5th grade gifted curriculum - park hill school district€¦ · 5th grade gifted curriculum. course...

Board Approved 2016

5th Grade Gifted Curriculum

Course Description: Description - Times New Roman 12 Font Scope and Sequence:

Timeframe Unit Instructional Topics

30 Sessions Critical Thinking in the World

Topic 1: Critical Thinking in the World

30 Sessions Learning the Lingo Topic 1: Learning the Lingo

30 Sessions My Path in the World (Career Paths and Research)

Topic 1: Who am I and what is my story?

Draft: June, 2016 P a g e | 2

Critical Thinking in the World

Subject: Gifted Grade: 5 Name of Unit: Critical Thinking in the World Length of Unit: 30 Sessions Overview of Unit: Students will engage in critical thinking and problem-solving in real world situations. In particular-- in the first semester, students will focus on “Epidemic”, an EIE STEM curricular resource that asks students to study and create solutions to a worldwide health epidemic. In the second semester, students will use the information they have gathered through research and learnings about economics to create a business start-up in their career field. Priority Standards for unit:

● 3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.

● 5.7. Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those goals.

● NGSS.SEP.3 Planning and Carrying Out Investigations ● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology (ISTE 1 - Creativity and Innovation). ○ Apply existing knowledge to generate new ideas, products, or processes. ○ Create original works as a means of personal or group expression. ○ Use models and simulations to explore complex systems and issues. ○ Identify trends and forecast possibilities.

● Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

○ Develop cultural understanding and global awareness by engaging with learners of other cultures.

○ Contribute to project teams to produce original works or solve problems. ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words. Supporting Standards for unit:

● N/A .


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK knowledge and skills for

living and being productive in a multicultural, diverse,

and global society Develop Apply 2 future career goals and the

talent development pathways to reach those

goals Identify Understand 2 Out Investigations Planning, Carrying Apply, Create 2, 3

Information Obtaining, Evaluating,

Communicating Create 3 creative thinking, construct

knowledge, and develop innovative products and

processes using technology Demonstrate Apply 2 digital media and environments to

communicate and work collaboratively, including at

a distance, to support individual learning and

contribute to the learning of others Use Apply 2

abstractly and quantitatively Reason Apply 2, 3 content presented in diverse

media and formats, including visually and

quantitatively, as well as in words Integrate, Evaluate Evaluate 3


Essential Questions: 1. How do I appropriately assert my needs and desires when working with others? 2. How do I actively listen and evaluate ideas in order to adjust my thinking and behavior

based on the expressed needs and desires of others? 3. How do I maximize my own gifts and the gifts of others in working towards a goal? 4. How can GRIT help me attain my goals? 5. How can I use knowledge from one domain or practice and apply or adapt it to new

situations to deepen or expand my thinking? Enduring Understanding/Big Ideas:

1. I can recognize and be attentive to the needs and desires of those with whom I work, while being respectful of differences.

2. I can communicate and participate effectively and appropriately with diverse groups of people

3. I can work hard, participate, and listen while working in groups. I know when to take the lead and when to encourage others to lead in our shared work.

4. My mindset determines how I respond to failure. A growth mindset allows for resilience and continued effort towards solving difficult problems and meeting my goals. (Growth, Resilience, Initiative, and Tenacity).

5. I can transfer my learning from one task or problem to a novel problem or situation through seeing patterns, relationships, and commonalities.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

● Critical Thinking ● Metacognition

● Capitalism ● Economics ● Engineering/Design Process (State the

problem, generate ideas, select a solution, build the item, and evaluate the results).

Resources for Vocabulary Development: ● http://www.econedlink.org/ ● Economic and Personal Finance Curriculum Resource


Topic 1: Critical Thinking in the World

Engaging Experience 1 Title: EIE Contagion Suggested Length of Time: 10 Sessions Standards Addressed Priority:

● NGSS.SEP.3 Planning and Carrying Out Investigations ● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology (ISTE 1 - Creativity and Innovation).

○ Apply existing knowledge to generate new ideas, products, or processes. ○ Create original works as a means of personal or group expression. ○ Use models and simulations to explore complex systems and issues. ○ Identify trends and forecast possibilities.





