exec sum 5-8 g&t curriculum · g&t stretch curriculum grades 5-8 gregory nolan,...

Flemington-Raritan Regional School District

Flemington, NJ

G&T Stretch Curriculum

Grades 5-8

Gregory Nolan, Superintendent

Daniel Bland, Assistant Superintendent

Carol Baker, Language Arts Supervisor

Mary Jane Custy

Jeffery Miller

Melissa Stager

Barbara Stewart

Council of Instruction Review: April 18, 2012

BOE Curriculum Committee Review: April 18, 2012

Board of Education Approval: June 18, 2012


G&T Stretch Curriculum

Grades 5-8

Table of Contents

Page No.

District Mission Statement ............................................................................. 3

Program Philosophy and Goals ...................................................................... 4

Program Overview ......................................................................................... 5

Interdisciplinary Connections ........................................................................ 6

Modifications ................................................................................................ 7

Pacing Guides ................................................................................................ 8

Grade Five

Lincoln Douglas Debate Unit ........................................................................ 10-12

Bridge Unit..................................................................................................... 13-15

Grade Six

Mock Trial Unit .............................................................................................17-19

Toy Unit .........................................................................................................20-21

Persuasive Ad Unit ........................................................................................22-23

Grade Seven

CSI Flemington ............................................................................................. 25-27

Car of the Future ............................................................................................ 28-29

Video Game Unit ........................................................................................... 30-31

Grade Eight

Rationale for Grade 8 Program ...................................................................... 33

All Units are in One Document ..................................................................... 35


District Mission Statement

The Flemington-Raritan Schools, a caring and proactive district, in partnershipwith the community, will provide each student with:

A sound educational foundation, The guidance to strive for his/her full potential, and The inspiration to become a lifelong learner and a responsible, productive

citizen in an ever-changing global society.

3


Stretch (Gifted and Talented) Program

Philosophy and Goals

Gifted learners possess the capacity for high achievement in areas such as intellectual, creative,artistic, leadership, or in specific academic fields (No Child Left Behind, 2002). They requireflexible instruction that nurtures the development of their strengths and talents and that meetstheir academic, social, and emotional needs.

The goals of the Flemington-Raritan Stretch Program support the specific needs of giftedchildren. The goals of the program are as follows:

To teach students to become masters of their own learning through reflection andmetacognition;

To teach students to become problem solvers who take risks and challengethemselves;

To teach students to communicate in a variety of multimedia forms; To provide a novel, challenging curriculum that includes higher-order thinking skills; To provide students with the opportunity to explore topics in great detail, research a

topic, create a product, and present and discuss the product over several curriculumareas;

To provide students with the opportunity to learn in an interdisciplinary context; To teach students that mistakes are a part of learning; To provide students with a place to “belong”; To foster a positive attitude about school; To build students’ self-confidence; To help students understand their learning differences.

4


Grades 5-8 Stretch (Gifted and Talented) Program

Overview

The Grades 5-8 Stretch Program provides students with opportunities for active engagement,inquiry, and problem-solving. The 21st Century Life and Career Skills are integrated into each ofthe units in Grades 5-8.

The Stretch Program in Grades 5-6 is delivered during two days of the six-day The WriteCourse cycle. Students work on units that include debate, bridge building, persuasive marketing,product design, and mock trials.

The Stretch Program in Grades 7-8 is delivered as a trimester course that incorporates forensics,extended mock trials, development of products and business plans, mechanical engineering, andcolor psychology. Technology skills are infused into the projects and units in grades 7-8.Students in grade 8 take a technology proficiency assessment at the completion of their Stretchcourse.

5


Grades 3-4 Stretch (G&T)Curriculum

Interdisciplinary Connections

The Gifted and Talented program naturally lends itself to interdisciplinary connections. Studentsemploy listening, speaking, and viewing skills in each unit of the Gifted and TalentedCurriculum. Specific interdisciplinary connections are noted in bold and italics in the specificsubject- area units.

