document resume ed 330 194 author merkoski, kay title … · 2014-03-24 · introduction: the...

DOCUMENT RESUME

ED 330 194 EC 300 166

AUTHOR Merkoski, KayTITLE Project EAGLE (Early Academic Gifted Learning

Experience): A Program for Gifted and TalentedStudents (Grades K-3)--Sound; Groups 1; Geoboards 1;Animals; and Dinosaurs 1.

INSTITUTION Somers Point Public Schools, N7.SPONS AGENCY New Jersey State Dept. of Education, Trenton.PUB DATE 88

NOTE 59p.; For related documents, see EC 300 164-168.PUB TYPE Guides - Classroom Use - Instructional Materials (For

Learner) (051) -- Guides - Classroom Use - TeachingGuides (For Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Acoustics; Animals; Classification; Curriculum;

*Enrichment Activities; Geometric Concepts; *Gifted;*Learning Activities; Primary Education; ProgramImplementation; Special Programs; *Talent; *TeachingMethods; Thematic Approach

IDENTIFIERS Dinosaurs; Geobcards

ABSTRACT

Five activity booklets are presented for implementingProject EAGLE, an enrichment program for gifted and talentedprimary-level children. The first booklet, "Sound," contains fouractivity pages to accompany teaching of the concept that sound istransmitted through air to the ear. The "Groups 1" booklet providesnine enrichment activities involving classification of people andobjects into groups based on variable attributes. "Geoboards 1"illustrates 10 geoboard shapes for students to copy on theirgeoboards and on paper. "Animals 1" presents five activities dealingwith the different habitats of animals (air, land, and water.)"Dinosaurs 1" identifies dinosaurs and classifies them as herbivores,carnivores, or omnivores in six enrichment activities. (JDD)

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U.S. DEPARTMENT OF EDUCATIONOffice of Educahonal Releerth and ImOrovement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his dOcument has been reproduced as,ece.vea from the person or organizationoriginating

r Minor changes have been snide to improvefeprOduCtiOn Quality

Points of view or opinions staled in this docu-ment do not necessarily represent officialOERI position or policy

A%)"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

tiustalZotak1/4,

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

SOUND

NameDate

Draw pictures of two things oranimals that make sounds youlike to hear.

i .

Draw pictures of two things oranimals that make sounds youdon't like to hear.

1.

Instructions:

Color the pictureson page 3. Cut out onlythe pictures of things

that make soundsand paste them

in the box on page 4.

SOUND: Teaching Notes

PROJECT EAGLE booklets are centered around multi- andinter-disciplinary thematic concepts. The booklets are designed to be anaccompaniment to the concept which should be introduced, reinforld andextended by the teacher during the period of study. Please see theCurriculum Guides in Project EAGLE Manual for more information.

Enrichment concept: Sound is energy transmitted through air to the ear.

Introduction: The teacher .presents several objects that make sounds.Students experiment with the objects and discuss the type of sound eachmakes. The teacher gives a simple introduction to sound energy,vibrations and the ear drum.

Page 1: Self-explanatory.

Pages 2-4: Students decide which objects or animals make sounds andcolor, cut and paste them onto pap four. Student responses may differdepending upon each student's thinking. If pictures seem incorrectlyplaced, the student should justify his or her response.

Pages 5-6: Self-explanatory.

Extension: Encourage students to nmke, explore and discuss simplemusical instruments. Students could make shoebox guitars, water glasses,whistles etc..

0 Somers Point Schools, 1988

.

.

1

teli

Paste the things thatmake sounds here.

What kind of soundwould this dinosaurmake?

What would the dinosaursay if it could talk to you?

,MILe

9

Draw a picture of what you thinkthe following sounds might look like:

10

Project EAGLE(Ea;"ly Academic Gifted Learning Experience)

GROUPS

A Program forGifted and Talented Students

(Giades K-3)

Kay MerkoskiSomers Point Public SchoolsSomers Point, NJGraphics by run Faberty

Project EAGLE(Early Academic Gifted Learning Experience) '71

GROUPS 1


(Giades K-3)

Kay MerkoskiSomers Point roblic SchoolsSomers Point, NJGraphics by Tim Fahek y

12

GROUPS 1: Teaching Notes

PROJECT EAGLE booklets are centered around multi. and inter.disciplinarythematic concepts. The booklets are designed to be an accompaniment to theconcept which should be introduced, reinforced and extended by the teacherduring the period of study. Please see the Curriculum Guides in Project EAGLEManual for more information.

