Sure, you use the chemistry textbook for chem and the bio textbook for bio. But differentiated instruction is about more than remembering which period you teach which subject.

It's about how to teach to the kids science "clicks" with, while at the same time reaching the ones who spend class wishing you'd lose control of that Bunsen burner so it'd send the whole lab up in flames.

Hey, you can't win 'em all.

So beyond the general approaches to differentiation, here are some ways to add some variety to your science classes. Some may seem to speak to a certain age group over others, but remember—differentiation is all about adaptability. So figure out what will make sense in your own classroom, and chances are you'll find some students getting pumped on science whether you want them to or not.

1. Ask the big questions.

No, not "what is the meaning of life?" Because that's for philosophy class (or math class, if you're into the "42" answer). And we're talking cold, hard science.

Here's what we mean. Whenever possible, incorporate "big questions" that can be answered in many different ways into assignments and activities. For instance:

• What is a habitat?
• What is a rock?
• Why do we need water?

Do those sound like simple questions with easy answers for your younger science folk? Here's a hint: they're not. Sure, you can talk about metamorphic vs. sedimentary rocks with your fifth graders, while you may get a bit more atomic with your sophomore chem class. The point is, by asking broad questions that have more to the answer than a formula or a set of molecules, you can get a broader set of your class involved. Especially if you ask for the same breadth in their responses. Which brings us to…

2. Answer with big answers.

Yep, it's the logical next step. It's just like a lab report: One thing flows into the next. Leave it to us to use the scientific method in an article.

So, the big questions. How better to approach them than to give space for your students to answer them in a big variety of ways? They can be answered very technically in words, demonstrated (via models, posters, or objects), illustrated, rapped about, illuminated via poetry or music, mimed, or acted out. Or explained any other which way you can come up with.

Encourage your students to use their strengths and their go-to medium to help answer the questions for the class. That way they'll all absorb the right information, but you'll engage students who flourish based on different learning styles according to their own strengths. Win-win.

3. Mismatch student skills.

In other words, when you pair or group students for labs or other activities, try to include students with a variety of strengths in each group. Sure, sometimes you'll want the writer to put down his pen and dip the litmus paper into the lemon juice, and yeah—that student who looks like she was born in safety goggles should have to take a back seat once in a while and let someone else direct the experiment.

But successful teams need a mix of talent, and ensuring that students of different abilities work together will not only ensure the right answer—it'll also ensure more creative ways of reaching it.

4. Ditch the lab report: write a song.

Well, not always. But when possible, allow students free reign to report their discoveries in a variety of ways. Lab reports are great, but so are illustrations, videos, audio recordings, conferences, peer reviews, presentations, and musical performances.

Yeah, yeah, it won't work for everything, but trust us: allowing some variety in the ways students present what they've learned will also shake things up in how they learn it. And sometimes that's what's key in getting it to stick.

5. Video killed the radio star.

Okay, maybe that's not relevant. Unless this is social studies class, or possibly a music class where you're teaching the synth. 

But back to what we're actually talking about: video content. It can be a great way to present information. That way students can watch in class, out of class, at home, on the bus, and as many times as necessary in order to grasp a concept.

If you don't have time to record your own videos (taping class for instance, and posting it online for anyone who needs to hear the information again), there are numerous websites and YouTube videos that cover science content. Like, say, Shmoop. Or, if you want to cheat on us, Bozeman Science or ASAP Science.

6. Don't ditch the lab reports, but get a tutor.

If you have students who have difficulty writing lab reports, consider having them sign up for Cast Science Writer, an online tool that will help them put it all together. It's designed for grades 5 and up, but may not appeal to older students (high school age) because the animated helpers could seem a little too cute. (As if that's possible.) Still, it's a helpful way to get through the process for any students who are feeling stuck.

7. Bring on the apps! Mmm…chicken wings.

We're talking the kind of app you might find on a smartphone or tablet—or more specifically, the kind the American Library Association might include on a list of the best apps for teaching STEM subjects. Or that the American Association for the Advancement of Science might feature, organized by grade level. Yeah, those apps. Incorporating digital technologies can inspire some of your kids who need a 21st-century boost to their learning; plus it can allow for a totally different approach to a subject that can be useful for your old-fashioned kids, too.

8. Get interdisciplinary.

You don't need to spend a whole week debunking the, um, "method" behind Frankenstein. But sometimes bringing in some super science-y literature, or a project that involves the history of science or the biography of certain scientists, can liven up the unit for your humanities-minded kids.

Just like making models of cells with candy can be a way to get your artists (not to mention your sweet-tooths) excited. And possibly sugar-high.

By offering the opportunity for students to explore science through various means, and to display their knowledge through a range of projects, written assignments, and other forms of assessments, you're not only making it easier for kids with different ways of thinking to, well, think about science. You're also differentiating your instruction in a way that can end up all the more meaningful, even for those students who look like they were born with test tubes in their hands.