Interdisciplinary connections that are evident in Gifted and Talented Curriculum are as follows:Learning Experiences/Skills Interdisciplinary Connection

Research/ Inquiry Skills Social Studies, Science, Mathematics,Language Arts, Computers, Library Media,Art, Music

Utilizing Web-based Resources Library Media, Technology, Art, Music,Language Arts

Current Events Social Studies, Music, Art, Computers,Library/Media

Designing, Delivering, and Evaluating OralPresentations

Social Studies, Science, Mathematics, Health,Art, Music, Library Media, Technology,Language Arts

Reading Non-Fiction Text Social Studies, Science, Mathematics, Health,Music, Language Arts, Art, Library/Media

Determining Influence of Culture in a Text Social Studies, Music, Art, Library Media,Language Arts

Effectively Utilizing Technology inPresentations

Technology, Library Media, Language Arts,Art, Music

Creativity Skills Social Studies, Science, Mathematics,Language Arts, Library Media, Computers,Art, Music

6


Grades 5-8 Stretch (Gifted and Talented) Program

Modifications

The Stretch Program, by its nature, provides students with the modifications that they need to besuccessful. Students have the opportunity to work independently and in groups on a variety ofprojects. The choice that is encompassed within the program allows for natural modifications tomeet students’ needs.

Specific Structures to Modify Curriculum

Teacher conferences Small group instruction Use of varied levels of materials Cooperative Learning Problem-solving strategies Individualized instruction

7

Flemington-Raritan Regional Schools

Grades 5-8 Stretch Program

Pacing Guide

Grade 5

September - December: Debates (Lincoln-Douglas Style) January -June: Truss-Style Balsa Wood Bridges

Grade 6

September -December: Mock Trials January -March: Toy Development using Erector Sets April -June: iMovie Commercials promoting 5th grade bridges

Grade 7

One Trimester per Year

CSI Flemington Car of the Future Video Game

Grade 8

One Trimester per Year

Ads and Advertising Political Change Innovative Product Design Successful Business Plans Electronic and Internet Content and Delivery

8

GRADE 5

9

Flemington-Raritan Regional School DistrictGrade 5 Stretch Program

Grade 5 Unit: Lincoln-Douglas DebatesOverarching Essential Question(s):

How do I persuade or convince someone to accept a contrary point of view?

Topical Essential Question(s):

Why is debate important? What skills are necessary to convince someone to accept their point of view?

Understandings (Big Ideas):

Acquiring the skills necessary to be a good debater will help the student become a more effective communicator.

Grade 5 DebateKnowledge/Skills/Understandings

(Objectives)

Standards &Indicators

Learning Experiences InterimAssessments

Resources

Students will be able to…

Effectively and efficientlyresearch both perspectives of aspecific resolution.

Sort data and research findingsfor relevance and reliability.

Actively participate in a smallgroup and share informationappropriately.

21st Century9.1.BTechnology8.1.EELA 5RI7, RI8W7

21st Century9.1.BTechnology8.1.E

21st Century9.1.C

Individually, students will locate datawhich supports both perspectives of aresolution. Primary source will be theinternet with initial articles preselectedby teacher.

After direct instruction and continuousmonitoring from a teacher, students willdetermine the relevance of informationfound and also determine if the sourceof the given information is reliable.

Students will be randomly divided intotwo groups. After which, they willappropriately share their data andresearch that supports their assigneddebate position. The information willbe compiled as a single document.

Teacher review ofstudent- selectedarticles

Students recordsource backgroundinfo illustrating it asreliable

Student createdposters showingresearch results

Teacher selected on-linearticles, student selectedon-line articles

Teacher selected on-linearticles, student selectedon-line articles

10



(Objectives)



Resources

Work as a team and participatein a whole class debatefollowing proper protocol.

Summarize the history ofLincoln-Douglas debates.

Compose affirmative andnegative contentions for aspecific resolution.

Work with a partner and createcontentions following Linclon-Douglas debate guidelines.

21st Century9.1.CELA5SL6

ELA5SL2

ELA5W1A-D

21st Century9.1.C

After discussing debate protocol,students will participate in a wholeclass debate which will be mediated bythe teacher.

