PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
Gifted and Talented Program
Length of Course:
Full Year
Elective/Required:
N/A
School:
Elementary
Student Eligibility:
Grades K-5
Credit Value:
N/A
Date Approved:
August 27, 2012
GIFTED AND TALENTED
Gifted and Talented Program
Table of Contents
Statement of Purpose
3
Extension Challenge Project
4
Extension Challenge Project Rubric
5
Grade 3: Unraveling the Mystery of the Moli Stone
6
Grade 3: Water, Water Everywhere: Designing Water Filters
9
Grade 3: A Long Way Down: Designing Parachutes
11
Grade 3: LAL – Poetry Appreciation
14
Grade 4: At the Mall with Algebra
17
Grade 4: No Bones About It: Designing Knee Braces
19
Grade 4: Just Passing Through: Designing Model Membranes
21
Grade 4: LAL – Poetry Appreciation
23
Grade 5: What Are Your Chances?
26
Grade 5: A Slick Solution: Cleaning an Oil Spill
29
Grade 5: The Attraction is Obvious: Designing Maglev Systems
32
Grade 5: LAL – Poetry Appreciation
34
Modifications will be made to accommodate IEP mandates for classified students.
GIFTED AND TALENTED
STATEMENT OF PURPOSE
Changes to the Gifted and Talented Program are extensive and have resulted in a
revision to reflect recent developments in our educational system, changes in our
community, and increased resources available in our schools. Since the guide was last
approved in 2010, the Common Core Stated Standards have been introduced, access
to technology resources has significantly increased, and funding for Teachers of the
Gifted and Talented has been provided. These factors now allow for more children to
be serviced and monitored within their own classroom environment according to their
individual interests. In addition, children identified as Gifted and Talented in grades
three through five will be provided specific instruction outside their classroom geared to
their interests and abilities.
The highlight of the revised program is the three instructional cycles provided in a pullout mode for the Gifted and Talented children in grades three through five. The three
cycles include advanced experiences in Language Arts, Science, Technology,
Engineering, and Mathematics (STEM), and Math. Gifted and Talented students in
grades kindergarten through grade 2 will be monitored by the Teachers of the Gifted
and Talented, and their classroom teachers will collaborate with these teachers to
provide appropriate instruction and opportunities for the children. All students will have
the opportunity to challenge themselves in an area of their choice by participating in the
Extension Challenge Project. They will be supported by the classroom teacher to
choose a topic of interest, create an action plan for researching and sharing the
learning.
3
GIFTED AND TALENTED
The Extension Challenge Project for K-2
1. The Extension Challenge Project packet includes:
A learning styles survey to be completed by student
An expression style survey to be completed by student
An action plan, including the topic of interest, information sources, names of contacts
for possible interviews, proposed experiences (experiments, research, surveys, etc.),
documentation of learning experience, and projected date of completion
Rubric
2. A copy of the project packet gets submitted to the classroom teacher for feedback. The
Teacher of the Gifted and Talented may be consulted. The teacher and student sign the
contract.
3. The student works on the project at home and in school when time permits.
4. The student alerts the classroom teacher when he/she is ready to share the project.
5. Time is provided for the student to share the project according to the contract.
6. The classroom teacher provides feedback through the use of the rubric. The intent of this
project is to allow the student to extend the core curriculum and develop his/her skills
according to his/her capabilities. Therefore, the completion of this project is not for classroom
extra credit, and will not affect the student’s grade in any subject.
It is suggested that the student and classroom teacher decide how long the project should take to
complete. Once the first project is completed and the student has received feedback, the
teacher, student, and parent may decide if and when the next project should be started .
4
GIFTED AND TALENTED
Extension Challenge Project Rubric
________________________________________
STUDENT NAME
CATEGORY
4
3
Organization
Information is very
Information is
organized with wellorganized with wellconstructed
constructed
paragraphs and
paragraphs.
subheadings.
Quality of
Information clearly
Information clearly
Information
relates to the main
relates to the main
topic. It includes
topic. It provides 1-2
several supporting
supporting details
details and/or
and/or examples.
examples.
Sources
All sources
All sources
(information and
(information and
graphics) are
graphics) are
accurately
accurately
documented.
documented, but a
few are not in an
appropriate format.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
grammatical, spelling
or punctuation errors
Diagrams &
Illustrations
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
______
GRADE
2
Information is
organized, but
paragraphs are not
well-constructed.
_________
DATE
1
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. No details
and/or examples
are given.
Information has
little or nothing to
do with the main
topic.
All sources
(information and
graphics) are
accurately
documented, but
many are not in an
appropriate
format.
A few grammatical
spelling, or
punctuation
errors.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the reader's
understanding of
the topic.
Some sources are
not documented.
TEACHER
COMMENTS:
Many grammatical,
spelling, or
punctuation errors.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of
the topic.
5
GIFTED AND TALENTED
Grade 3: Unraveling the Mystery of the Moli Stone
Targeted Common Core State Standards: 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain
them using properties of operations. 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare
two multi-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Unit Objectives/Enduring Understandings: Students explore place value and face value of digits as well as regrouping in order to better understand the
base-ten system. Students explore how symbols are used in numeration systems and why we need a symbol (zero) for representing none of a particular place
value. By comparing how symbols are used in various numeration systems, students gain an appreciation for the importance of grouping, place values and
symbols.
Essential Questions: How are the place-value system and face-value system alike and different? What is the relationship between the place values in a
base system? How are symbols used in a positional system, and why is a symbol representing none of a particular place value (zero) necessary?
Unit Assessment: Students will use their knowledge gained about place value including patterns, groupings, and symbols to create their own place value
system.
Core Content
Common Core
State Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Chapter 1
Lesson 1 –
Students develop deeper
understanding of the importance
of regrouping to a place-value
system by renaming two-digit
numbers. Students will determine
all possible dime and penny
combinations for 47 cents by
creating a list and searching for
patterns to generalize about
regrouping two- and three-digit
numbers.
Chapter 1
3.OA.9 Identify arithmetic
patterns (including patterns in
the addition table or
multiplication table), and
explain them using properties
of operations.
The base of a number is the
amount for the grouping or
regrouping that is done in a
numeration system.
Represent and compare whole
numbers using the place-value
structure of the base-ten number
system.
The largest digit in a base is one
less than the base itself.
Chapter 2
3.NBT.2 fluently add and
subtract within 1000 using
strategies and algorithms
based on place value,
properties of operations,
and/or the relationship
between addition and
subtraction.
A digit is the symbol used to
show a number.
Generate equivalent
representations for the same
numbers by decomposing and
composing numbers.
Chapter 3
4.NBT.1 Recognize that in a
multi-digit whole number, a
digit in one place represents
ten times what it represents in
the place to its right.
Place value is the value of a digit
depending on its place in a
number; for example, the place
value of the 4 in 247 is 4 tens. It
increases as we move to the left.
A base-ten system is a number
system in which each digit has
ten times the value of the same
digit one place to its right.
Within our base-ten system, the
placement of a number is
Organize information into lists
and charts to enable them to
search for patterns and make
generalizations about regrouping
two- and three-digit numbers.