○ Contribute to project teams to produce original works or solve problems. ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words. Supporting:

● N/A Detailed Description/Instructions: Students will be faced with a real world medical/public health crisis. Students will work in teams to research the problem and the possible solutions. They will evaluate their findings and present them to the class for further discussion, feedback, and improvement for implementation. Student choice or given a problem...can we provide example...any guidelines for presentations (include at least). Bloom’s Levels: Application, Analysis, Synthesis, Evaluation Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 2 Title: Economics and Entrepreneurship Suggested Length of Time: 18 Sessions Standards Addressed Priority:











○ Contribute to project teams to produce original works or solve problems. ● NGSS.SEP.3 Planning and Carrying Out Investigations ● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words. Supporting:

● N/A Detailed Description/Instructions: Students will use their knowledge of their chosen career path(s) and study of economics to create start-ups that meet a need in their career fields. The first 8 weeks of the unit will involve the exploration of advanced economic and personal finance concepts, including: building a budget, setting financial goals, building credit, public and private goods, etc. This unit will culminate in a project (start-up) proposal that will include the following:

● A unique idea for a business start-up in their chosen career field ● A detailed argument for why this start-up fills a niche in the market ● A proposed budget for the business to start ● A plan for raising capital for the start of the business ● A list of human, capital, and natural resources needed ● A pitch/commercial to advertise their idea ● A reflection on the economic concepts that have guided their project proposals

Bloom’s Levels: Create, Synthesis, Evaluation, Analysis, Application; Webb’s DOK: 2, 3, 4 Rubric: To be created


Engaging Scenario

Engaging Scenario Students will create a start-up proposal aligned to the economic and career path explorations. They will present their work to the class for further feedback.

Rubric for Engaging Scenario: To be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

1 Contagion

Students will be faced with a real world medical/public health crisis. Students will work in

teams to research the problem and the possible solutions. They will evaluate their findings and present them to the class for further discussion, feedback, and improvement for implementation.

Student choice or given a problem...can we provide example...any guidelines for presentations (include

at least).

10 Sessions

1 Economics and Entrepreneurship

Students will use their knowledge of their chosen career path(s) and study of economics to create

start-ups that meet a need in their career fields. The first 8 weeks of the unit will involve the

exploration of advanced economic and personal finance concepts, including: building a budget,

setting financial goals, building credit, public and private goods, etc. This unit will culminate in a project (start-up) proposal that will include the

following: ● A unique idea for a business start-up in their

chosen career field ● A detailed argument for why this start-up fills a

niche in the market ● A proposed budget for the business to start ● A plan for raising capital for the start of the

business ● A list of human, capital, and natural resources

needed ● A pitch/commercial to advertise their idea

● A reflection on the economic concepts that have guided their project proposals

18 Sessions


Learning the Lingo

Subject: Gifted Grade: 5 Name of Unit: Learning the Lingo Length of Unit: 30 Sessions Overview of Unit: Students will learn professional communication skills in the following areas: vocabulary development, listening and responding to arguments in professional ways (philosophical chairs), cultural competence, and goal/agenda setting through collaboration and reflection. Priority Standards for unit:


● 4.4. Cultural Competence. Students with gifts and talents value their own and others’ language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups. 1 They use positive strategies to address social issues, including discrimination and stereotyping.

● 4.5. Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.

● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of

evidence and rhetoric. ● CCSS.ELA.CCRA.R.6 Assess how point of view or purpose shapes the content and style

of a text. ● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words. ● CCSS.ELA.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Supporting Standards for unit: ● N/A





Levels Webb's DOK knowledge and skills for

living and being productive in a multicultural, diverse,

and global society Develop Apply 2 their own and others’

language, heritage, and circumstance Value Apply 2

competence in interpersonal and technical

communication skills Develop Apply 2, 3 abstractly and quantitatively Reason Apply 2, 3

a speaker's point of view, reasoning, and use of evidence and rhetoric Evaluate Evaluate 2 how point of view or

purpose shapes the content and style of a text Assess Evaluate 3

content presented in diverse media and formats,

including visually and quantitatively, as well as in

words Integrate, Evaluate Evaluate 3 the argument and specific claims in a text, including

the validity of the reasoning as well as the relevance and sufficiency of the evidence Delineate, Evaluate Evaluate 3


Essential Questions: 1. How does my family life and culture shape my learning and how I engage in the world? 2. How do I appropriately assert my needs and desires when working with others? 3. How do I actively listen and evaluate ideas in order to adjust my thinking and behavior

based on the expressed needs and desires of others? 4. How do I maximize my own gifts and the gifts of others in working towards a goal? 5. Why is resilient mindset important when solving difficult problems? 6. How can GRIT help me attain my goals? 7. Why is perspective important

Enduring Understanding/Big Ideas:

1. The ways I live in my family establish patterns in my thinking and behavior. I must adapt these patterns to the world around me.

