gifted standards based lesson plan: gps extension · name _____ divergent thinking divergent...
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CCSD Version Date: May 2011
Gifted Standards Based Lesson Plan: GPS Extension
Name of Lesson: Tools of the Trade – Lesson 3
Topic: Relationships & Connections - Critical Thinking
Lesson Summary:
Students will identify the thinking skills that will help them make relationships in their future
research projects. Students will explore the critical thinking skills necessary to understand the
relationship between their thinking skills and their success as a Target student. This will be
accomplished by having the students move through several task stations, each with a different
thinking strand emphasis: divergent, convergent, relationships and connections, and affective. After
completing each of the four stations students will explore the evaluative thinking process by rating
the ideas they generated in the divergent thinking center. To conclude the lesson, students will
identify each of the thinking strands necessary for Target student success.
Gifted Standard and element(s):
G1CG4: Relationships and Connections: Students will make relationships and connections among
various topics and disciplines.
a. Explore critical thinking skills needed to understand and construct relationships.
Supporting Georgia Performance Standard(s) and element(s):
S1L1b Basic Needs of Animals - Identify the basic needs of an animal.
S1L1d Compare and Describe Various Animals - Compare and describe various animals -
appearance, motion, growth, basic needs.
SS1G3.c Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and
coasts).
SS1G3.a Locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Essential Question(s) (Enduring Understanding):
How do I identify relationships within the information/topic of study?
Lesson Essential Questions:
How do I use thinking skills to identify relationships?
Assessment Description/Performance Task:
Constructed response Informal assessment
Performance task Selected response
Brief Description of Assessment:
At each center, students will complete one graphic organizer with the appropriate clues, information,
or ideas. In response to a question prompt, students will complete a short written reflection at the
end of each station task. Students will complete an evaluation of their ideas from the Divergent
Thinking Station.
ALP Thinking Log: Students will reflect on the different types of thinking they used in identifying
relationships.
Instructional Methods:
Prior to the lesson:
Teacher will need to make copies of student task sheet for each station.
Teacher will need to create a poster size version of the Scientist Poster.
Teacher will need to gather 8-10 different habitat related items (1 of each) – leaf, rock, stick,
bark, pine cone, gum ball, acorn, grass (wad), pine straw, flower petals, etc. Place these items
CCSD Version Date: May 2011
into an open shoebox or similar container so they may be easily viewed by students.
Hook/Activator:
Students will identify the thinking skills that will help them make relationships in their future
research projects.
Teacher will lead a discussion about the different tools that we use in our everyday lives. Teacher
will show students a variety of eating utensils: a spoon, a fork, a knife, a large spoon, a gravy ladle,
a butter knife, etc.
Teacher will question students about how why we have these utensils, and how each is used;
getting to the idea that different utensils have different functions. Guiding questions can be:
Why do we call these tools?
How do we use them?
Do they all have the same purpose?
How are they alike and different?
The teacher can then lead the conversation into a discussion of the tools of a scientist.
What are the special tools of a scientist?
How do they use these tools?
Do their tools have different jobs?
Is thinking a tool? How?
The teacher will guide students to an understanding that all types of thinking are not alike and
different types of thinking are more useful in certain situations than other types of thinking. The
teacher can generate a list of possible examples from students and point out the differences in each
example of thinking – solving mysteries, puzzles, or problems, brainstorming ideas or solutions,
making judgments, seeing relationships, and understanding oneself, to name a few.
Teaching Strategy:
1. Show students each of the four graphic organizers that they will be using: Convergent
Thinking Matrix, Divergent Thinking Web, Relationships & Connections Chart, & Affective
Scientist (located in this document). Tell them that they will use a different organizer in each
of the four stations.
2. Divide your students into four groups. Each Group will work at a different station, rotating
through the four stations together.
3. Using the task sheet at each station, the teacher will explain how to complete each task.
4. Assign each student a beginning station.
5. After 10 minutes the teacher will ask students to rotate to the next station. Continue until
students have worked at each center.
6. After all stations have been completed, students will use the Evaluative Thinking Student Task
sheet to evaluate their results from the Divergent Thinking Task.
