Appendix E: Differentiation
For students who may have difficulty, you may wish to limit the number of areas of research required. For example, ask students to focus on one or two areas for energy conservation.
Specific strategies include:
Limit the amount of research required
You may wish to limit the number of areas of research. For example, ask students to focus on one or two areas for energy conservation.
Concept Map (Engineering Portfolio page 1)
The concept map can be completed in a whole group or small group setting using bubble.us [external link icon]. This tool allows users to move words around to make connections between ideas.
Activity Two: Energy and Climate Change
Play the video from start to finish (2 minutes 47 seconds) for students. Then, have students read the question in the Engineering Portfolio page 2, “What does our use of energy have to do with climate change?” As a group, have students think of ways to reword the question to ensure that students understand what is being asked.
How do I use energy? How do I affect climate change?
What do I do that causes our climate to change?
Play the video again from start to finish. Remind students that as they view the video they should focus on the question with their note-taking.
Direct students to the next activity, Activity 3 - Our Contribution to Climate Change, for additional information to help answer the question.
Activity 9: Explore Possibilities
Your Challenge: Create a Public Service Announcement (Engineering Portfolio page 9)
Question 5 can be completed in cooperative groups (jigsaw strategy). Assign each STEM team one of the four PSA examples. Have each team answer question 5, Exploring Possibilities, on page 9 of their Engineering Portfolio about their assigned PSA.
Then gather the STEM teams together and have each team present their assigned PSA and the answers to their questions. Allow time for debate.
For more ideas on differentiation, read these tips: Working With Readers at Different Levels (PDF).