With the use of a power pointpresentation, the teacher will lead aclass discussion on the history ofLincoln-Douglas (L/D)debates

After reading and analyzing bothaffirmative and negative contentionexamples, students will use them asmodels to create their own contentionsfor a new resolution.

Once partners are assigned, studentswill work together and createaffirmative and negative contentionsusing information that was previouslylocated, analyzed and deemed reliable.

Teacherobservations

Student createdcontentions

Student created postersdisplayed and used as areference during debate

Power Point slideshow,L/D debate proceduraloutline

Teacher providedexamples of affirmative &negative debatecontentions

11



(Objectives)



Resources

Share responsibilities and workeffectively with their partnerduring an Lincoln-Douglasstyle debate.

Individually participate in anLincoln-Douglas style debate.

Understand the meaning of aresolution.

21st Century9.1.C

ELA5W4, W8SL2,SL3,SL4

ELA5L4A-CSL3

Once partners have completed theircontentions, they will be randomlyplaced on a ‘side’. They will defendtheir position by presenting theircontentions followed by questions andanswers designed to reinforce their sideand to shed doubt on their opponents.

Once each student has completed theircontentions, they will be randomlyplaced on a ‘side’. Each will defendtheir position by presenting theircontentions followed by questions andanswers designed to reinforce their sideand to shed doubt on their opponents.

After examining several resolutionsthroughout this unit, students willunderstand ‘values’ are expressedthrough resolutions and they havemultiple perspectives (sides) associatedwith them

Teacher’s anecdotalrecords of partnerdebates

Teacher’s anecdotalrecords ofone-on-one debates

Student createdcontentions are usedduring debates(no memorizationrequired)

Student createdcontentions are usedduring debates(no memorizationrequired)

Resolution examples

12


Grade 5 Unit: A Real-World Experience: Designing and Building a Truss Style BridgeOverarching Essential Question(s):

What elements of geometry and physics are used to create a viable transportation structure?

Topical Essential Question(s):

What materials and design elements are needed to balance cost and efficiency when creating a truss bridge?

Understandings (Big Ideas):

What geometric shapes lend themselves to establish structural stability? Which mathematical concepts are present in real word applications? How does cost impact the success of a bridge? How does symmetry affect performance?

Grade 5 Bridge Unit

Knowledge/Skills/Understandings

(Objectives)



Resources


Identify a truss style bridgeand the components that makethem successful.

Draw a scale model of a twodimensional truss-style bridge.

Develop a viable plan anddesign for a bridge

21st Century9.1.BScience5.2.ETechnology8.1.A

Math4.5.G

21st Century9.1.ATechnology8.1.F

Through a guided web quest, studentsare exposed to the characteristics ofvarious bridge styles and use variousCAD programs to experiment withdifferent bridge configurations.

Using graph paper, students create a 2:1scale drawing of a 2-dimensional trussbridge

Once completed, students submit theirscale drawing plans to the ‘townplanning board’ for approval

Teacherobservations

Partners monitoreach other’s scaledrawings foraccuracy

Students’ scaledrawings areevaluated and if theymeet established

Computer labwww.pbs.orgwww.balsabridge.comwww.bridges.cresoft.orgwww.jhu.edu

Creation of a scale drawingis modeled by teacherusing available technology

13


Grade 5 Bridge Unit


(Objectives)



Resources

criteria, they can tobegin orderingmaterials

Maintain accurate accountingrecords and understandpotential consequences ofinaccuracies.

Accurately request andcalculate costs of materialsused in the construction ofbridges

Apply concepts ofcompression and tension andfollow a design to build a scalemodel of a bridge

Math4.5.NBT

21st Century9.1.DMath4.5.NBT

Science5.1.A

Throughout the unit, students maintainaccurate accounting records as modeledby teacher

Based on their scale drawings, studentscomplete purchase order forms torequest materials necessary to buildtheir bridges.

Students order balsa wood used to buildtheir structures from a fictitious supplierand then assemble their bridge asmodeled by teacher.

