Revisiting Differentiated

Instruction
ANGELINE P.DINORO, Ph.D
MSU-Iligan Institute of Technology, Iligan City 9200
SEMINAR WORKSHOP ON TEACHING PEDAGOGY FOR HIGHER
EDUCATION TEACHERS
CED Amphitheater, July 17-19, 2019
Prime principle:
Know yourself …

Then, get to know thy students.

Let’s have some fun in knowing
ourselves!
Think of 3 adjectives to describe each.
1. Cub

2. Puppy

3. Sun

4. Sea

5. Forest

6. coffee
3
Graphing ME…

10

Listening Speaking Reading Writing

Compare your graphs. Do you have
the same picture? What do you
notice?
WHO AM I…
Task 2

• Learning styles
• Multiple intelligences
• Right/left brain
• Thinking Hats
What Kind of Learner Are You?

pie
What Kind of Learner Are You?
Who is VISUAL?
Who is AURAL?
Who is TACTILE/ KINESTHETIC?
Multiple Intelligences

Verbal-linguistic Spatial
Logical-Mathematical Interpersonal
Musical Intrapersonal
Bodily-Kinesthetic Naturalistic
Existential
What is your DOMINANT
intelligence?

the M I
TAK E
Test!
Section 1 – Naturalist strength
Section 2 – Musical strength
Section 3 – Logical strength
Section 4 – Existential strength
Section 5 – Interpersonal strength
Section 6 – Kinesthetic strength
Section 7 – Verbal strength
Section 8 – Intrapersonal strength
Section 9 – Visual strength
Six Thinking Hats

• A system designed by Edward de Bono which

describes a tool for group discussion and individual
thinking involves six colored hats.

• “Six Thinking Hats” and the associated idea parallel

thinking provide a means for groups to plan thinking
processes in a detailed and cohesive way, and in
doing so to think together more effectively.

18
EDWARD DE BONO
EDWARD DE BONO
Brain Based Theory

• This refers to teaching methods, lesson designs, and

school programs that are based on the latest
scientific research about how the brain learns,
including such factors as cognitive development—
how students learn differently as they age, grow
and mature socially, emotionally and cognitively.

23
Brain-based Theory
LEFT BRAIN RIGHT BRAIN
Logical Random
Sequential Intuitive
Rational Holistic
Analytical Synthesizing
Objective Subjective
Looks at parts Looks at wholes
Brain-based Theory
LEFT BRAIN RIGHT BRAIN
Logical Random
Sequential Intuitive
Rational Holistic
Analytical Synthesizing
Objective Subjective
Looks at parts Looks at wholes
Truly, one size does not
fit all!

So, we need
to think out
of the box.
 A Revisit of varied
offshoots:
Individually Guided Education
Project Based Learning
Problem Based Learning
Horizontal Integration
Vertical Integration
Learning Continuum
Experiential Learning
Immersion
Scaffolding/Schema Theory
Group Dynamics
Collaborative Learning
Tasking
Feedbacking
Evaluation/Assessment refinement via Rubric
Outcome Based Learning
Critical Thinking
HOTS
Eclectic Strategy
Reading Strategies across Curriculum
27
What is differentiated
instruction?

The idea of differentiating

instruction to
accommodate the different
ways that students learn
involves a hefty dose of
common sense, as well as
sturdy support in the
theory and research of
education (Tomlinson &
DIFFERENTIATED INSTRUCTION
The idea of differentiating instruction is an approach
to teaching that advocates active planning for and
attention to student differences in classrooms, in
the context of high quality curriculums (Tomlinson,
2013).
DIFFERENTIATED INSTRUCTION

Differentiation is classroom practice that looks

eyeball to eyeball with the reality that kids differ,
and the most effective teachers do whatever it
takes to hook the whole range of kids on learning
(Tomlinson, 2001)
Differentiation is NOT a set of
strategies, but rather a way of
thinking about teaching & learning
(Tomlinson & Murphy, 2014).
Why differentiate?
Academically Diverse Students
Today’s classrooms are typified by academic diversity
(Darling Hammond, Wise, & Klein, 1999; Meier, 1995).
Seated side-by-side in classrooms are:
 students with learning disabilities and reading
difficulties
 highly advanced learners
 English language learners
 students who chronically underachieve
 students from broadly diverse cultures
 students from highly diverse economic
backgrounds
 students of both genders
 students displaying varying degrees of motivation,
interests, skills, etc.
Importance of Differentiated
Instruction

 Enables teachers to open up

learning opportunities for all
students by offering varied
learning experiences.
 Allows teachers to put
research-based best practices
into a meaningful context for
learning.
 Helps teachers to understand
and use assessment as a
critical tool to drive instruction.
 What to differentiate?
1. Differentiating the content/topic
2. Differentiating the process/activities
3. Differentiating the product
4. Differentiating learning environment
What to differentiate?

