elementary_resource_curriculum_revised_3.9.17

Savannah Chatham County Public Schools Gifted Elementary Resource Curriculum Revised March 2017 Page Table of Contents Gifted Standards p.4-9 Curriculum Overview pp 10-11 Curriculum Text p 12 Supplemental Text p 13 Supplemental Resources p 14 Resource Vendors p 15 Kindergarten p 16 1st Grade -Gifts pp 17-24 1st Grade - Primarily Plants Alignment pp 25-33 Solve It 2nd Aligned with 1st Grade Georgia Standards of Excellence pp 34-39 2nd Grade - Where’s The Beach pp.40-42 2nd Grade - Ancient China: The Middle Kingdom pp 43-49 Solve It 3rd Aligned with 2nd Grade Georgia Standards of Excellence pp 50-52 3rd Grade – Ancient Egypt: Gift of the Nile pp 53-57 3rd Grade – What a Find? pp 58-65 4th Grade – Acid, Acid Everywhere pp 66-72 4th Grade- The World Turned Upside Down: The American Revolution pp 73-75 5th Grade – Electricity City pp.76-81 5th Grade – Autobiographies and Memoirs pp.82-90 5th Grade – A House Divided? The Civil War pp.91-102 Revised March 2017 Page 3rd Grade – 5th Grade Hands On Equations pp 103-108 Pacing Guide pp 109-112 ISTE Standards for Students pp.113-115 Revised March 2017 Page Curriculum and Instruction Differentiated Curriculum - courses of study in which the content, teaching strategies and expectations of student mastery have been adjusted to be appropriate for gifted students Comprehensive assessment results should be used to match gifted program services to students’ documented advanced learning needs The ability to match appropriate instructional services to student profiles is as important an equity issue as using a variety of indicators of students’ potential giftedness The curricula developed by SCCPSS for gifted learners are based on the characteristics that generally differentiate gifted learners from more typical learners – learning at faster rate, increased capacity to find, solve and act on problems, their ability to manipulate abstract ideas and make connections, etc The learning objectives below outline the basis for the gifted curricula used in the SCCPSS gifted program Gifted Standards 1) Research Skills - Develops advanced research skills and methods which include in-depth self-selected topics within an area of study Rationale/Discussion: Gifted learners possess an extensive knowledge base, learn at an accelerated pace, and are capable of advanced levels of comprehension In addition, many gifted students are highly curious and intrinsically motivated, especially to pursue topics that interest them As compared to their age-peers, gifted learners tend to have longer attention spans, exhibit a stronger need to know, and can followthrough with assignments If gifted students are to benefit fully from these abilities, the gifted program must emphasize the development of skills that enable them to become effective as independent learners Because of the advanced nature of their abilities and interests, gifted students need to learn how to access advanced-level reference materials, including a variety of print and non-print references and information retrieval systems They need learning tasks that allow them to explore personal interests through guided research, independent study, and community involvement In order to conduct authentic research, students need instruction and guidance in learning to ask the right kinds of questions by looking at techniques used by experts in the specific field They need instruction in the development of a written plan of research (with emphasis on how one gathers, categorizes, analyzes, and evaluates information in particular fields); assistance in evaluating their own work; and in considering implications for future research 2) Cognitive Skills -Develops and practices creative thinking and creative problem solving skills within a variety of complex topics Revised March 2017 Page Rationale/Discussion: Gifted learners have the ability to generate original ideas and solutions, and they characteristically see diverse and unusual relationships Their instruction must allow opportunities to further develop and apply these skills in meaningful situations Because gifted individuals often exhibit differential patterns of thought processing (e.g., divergent thinking, sensing consequences, making generalizations), a curricular need is to be to be able to explore alternatives and consequences of those choices, and to draw and test generalizations The original thoughts and ideas often expressed by gifted students may in some settings be perceived as odd or off-task by others This results in the inhibition of creative thinking The gifted program must provide an environment in which students feel free and safe to stretch beyond the "right" answer that comes so easily for them They should be encouraged to take risks and to experiment so that creativity can be developed 3) Learning Skills - Develops and practices critical thinking and logical problem solving skills in academic areas Rationale/Discussion: It takes less time for gifted students to learn new material and master new skills One strategy for differentiating instruction for gifted students is to structure lessons and units in such a way that capable students spend a larger proportion of their time on higher order thinking, using the content they have mastered to further develop their understanding of the concepts and practice the skills of critical thinking 4) Communication Skills -Develops advanced communication skills via new techniques, materials, and formats (written, oral or visual) in products and through presentations shared with an audience Rationale/Discussion: It is important to remember that throughout history we have recognized "giftedness" in individuals because of the impact they have made on other individuals and society at large through their