2. The choices I make now have consequences for the future. I must plan with the end in mind so that I can purposefully choose paths that lead to achievement of my goals.

3. I can communicate and participate effectively and appropriately with diverse groups of people.

4. I can recognize and be attentive to the needs and desires of those with whom I work, while being respectful of differences.

5. I can work hard, participate, and listen while working in groups. I know when to take the lead and when to encourage others to lead in our shared work.

6. My mindset determines how I respond to failure. A growth mindset allows for resilience and continued effort towards solving difficult problems and meeting my goals. (Growth, Resilience, Initiative, and Tenacity).

7. I can acknowledge that there are different perspectives that lead to different and valuable ideas. Their perspective adds to my own understanding.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

● Cultural ● Empathy ● GRIT ● Mindset (Growth and Fixed) ● Perspective ● Resilient

● Affixes ● Argument ● Etymology ● Philosophical ● Rebuttal ● Roots

Resources for Vocabulary Development: Greek and Latin Root Resources and Word Work


Topic 1: Learning the Lingo

Engaging Experience 1 Title: Greek and Latin Roots Suggested Length of Time: Ongoing Throughout the Year Standards Addressed Priority:


Supporting: ● N/A

Detailed Description/Instructions: Students will routinely engage in the dissection of words using knowledge of Greek and Latin Roots to come to a deeper meaning of words through the tracing of etymology. For this work, students will use Word Roots levels 1 and 2 to guide their thinking and learning about words. Bloom’s Levels: Understanding, Application, Analysis Webb’s DOK: 1, 2, 3 Rubric: To be created Engaging Experience 2 Title: Philosophical Chairs Suggested Length of Time: Ongoing Throughout the Year Standards Addressed Priority:



evidence and rhetoric. ● CCSS.ELA.CCRA.R.6 Assess how point of view or purpose shapes the content

and style of a text. ● CCSS.ELA.CCRA.R.8 Delineate and evaluate the argument and specific claims

in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Supporting: ● N/A

Detailed Description/Instructions: Students will engage in reason and evidence based arguments in order to formulate clear and concise opinions about particular topics, listen to the perspectives and reasonings of others who have differing opinions. For example, students may be


given an article about obesity and laws passed to curb poor food choices. The teacher will provide a statement like: The problem of obesity is so prevalent, governments should be able to create laws that prohibit the consumption of unhealthy foods. Students will choose a side (pro or con) in regards to the provided statement. Students will then begin sharing their opinions (one at a time-- beginning with the affirmative side. Each subsequent respondent must restate the argument presented prior to their contribution and then provide a rebuttal. This continues until each side has shared all of their perspectives supported by evidence. Students may switch sides and/or opinions throughout the conversation-- students’ minds should be open to new perspectives and possibilities throughout the conversation. Bloom’s Levels: Analysis, Synthesis, and Evaluation Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 3 Title: Cultural Competence Suggested Length of Time: Ongoing throughout the year Standards Addressed Priority:





evidence and rhetoric. ● CCSS.ELA.CCRA.R.6 Assess how point of view or purpose shapes the content

and style of a text. ● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words. ● CCSS.ELA.CCRA.R.8 Delineate and evaluate the argument and specific claims

in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Supporting: ● N/A

Detailed Description/Instructions: Students will engage in a variety of stories of experiences from people around the world to develop empathy and understanding of different perspectives. This will be accomplished through Cultural posters depicting family dwellings and possessions from around the world. Students think critically about the families depicted and the values those


families represent. They also think about their own experiences and the ways that they can learn from other perspectives. Students will learn to ask questions to understand perspectives of others-- seeking first to understand then to be understood throughout this process and the conversations following observation and inquiry into the lives of the families. Bloom’s Levels: Apply, Analysis, Synthesis, Evaluation Webb’s DOK: 2, 3 Rubric: To be created


Engaging Scenario

Engaging Scenario Students will develop a Professional Communication Portfolio as evidence of their work and vocabulary, argumentation, and cultural competence development. Students will reflect on their growth throughout the year. At a minimum, students should include in their portfolio:

● Greek and Latin words and roots-- and the dissection of those words and the ways they relate to the chosen career or to a productive healthy life.