Curriculum should be differentiated in -

1. Content: Multiple options for taking in
information
2. Process: Multiple options for making
sense of the ideas
3. Product: Multiple options for
expressing what they know
4. Environment: Anxiety-free environment
Brain-challenging
We must be clear about the
following:
• Differentiation of product,
process, topic or learning
environment?

• According to readiness, interest

or learning profile?
 Differentiation in Product
PERFORMANCES
• ORAL INTERPRETATION ACTIVITIES (JAZZ CHANTS, READERS’
THEATER, CHAMBER, SPEECH CHOIR)
• DRAMATIZATION and MINI PLAY PRESENTATION
CREATIVE OUTPUTS
• DRAWINGS, PUPPETS & MARIONETTES, MASKS, LITERARY
MAPS
• BIG BOOKS
• POEMS and LITERARY INTERPRETATIONS

58
Differentiation in Product
PROJECT
ASIAN BOOTH EXHIBIT

59
 Differentiation in Content/Topic

More verses
Additional novels Other countries
were added
to facilitate were given for like Vietnam and
individual Term Paper Thailand were
reflection included

60
 Differentiation in Process

Teaching • Task-based Approach

Approaches & • Project-based
Strategies • Collaborative learning

• Performance Assessment
Assessment • Formative assessment
•
Procedures •
Journals
Oral examination
Differentiation in Learning
Environment

Field trips • parks and museums

(off-campus) • online social media

• Multimedia room
On-campus • Catwalks and corridors
• Quadrangle

• with AC
Auditorium • bigger
• technology enhanced
EXAMPLE

•Differentiation of product
According to students’
interests (own community)

63
Task: Apply your knowledge and understanding of
ADJECTIVES in a short POEM. Interview people in your
respective community and come up with a description of your
people and village in an ACROSTIC POEM.
1. Fishing village
2. Farming community
3. Mining area
4. Cosmopolitan place
5. Resettlement area
6. Disaster-hit area
7. Areas in conflict

64
 PHILIPPINES: MY HOME

P - Philippine archipelago: Pearl of the Orient Seas

H Hospitable "Pinoys" will welcome you with smiling teeth!
I - Inhabited tranquil big or small mountainous to rocky islands
L - Luculent World class beaches: black, brown, pink to white sands
I - Inviting anyone for a wave ride: weight boarding or surfing
P - Party called fiestas on streets are colorful, spectacular and artful
P - Palette of it's cradle provides scenic man - made crafts for tourists
I - Its culture creates a rich gallery of four civilizations
N - Nature's diverse species of fauna, corals! sweetest WITtropical
H fruits!
E - Eating - a favorite "must do" for its native to GR AMMdelicacies
modern AR &
USAG
S - Sense of humor: a contagious alluring trait of Pinoys!
E
CONCERNS
My home country: "a paradise of beauty and fun.." Let's joyfully
explore each islands one by one! by olive eloisa
65
Fishing community 66
Farming community 67
Mining community 68
Cosmopolitan Place 69
Resettlement
Areas
70
Disaster-hit Areas
71
Conflict-ridden Areas 72
STRATEGIES IN DIFFERENTIATED
INSTRUCTION
1. Assessment & Diagnosis
2. Adjusting Questions
3. Flexible Grouping
4. Learning Contracts
5. Anchor Activities
6. TIC-TAC-TOE
7. Tiered Activities
8. Cubing
9. Use of computer
programs Differentiated
classroom
 Learning Contract #1
Name _______________________
My question or topic is:

To find out about my question or topic…

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

I will finish by this date:

TIC-TAC-TOE (Book Report)
Choose 2 characters Write a different ending Draw at least 3 comic
from your book. With to your character. This strips that highlight 3
another person, role should change what important events in your
play a scene from the happened to the last book. Make sure that
book featuring these 2 chapter of the book. the dialogs are realistic
characters. for the characters.