products, whether the area of giftedness is art, science, leadership, literature, etc Feedback from real audiences provides gifted learners with a chance to further improve their communication skills Internal motivation develops when students pursue ever-increasing levels of excellence in their final products and receive confirmation from real audiences that others value their intellectual and academic talents 5) Affective Skills - Develops an understanding of self and how their unique characteristics may influence interactions with others Revised March 2017 Page Rationale/Discussion: Many gifted children experience difficulty in accepting some aspect of their giftedness Their heightened self-awareness, accompanied by feelings of being different, can result in low self-esteem and inhibited growth emotionally and socially Consequently, there is a need to provide gifted students with time for interaction with other gifted students, reflection, and discussion for the purpose of self-understanding A strong aptitude for solving problems allows gifted students to deal effectively with these concerns when given the opportunity and guidance needed This type of involvement can also help provide students with a foundation for leadership development Revised March 2017 Page Savannah Chatham Public School System Gifted Education Program Standards Scope and Sequence 1st 2nd 3rd 4th 5th I D D P A 1B) Students will utilize procedures of gathering information independently through a variety of media I D D P 1C) Students will utilize various types of research based on interest instead of requirements I D D P 1D) Students will demonstrate the ability to read and evaluate published research I D D 1E) Students will demonstrate the ability to cross reference information I D D D D P A I I D D D D P A I I D D 2E) Students will develop/practice/utilize application, analysis, synthesis and evaluation I I D 2F) Students will participate in drawing global implications from situations I I D 1) Research Skills – Develops advanced research skills and methods which include in-depth selfselected topics within an area of study 1A) Student will utilize various methods of gathering information appropriate to the problem selected 2) Cognitive Skills – Develops and practices creative thinking and creative problem solving skills within a variety of complex topics 2A) Students will develop/practice/utilize the four skills of creativity: fluency, flexibility, originality and elaboration I B) Student will develop/practice divergent thinking skills 2C) Students will develop creative problem solving skills D) Students will develop/practice/utilize deductive thinking skills Revised March 2017 I Page 3) Learning Skills – Develops and practices critical thinking and logical problem solving skills in academic areas 3A) Students will practice/utilize interviewing skills B) Students will practice perceiving and evaluating information I I D D P I D D P I D D D D P A I D P A 3C) Students will develop/practice/utilize skills in evaluating and analyzing data 3D) Students will demonstrate the ability to use self-directed learning skills I 3E)Students will demonstrate the ability to work effectively as a member of a group in establishing group goals and objectives 3F) Students will demonstrate an understanding of their own learning styles and interests in academic content I D D P A 3G) Students will demonstrate self discipline and the ability to work effectively as a group member I I D D P 4A) Students select appropriate methods of communication considering the purpose, audience, format and content I I D D P 4B) Student Students utilize technology to collaborate and create products which inform, entertain, or persuade others I D D P A I D D D P A 4) Communication Skills – Develops advanced communication skills via new techniques, materials, and formats ( written, oral or visual) in products and through presentations share with an audience 4C) Students listen to, consider, and evaluate multiple perspectives in order to form an defend a sound stance, restructuring the stance as more information becomes available 4D) Students communicates through visual products and performances which are creative and innovative and engage the audience with consideration to aesthetic and purpose Revised March 2017 I I Page 4E) Students will formulate and pose questions to engage others in meaningful discussion and reflection I I D 5) Affective Skills – Develop an understanding of self and how their unique characteristics may influence interaction with others 5A) Students will examine and become aware of personal characteristics, strengths and weaknesses I I D D P 5B) Students will compare/contrast one’s personal characteristics as related to the characteristics of giftedness I I D P A 5C) Students will recognize and develop an appreciation of similarities and differences between themselves I and gifted/non-gifted peers I D P A 5D) Students will develop an appreciation and respect for the ideas and feelings of gifted/non-gifted peers I D P A 5E) Students will develop a community and global awareness which promotes empathy and initiates social action, while advancing collaboration, leadership and problem solving skills I I D 5F) Students will create a reflection process, articulate and share experiences ( self- awareness & solutions) I I D I= Introduced D= Developing P= Proficiency I A=Applying Elementary Resource Curriculum (K-5) Overview Revised March 2017 Page Resource curriculum has been aligned with Georgia Standards of Excellence and the National Association of Gifted Children Standards Resource – Students attending gifted resource classes in grades K-5 will receive instruction using the following curriculum: Kindergarten • • • Solar System Math Enhancement Lessons- Venn Perplexors – Level A (Pre K-Grade 2) Affective Domain lessons once per marking period 1st grade • • • • Primarily Plants Gifts Math Enhancement Lessons taught one once per week – Solve It ( Grade 2) Affective Domain lessons once per marking period 2nd grade • • • • Where is the Beach?: Examining Coastal Erosion Ancient China: The Middle Kingdom Math Enhancement Lessons taught onceone per week – Solve It ( Grade 3) Affective Domain lessons once per marking period 3rd grade • What a Find?: Analyzing Natural and Cultural Systems • Ancient Egypt: Gifts of the Nile • Hands On Equations • Affective Domain lessons once per marking period 4th grade • Acid, Acid Everywhere: Exploring Chemical, Ecological, and Transportation Systems Revised March 2017 Page 10 Vierow, Wendy: Shots Fired at Fort Sumter Civil War Breaks Out Peacock, Judith: Let Freedom Ring Secession the Southern States Leave the Union Stanchak, John: The Visual Dictionary of the Civil War Murray, Aaron: Civil War Battles and Leaders Arnold, James and Wiener, Roberta: Lost Cause the End of the Civil War, 1864-1865 Egger-Bovet, Howard and Smith- Baranzini, Marlene: Brown Paper School US Kids History: Book of the American Civil War Revised March 2017 Page 101 Hands On Equation Learning System Lessons 1-7 Correlation to Georgia Standards of Excellence for Mathematics Grade Revised March 2017 Page 102 Lessons -7 Gifted Standards Learning Skills Math Standards Students will: Cognitive Skills further develop their skills of addition and subtraction and apply them in problem solving (Lessons 1-5) Communication Skills further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving (Lessons 6-7) solve problems (using appropriate technology) reason and evaluate mathematical arguments communicate mathematically represent mathematics in multiple ways Revised March 2017 MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret × as the total number of objects in groups of objects each For example, describe a context in which a total number of objects can be expressed as × MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ as the number of objects in each share when 56 objects are partitioned equally into shares (How many in each group?), or as a number of shares when 56 objects are partitioned into equal shares of objects each (How many groups can you make?) For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ MGSE3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division For example, determine the unknown number that makes the equation true in each of the equations, × ? = 48, = ữ 3, ì = ? MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that ì = 40, one knows 40 ữ = 8) or properties of operations By the end of Grade 3, know from memory all products of two one-digit numbers MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models Compare fractions by reasoning about their size MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100 MGSE3.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 MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 Page 103 (e.g., × 80, × 60) using strategies based on place value and properties of operations Hands On Equation Learning System Lessons 1-7 Correlation to Georgia Standards of Excellence for Mathematics Grade Lessons Gifted Standards Math Standards 1-7 Learning Skills Students will: reason and evaluate mathematical arguments Cognitive Skills Communication Skills communicate mathematically represent mathematics in multiple ways solve problems (using appropriate technology) represent and interpret mathematical relationships in quantitative expressions explain and use properties of the four arithmetic operations to solve and check problems further develop their understanding of division of whole numbers and divide in problem solving situations without calculators solve problems involving multiplication of 2-3 digit numbers by or digit numbers MGSE4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity Revised March 2017 Page 104 MGSE4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison Use drawings and equations with a symbol or letter for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison MGSE4.OA.3 Solve multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted Represent these problems using equations with a symbol or letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding MGSE4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models MGSE4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale MGSE4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (12,14,18) Solve problems involving addition and subtraction of fractions with common denominators by using information presented in line plots For example, from a line plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection Revised March 2017 Page 105 Hands On Equation Learning System Lessons 1-7 Correlation to Georgia Standards of Excellence for Mathematics Grade Revised March 2017 Page 106 Lessons-5th Gifted Standards Math Standard 1-7 Learning Skills Students will: Cognitive Skills further develop their understanding of whole numbers Communication Skills represent and interpret the relationships between quantities algebraically.(lessons1-7, level verbal problems) solve problems (using appropriate technology).