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ERIC Number: EJ1228617
Record Type: Journal
Publication Date: 2019-Sep
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0036-8148
Designing a Tiered Science Lesson
Flannagan, Jenny Sue
Science and Children, v57 n2 p42-48 Sep 2019
At any point during the school year, a teacher may find out the gap between what students know and need to learn is not large at all. In fact, formative assessment data may show a handful of students already have mastered the content for a specific unit of study. While some learners will achieve grade-level standards at the pace outline by a curriculum or a pacing guide, others will reach those standards sooner and need a different level of challenge to maintain their ongoing learning. To sustain continuous learning, teachers can use the strategy of "tiering" to develop a modified version of an activity to stretch students who have already mastered learning outcomes. In this article, the author will explore the steps in how to design a tiered science lesson.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia