. Write Jeopardy questions that can be used to review the events leading up to the Revolutionary War. Write 20 questions with answers. Use an index card for each question, with the answer on the back. Multi-Media Position Piece Collage Write a position piece that explains Make a collage showing what America would be like if we how the colonists lost the war to the British. Make rebelled against the sure to include who would be the British. Include 8-12 leader and what the rules would pictures that represent the be like. Discuss the similarities or colonists’ views and differences you would see from actions. America today. Song/Rap/Poem Timeline Make a five minute multi- Write a song, rap, or poem about a Create a timeline that media presentation showing group involved in the Revolutionary shows the events leading the causes and effects of the War. Be sure to include their role up to the war. Make sure Acts leading up to the and position they take on the war. to include 10 or more we Revolutionary War. Make Your work may be either read or have discussed in class. sure to include pictures. performed for the class. Play Poster Letter Write a play about one event Create a poster that may have Write a letter to a friend that leads up to the war. been used as propaganda to that persuades a friend Make sure to include at least persuade colonists to choose a side during the Revolutionary 3 key people. You may act it in the war. era to take a side either out to the class. the British or the Patriots. Explain the advantages of your side and the disadvantages of the opposing view. Map Reading, Grade 3 Know: Parts of a map, map symbols, different types of maps Understand: That there are many more types of maps that we imagine Depending upon one’s occupation, one is more likely to use some types of maps more than other types That we use maps for different purposes Do: •Strand 2.1 Access and gather information from a variety of primary and secondary sources. • GLE Answer questions about content gathered from print and non-print sources. •Strand 2.2 Interpret information from a variety of primary and secondary sources • GLE Compare and summarize information from political and physical maps by using map symbols. • Compare and summarize information from charts and graphs. Map Reading Skills 85 ROLE AUDIENCE FORMAT TOPIC Tourist Friend, Teacher Post Card How far I travelled from CT to DC Cartographer Assistant E-Mail Design a Map of Hartford National Park Service Hikers Elevation Map of Hiking Trails Tri-Fold Map of Local Trails Planning Board Mayor or City Council Member Speech, Presentation “Best Location for a Recreation Center and Pool Complex” Meteorologist Company CEO PowerPoint with Local and Regional Maps “Making the Case for Locating Farms That Will Produce High-Yield Crops” Map Reading Skills 86 ROLE AUDIENCE FORMAT TOPIC Tourist Friend, Teacher Post Card How far I travelled from CT to DC Cartographer Assistant E-Mail Design a Map of Hartford National Park Service Hikers Elevation Map of Hiking Trails Tri-Fold Map of Local Trails Planning Board Mayor or City Council Member Speech, Presentation “Best Location for a Recreation Center and Pool Complex” Meteorologist Company CEO PowerPoint with Local and Regional Maps “Making the Case for Locating Farms That Will Produce High-Yield Crops” Story Response: Choice Board (Triarchic Intelligences) TARGET: I can describe the theme or message that a writer or author wants to communicate. Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story. Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story. Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story. Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web. Page 4 Curriculum Components Content Learning Activities Assessment Resources Grouping Extensions Introduction Modifications Teaching Strategies Products Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press. An Old African Proverb Asks: How do you eat an elephant?????