Design a poster Create a song to tell Draw a picture and

advertising your about your book. Use write a paragraph
book. Include the book title as the describing the outdoor
interesting details song title. setting(s) of your
about the book that book. How did the
would make others setting affect the story?
want to read it.
Write a letter to the Make an information Make a timeline
author telling why cube about your book: sequencing 10
you liked/disliked it. title, characters, important events that
Give valid reasons for setting, plot, favorite happened in the book.
your opinion. part, illustration of a
Choose 2 characters BOX 1
from your book. With
another person, role
play a scene from the
book featuring these
2 characters.

TIC-TAC-TOE (Book Report)

Write a different BOX 2
ending to your
character. This
should change what
happened to the last
chapter of the book.

TIC-TAC-TOE (Book Report)

Draw at least 3 comic BOX 3
strips that highlight 3
important events in
your book. Make
sure that the dialogs
are realistic for the
characters.

TIC-TAC-TOE (Book Report)

Design a poster BOX 4
advertising your
book. Include
interesting details
about the book that
would make others
want to read it.

TIC-TAC-TOE (Book Report)

Create a song to BOX 5
tell about your
book. Use the
book title as the
song title.

TIC-TAC-TOE (Book Report)

Draw a picture and BOX 6
write a paragraph
describing the
outdoor setting(s) of
your book. How did
the setting affect the
story?

TIC-TAC-TOE (Book Report)

Write a letter to the BOX 7
author telling why
you liked/disliked
it. Give valid
reasons for your
opinion. opinion.

TIC-TAC-TOE (Book Report)

Make an BOX 8
information cube
about your book: title,
characters, setting,
plot, favorite part,
illustration of a
scene.

TIC-TAC-TOE (Book Report)

Make a timeline BOX 9
sequencing 10
important events
that happened in
the book.

TIC-TAC-TOE (Book Report)

TIC-TAC-TOE (Oceans)
LIST 10 things you Write 5 safety tips for Make an ocean
could find in a grocery playing in or near the collage using different
store that come from ocean. Draw a picture types of pictures and
the ocean. Have a illustrating each. materials. Include
variety of items on written facts about the
your list. ocean.
Design a T-shirt about Make a word search Read a book about
oceans. Wear it and using at least 20 oceans and retell the
show it to the class. ocean words story to you
classmates.

Write a story about a Make an illustrated Draw a map of the

fish. booklet of ocean plant ocean floor. Make a
life. key for your map.
 BOX 1

LIST 10 things you could find

in a grocery store that come
from the ocean. Have a
variety of items on your list.

TIC-TAC-TOE (OCEANS)
 BOX 2

Write 5 safety tips for playing

in or near the ocean. Draw a
picture illustrating each.

TIC-TAC-TOE (OCEANS)
 BOX 3

Make an ocean collage using

different types of pictures
and materials. Include written
facts about the ocean.

TIC-TAC-TOE (OCEANS)
TIC-TAC-TOE (Oceans)
LIST 10 things you Write 5 safety tips for Make an ocean
could find in a grocery playing in or near the collage using different
store that come from ocean. Draw a picture types of pictures and
the ocean. Have a illustrating each. materials. Include
variety of items on written facts about the
your list. ocean.
Design a T-shirt about Make a word search Read a book about
oceans. Wear it and using at least 20 oceans and retell the
show it to the class. ocean words story to you
classmates.

Write a story about a Make an illustrated Draw a map of the

fish booklet of ocean plant ocean floor. Make a
life. key for your map.
 BOX 4

Design a T-shirt about

oceans. Wear it and show it
to the class.

TIC-TAC-TOE (OCEANS)
 BOX 5

Make a word search using at

least 20 ocean words.

TIC-TAC-TOE (OCEANS)
 BOX 6

Read a book about oceans

and retell the story to you
classmates.

TIC-TAC-TOE (OCEANS)
TIC-TAC-TOE (Oceans)
LIST 10 things you Write 5 safety tips for Make an ocean
could find in a grocery playing in or near the collage using different
store that come from ocean. Draw a picture types of pictures and
the ocean. Have a illustrating each. materials. Include
variety of items on written facts about the
your list. ocean.
Design a T-shirt about Make a word search Read a book about
oceans. Wear it and using at least 20 oceans and retell the
show it to the class. ocean words story to you
classmates.

Write a story about a Make an illustrated Draw a map of the

fish. booklet of ocean plant ocean floor. Make a
life. key for your map.
 BOX 7

Write a story about a fish.

TIC-TAC-TOE (OCEANS)
 BOX 8

Make an illustrated booklet of

ocean plant life.