Accounting ledgersare periodicallychecked through‘accounting audits’with financialpenalties for errors

Incomplete orinaccurate orderforms are returnedand corrected bystudents

Teacher observesbuilding practicesand advises studentsas needed

Calculators

Balsa wood, glue, tape,foam board, blueconstruction paper

Teacher creates anexample bridge todemonstrate the assemblyprocess and testingprocedures

Understand the concept ofsupply & demand

Calculate the volume that athree-dimensional structure

ELA5RI 5, RI7

Science5.1.B

The price structure originally used tocalculate the costs of materials isaffected by natural catastrophes,consequently forcing students to adjusttheir purchases

Once bridges are ‘standing’ students userulers to determine the volume of the

Incomplete orinaccurate orderforms are returnedand corrected bystudents

Accuracy of

Rulers

14


Grade 5 Bridge Unit


(Objectives)



Resources

encompasses.

Compose an informative letterdescribing the structurallysignificant features of theirtruss bridge

Math4.5.MDELA 5W2A-ESL1A-C, SL5

their bridge which determines the taxesdue

Each group is partnered with a pair of6th graders who will create a 45 secondTV commercial promoting the 5th

grader’s bridges using informationprovided by the bridge designers

measurements areverified by teacher

Letter is evaluatedby the 6th graderecipients

Use knowledge of tension &compression to predict howsuccessful their bridges will bewhen tested for strength

Apply knowledge of tensionand compression and design aRube Goldberg machine(optional skill)

Science5.1.C5.2.C

Science5.1.A

Students will predict the outcome of thebridge testing process and participate inthe strength testing of their bridges

After discussing Rube Goldbergmachines and viewing examples on-line, students design a machine to applya force to their bridge. As time permitsstudents recreate their machines usingreal materials.

A ratio between thecost spent to createtheir bridge and theamount of weightsupported by thebridge is calculatedin order to rank thestudents’ cost pergram ratio

Completedmachines

Bridge testingapparatus:

testing board, woodenblock & chain, weights,scale, data collection sheet(for students)

Varies- dependent onstudent creations

15

GRADE 6

16

Flemington-Raritan Regional School DistrictGrade 6 Stretch Curriculum

Grade 6 Unit: Mock TrialOverarching Essential Question(s):

What are the procedures of a jury trial in the United States court system? How can I logically and persuasively present my conclusions to a group?

Topical Essential Question(s): How do I write from someone else’s point of view? How do civil and criminal court cases differ? What are the roles and responsibilities of the judge, jury, lawyers, plaintiff, defendant, and witnesses in a trial? What are effective speaking and listening skills I can employ? What techniques can I employ to effectively persuade the jury?

Understandings (Big Ideas): The jury system of the United States provides the opportunity for a fair trial.

Grade 6 Mock TrialKnowledge/Skills/Understandings

(Objectives)



Resources

Students know and will beable to…

Understand the justice systemand trial procedures

Social Studies6.1.8.A.3b6.1.8.A.3g

ELA6RI 2,8

Discussion of how an issue goes to trial

Teacher introduces the roles andresponsibilities of the defendant,plaintiff, lawyers, judge, jury, andwitnesses

Students review examples of mocktrials in order to note the structure

Discussioncomments

Mock Trial examples fromNJ Bar Association

17



(Objectives)



Resources

Review laws and use theinformation to develop apossible court case

ELA 6RI 1,7,8

Students brainstorm possible topics fora trial that are relevant to themStudents choose a topic and decide whatlaw was broken and if the case iscriminal or civil

Teacher approves the topic for the trial

Student topics

Research a law in order tocreate facts for the case

Write a mock trial case

ELA 6RI 1,7,8W1A-E, 4,5,7,9

21st Century9.1.8.C.19.1.8.C.29.1.8.D.29.1.8.D.39.1.8.F.1

Students use internet resources toresearch a law for their mock trial caseand to create the facts of the case

Students work in small group to writetheir case; divide the work to includethe following: issue, facts of the case,witness statements (2 per side),instructions to the jury, sub-issues forthe jury to consider, embedded legalconcepts, locate existing law, and finalreview