Determine the best strategies for
creating greatest or least
possible numbers, sums, and
differences.
Compare base-ten and basethree systems for similarities and
differences.
Lesson 2 –
Students investigate the concepts
of probability by looking at all
possibilities and the likelihood of
an event happening.
Lesson 3 –
Students will understand the
importance of place value in
addition and subtraction of two-
Assessment
Check Points
Pre-assessment (Unit
Test)
Check-up 1
Check-up 2
Check-up 3
Check-up 4
Check-up 5
Student-to-Student
Discussions
Mathematician’s
Journal Writing
Post-assessment
(Unit Test)
6
GIFTED AND TALENTED
Grade 3: Unraveling the Mystery of the Moli Stone (cont.)
Core Content
Common Core
State Standards
Chapter 4
4.NBT.2 Read and write multidigit whole numbers using
base-ten numerals, number
names, and expanded form.
Compare two multi-digit whole
numbers based on meanings
of the digits in each place,
using >, =, and < symbols to
record the results of
comparisons.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
digit numbers by playing a game
and determining strategies to
create the largest sum or smallest
difference.
significant. Numbers have a
face value and a place value.
Add, subtract and regroup in
both base ten and base three.
It is important to regroup to
represent correct values and to
add and subtract in base
systems.
Represent quantities using
Egyptian symbols.
Numbers can be represented in
different forms such as 35 as 2
tens and 15 ones.
Each place in a base three
system is a multiple of three
and, therefore, has a value
greater than a number to the
right of it.
A numeration system is a
number system with or without
characteristics such as place
values, groupings and symbols.
A symbol is a sign or picture that
represents some thing or some
quantity.
With place value, only a small
number of symbols are needed
to form an infinite number of
numerals. Place value systems
make computing with symbols
efficient and quick.
Zero is needed to indicate an
absence of a specific placevalue quantity.
Assessment
Check Points
Chapter 2
Add and subtract using Egyptian
numerals.
Compare and contrast the
symbols used to write numbers
in our base-ten system with the
Egyptian system and the
Chinese system.
Represent numbers using
expanded notation.
Create a new numeration
system. Determine the
necessary characteristics of a
numeration system. Decide
upon and justify the number and
types of symbols for the system.
Evaluate the system to
determine whether or not it is a
place-value system. Compare
the system to our base-ten
system and other systems
studied in the unit.
Lesson 1 –
Students add in a base-three
system which will give them a
deeper insight into reasons for
regrouping in our base-ten
system.
Lesson 2 –
Students subtract in a base-three
system. They break up, rather
than combine, groups to solve the
problems presented.
Lesson 3 –
Students compare a base-ten
system to a base-three system
and make generalizations about
place-value systems.
Chapter 3
Lesson 1Students learn about the Egyptian
number system which is a face
value system rather than a place
value system.
Lesson 2Students discover the efficiency
of a place-value system over a
face-value system.
7
GIFTED AND TALENTED
Grade 3: Unraveling the Mystery of the Moli Stone (cont.)
Core Content
Common Core
State Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Chapter 4
Lesson 1 –
Students compare the Chinese
system to our own system to gain
a deeper understanding of
expanded notation and of
groupings and symbols and their
functions in a place-value system.
Expanded notation is the written
form of a number showing the
value of each digit.
Assessment
Check Points
Lesson 2 –
Students use their knowledge
gained about place value
including patterns, groupings, and
symbols to create their own
place-value system.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Project M3: Mentoring Mathematical Minds: Unraveling the Mystery of the Moli Stone
Modify by using Check Ups for determining need.
Review skill assumptions and adjust as needed.
8
GIFTED AND TALENTED
Grade 3: Water, Water Everywhere: Designing Water Filters
Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,
making the item, evaluating it, and presenting the results.
Unit Objectives/Enduring Understandings: Students will learn that environmental engineers utilize their knowledge of geology, biology, chemistry,
physics, math, and systems to tackle environmental problems and protect the quality of the environment. Students will use the engineering design process to
create water filters.
Essential Questions: What are technologies and who designs them? What types of problems do environmental engineers address and what are sources of
those problems?
Unit Assessment: Students will use the Engineering Design Process to create, test, and improve water filter designs.
Core Content
ITEEA and Science
Standards
1A The natural world and
human-made world are
different.
5C The use of technology
affects the environment in
good and bad ways.
6C Individual, family,
community, and economic
concerns may expand or limit
the development of
technologies.
8C The design process is a
purposeful method of planning
practical solutions to
problems.
9A The engineering design
process includes identifying a
problem, looking for ideas,
developing solutions, and
sharing solutions with others.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Environmental engineers
help to address problems of
air, water, and soil
contamination.
During the water cycle, water
moves through air and land.
Identify multiple ways that
air, water, and soil become
contaminated, and
differentiate between
natural and artificial sources
of contamination.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Prep Lesson:
technology.
Pre/Post Assessments
designed to solve problems.
Journal entries using
rubrics available for
each lesson
objects are made of.
Student discussions
Lesson 1:
Water Filter Design
(see rubric)
Water can contain various
contaminants that affect its
quality.
Observe, analyze, and
compare the performance of
filter materials when used to
filter contaminated water.
Some contaminants are
natural and others are artificial
(human-introduced).
Use the Engineering Design
Process to design a water
filter.
engineering and the idea that
engineers design solutions to
problems.
Water flows more quickly and
readily through some
materials than it does through
others.
Evaluate a water filter
design using established
criteria.
pollution and possible solutions.
Discuss environmental
engineering and the role of
environmental engineers.
Lesson 2:
The scientific method often
includes observing, predicting,
and testing.
Assessment
Check Points
Turtle.
Engineering Design Process.
air, water, and soil in a mural of a
community.
9
GIFTED AND TALENTED
Grade 3: Water, Water Everywhere: Designing Water Filters (cont.)
Core Content
ITEEA and Science
Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
and soil contamination in a mural
of a community and explain why
the contaminants are a problem.
10A Asking questions and
making observations helps a
person to figure out how things
work.
10E The process of
experimentation, which is
common in science, can also
be used to solve technological
problems.
5.4.4.G.4 Model how the
properties of water can
change as water moves
through the water cycle.
5.4.6.G.3 Describe ways that
humans can improve the
health of ecosystems around
the world.
Assessment
Check Points
environmental contamination
problem might be addressed
through engineering.
Lesson 3:
properties of different materials
used for filtering water.
work well or will not work well.
ontrolled
experiment to compare various
filter materials’ effects on different
kinds of non-toxic contaminated
water.
Lesson 4:
Engineering Design Process to
design a water filter to clean nontoxic contaminated water.
the problem,
“Imagine” different solutions,
“Plan,” “Create,” and test their
water filter designs, and “Improve”
their designs based on test
results.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EiE: Designing Water Filters, Museum of Science, Boston
www.mos.org/EiE
www.howstuffworks.com
Consider skill and content knowledge assumptions and
address as needed.
10
GIFTED AND TALENTED
Grade 3: A Long Way Down: Designing Parachutes
Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,
making the item, evaluating it, and presenting the results.