● Reflective Journals and logical thinking around difficult discussions (philosophical chairs) and the evidence to support thinking.

● Cultural Competence Reflective Journals that depict the thought processes as students think about and come to understand difference.

Rubric for Engaging Scenario: TBD



Topic Engaging Experience Title


Time

1 Vocabulary Students will routinely engage in the dissection of words using knowledge of Greek and Latin Roots to come to a deeper meaning of words through the tracing of etymology. For this work, students will

use Word Roots levels 1 and 2 to guide their thinking and learning about words.

Ongoing

1 Philosophical Chairs

Students will engage in reason and evidence based arguments in order to formulate clear and concise

opinions about particular topics, listen to the perspectives and reasonings of others who have

differing opinions. For example, students may be given an article about obesity and laws passed to

curb poor food choices. The teacher will provide a statement like: The problem of obesity is so

prevalent, governments should be able to create laws that prohibit the consumption of unhealthy

foods. Students will choose a side (pro or con) in regards to the provided statement. Students will then begin sharing their opinions (one at a time--

beginning with the affirmative side. Each subsequent respondent must restate the argument

presented prior to their contribution and then provide a rebuttal. This continues until each side has shared all of their perspectives supported by

evidence. Students may switch sides and/or opinions throughout the conversation-- students’ minds should be open to new perspectives and

possibilities throughout the conversation.

Ongoing

1 Cultural Competence

Students will engage in a variety of stories of experiences from people around the world to

develop empathy and understanding of different perspectives. This will be accomplished through Cultural posters depicting family dwellings and

possessions from around the world. Students think critically about the families depicted and the values

those families represent. They also think about their own experiences and the ways that they can

Ongoing


learn from other perspectives. Students will learn to ask questions to understand perspectives of others-- seeking first to understand then to be understood throughout this process and the

conversations following observation and inquiry into the lives of the families.


My Path in the World (Career Paths and Research)

Subject: Gifted Grade: 5 Name of Unit: Research/Affective Length of Unit: 30 Sessions Overview of Unit: Students will explore career paths (passion) aligned to their strengths and affinities as a gifted learner. After taking career/interest inventories, students will choose career fields to research and imagine their contributions to those fields of study or work. This unit works concurrently with the other 5th grade gifted units. Priority Standards for unit:

● 1.8. Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).





● NGSS.SEP.3 Planning and Carrying Out Investigations ● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology (ISTE 1 - Creativity and Innovation). ○ Apply existing knowledge to generate new ideas, products, or processes. ○ Create original works as a means of personal or group expression. ○ Use models and simulations to explore complex systems and issues. ○ Identify trends and forecast possibilities.





○ Contribute to project teams to produce original works or solve problems. ● CCSS.MP2 Reason abstractly and quantitatively.


● CCSS.ELA.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

● CCSS.ELA.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

● CCSS.ELA.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

● CCSS.ELA.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

● CCSS.ELA.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

● CCSS.ELA.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Supporting Standards for unit: ● N/A





Levels Webb's DOK future career goals that match their talents and abilities and resources

needed to meet those goals (e.g., higher education opportunities, mentors,

financial support) Identify Understand 2 advanced oral and written

skills, balanced biliteracy or multiliteracy, and creative expression. They fluency

with technologies that support effective communication Demonstrate, Display Apply 2

future career goals and the talent development

pathways to reach those goals Identify Understand 2

and Investigations Planning, Carrying Out Apply 2

Information Obtaining, Evaluating, And

Communicating Evaluate, Apply 2, 3 existing knowledge to new ideas, products, or processes Apply, Generate Apply, Create 2, 3 original works as a means

of personal or group expression Create Create 3

models and simulations to explore complex systems

and issues Use Apply 2 trends and forecast

possibilities Identify Understand 2 with peers, experts, or

others employing a variety of digital environments and

media Interact, Collaborate, And

Publish Apply, Evaluate,

Create 2, 3 information and ideas effectively to multiple

audiences using a variety of media and formats Communicate Apply 2

cultural understanding and global awareness by

engaging with learners of other cultures Develop Create 2


to project teams to original works or solve problems Contribute, Produce Apply, Create 2, 3