Students review each other’s parts,revise as needed and put the casetogether in a meaningful and logicalmanner

Students write a script to use as part ofthe trial presentation

Students’ research

Students’ parts forthe case

Students’ scripts

Internet resources on laws

Literature describing theroles of each of trialparticipants

Graphic Organizer forcreating facts for the caseand organizing statementsfor court

Revision and Editingchecklists

18



(Objectives)



Resources

Utilize effective speakingskills to present their case

Utilize effective listening skillsto analyze evidence presentedduring the trial

ELA 6SL1 A-D, 3,4,6

Students gather props and rehearse thetrial presentations

Students present their trials to familymembers and peers who act as the jury

Family members and peers act as jury toweigh evidence and decide the outcomeof the trial

Students’presentations andscripts

Props for trials

Ballots for jury

19


Grade 6 Unit: Real World Toy DevelopmentOverarching Essential Question(s):

Topical Essential Question(s): How can I use research input to improve my toy design? What are the components of a successful toy design? What mathematical and scientific principles do I need to employ to successfully implement my toy design? How can I persuade someone to fund my toy idea?

Understandings (Big Ideas): Successful product designs result from careful planning and incorporate the feedback of the consumer. Students need to utilize a variety of mathematical and scientific processes to successfully design a product.

Grade 6 Real World Toy DevelopmentKnowledge/Skills/Understandings

(Objectives)



Resources


Design a consumer researchtool that will gather the datathat is needed

ELARI7W4,6,7

Technology8.1.8.A.28.1.8.A.58.1.8.E.5

21st Century9.1.8.A.29.1.8.B.2

Students will use the scenario providedto develop an idea for a toy for childrenbetween the ages of 8-14

Students will discuss and decide uponwhat information they need to develop atoy that meets children’s needs andinterests

Students will design a research tool(survey) to gather feedback from thetarget audience

Students will administer the survey totheir target audience

Toy ideas

Survey

-created scenario

Surveys

20


Grade 6 Real World Toy DevelopmentKnowledge/Skills/Understandings

(Objectives)



Resources

Analyze the research data

Apply the results of the data toa product

ELA 6RI7

21st Century9.1.8.B.2

Students analyze the responses to thesurvey to determine characteristics ofthe toy

Students use the results of their surveyin their proposal and in toy design

Survey responses

Toy Proposal

Teacher-Created criteriafor toy proposal

Write a design proposal ELA7W2A-F, 4,7

Students write a design proposal to getfunding for their toys- Include drawingin the proposal

Toy proposals Criteria for proposal

Develop a plan for and build atoy to specifications

Work collaboratively in smallgroups

Technology8.1.8.B.1,2,3Math- 6RP.3ELA6SL 1A-D21st Century9.1.8.A.49.1.8.C.1,2

Students work in small groups to builda toy using erector sets and othermaterials

Test the toy and make revisions to plansand design- May need to submit newdrawings

Student-created toys Toy requirements

Erector sets

Other materials

Demonstrate toys for otherstudents and receive feedback

ELA 6SL2,4,5

Students demonstrate their toys for Gr.5 students

Grade 5 students complete feedbacksheet on each toy

Students use survey results to discuss iftheir toys were successful

Toys

Student ratings andcomments

Students’ discussionand reflection of toy

Student feedback forms

Assessment: Completed Toy and Student Feedback

21


Grade 6 Unit: Persuasive Marketing CampaignOverarching Essential Question(s):

How can I effectively employ persuasive techniques to influence my target audience?

Topical Essential Question(s): What persuasive techniques can I employ in my bridge commercial? What effective speaking and presentation skills do I need to employ in order to produce an effective commercial?