Unit Objectives/Enduring Understandings: Students will learn that aerospace engineers utilize their knowledge of science and math to help design
parts of things that fly, such as spacecraft and airplanes. Students will use the engineering design process to create parachutes.
Essential Questions: What are technologies and who designs them? What do aerospace engineers think about to make sure their spacecraft designs are
suited to their destinations?
Unit Assessment: Students will use the Engineering Design Process to create, test, and improve parachute designs.
Core Content
ITEEA and Science
Standards
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
1B All people use tools
and techniques to help them
do things.
An atmosphere is the layer of
gas surrounding a body in
space.
Identify the basic parts of a
parachute and explain how
parachutes work.
2J Materials have many
different properties.
The Earth is part of our Solar
System, which includes the
Sun, planets, many moons,
asteroids, and comets.
Make predictions about
parachute effectiveness
based on canopy size,
canopy material, and
suspension line length.
designed to solve problems.
ss the materials that
objects are made of.
Analyze data on parachute
drop speed to determine the
characteristics of an
effective parachute.
Parachute
Mission.
Use the Engineering Design
Process to design a
parachute.
of atmosphere and drag.
8C The design process is a
purposeful method of planning
practical solutions to
problems.
9A The engineering design
process includes identifying a
problem, looking for ideas,
developing solutions, and
sharing solutions with others.
9E Models are used to
communicate design ideas
and processes.
10A Asking questions
and making observations
helps a person to figure out
how things work.
General features of planets
include the planet’s size,
distance from the Sun,
temperature range,
atmosphere, and surface
composition.
The thickness of an
atmosphere affects how
objects move through
that atmosphere.
Some objects create more air
resistance (drag) than others
and fall more slowly due to
differences in shape, material,
and size.
Evaluate a parachute
design using established
criteria.
Discuss aerospace
engineering, including the
constraints aerospace
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Prep Lesson:
technology.
Lesson 1:
Assessment
Check Points
Pre/Post Assessments
Journal entries using
rubrics available for
each lesson
Student discussions
Model Membrane
Design (see rubric)
engineering.
Engineering Design Process in
the story.
Lesson 2:
engineers.
features of the planets (or other
11
GIFTED AND TALENTED
Grade 3: A Long Way Down: Designing Parachutes (cont.)
Core Content
ITEEA and Science
Standards
11F Test and evaluate the
solutions for the design
problem.
11G Improve the design
solutions.
18B Vehicles move people or
goods from one place to
another in water, air or space,
and on land.
5.4.4.A.4 Analyze and
evaluate evidence in the form
of data tables and
photographs to categorize and
relate solar system objects
(e.g., planets, dwarf planets,
moons, asteroids, and
comets).
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Models can be used in science
to study the characteristics of
objects, systems, or theories.
engineers face in designing
spacecraft.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
celestial bodies) in our Solar
System impact the design of
spacecraft.
Assessment
Check Points
spacecraft designed to explore a
specific celestial body in our Solar
System.
their
fictional spacecraft match the
spacecraft’s destination and
mission goals.
Lesson 3:
odel
that demonstrates how
atmospheres of different
thicknesses affect falling
objects.
used in the design of parachutes.
class.
properties of a parachute that
make it fall more slowly.
Lesson 4:
Process to design a parachute.
concepts learned in Lesson 3 to
help inform their parachute
designs.
test, and “Improve” their
parachute designs.
12
GIFTED AND TALENTED
Grade 3: A Long Way Down: Designing Parachutes (cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EiE: Designing Parachutes, Museum of Science, Boston
www.mos.org/EiE
http://www.howstuffworks.com
http://www.pbs.org
http://inventors.about.com/od/pstartinventions/ss/Parachute.htm
Consider skill and content knowledge assumptions and
address as needed.
13
GIFTED AND TALENTED
LAL Gr. 3 Poetry Appreciation
Targeted Common Core State Standards: 5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
Unit Objectives/Conceptual Understandings: Students will understand that examination and analysis of the varieties of poetic expression can lead to a
deeper appreciation of the literary craft and guide the way to creating original poetry.
Essential Questions: What emotions or images are expressed in the different styles of poems? What emotional and/or reflective insight can we gain from
the richness of the literary expression?
Unit Assessment: Students will prepare interpretive presentations of favorite poem and/or original poem(s).
Core Content
Common Core
State Standards
5.RL.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative language such as
metaphors and similes.
5.RL.5 Explain how a series of
chapters, scenes, or stanzas fits
together to provide the overall
structure of a particular story,
drama, or poem.
5.RL.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poetry, at the high end of the
grades 4–5 text complexity
band independently and
proficiently.
5.RF.3 Know and apply gradelevel phonics and word
analysis skills in decoding
words.
a. Use combined knowledge of
all letter-sound
correspondences, syllabication
questions by making comments
Concepts
Skills
What students will know.
Various styles and forms of
poetry
What students will be able to do.
Identify and compare different
styles and forms of poetry
Range of emotions expressed
through poetry
Identify the range of emotions of
a poem
Conveyance of meaning
through use of effective
speaking skills
Interpret poetry
Create an original poem
Recite a poem from memory and
convey meaning through
dramatic interpretation
Instructional Actions
Common Core
State Standards
Brainstorm background
knowledge of topic.
Create a poetry book display.
Provide independent reading time
for students to browse and
sample different poetic styles and
formats and choose a favorite.
Students share their chosen
poems and the reasons for their
choices with classmates.
Assessment
Check Points
Poet’s Journal
Graphic organizer(s)
Response related to
activity by way of
written and/or verbal
discussion
Poetry Jam rubric:
original or chosen
poem and dramatic
interpretation
Use Reciprocal Teaching to
facilitate discovery and
comparison of different poetic
styles and forms.
Examine different types of poems
and discuss the best way to
experience each form (e.g., read
aloud, chorally, individually,
silently).
Use Read-Alouds and guided
reading techniques to model the
interpretation of selected poems.
14
GIFTED AND TALENTED
LAL Gr. 3 Poetry Appreciation (cont.)
Core Content
Common Core
State Standards
patterns, and morphology (e.g.,
roots and affixes) to read
accurately unfamiliar
multisyllabic words in context
and out of context
5.RF.4 Read with sufficient
accuracy and fluency to
support comprehension.
a. Read on-level text with
purpose and understanding.
b. Read on-level prose and
poetry orally with accuracy,
appropriate rate, and expression
on successive readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
5.SL.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 5
topics and texts, building on
others’ ideas and expressing
their own clearly.
a. Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation and other
information known about the
topic to explore ideas under
discussion.
b. Follow agreed-upon rules for
discussions and carry out
assigned roles.
c. Pose and respond to specific
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Common Core
State Standards
Assessment
Check Points
When reading independently,
students respond orally and in
writing to open-ended questions
raised in the poetry.
Provide enlightening information
about poets that deepens student
understanding of the work.
Discuss the sources and
inspiration of poetic expression
and brainstorm personal sources
(e.g., study a painting/artwork or
photograph and consider
responding with a poem).
Students create original poetry.
Poetry Jam (“Poetry in Motion”):
A classroom is converted into a
coffee house setting; students
recite favorite and/or original
poetry, interpreted meaningfully
and dramatically, staged with
scenery, props, etc.
