Differentiated Instructional Support:
Instruction is differentiated according to learner needs. to help all learners either meet the intent of the specified performance indicator(s) or, if the indicator is already met, to advance beyond the specified performance indicator(s).
Below performance indicators:
• If students have difficulty with fine motor skills physically manipulating smaller materials (ie. spaghetti sticks) substitute larger toys made of colored wooden dowels and round blocks with holes to achieve a similar experience.
• Place students having difficulty in groups with students able to assist them.
• Assign students less capable of design to take charge of navigating the Internet.
• Have visual learners work in groups to create posters that explain plate tectonics, s- and p-waves, faults, elastic rebound and the MMI and Richter Scales.
Beyond performance indicators:
• Students can vary the frequency and magnitude of the simulator.
• Students can design a structure of their choice to withstand an earthquake and devise a testing method.
• Students can design the tallest freestanding structure that will survive an earthquake on the simulator.
• Students can design an earthquake simulator.