(lessons 1-7, level verbal problems) reason and evaluate mathematical arguments (lessons 1-7, level verbal problems) communicate mathematically (lessons 3-7, level verbal problems) represent mathematics in multiple ways (lessons 2-7, level verbal problems) MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them For example, express the calculation “add and 7, then multiply by 2” as × (8 + 7) Recognize that × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product MGSE5.OA.3 Generate two numerical patterns using a given rule Identify apparent relationships between corresponding terms by completing a function table or input/output table Using the terms created, form and graph ordered pairs on a coordinate plane MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a digit by digit factor MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: strategies based on place value, the properties of operations, and/or the Georgia relationship between multiplication and division Illustrate and explain the calculation by using equations or concrete models (e.g., rectangular arrays, area models) MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used MGSE5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Revised March 2017 Page 107 MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem) Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½ MGSE5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation Revised March 2017 Page 108 Elementary Resource Curriculum Pacing Guide School Year 2017-2018 School _ 1st Marking Pd 2nd Marking Pd Kindergarten: Venn Perplexors & Solar System Kindergarten Affective Domain N/A N/A N/A N/A Kindergarten Additional Units { list unit(s)}/ competitions N/A N/A Person Responsible 3rd Marking Pd 4th Marking Pd 1st Primarily Plants 1st Gifts 1st Math Enhancement ( Solve It! 2nd) 1st Affective Domain 1st Additional Units { list unit(s)}/ competitions 2nd Where is the Revised March 2017 Page 109 Beach? Ancient China 2nd Math Enhancement (Solve It! 3rd ) 2nd Affective Domain 2nd Additional Units { list unit(s)}/ competitions nd Person Responsible 1st Marking Pd 2nd Marking Pd 3rd Marking Pd 4th Marking Pd 3rd Ancient Egypt 3rd Hands On Equations 3rd Math Enhancement 3rd Affective Domain 3rd Additional Units { list unit(s)}/ competitions 4th Acid, Acid Everywhere th The American Revolution 4th Hands On Equations th Affective Domain 4th Additional Units { list unit(s)}/ Revised March 2017 Page 110 competitions 5th Autobiographies 5th Electricity City 5th The Civil War Person Responsible 1st Marking Pd 2nd Marking Pd 3rd Marking Pd 4th Marking Pd 5th Hands On Equations 5th Affective Domain 5th Additional Units { list unit(s)}/ competitions The following are suggestions: • One lesson in each grade level taught on the affective domain each marking period • Weekly Math Enhancement Lessons be taught from Math Solve It in grades 1-2 and Hands On Equations be taught once per week to grades 3-5 • Competitions be linked to GSE for the grade level participating and support gifted standards • Additional units may be used to supplement gifted curriculum where time allows Units must be aligned with Georgia Standards of Excellence, Georgia Performance Standards and Gifted Standards Names of units must be listed under the marking period they are being taught Revised March 2017 Page 111 EXAMPLE Elementary Resource Curriculum Pacing Guide School Year 2017-2018 School : Pets Are Us Elementary 1st Primarily Plants / 1st Gifts 1st Math Enhancement 1st Affective Domain 1st Additional Units { list unit(s)}/ competitions Revised March 2017 Person Responsible Ellie Mae Burnette 1st Marking Pd 2nd Marking Pd 3rd Marking Pd 4th Marking Pd Franco Burnette X X Gifts X X Franco Burnette Ellie Mae Burnette X X Fleas Who Bit Me X X X Famous Animal Movie Characters Page 112 Recommended Technology Standards: Gifted teachers are recommended to incorporate ISTE Technology Standards for Students into their lesson plans These standards are taken from the International Society for Technology in Education (2017) 1) Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes b Students build networks and customize their learning environment in ways that support the learning process c Students use technology to seek feedback that informs and improves their practice to demonstrate their learning in a variety of ways d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transger their knowledge to explore emerging technologies 2) Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world b Students engage in positive, safe, legal, and ethical behavior when using technology including social interactions online or when using networked devices c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual propery d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online 3) Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others a Students plan and emply effective research strategies to locate information and other resources for their intellectual or creative pursuits b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other sources Revised March 2017 Page 113 c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions d Studetns build knowledge by actively exploring real-worl issues and problems, developing ideas and theories and pusuing answers and solutions 4) Innovative Designer – Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks c Students develop, test and refine prototypes as part of a cyclical design process d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems 5) Computational Thinker – Students develop and emply strategies for understanding and solving provlems in ways that leverage the power of technological methods to develop and test solutions a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions 6) Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication Revised March 2017 Page 114 b Students create original works or responsibly repurpose or remix digital resources into new creations c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations d Students publish or present content that customizes the message and medium for their intedned audences 7) Global Collaborator – Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions International Society for Technology in Education 2017 ISTE Standards for Students Revised March 2017 Page 115