15
GIFTED AND TALENTED
LAL Gr. 3 Poetry Appreciation (cont.)
Core Content
Common Core
State Standards
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Common Core
State Standards
Assessment
Check Points
that contribute to the discussion
and elaborate on the remarks of
others.
d. Review the key ideas
expressed and draw
conclusions in light of
information and knowledge
gained from the discussions.
5.L.3 Use knowledge of
language and its conventions
when writing, speaking, reading,
or listening.
a. Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style.
b. Compare and contrast the
varieties of English (e.g.,
dialects, registers) used in
stories, dramas, or poems
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
www.poetry4kids.com
www.poets.org/ (find a poet or poem)
Provide samples and techniques for writing poetry.
www.poetryfoundation.org/archive/poetrytool.html
www.poetryarchive.org (search by theme, poem, form, or poet)
www.davidsiar.org/1302/poetic elements.html
www.csustan.edu/english/reuben/pal/append/AXF.HTML
16
GIFTED AND TALENTED
Grade 4: At the Mall with Algebra
Targeted Common Core State Standards: 6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
Unit Objectives/Enduring Understandings: Students will approach the study of variables, expressions and equations using their number sense, logical
reasoning and problem-solving strategies.
Essential Questions: How are expressions and equations alike and different? Why is it important to understand several meanings of the term variable?
Unit Assessment: Students will create stores in a mall and advertise three items using a single-variable equation and a set of two equations, each with two
items as variables. They will each shop at five stores and solve equations in order to purchase items.
Core Content
Common Core
State Standards
Chapter 1
6.EE.1 Write and evaluate
numerical expressions
involving whole-number
exponents.
6.EE.2a Write expressions
that record operations with
numbers and with letters
standing for numbers.
6.EE.3 Apply the properties of
operations to generate
equivalent expressions.
6.EE.6 Use variables to
represent numbers and write
expressions when solving a
real-world or mathematical
problem; understand that a
variable can represent an
unknown number, or,
depending on the purpose at
hand, any number in a
specified set.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
The different uses of a variable
as a quantity whose value can
change or as a specific unknown
in an equation or situation
Represent the idea of a variable
as an unknown quantity using a
letter or symbol
A variable can represent an
unknown number, or, depending
on the purpose at hand, any
number in a specified set.
An expression is a mathematical
statement that may or may not
include a variable or an
operation.
Expressions stand alone and are
not being compared to other
mathematical statements.
Express mathematical
relationships using equations
Model problem situations with
objects and use representations
such as graphs, tables and
equations to draw conclusions
Distinguish between an
expression and an equation
Solve one and two-step
problems
An equation is a statement
about equality that shows a
relationship between two
expressions or numbers.
Model and solve contextualized
problems that involve two
variables by using guess and
test, organized lists and/or
making a diagram
Equations always include an
equal sign, indicating that the
Solve sets of equations that
involve two unknowns using one
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Chapter 1
Lesson 1 – I’m Thinking of a
Number
Students explore a number gae
and use variables to represent
changing quantities.
Lesson 2 – Number Tricks
Students analyze a number trick
and write an equation that
represents a rule in order to
generalize the outcome of the
trick.
Lesson 3 – Variable Puzzles
Students continue to explore the
idea that in some situations, a
variable has a specific value
rather than a changing value.
Lesson 4 – cover Up!
Students work with equations in
an algebraic format and use the
cover-up method to solve them.
Assessment
Check Points
Pre-assessment (Unit
Test)
Check-up 1
Check-up 2
Check-up 3
Check-up 4
Check-up 5
Student-to-Student
Discussions
Mathematician’s
Journal Writing
Post-assessment
(Unit Test)
17
GIFTED AND TALENTED
Grade 4: At the Mall with Algebra (cont.)
Core Content
Common Core
State Standards
Chapter 2
6.EE.3 Apply the properties of
operations to generate
equivalent expressions.
6.EE.4 Identify when two
expressions are equivalent
(i.e., when the two
expressions name the same
number regardless of which
value is substituted into them).
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Chapter 2
Lesson 1 – Pet Parade
Students solve for two unknowns
as they explore real-world
problems about pets.
values of the two expressions
being compared are equal.
or more of the following
strategies: guess and test, an
organized list and substitution
The equal sign indicates equality
or balance between the
expressions on each side of the
equal sign.
Inverse operations are
operations that undo each other.
6.EE.5 Understand solving an
equation or inequality as a
process of answering a
question: which values from a
specified set, if any, make the
equation or inequality true?
Use substitution to determine
whether a given number in a
specified set makes an
equation or inequality true.
6.EE.7 Solve real-world and
mathematical problems by
writing and solving equations
of the form x + p = q and px =
q for cases in which p, q, and
x are all nonnegative rational
numbers.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Project M3: Mentoring Mathematical Minds: At the Mall with Algebra
Assessment
Check Points
Lesson 2 – a Penny for Your
Thoughts
Students explore problems that
have two unknowns in the format
of two equations that go together.
Lesson 3 – Seasonal symbols
Students explore equations that
go together in which one equation
in the set has only one variable.
Lesson 4 – At the Mall
Students synthesize their
understanding of solving
equations by transforming their
classroom into a mall.
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Modify by using Check Ups for determining need.
Review skill assumptions and adjust as needed.
18
GIFTED AND TALENTED
Grade 4: No Bones About It: Designing Knee Braces
Targeted ITEEA National Standards: 14E Technological advances have made it possible to create new devices, to repair or replace certain parts of the
body, and to provide a means for mobility.
Unit Objectives/Enduring Understandings: Students will learn how biomedical engineers use data about the human body to help inform the design of
a technology. Students will use the engineering design process to create model membranes.
Essential Questions: What are technologies and who designs them? How do biomedical engineers use data about the human body to help inform the design
of human-made technologies?
Unit Assessment: Students will use the Engineering Design Process to create, test, and improve model designs.
Core Content
ITEEA and Science
Standards
13C Compare, contrast and
classify collected information
in order to identify patterns.
10A Asking questions and
making observations helps a
person to figure out how
things work.
9B Expressing ideas to others
verbally and through sketches
and models is an
important part of the design
process.
9C The engineering design
process involves defining a
problem, generating ideas,
selecting a solution, testing the
solution(s), making the item,
evaluating it, and
presenting the results.
8C The design process is a
purposeful method of planning
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Lesson 1:
Read the story Erik’s Unexpected
Twist.
Discuss the field of biomedical
engineering.
The human body includes
systems such as the muscular
and skeletal
systems.
Discuss the work of biomedical
engineers and their role in
solving problems related to the
human body.
Within a population, there is
natural variation in body parts.
Explain the function of several
parts of the knee joint, including
muscles, bones, tendons, and
ligaments.
The skeletal system is made
up of bones.
The knee is a joint.
A joint is a location in the
body where two or more
bones meet.
Many body parts work
together to create movement.
Different materials have
different properties.
The skeletal system is made
up of bones.
Explain and give an example of
how biomedical engineers
use data about the human body
to help inform the design of
a technology.
Identify the properties of
materials available to them for
designing their knee braces.