and Investigations Planning, Carrying Out Apply 2

Information Obtaining, Evaluating, And

Communicating Apply, Evaluate 2, 3 abstractly and quantitatively Reason Evaluate 3

short as well as more sustained research projects based on focused questions, understanding of the subject

under investigation Conduct, Demonstrating Apply 3, 4 relevant information from multiple print and digital

sources, assess the credibility and accuracy of

each source, and the information while avoiding

plagiarism Gather, Integrate Apply 2 a speaker's point of view,

reasoning, and use of evidence and rhetoric Evaluate Evaluate 3 how point of view or

purpose shapes the content and style of a text Assess Evaluate 3

and content presented in diverse media and formats,

including visually and quantitatively, as well as in

words Integrate, Evaluate Apply, Evaluate 2, 3 and the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of

the evidence Delineate, Evaluate Apply, Evaluate 2, 3


Essential Questions: 1. How does my family life and culture shape my learning and how I engage in the world? 2. Why is it important to think and plan for the future? 3. How are my future aspirations shaped by my mindset, preferences, gifts, and talents? 4. How do I actively listen and evaluate ideas in order to adjust my thinking and behavior

based on the expressed needs and desires of others? 5. How can I use research as a tool for lifelong learning? 6. Why is resilient mindset important when solving difficult problems? 7. How can GRIT help me attain my goals? 8. How can I use knowledge from one domain or practice and apply or adapt it to new

situations to deepen or expand my thinking? Enduring Understanding/Big Ideas:

1. The ways I live in my family establish patterns in my thinking and behavior. I must adapt these patterns to the world around me.

2. The choices I make now have consequences for the future. I must plan with the end in mind so that I can purposefully choose paths that lead to achievement of my goals.

3. My unique character and gifts lead me towards certain interests and opportunities. 4. I can communicate and participate effectively and appropriately with diverse groups of

people. 5. I can work hard, participate, and listen while working in groups. I know when to take the

lead and when to encourage others to lead in our shared work. 6. The research skills that I am developing can be used throughout my life to explore

curiosities and to add to my abilities and understandings. 7. My mindset determines how I respond to failure. A growth mindset allows for resilience

and continued effort towards solving difficult problems and meeting my goals. (Growth, Resilience, Initiative, and Tenacity).

8. I can transfer my learning from one task or problem to a novel problem or situation through seeing patterns, relationships, and commonalities.


Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

● (Growth, Resilience, Initiative, and Tenacity).

● Capital ● Economics ● Forward-Looking Story ● GRIT ● Interest Inventories ● Investment ● Mindset ● Monetize ● Passion ● Philanthropy ● Students determine their own content

specific vocabulary, determined by their chosen career field.

● Lingo

Resources for Vocabulary Development: Latin and Greek Roots and Word Dissection Tools TBD


Topic 1: Who am I and what is my story?

Engaging Experience 1 Title: Interest/Career Inventories and Self-Reflection around experiences and core values (Composing our back story) -- Aligns with Big6 Task Definition Suggested Length of Time: 3 Sessions Standards Addressed Priority:






Detailed Description/Instructions: Students will inquire into their own experiences and interests through self-reflective journals and interest/career inventories to narrow a focus for career field research. By the end of this unit, students will have selected a career field to explore in their research that aligns with their core values and interests. Students will explore through reflective narratives. Bloom’s Levels: Apply, Analyze, Evaluate Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 2 Title: Identifying Trustworthy/Reliable Resources and Experts in their Chosen Field. Aligns with Big6 Information Seeking Strategies & Location and Access Suggested Length of Time: 3 Sessions Standards Addressed Priority:


● 4.4. Cultural Competence. Students with gifts and talents value their own and others’ language, heritage, and circumstance. They possess skills in


communicating, teaming, and collaborating with diverse individuals and across diverse groups. 1 They use positive strategies to address social issues, including discrimination and stereotyping.



● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.W.7 Conduct short as well as more sustained research projects

based on focused questions, demonstrating understanding of the subject under investigation.