7. Have students discuss their evaluations of the Divergent Thinking Task.
Summary by the Learner:
Students will identify the thinking skills that will help them form relationships within their future
research projects. Have students share the results from all station tasks, asking questions such as:
How were the types of thinking different or alike?
How were the types of thinking helpful in understanding relationships between
scientists, animals, habitats, plants?
Which type of thinking did they find most helpful in identifying relationships?
Differentiation:
More Capable:
1. Students who complete the convergent thinking and/or relationships & connections stations
may select a scientist and draw a picture that illustrates the relationship between the scientist
and the environment where he would conduct his study. Students should include at least two
animals and two plants that would present in that particular habitat.
2. See Divergent Thinking Extension Activity (located within this document).
Less Capable:
1. Less capable students may be paired with a more capable student to work as partners or
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buddies. Teacher should act as facilitator, circulating among groups.
2. Teacher may opt to “travel” with a particular group who may need additional assistance,
circulating periodically to monitor progress of other groups.
Materials for this Lesson:
Station Materials:
Divergent Thinking Station Task Copies Convergent Thinking Station Task Copies
Affective Thinking Station Task Copies Relationships Station Task Copies
One open shoebox (for Divergent Thinking Station) containing 8-10 different habitat related items
(1 of each) – leaf, rock, stick, bark, pine cone, gum ball, acorn, grass (wad), pine straw, flower
petals, etc.
Pencils
Vocabulary for this Lesson:
convergent thinking, divergent thinking, evaluative thinking, relationships, affective thinking,
relationships, Attributes, camel, gorilla, coyote, toucan, platypus, penguin, Asia, Africa, North
America, South America, Australia, Antarctica, jungle, desert, rainforest, polar oceans, fresh water,
forest, squid, crustaceans, rodents
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Name ______________________ Divergent Thinking
Divergent Thinking Station – Teacher Example
Follow the directions below to complete the divergent thinking task.
1. Select an object from the box on the table.
2. Write the name of that object in the oval on your paper. 3. In the space below, create a thinking web.
4. Make one bubble on the web for each of the many ways this object could be used by different animals. Write your idea in the bubble.
A rain
water bowl
for a bird
Squirrels
use to build
nests
Bugs use it
as an
umbrella in
the rain
Caterpillars
eat them and
build their
cocoons on
them
A glider for
a ladybug
A Deer’s
meal
Insulation
in a rabbit
burrow
A raft to
carry a bug
across a
puddle
Leaf
Divergent thinkers start with a relationship to generate ideas. How did thinking
about the relationship between the item from box and the different animals help you generate ideas? Explain your thinking on the back of this page.
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Name ______________________ Divergent Thinking
Divergent Thinking Station
Follow the directions below to complete the divergent thinking task.
1. Select an object from the box on the table.
2. Write the name of that object in the oval on your paper. 3. In the space below, create a thinking web.
4. Connect a new bubble to the web for each of the many ways this object could be used by different animals. Write your idea in the new bubble. Connect a
new bubble for each new idea.
Divergent thinkers start with a relationship to generate ideas. How did thinking about the relationship between the item from the box and the different animals
help you generate ideas? Explain your thinking on the back of this page.
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Name _____________________ Convergent Thinking Convergent Thinking
Graphic organizers often help convergent thinkers organize information to find answers and draw conclusions. Directions: Step 1: Sort the cards into categories in the graphic organizer. Step 2: Rearrange the cards within each category so that each row has a relationship (goes together). Step 3: When you have placed everything in the graphic organizer where you think it belongs, pick a title
that tells what the graphic organizer is about.
Topic Title: Category 1:
Category 2:
Category 3:
Category 4:
Convergent thinkers organize their clues to help them find answers and draw conclusions. How did organizing the
information help you identify the relationships between the clues? Explain your thinking on the back of this page.
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Name _____________________ Convergent Thinking – Key Convergent Thinking Graphic organizers often help convergent thinkers organize information to find answers and draw conclusions. Directions: Step 1: Sort the cards into categories in the graphic organizer.
Step 2: Rearrange the cards within each category so that each row has a relationship (goes together). Step 3: When you have placed everything in the graphic organizer where you think it belongs, pick a title
that tells what the graphic organizer is about.