Assessment
Check Points
Pre/Post Assessments
Journal entries using
rubrics available for
each lesson
Lesson 2:
Take on the role of biomedical
engineers hired by a fictional
athletic shoe company.
Student discussions
Collect and analyze data about
their classmates’ arch heights.
Design
Use their data to recommend how
many different types of shoes the
company should design.
Identify and implement each step
of the Engineering Design
Process.
Lesson 3:
Compare and contrast the
movements of a model of an
injured knee with their own
healthy knees.
Evaluate their designs using
Identify the properties of the
Observations and
Anecdotal Notes
Observe student
contributions to class
discussions and the
implementation of
the Engineering
Design Process in
their
groups.
Examine Student
Work
19
GIFTED AND TALENTED
Grade 4: No Bones About It: Designing Knee Braces (cont.)
Core Content
ITEEA and Science
Standards
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
practical solutions to
problems.
9A The engineering design
process includes identifying a
problem, looking for ideas,
developing solutions, and
sharing solutions with others.
established criteria.
Improve their designs, taking into
account the evaluation of a prior
design.
9E Models are used to
communicate design ideas
and processes.
10A Asking questions and
making observations helps a
person to figure out how things
work.
5.3.4.A Essential functions of
the human body are carried
out by specialized systems:
Skeletal, etc.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
materials available to them for
designing their knee braces.
Assessment
Check Points
Brainstorm how they might use
different materials in their knee
brace designs.
Lesson 4:
Discuss criteria for their knee
brace designs.
Follow the steps of the
Engineering Design Process to
design a knee brace.
Apply their knowledge of the
range of motion of a healthy
human knee to inform their
designs.
Use their knowledge of the
properties of materials when
selecting materials for their
designs.
Evaluate the performance and
durability of their knee braces and
improve their designs.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EiE: Designing Knee Braces, Museum of Science, Boston
www.mos.org/EiE
www.howthingswork.com
Consider skill and content knowledge assumptions and
address as needed.
20
GIFTED AND TALENTED
Grade 4: Just Passing Through: Designing Model Membranes
Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,
making the item, evaluating it, and presenting the results.
Unit Objectives/Enduring Understandings: Students will learn that bioengineers utilize their knowledge of nature, biology, and the basic needs of
organisms when designing technologies. Students will use the engineering design process to create model membranes.
Essential Questions: What are technologies and who designs them? How do bioengineers use natural objects to inspire human-made technologies?
Unit Assessment: Students will use the Engineering Design Process to create, test, and improve model membrane designs.
Core Content
ITEEA and Science
Standards
1A The natural world and
human-made world are
different.
1B All people use tools and
techniques to help them do
things.
1E Creative thinking and
economic and cultural
influences shape technological
development.
2J Materials have many
different properties.
8C The design process is a
purposeful method of planning
practical solutions to
problems.
9A The engineering design
process includes identifying a
problem, looking for ideas,
developing solutions, and
sharing solutions with others.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Prep Lesson:
Examine everyday examples of
technology.
Discuss how these objects
were designed to solve problems.
Discuss the materials that
objects are made of.
Basic needs of all organisms
include air, water, and food.
Animals and plants have
different body parts or
structures that serve particular
functions, such as locomotion,
navigation, feeding, drinking,
protection, etc.
Organisms’ adaptations to
their environment allow them
to meet some of their basic
needs.
Amphibians get the majority of
their water by absorbing it
through their skin.
Models can be used in
science to study the
characteristics of objects,
systems, or theories.
Biological membranes
separate or protect structures
Compare and contrast
natural objects with
technologies that have
similar functions.
Observe, analyze, and
compare the performance of
model membrane materials.
Use the Engineering Design
Process to design a model
membrane.
Evaluate a model
membrane design using
established criteria.
Discuss bioengineering and
the role of bioengineers.
Lesson 1:
Read the story Juan Daniel’s
Fútbol Frog.
Discuss bioengineering and the
role of bioengineers.
Define the word “membrane”
and explain how membranes can
help organisms meet basic
needs.
Trace Juan Daniel’s use of the
Engineering Design Process.
Assessment
Check Points
Pre/Post Assessments
Journal entries using
rubrics available for
each lesson
Student discussions
Model Membrane
Design (see rubric)
Lesson 2:
Play a game in which they
match natural objects with
technologies that have similar
functions.
Compare and contrast natural
21
GIFTED AND TALENTED
Grade 4: Just Passing Through: Designing Model Membranes (cont.)
Core Content
ITEEA and Science
Standards
9E Models are used to
communicate design ideas
and processes.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
in an organism by allowing
some things to pass through
them, but not others.
10A Asking questions and
making observations helps a
person to figure out how things
work.
5.3.4.A.2 Compare and
contrast structures that have
similar functions in various
organisms, and explain how
those functions may be carried
out by structures that have
different physical
appearances.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
objects with technologies that
have similar functions.
Understand that the thinking
skills used in this lesson are
similar to the thinking skills often
used by bioengineers.
Assessment
Check Points
Lesson 3:
Discuss how some organisms
meet their basic needs.
Explore several properties of
natural membranes.
Test the performance of
several model membrane
materials.
Lesson 4:
Use the Engineering Design
Process to design a model
membrane.
about natural membranes as well
as materials and their properties
to inform their model membrane
designs.
Create, test, and improve
model membrane designs.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EiE: Designing Model Membranes, Museum of Science, Boston
www.mos.org/EiE
www.howthingswork.com
Consider skill and content knowledge assumptions and
address as needed.
22
GIFTED AND TALENTED
Grade 4 - LAL: 4 Poetry Appreciation
Targeted Common Core State Standards: 6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Unit Objectives/Conceptual Understandings: Students will understand that examination and analysis of the varieties of poetic expression can lead to a
deeper appreciation of the literary craft and guide the way to creating original poetry.
Essential Questions: What emotions or images are expressed in the different styles of poems? What emotional and/or reflective insight can we gain from
the richness of the literary expression?
Unit Assessment: Students will prepare interpretive presentations of favorite poem and/or original poem(s).
Core Content
Common Core
State Standards
6.RL.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
6.RL.5 Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, or plot.
6.RL.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, in the grades 6-8 text
complexity band proficiently,
with scaffolding as need at the
high end of the range.
6.SL.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
Concepts
Instructional Actions
Skills
What students will know.
Various styles and forms of
poetry
What students will be able to do.
Identify and compare different
styles and forms of poetry
Range of emotions expressed
through poetry
Identify the range of emotions of
a poem
Common Core
State Standards
Brainstorm background
knowledge of topic.
Assessment
Check Points
Poet’s Journal
Graphic organizer(s)
Conveyance of meaning
through use of effective
speaking skills
Create a poetry book display.
Writer’s Journal
Create an original poem
Provide independent reading time
for students to browse and
sample different poetic styles and
formats and choose a favorite.
Recite a poem from memory and
convey meaning through
dramatic interpretation
Students share their chosen
poems and the reasons for their
choices with classmates.
Interpret poetry
Use Reciprocal Teaching to
facilitate discovery and
comparison of different poetic
styles and forms.