Detailed Description/Instructions: Students will begin the process of seeking trustworthy and reliable resources (including identifying experts in a chosen field) by investigating several resources as a group. This unit will focus on developing an understanding of identification and evaluation of resources and trustworthiness by reviewing certain criteria. Bloom’s Levels: Evaluation, Application Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 3 Title: Fact Finding: Aligns with Big6 Use of Information Suggested Length of Time: 6 Sessions Standards Addressed Priority:

● NGSS.SEP.3 Planning and Carrying Out Investigations ● NGSS.SEP.8 Obtaining, Evaluating, and Communicating Information ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.W.7 Conduct short as well as more sustained research projects








Detailed Description/Instructions: Students identify, gather, and organize information from multiple sources. Students will be using a variety of primary and secondary resources to compile information regarding their chosen career path. Bloom’s Levels: Apply, Analyze, Evaluate Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 4 Title: Bringing it together: Aligns with Big6 Synthesis Suggested Length of Time: 6 Sessions Standards Addressed Priority:





● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.W.7 Conduct short as well as more sustained research projects


Detailed Description/Instructions: Students will synthesize information from the notes and data collected in the research process to develop a thesis statement and a logical and reasoned paper. Student will learn/remember the components of a thesis statement through class discussion and review. At a minimum, papers should include a thesis statement, a brief history of the career, a personal reflection on their interest inventories and experiences that led them to that


field, the significance of that field in the world, the job and education requirements to participate in the field and preparations/experiences that might prepare them for that career. Bloom’s Levels: Create, Evaluate, Analyze Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 5 Title: Composing a forward looking story: Aligns with Big6 Synthesis and Evaluation Suggested Length of Time: 12 Sessions Standards Addressed Priority:














○ Contribute to project teams to produce original works or solve problems. ● CCSS.MP2 Reason abstractly and quantitatively. ● CCSS.ELA.CCRA.W.7 Conduct short as well as more sustained research projects







Detailed Description/Instructions: Students will compose forward looking stories about careers and their future (imagined) experiences. They will identify what they have learned from the research project to synthesize their understandings. Professionals from the community will also be invited to share their experiences as they composed their own career stories-- students will use this opportunity to learn from the experience of others and reflect on those experiences to bring greater understanding of their path forward. Bloom’s Levels: Create, Analyze, Evaluate Webb’s DOK: 2, 3, 4 Rubric: To be created


Engaging Scenario

Engaging Scenario Students will compose their story as a way of understanding who they are and what they value. Students will reflect on their past experiences and interests that led them to their chosen career field. Students will set short and long-term goals that would enable them to come meet their career outcomes. Students will also compose a forward looking story that imagines what life might be like in their future chosen career-- and what impacts they might add to their chosen field of study and perhaps how that might make the world a better place.

Rubric for Engaging Scenario: To be created



Topic

Engaging Experience Title


Time

1 Who am I and what is my story?

Students will inquire into their own experiences and interests through self-reflective journals and interest/career inventories to narrow a focus for career field research. By the end of this unit, students will have selected a career field to

explore in their research that aligns with their core values and interests. Students will explore through

reflective narratives.

3 Sessions

1 Identifying trustworthy/reliabl

e resources in a chosen field

Students will begin the process of seeking trustworthy and reliable resources (including

identifying experts in a chosen field) by investigating several resources as a group. This

unit will focus on developing an understanding of identification and evaluation of resources and trustworthiness by reviewing certain criteria.

3 Sessions

1 Fact Finding Students identify, gather, and organize information from multiple sources. Students will

be using a variety of primary and secondary resources to compile information regarding their

chosen career path.

6 Sessions

1 Bringing it Together

Students will synthesize information from the notes and data collected in the research process to

develop a thesis statement and a logical and reasoned paper. Student will learn/remember the components of a thesis statement through class discussion and review. At a minimum, papers

should include a thesis statement, a brief history of the career, a personal reflection on their interest inventories and experiences that led them to that field, the significance of that field in the world,

the job and education requirements to participate in the field and preparations/experiences that

might prepare them for that career.

6 Sessions


1 Composing a Forward Looking

Story

Students will compose forward looking stories about careers and their future (imagined)

experiences. They will identify what they have learned from the research project to synthesize their understandings. Professionals from the community will also be invited to share their

experiences as they composed their own career stories-- students will use this opportunity to learn from the experience of others and reflect on those experiences to bring greater understanding of their

path forward.

12 Sessions


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

5th grade gifted curriculum - park hill school district€¦ · 5th grade gifted curriculum. course...

Documents