TIC-TAC-TOE (OCEANS)
 BOX 9

Draw a map of the ocean

floor. Make a key for your
map.

TIC-TAC-TOE (OCEANS)
TIC-TAC-TOE
CARD
EXAMPLE 2

• Differentiation of product
& process
• According to students’
learning profile (Multiple
intelligences)
• Strategy: TIC-TAC-TOE
100
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
PERIODIC TABLE (TIC-TAC-TOE STUDENT CHOICE ACTIVITIES)
TIC-TAC-TOE
CARD
EXAMPLE 3

• Differentiation of product
& process
• According to students’
READINESS
• Strategy: CUBING

112
 THINK-TAC-TOE
1. Present a BIO- Book Report
5. EXPLAIN
NOTE of the
Draw a picture of Perform a playthe
that Write a song about
THEME
the main shows the of theone of the main
WRITER
character. conclusion of aSTORY events.
story.
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the YOUR
closing. FAVORITE
Sample CUBE part of the
 THINK-TAC-TOE
2. DRAW & Book Report
5. EXPLAIN
DESCRIBE
Draw a picture ofthe
Perform a playthe
that Write a song about
THEME
the main shows the of theone of the main
SETTING
character. of theconclusion of aSTORY events.
story.
STORY
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the YOUR
closing. FAVORITE
Sample CUBE part of the
 THINK-TAC-TOE
3. RETELL THE Book Report
5. EXPLAIN
PLOT USING
Draw a picture of Perform a playthe
that Write a song about
THEME
the main shows the of theone of the main
STORY GRAMMAR
character. conclusion of aSTORY events.
story.
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the YOUR
closing. FAVORITE
Sample CUBE part of the
 THINK-TAC-TOE
4. DESCRIBE the Book Report
5. EXPLAIN
major
Draw a CHARACTERS
picture of Perform a playthe
that Write a song about
THEME
the main shows the of theone of the main
character. conclusion of aSTORY events.
story.
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the YOUR
closing. FAVORITE
Sample CUBE part of the
 THINK-TAC-TOE Book Report
5. EXPLAIN 5. EXPLAIN
the THEME
Draw a picture of
of Perform a playthe
that Write a song about
THEME
the STORY
the main shows the of theone of the main
character. conclusion of aSTORY events.
story.
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the YOUR
closing. FAVORITE
Sample CUBE part of the
 THINK-TAC-TOE
6. EXPLAIN YOUR Book Report
5. EXPLAIN
FAVORITE
Draw a picturepart of
of Perform a playthe
that Write a song about
THEME
the STORY
the main shows the of theone of the main
character. conclusion of aSTORY events.
story.
Write a poem Make a poster that Dress up as your
about two main 2. shows
1. Present DRAWthe & order of favorite character
3. RETELL
events in the story. events in the story. and perform a
4. DESCRIBE
a BIO- DESCRIBE THE PLOT the major
speech telling who
NOTE of the USING you are. CHARAC-
the SETTING of STORY TERS
Create
WRITER a Venn the STORY
Write twoGRAMMAR Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.6. EXPLAIN
introduction to the
Sample CUBE
closing.
YOUR
FAVORITE
part of the
EXAMPLE 4

• Differentiation of product
& process
• According to students’
READINESS
• Strategy: TIERING

119
 LEVEL 3 ACTIVITIES
1. List the advantages and disadvantages of gravel, sand, clay
and silt when growing plants.
2. Write a letter to a developer of a new subdivision in your area.
Explain the importance of soil and give your suggestions
about the best uses for the soil on the land to be developed.
LEVEL 2 ACTIVITIES
1. Draw a flow chart showing the steps in creating humus from a
compost pile.
2. List and analyze the functions of at least 5 living organisms in a
compost pile.

LEVEL 1 ACTIVITIES
1. Draw a detailed picture or diagram of earthworms and
insects in the soil. Include labels of what you draw.
2. List at least five benefits of what these creatures do.
 LEVEL 2 ACTIVITIES
1. Choose two types of simple machines. Invent a machine that
uses two of these simple machines or make a model of one that
already exists.
2. Draw a diagram showing how your machine works.
3. Write a paragraph explaining how and why your machine works
as it does.
LEVEL 3 ACTIVITIES
1. Find a machine that combines wheels, pulleys and gears. Write an
LEVELexplanation
1 ACTIVITIES
of the function of each of these in the machine you have
chosen.
1. Choose one type of simple machine. Design your own
2. Make a model and a diagram showing how the machine works.
use for this type of machine. Make a model of it.
3. Write 2 paragraphs summarizing the scientific principles involved in
2. Draw a diagram showing how your machine works.
the workings of each of your chosen machine.
3. Write three or four sentences explaining your machine
and the diagram.
•Independent Study
•Differentiated Centers
•Jigsaw Reading
•Curriculum Compacting
•Use of the Internet/Learning centers
•Graduated Task-
Product-Rubrics
• Use of Multiple
Texts and
Supplementary
Materials
 Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.