Response related to
activity by way of
written and/or verbal
discussion
Poetry Jam rubric:
original or chosen
poem and dramatic
interpretation
Student Interpretation
Graphic
Organizer/Rubric
Examine different types of poems
and discuss the best way to
experience each form (e.g., read
aloud, chorally, individually,
silently).
Use Read-Alouds and guided
23
GIFTED AND TALENTED
Grade 4 - LAL: 4 Poetry Appreciation (cont.)
Core Content
Common Core
State Standards
with diverse partners on grade 6
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly.
a. Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial
discussions, set specific goals
and deadlines, and define
individual roles as needed.
c. Pose and respond to specific
questions with elaboration and
detail by making comments
that contribute to the topic, text,
or issue under discussion.
d. Review the key ideas
expressed and demonstrate
understanding of multiple
perspectives through reflection
and paraphrasing.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Common Core
State Standards
Assessment
Check Points
reading techniques to model the
interpretation of selected poems.
When reading independently,
students respond orally and in
writing to open-ended questions
raised in the poetry.
Provide enlightening information
about poets that deepens student
understanding of the work.
Discuss the sources and
inspiration of poetic expression
and brainstorm personal sources
(e.g., study a painting/artwork or
photograph and consider
responding with a poem).
Students create original poetry.
Poetry Jam. A classroom is
converted into a coffee house
setting; students recite favorite
and/or original poetry, interpreted
meaningfully and dramatically,
staged with scenery, props, etc
6.L.3 Use knowledge of
language and its conventions
when writing, speaking, reading,
or listening.
a. Vary sentence patterns for
meaning, reader/listener
interest, and style.
b. Maintain consistency in style
and tone.
24
GIFTED AND TALENTED
Grade 4 - LAL: 4 Poetry Appreciation (cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
www.poetry4kids.com
www.poets.org/ (find a poet or poem)
Provide samples and techniques for writing poetry.
poetryfoundation.org/archive/poetrytool.html
www.poetryarchive.org (search by theme, poem, form, or poet)
www.csustan.edu/english/reuben/pal/append/AXF.HTML
25
GIFTED AND TALENTED
Grade 5: What Are Your Chances?
Targeted Common Core State Standards: 7.SP.7b Develop a probability model by observing frequencies in data generated by a chance process.
7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and
predict the approximate relative frequency given the probability
Unit Objectives/Enduring Understandings: Students will understand that the probability of a chance event is a number between 0 and 1 that expresses
the likelihood of the event occurring. Students will understand the mathematical concepts behind fair and unfair games.
Essential Questions: What is the difference between experimental and theoretical probability? How can we use probability concepts to determine whether or
not a game is fair?
Unit Assessment: Students will apply new expertise in the area of probability to create a carnival game of chance with slightly unequal theoretical probabilities.
Students will predict how many times players will win based on theoretical probability and compare that to experimental probability results.
Core Content
Common Core
State Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know
What students will be able to do
Technology Implementation/
Interdisciplinary Connections
Chapter 1-Making Sense of
Chance
Chapter 1
7.SP.5 Understand that the
probability of a chance event
is a number between 0 and 1
that expresses the likelihood
of the event occurring. Larger
numbers indicate greater
likelihood. A probability near 0
indicates an unlikely event, a
probability around ½ indicates
an event that is neither
unlikely nor likely, and a
probability near 1 indicates a
likely event.
A certain event is an event that
will definitely occur and has a
probability of 1
7.SP.6 Approximate the
probability of a chance event
by collecting data on the
chance process that produces
it and observing its long-run
relative frequency, and predict
the approximate relative
frequency given the
probability.
Probability refers to the chances
of an event happening and can
be expressed as 0 (impossible),
1(certain) or a fraction in
between
Events that are equally likely to
occur have the same chance of
occurring and have a probability
of ½
Experimental probability is a
statement of probability based
on the results of a series of trials
Possible outcomes are all the
possible results of an action
The Law of Large Numbers
states that experimental
Describe events as likely or
unlikely and discuss the degree
of likelihood using words such as
certain, equally likely, and
impossible
Predict the probability of
outcomes of simple experiments
and test the predictions
Make and test conjectures about
the results of experiments and
simulations using a basic
understanding of probability
Compute probabilities for
compound events, using
methods such as organized lists,
tree diagrams and charts
Analyze whether or not a game
is fair using probability and the
concept of fairness
Assessment
Check Points
Pre-assessment (Unit
Test)
Lesson 1 – Heads or Tails
Students apply probability
concepts and use probability
words to describe the likelihood of
events in a coin tossing
investigation. Then they calculate
the experimental probability for a
different number of trials.
Check-up 1
Lesson 2 – Homework Madness
Students conduct an experiment
by drawing colored chips out of a
bag and use results to establish
experimental probability.
Students discover that the
outcomes are not equally likely
and are asked to adjust the
experiment so the outcomes are
equally likely. Students also learn
about the Law of Large Numbers
and its application to probability.
Student-to-Student
Discussions
Check-up 2
Check-up 3
Check-up 4
Check-up 5
Student Observation
Anecdotal Records
Mathematician’s
Journal Writing
Post-assessment
(Unit Test)
26
GIFTED AND TALENTED
Grade 5: What Are Your Chances? (cont.)
Core Content
Common Core
State Standards
Chapter 2
Concepts
Skills
What students will know
What students will be able to do
probabilities collected over many
trials will predict the theoretical
probabilities only when a large
number of trials are conducted
Unequally likely outcomes are
two or more outcomes that do
not have the same chance of
occurring and do not have the
same probability
7.SP.8b Represent sample
spaces for compound events
using methods such as
organized lists, tables and tree
diagrams. For an event
described in everyday
language, identify the
outcomes in the sample space
which compose the event.
Instructional Actions
A favorable outcome is the
outcome of interest in a
probability situation
Theoretical probability is a
statement of probability based
on analysis of a situation
A systematic (organized) list can
be used to arrange data in such
a way as to minimize omitting
any member from the list
A compound event is a
combination of two or more
simple independent events such
as rolling two number cubes
Create fair and unfair games
using the laws of probability
Express experimental results as
fractions
Analyze events to determine
their theoretical probabilities
Construct a tree diagram to find
all possible outcomes and
identify favorable outcomes in a
situation
Determine the number of
possible outcomes in a
compound situation using
counting techniques, including a
table, a chart and multiplication
Gather data and compare
experimental probabilities to
theoretical probabilities
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Lesson 3 – Place Your Chips
Students learn about theoretical
probability by analyzing a game
based on different types of
numbers rolled on a number
cube. Students verify the
theoretical probabilities by
collecting data as they play
games and compare the
experimental probabilities to the
theoretical probabilities.
Assessment
Check Points
Unit Project: Carnival
of Chance
Lesson 4 – Keeping Track
Students learn how to construct a
tree diagram, a systematic list,
and use multiplication to find all
possible outcomes in a probability
situation
Lesson 5 – Sums and Products
Students explore compound
events and determine all possible
sums and products of two number
cubes by using tree diagrams,
organized lists, and charts.
Students then find the theoretical
probabilities of different sums or
products occurring.