Enrichment concept: People and objects can be classified into groups based onvariable attributes.

Introduction: The teacher can discuss how the Project EAGLE group can beclassified into different groups. For example: boys, girls, students with brownhair, students with sneakers, etc. Encourage the students to find many ways ofgrouping the students and items in the room.Distribute assorted manipulatives and direct the students to group and explain therationale for grouping.

Page 1: Explain that the first page concerns a group called PLACES. Discuss eachplace. Who or what could live in each of these places? Accept a variety of answersproviding the students can justify each grouping.

Page 2: Explain that sometimes things or people might not fit into a group becausesomething might be different. Which one is different in each row? Answers: Row1, number 3; Row 2, number 1; Row 3, number 2.

Page 3: Students may have a few items circled or underlined twice dependingupon their reasoning. Ask them to explain their choices.

Page 4: Discuss with the students how each row is a group. Instruct the students todraw two more items in each row that would fit Into the same group.

Page S: Students should matdi the pictures. Depending upon the reasoningprocess, students may have different matches. For example, the penguin and killerwhale are both black and white. Or, a student may match the penguin with themagnet. Also, the birds may be matched together or the parrot and cat matched asdomestic animals. Accept reasonableanswers.

Pages 64: The students try to analyze and match the child's picturewith the item.They read the dues, color the pictures and cut out the pictures ofthe children inthe last row. They should paste the appropriate child's picture in the blank spacebased on information given in the dues.

Page 9: The students should think of a group, draw six things that belong in thegroup and then name the group.

Extension: Encourage the students to bring in objects that belong in a mysterygroup and have other students guess the group.


GROUPS I

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NameDate

Who or what could live in these places?

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INSTRUCTIONS:Draw a blue line under the things you might

find on a walk at the beach.Draw a green circle around the things you

might find on a walk In the jungle.Uraw a red X on the things you could use ff

you didn't want to walk.

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INSTRUCTIONS:Look at each row. What is the same abouteach group? Draw two more pictures in eachrow that belong in the group.

C S

A0s

5.

INSTRUCTIONS:Look at the pictures. Find two things that amthe same in some way. Draw a line to connectthose things.

19

INSTRUCTIONS:Read the clues, cut out the pictures andmatch the children with their Woks.

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2

INSTRUCTIONS:Read the clues, cut out the pictures andmatch the children with their homes.

lives in a home made of logs.

climbs a ladder to get to her home.

4

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1\v.

9.

INSTRUCTIONS:Draw six things that belong together as a group.

What is the name of your group?

23

Project EAGLE(Early Academic Gifted Learning Experience)

GEOBOARDS


(Grades K-3)

Kay MerkoskiSomers Point Public SchoolsSomers Point, NJGraphics by Tim Faherty

GEOBOARDS 1: Teaching Notes

PROJECT EAGLE booklets are centered around multi- andinter-disciplinary thematic concepts. The booklets are designed to be anaccompaniment to the concept which should be introduced, reinforced andextended by the teacher during the period of study. Please see theCurriculum Guides in Project EAGLE Manual for more information.

Enrichment concept: The manipulation problem-solving and recording ofgeometric shapes (simple to multi-layer designs).

Introduction: Introduce the students to geoboards by permitting freemanipulation and discovery. Encourage students to discuss theirobservations.

Pages 1-2: Instruct the students to copy shape #1 on their geoboardsEXACTLY in the position designated on the page. Students then turn thepage and record the shape EXACTLY on tile answer sheet for shape #1.Students will need plenty of pracdce recording shapes precisely.

Pages 3-10: Pages are completed in the same wayas page one. Designon page five is probably the most difficult and requires patience andpractice but most students will be able to complete it precisely.

Page 11: Students will have had plenty of time to experiment with thegeoboards. Encourage students to create an original design on theirgeoboards and record it on this page. Students give their design a title.

Extension: After students have created and named their own designs, copyand distribute the designs for other Project EAGLE students to try.


25

GEOBOARDS 1 I

Instructions: copy the shape on your geoboard.