Topic Title: Category 1:
Animals Category 2:
(Animal)
Habitats
Category 3: Continents
(Where Animals Live)
Category 4: Foods
(Animals Eat)
Gorilla
Jungle
Africa
Leaves, Buds, Barks, &
Fruits
Camel
Desert
Asia
Dates, Grass, Grains
Toucan
Rainforest
South America
Mostly Small Fruits
Penguin
Polar Oceans
Antarctica
Fish, Squid, and Crustaceans
Platypus
Fresh Water
Australia
Worms and Small Shellfish
Coyote
Forest
North America
Mostly Rats and Rodents
Convergent thinkers organize their clues to help them find answers and draw conclusions. How did organizing the
information help you identify the relationships between the clues? Explain your thinking on the back of this page.
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Gorilla
Camel
Toucan
Penguin
Platypus
Coyote
Jungle
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Desert
Rainforest
Polar Oceans
Fresh Water
Forest
Africa
Asia
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South America
North America
Antarctica
Australia
Dates, Grass, & Grains
Leaves, Buds, Barks,
& Fruits
Mostly Small Fruits
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Fish, Squid, and Crustaceans
Worms & Small Shellfish
Mostly Rats & Rodents
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Name _________________________ Relationships & Connections
Relationships and Connections Station Directions: Sort and categorize you’re the topic cards in your station. Use the chart to organize the topic card words.
Fill in the blanks in the sentences for each horizontal category to show how the words in that row should be related. Make titles for each category.
Relationships Sentence
Category:
Category:
Category:
Category:
The ____________________ has to go to
the _______________ to study the
________________ that lives near a
___________________.
The ____________________ has to go to
the _______________ to study the
________________ that lives near a
___________________.
The ____________________ has to go to
the _______________ to study the
________________ whose fruit is eaten by
the ___________________.
scientist
plant
animal
habitat
scientist
scientist
habitat
habitat
animal
animal
plant
plant
Target students understand that different things can have relationships. What relationships did you see between the scientists, animals, plants, and habitats? Explain your thinking on the back of this page.
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Name _________________________ Relationships & Connections
Relationships and Connections Station - Key Directions: Sort and categorize you’re the topic cards in your station. Use the chart to organize the topic card words.
Fill in the blanks in the sentences for each horizontal category to show how the words in that row should be related. Make titles for each category.
Relationships Sentence
Category: Plants
Category: Animals
Category: Scientists
Category: Habitats
The ____________________ has to go to
the _______________ to study the
________________ that lives near a
___________________.
Kapok Tree
Toucan
Ornithologist
Rainforest
The ____________________ has to go to
the _______________ to study the
________________ that lives near a
___________________.
Pine Tree
Coyote
Zoologist
Forest
The ____________________ has to go to
the _______________ to study the
________________ whose fruit is eaten by
the ___________________.
Date Palm
Tree
Camel
Botanist
Desert
scientist
plant
animal
habitat
scientist
scientist
habitat
habitat
animal
animal
plant
plant
Target students understand that different things can have relationships. What relationships did you see between the scientists, animals, plants, and habitats? Explain your thinking on the back of this page.
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Kapok Tree
Pine Tree
Date Palm Tree
Coyote
Camel
Toucan
Ornithologist
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Zoologist
Botanist
Forest
Rainforest
Desert
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Name _________________ Affective Thinking
New Target Student Directions: Affective thinkers are reflective and make goals for themselves. What
goals do you have now that you are a Target student? What do you think good Target students do with their brain (thinking), heart (feeling), and hands (doing)? How will you
use your brain, heart, and hands to be the best Target student you can be? Write your goals in the bubbles for each part of the Target student.
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Name ___________________ Evaluative Thinking
Evaluative Thinking – Strange But True
Directions: Evaluative thinkers often have to judge their own ideas. Look at the ideas you thought of for the divergent thinking activity. Some of the best ideas may seem too
strange to be true. Decide which of your ideas are the most unusual but true. Rank your ideas from the strangest idea to the most common idea.
Least
Common 1
2
3
4
5
6
7
8
9
Most
Common 10
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Thinking Like A Scientist