Chapter 2- Taking a Chance
A fair game is a game in which
the theoretical probability of
each player winning is equally
likely
Lesson 1 – Odd or Even
Students use spinners to play a
game that appears unfair, but is
actually fair. Students compare
the experimental probabilities with
the theoretical probabilities to
27
GIFTED AND TALENTED
Grade 5: What Are Your Chances? (cont.)
Core Content
Common Core
State Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know
What students will be able to do
Technology Implementation/
Interdisciplinary Connections
determine the fairness of a game.
Assessment
Check Points
Lesson 2 – Spin for a Shape
Students analyze a game that
appears fair but is actually unfair.
Students compare experimental
probability to the theoretical
probability to determine fairness
and make adjustments to make
the game fair.
Lesson 3 – Unit Project: The
Carnival of Chance
Students host a Carnival of
Chance to showcase what they
have learned about probability.
Students carefully design games
that enable owners to make a
profit, but not so obviously unfair
that people will not want to play
them. Students will also judge
other students’ games for
fairness.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Project M3: Mentoring Mathematical Minds: What Are Your Chances?
Modify as needed using Check Ups
Review skill assumptions and adjust as needed.
28
GIFTED AND TALENTED
Grade 5: A Slick Solution: Cleaning an Oil Spill
Targeted ITEEA National Standards: 9C-The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the
solution, making the item, evaluating it, and presenting the results.
Unit Objectives/Enduring Understandings: Students will learn that technology can have a negative effect on the environment.
Students will learn that environmental engineers utilize their knowledge of ecosystems when designing technologies to improve environmental conditions.
Essential Questions: What are the short and long term effects of pollutants on an ecosystem? How are humans affected by an oil spill? How do
environmental engineers work to prevent pollution from occurring?
Unit Assessment: Students will use the Engineering Design Process to create, test, and improve the process of cleaning up an oil spill in a model river.
Core Content
ITEEA and Science
Standards
4C The use of technology can
have unintended
consequences.
5B Waste must be
appropriately recycled or
disposed of to prevent
unnecessary harm to the
environment.
8C The design process is a
purposeful method of planning
practical solutions to
problems.
9E Models are used to
communicate and test design
ideas and processes.
10E The process of
experimentation, which is
common in science, can also
be used to solve technological
problems.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know
What students will be able to do
An ecosystem is a community of
organisms (including animals,
plants, fungi, and bacteria) and
the physical environment in
which they live.
Discuss the work of
environmental engineers and
their role in cleaning up pollution.
Technology Implementation/
Interdisciplinary Connections
Prep Lesson:
Examine every day
examples of technology.
Discuss how these
objects were designed to
solve problems.
Discuss the materials that
objects are made of.
The organisms in an ecosystem
are dependent on one another,
as well as on their physical
environment, for survival.
All areas of the environment (air,
water, and soil) are connected.
In an ecosystem, there is a food
web that consists of producers,
consumers, and decomposers.
All organisms need food/energy,
water, air (and shelter) to
survive.
The sun is the ultimate source of
energy for nearly all life on
Earth.
Describe the parts of an
ecosystem.
Explain how one change in an
ecosystem may be related to
other changes.
Explain how changes in soil and
water pH can affect the health of
an ecosystem.
Compare historical soil and
water data to current data to
build a case for the sources of
pollution.
Discuss connectedness within an
ecosystem, particularly the
connections between soil and
water and the spread of
pollution.
Use a model to identify and
Assessment
Check Points
Pre/Post Assessments
Journal entries using
rubrics available for
each lesson
Student discussions
Anecdotal Records
Lesson 1:
Read the story Tehya’s
Pollution Solution.
Discuss the field of
environmental
engineering.
Discuss parts of an
ecosystem and examine
connections between
parts of an ecosystem.
Trace Tehya’s use of the
Engineering Design
Process.
Cleaning an Oil Spill
Process (see rubric)
Lesson 2:
Learn about some of the
29
GIFTED AND TALENTED
Grade 5: A Slick Solution: Cleaning an Oil Spill (cont.)
Core Content
ITEEA and Science
Standards
CCCS – 5.3.4.C.1
Organisms can only survive in
environments in which their
needs are met. Within
ecosystems, organisms
interact with and are
dependent on their physical
and living environment.
CCCS – 5.3.6.C.1
Various human activities have
changed the capacity of the
environment to support some
life forms.
Instructional Actions
Concepts
Skills
What students will know
What students will be able to do
Environmental engineers use
their knowledge about
ecosystems to help protect and
improve environmental
conditions.
explain how different parts of a
given ecosystem might be
affected by an oil spill.
Conduct controlled experiments
to evaluate materials, methods,
and tools available for containing
and cleaning an oil spill.
Implement each step of the
Engineering Design Process to
create, evaluate, and improve
their clean-up process designs.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
problems plaguing the
plants and animals of the
fictional Greentown.
Test and compare current
pH data from select sites
with historical pH data to
locate possible sources of
pollution.
View a demonstration of
how water moves through
soil and discuss
connections between parts
of the environment.
Present their findings
concerning possible
pollution sources to the
mayor and citizens of
Greentown.
Assessment
Check Points
Lesson 3:
Create a model to
represent the connections
between the different
components of a river
ecosystem.
Brainstorm ways that the
ecosystem might be
affected by an oil spill and
use the model they create
to study how the
ecosystem might be
impacted.
Use a controlled
experiment to examine
different materials and
methods used to clean oil
spills and discuss the
advantages and
30
GIFTED AND TALENTED
Grade 5: A Slick Solution: Cleaning an Oil Spill (cont.)
Core Content
ITEEA and Science
Standards
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know
What students will be able to do
Technology Implementation/
Interdisciplinary Connections
disadvantages of each.
Assessment
Check Points
Lesson 4:
Use the Engineering
Design Process to
design, implement,
evaluate, and improve a
process for cleaning an
oil spill so that the oil has
the least impact on the
surrounding ecosystem.
Ask questions about the
problem. Imagine
possible processes for
cleaning the oil spill.
Plan, create, and test one
oil spill cleaning process,
and improve their designs
based on testing results.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EiE: A Slick Solution: Cleaning an Oil Spill, Museum of Science, Boston
www.mos.org/EiE
http://science.howstuffworks.com/environmental/green-science/cleaning-oil-spill.htm
Oil Spill: Disaster, Scholastic Inc., 2010
Consider skill and content knowledge assumptions and
address as needed.
31
GIFTED AND TALENTED
Grade 5: The Attraction is Obvious: Designing Maglev Systems
Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the
solution(s), making the item, evaluating it, and presenting the results.
Unit Objectives/Enduring Understandings: Students will understand the role of transportation engineers in designing and improving transportation
systems. Students will use prior analyses of the properties of magnets to inform their design of a maglev transportation system.
Essential Questions: What is technology and what are some ways it can help us in our everyday life? How can some of the properties of magnets help to
design a transportation system?
Unit Assessment: Students will use the Engineering Design Process to design, create, test, and improve a maglev transportation system.
Core Content
ITEAA and Science
Standards
2B Systems have parts or
components that work
together to accomplish a goal.
9C The engineering design
process involves defining a
problem, generating ideas,
selecting a solution, testing the
solution(s), making the item,
evaluating it, and presenting
the results.
11C Investigate how things
are made and how they can
be improved.