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2 '7

Ins ctions: draw the $ that is on yourg board In the s low.

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a

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a a a

a a

2 8

4

Ins ctions: draw the sha that is on yourg ard in the spa low.

3 0

Instructions: draw the sha that is on yourg ard in the spa low.


33

Instructions: draw the sha that is on yourg board in the s low.

.

3 4


t #9

9

35

Instructions: draw the shape that is on yourgeoboard in the space below.

10

36

11

Instructions: Make your own designon yourgeoboard and then copy it here.

Give your shape a name:

37


ANIMALS 1


(Grades K-3)


ANIMALS 1: Teaching Notes


Enrichment concept: Animals live in different habitats: air, land and water.

Introduction: The teacher presents pictures of animals in a variety ofhabitats and discusses each one. Why do some animals prefer certain typesof habitats? Does the habitat haveany effect on the animal?.

Page 1: Students may need help reading the words. Some students maycircle words in a different way. For example: students may have seen goatsin a petting zoo or a duck at a wildlife refuge and not associate theseanimals with a farm. Student answers are correct if the category can bejustified.

Pages 2 and 3: Students color, cut out and paste pictures of animals in theappropriate categories. Again, allow some leeway for alternate studentresponse&

Page 4: The pictures drawn should be appropriate for the particularhabitat.

Pages 5 and 6: Teacher and students review the pictures and dicuss them.Students color, cut out and paste pictures for the story and then use any orall leftover pictures to complete the story their own way. Mechanics areless important here than ideas.

Pages 7 and 8: Teacher and students review the pictures and discus&Students begin and complete the story on their own.

Extension: Students may read about or discuss various animals and deddehow the habitat affects the animal's food, safety and habits.


39

Circle all the animals youwould find on a farm.Where would you see

the other animals?

duck tiger owl

cow Pig zebramonkey goat elephantgiraffe lion cat bearhorse chicken lamb

seal turkey gorilla dog

Color, cut out and pasteeach picture where itbelongs on page 3.

P->

42

AIR

LAND

WATER

THE JUNGLEColor, cut out and paste In the pictures

below to complete the story.

Hari Is a little, brown

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; who lives in the jungle1611111111111111011111111111

and eats bananas. He has a friend who Is a

Hari likes to climb on arem UUUUU

One day he saw aUna amase.

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Finish the story on the lines below and on the next pageusing the rest of the pictures.

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7.Look at the pictures below. Think of a story you canwrite using the pictures. Use as many of the picturesas you can In your story. Use the next page, too

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DINOSAURS 1


(Grades K-3)


4 9

DINOSAURS 1: Teaching Notes


Enrichment concept: The identification of dinosaurs and classification ofherbivores, carnivores and omnivores.

Introducdon: The teacher displays posters and pictures of dinosaurs anddinosaur fossils for students to discuss.

Page 1: Using reference books designed for primary grade students, thestudents find the dinosaurs pictured on page one. Students should write inthe dinosaur name& From left to right on the page, the dinosaurs picturedare: diplodocus, archaeopteryx, apatosaurus, trachodon, sakgosaurus,triceratops, tyrannosaurus, elasmosaurus and ankylosamvs.

Page 2: Discuss with the students what is happening in each picture.Students may need tfficher help to write about what is happening.

Pages 34: Self-explanatory.

Pages 5-7: Students may need help classifying dinosaurs into meat eaters,plant eaters or both. Dinosaur features are important clues; referencebooks should be utilize&

Page 8: Self-explanatory.

Extension: Students should realize that not all dinosaurs lived at thesametime. Using string and index cards, studecits can make a time linepinpointing the appearance and disappearance of dinosaurs.

0 Somers Point Schools, 1988 50

Look at the pictures and write aboutwhat is happenings

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Draw a place where "Dino" can goto do the following things:

TO THINK TO HAVE FUN

TO GO ON VACATION TO LEARN

Color, cut and paste the dinosaur together.

Instructions:

Most dinosaurs wereplant-eaters, but

some were meat-eaters.

Color the dinosaurson page 6 , cut them outand paste them in the

correct space on page 7.

Meat-eaters

Plant-eaters

What pictures can you drawusing these dinosaur eggs?

t.

59

document resume ed 330 194 author merkoski, kay title … · 2014-03-24 · introduction: the...

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