Entrée (Select One)

•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.

Side Dishes (Select at Least Two)

•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.

Dessert (Optional)
•Create a test to assess the knowledge of photosynthesis.
123
Jigsaw Reading Strategy
“Mapping A Route Toward Differentiated Instruction,” C.
Tomlinson, Educational Leadership, 57:1, September 1999

 In your small groups, each participant

selects a “segment” of the article to
read (A,B,C,D)
 Each member then briefs the rest of
the group on his/her segment
 Talk about any thoughts generated
through the discussion of the article
1. Divide the reading material into meaningful
segments.
2. Assign a segment of the reading material to
each group.

G1 G2 G3 G4 G5 G6

3. In class, ask the experts group to discuss the

segment assigned to them.
4. After the experts group discussion,
REGROUP by distributing each expert to a
NEW group.
EXPERTS GROUP

G1 G2 G3 G4 G5 G6

NEW GROUP
RAFT
SUBJECT
Grade Level: _____________________
Topic: ___________________________
Competency: _____________________
1. Differentiation of ________________
2. According to____________________
3. Strategy used___________________
TASK
Sternberg’s Learning Profile: Tools for high-quality
differentiation (C. Strickland)
Which of the following set of verbs appeal most
to you?
A. Analyze, judge, critique, compare, contrast,
evaluate, diagram, identify, explain, assess,
present a step-by-step approach
B. Invent, discover, imagine, suppose, design,
predict, find a new way, use unusual
materials, promote, encourage, develop
C. Implement, apply, use, demonstrate, teach,
put into practice, convince, show how, make
practical, employ
Sternberg’s Triarchic Model:
• Analytical
• Practical
• Creative
You buy a magazine because you are
intrigued by a headline describing a new
product. What will you do next?
• Read the article carefully so you understand
all the details involved in designing the
product.
• Read the article to find out how the product is
being used.
• Read the article and think of ways to alter or
improve the product.
(J. Smith)
 TRIARCHIC MODEL
GROUP: (Analytical/Creative/Practical
1. Grade Level: _____________________
2. Topic: ___________________________
3. Competency: _____________________
4. TRIARCHIC Model Tasks
Analytical
Creative
Practical
CLUSTER/ AREA
GRADE LEVEL
SUBJECT
TOPIC:
DIFFERENTIATION IN TERMS OF:

ACCORDING TO:

DIFFERENTIATED TASKS:
Balanced Assessment

Traditional Performance Portfolio

BALANCED

c s fo r
Ru b r i &
u c t s
prod
ASSESSMENT rmances
perfo
 A N i t b e DO N E ?
C
 Students have fewer discipline issues
 Student growth is significantly increased
 Teacher interactions with students are
more positive and productive
 Even most traditionally reluctant learners
become focused and motivated when
appropriately challenging tasks are
assigned for them
 HA N K YO U V E RY
T
MUCH…
WORKSHOP
1. Group yourselves into eight (8) groups.
2. Design differentiated activities: Choose
between: A. Identify a topic and come up with
a tic-tac-toe format of differentiated activities;
and
B. RAFT (Role, Audience, Format, Topic)
model for differentiated activities.

Working time: 20 minutes

Presentation of output follows. 141
TIC-TAC-TOE (Oceans)
LIST 10 things you Write 5 safety tips for Make an ocean
could find in a grocery playing in or near the collage using different
store that come from ocean. Draw a picture types of pictures and
the ocean. Have a illustrating each. materials. Include
variety of items on written facts about the
your list. ocean.
Design a T-shirt about Make a word search Read a book about
oceans. Wear it and using at least 20 oceans and retell the
show it to the class. ocean words story to you
classmates.

Write a story about a Make an illustrated Draw a map of the

fish. booklet of ocean plant ocean floor. Make a
life. key for your map.
RAFT
144