18A A transportation system
has many parts that work
together to help people travel.
CCCS – 5.2.4.E.3 Magnets
can repel or attract other
magnets, but they attract all
matter made of iron. Magnets
can make some things move
without being touched.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know
What students will be able to do
Technology Implementation/
Interdisciplinary Connections
Prep Lesson:
Examine every day
examples of technology.
Discuss how these
objects were designed to
solve problems.
Discuss the materials that
objects are made of.
The like poles of magnets repel
and opposite poles attract.
Magnets are surrounded by a
magnetic field.
A model is a representation of
an object or system, usually built
to scale.
Changes in one variable can
simultaneously result in both
favorable and unfavorable
effects.
A system may lose efficiency or
fail if one part is missing or
malfunctioning or if a subsystem
is not working.
The magnetic forces of attraction
or repulsion can be intensified
by increasing the magnetic field.
Explain the role of transportation
engineers in designing and
improving transportation
systems.
Identify the parts of a maglev
system and explain their
functions.
Assessment
Check Points
Pre/Post Assessments
Journal entries using
rubrics available for
each lesson
Student discussions
Anecdotal records
Design intersection changes that
will improve safety and/or
efficiency.
Experiment with magnets,
recording observations in words
or drawings.
Use observations as evidence to
explain the properties of
magnets.
Use prior analyses of the
properties of magnets to inform
their design of a maglev
transportation system.
Lesson 1:
Read the story Hikara’s
Toy Troubles.
Discuss the field of
transportation
engineering.
Discuss magnets and the
role that magnets play in
maglev transportation
systems.
Trace Hikaru’s use of the
Engineering Design
Process.
Maglev Transportation
System Design
(see rubric)
Lesson 2:
Model a four-way
32
GIFTED AND TALENTED
Grade 5: The Attraction is Obvious: Designing Maglev Systems (cont.)
Core Content
ITEAA and Science
Standards
CCCS – 5.2.6.E.2 Magnetic,
electrical, and gravitational
forces can act at a distance.
Instructional Actions
Concepts
Skills
What students will know
What students will be able to do
Implement each step of the
Engineering Design Process to
create a maglev transportation
system.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
intersection.
Modify the four-way
intersection in a way that
balances the safety and
efficiency needs of both
the motorists and
pedestrians who use the
intersection.
Use observations to help
inform safety decisions
when modifying the
intersection.
Assessment
Check Points
Lesson 3:
Make predictions about
the properties of
magnets.
Experiment with magnets
in stations.
Note and discuss the
properties of magnets
that they observe at each
station.
Discuss how some of the
properties of magnets
could help them design a
maglev transportation
system.
Lesson 4:
Use the steps of the
Engineering Design
Process to design a
maglev transportation
system.
Imagine several designs
for a maglev track and
33
GIFTED AND TALENTED
Grade 5: The Attraction is Obvious: Designing Maglev Systems (cont.)
Core Content
ITEAA and Science
Standards
Instructional Actions
Concepts
Skills
What students will know
What students will be able to do
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
vehicle.
Plan, create, and test
their designs, noting what
worked well and what did
not.
Improve their designs
based on observations
from testing.
Assessment
Check Points
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
EIE Designing Maglev Systems, Museum of Science, Boston
www.mos.org/EIE
www.science.howstuffworks.com
Consider skill and content knowledge assumptions and
address as needed.
34
GIFTED AND TALENTED
Grade 5 – LAL: Poetry Appreciation
Targeted Common Core State Standards: 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
Unit Objectives/Conceptual Understandings: Students will understand that examination and analysis of the varieties of poetic expression can lead to a
deeper appreciation of the literary craft and guide the way to creating original poetry.
Essential Questions: What emotions or images are expressed in the different styles of poems? What emotional and/or reflective insight can we gain from
the richness of the literary expression?
Unit Assessment: Students will prepare interpretive presentations of favorite poem and/or original poem(s).
Core Content
Common Core
State Standards
7.RL.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative and connotative
meanings; analyze the impact of
rhymes and other repetitions of
sounds (e.g., alliteration) on a
specific verse or stanza of a
poem or section of a story or
drama.
7.RL.5 Analyze how a drama’s
or poem’s form or structure
(e.g., soliloquy, sonnet)
contributes to its meaning.
7.RL.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, in the grades 6–8 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Common Core
State Standards
Various styles and forms of
poetry
Identify and compare different
styles and forms of poetry
Brainstorm background
knowledge of topic.
Range of emotions expressed
through poetry
Identify the range of emotions of
a poem
Create a poetry book display.
Assessment
Check Points
Poet’s Journal
Graphic organizer(s)
Conveyance of meaning
through use of effective
speaking skills
Create an original poem
Provide independent reading time
for students to browse and
sample different poetic styles and
formats and choose a favorite.
Recite a poem from memory and
convey meaning through
dramatic interpretation
Students share their chosen
poems and the reasons for their
choices with classmates.
Interpret poetry
Use Reciprocal Teaching to
facilitate discovery and
comparison of different poetic
styles and forms.
Writer’s Journal
Response related to
activity by way of
written and/or verbal
discussion
Poetry Jam rubric:
original or chosen
poem and dramatic
interpretation
Student Interpretation
Graphic
Organizer/Rubric
Examine different types of poems
and discuss the best way to
experience each form (e.g., read
aloud, chorally, individually,
silently).
35
GIFTED AND TALENTED
Grade 5 – LAL: Poetry Appreciation (cont.)
Core Content
Common Core
State Standards
7.SL. 1. Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 7 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared,
having read or researched
material under study; explicitly
draw on that preparation by
referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial
discussions, track progress
toward specific goals and
deadlines, and define individual
roles as needed.
c. Pose questions that elicit
elaboration and respond to others’
questions and comments
with relevant observations and
ideas that bring the discussion
back on topic as needed.
d. Acknowledge new information
expressed by others and, when
warranted, modify their own
views.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Common Core
State Standards
Assessment
Check Points
Use Read-Alouds and guided
reading techniques to model the
interpretation of selected poems.
When reading independently,
students respond orally and in
writing to open-ended questions
raised in the poetry.
Provide enlightening information
about poets that deepens student
understanding of the work.
Discuss the sources and
inspiration of poetic expression
and brainstorm personal sources
(e.g., study a painting/artwork or
photograph and consider
responding with a poem).
Students create original poetry.
Poetry Jam. A classroom is
converted into a coffee house
setting; students recite favorite
and/or original poetry, interpreted
meaningfully and dramatically,
staged with scenery, props, etc.
7.L.3 Use knowledge of language
and its conventions
when writing, speaking, reading,
or listening.
a. Choose language that
expresses ideas precisely and
concisely, recognizing and
eliminating wordiness and
redundancy.
36
GIFTED AND TALENTED
Grade 5 – LAL: Poetry Appreciation (cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
www.poetry4kids.com
www.poets.org/ (find a poet or poem)
Provide samples and techniques for writing poetry.
poetryfoundation.org/archive/poetrytool.html
www.poetryarchive.org (search by theme, poem, form, or poet)
www.csustan.edu/english/reuben/pal/append/AXF.HTML
37