Understandings (Big Ideas): An advertiser needs to use a variety of persuasive techniques to influence the target audience

Grade 6 Persuasive Marketing CampaignKnowledge/Skills/Understandings

(Objectives)



Resources


Identify the persuasivetechniques used in effectivecommercials

ELA6RI6,7SL2

Students think about effectivecommercials they have seen andanalyze the persuasive techniques used

Discussion ofeffectivecommercials

Commercial Planningsheet

Utilize information fromclients in a commercial

Apply persuasive techniquesand client information todevelop an effectivecommercial

ELA 6W4

ELA6W2 A-E, 5,6SL 5,6

21st Century9.1.8.A.19.1.8.C.1

Grade 5 students write letters to Grade 6advertisers describing their bridges,explaining the cost, and their reasonsfor their designs

Students work in groups to create acommercial to gain funding for a Grade5 bridge

Students divide the tasks for writing tocompose their specific part of thecommercial

Students writing

Grade 5 Letters to Grade 6Students

Criteria for Commercial

I-movie

Movie Maker

22


Grade 6 Persuasive Marketing CampaignKnowledge/Skills/Understandings

(Objectives)



Resources

Utilize effective speaking andpresentation techniques in acommercial

Technology8.1.8.A.3

ELA6SL2,3,5,6

Students create a commercial thatincorporates specific criteria and useiMovie or Movie Maker in the creationCriteria: Make purpose clear to viewers,use image of bridge, originalbackground music, identify bridgedesigners, incorporate ideas from Gr. 5builders, and use real images ofcommunities involved

Students’ commercials are viewed bypeers during lunch

Peers vote on most effectivecommercial

Studentcommercials

Ballot for voting

Assessment: Commercials for Grade 5 Bridges

23

GRADE 7

24


Grade 7 Unit: CSI FlemingtonOverarching Essential Question(s):

What is the most important facet of problem solving in real world scenarios?

Topical Essential Question(s): What processes are necessary to assess all evidence and to effectively come to a conclusion?

Understandings (Big Ideas): In order to solve “mysteries” there are a number of mental strategies, and physical tools that allow a person to come up with a

viable solution to a variety of unresolved quandaries. As we understand more about science and the human body we are betterable to get accurate answers. Also, we realize that even when all details are collected and studied, humans are capable of makingerrors.

Grade 7 CSI FlemingtonKnowledge/Skills/Understandings

(Objectives)



Resources

Students will know and beable to…

Apply background knowledgeof fingerprinting and scientificmethod in order to generatesolutions based onobservations and tests. (3 classperiods)

Science5.1.8.A.35.1.8.B.15.1.8.B.2

Technology8.1.8.E.1ELA RI 1, 7

Students use the scientific method tosolve the case of the Aloe Plant. Thefocus is on observation and testing togenerate a theory.

Students use the internet to research thehistory of fingerprinting

Students identify the most commonfingerprint patterns and label theirfingerprint patterns

Aloe Plantdiscussion as group

Quiz on fingerprinthistory

Peer cross-check offingerprint sheet

Aloe Plant Mystery

Fingerprint worksheet

Fingerprinting Sheet

25



(Objectives)



Resources

Use observation andquestioning to come to aconclusion that is presented inthe form of a multi-mediapresentation. (5 class periods)

Technology8.1.8.A.321st Century9.4.12.0.(1).8ELARI 1,7W 4,5,6,7,8SL2,3,4,5,6

Students will review and analyze ateacher-created crime scene by takingpictures and writing down possibleconclusions that can be drawn from theevidence

Students will get a list of possiblesuspects and generate questions to askthe suspects based on the evidence

Students will lift fingerprints from thecrime scene and compare them tofingerprints of the suspects

Students will evaluate effective andineffective presentations

Students will use Web 2.0 tools tocreate a well-developed presentation onthe details of the crime

Evaluation ofstudents’ questions

Fingerprintcollection willdetermine if studentsget a print fromcrime scene

Evaluation ofPresentation

Online Crime Scene

Prezi, xtranormal, pivot,audacity, PP, aviary,wordle

Rubric for presentations

Take a complex crime sceneand move from the role ofcollecting evidence, to being aforensic scientist to identifyinga culprit. (4 days)

Science5.1.8.B.35.1.8.B.4

ELARI 6,8W1A, 1E, 4,6SL 1A-E

Students will get limited details about acrime scene and then examine the crimescene in person. While at the scene,they will carefully examine evidenceand make evidence cards.

Students will return to the “station” andbe introduced to the victim and varioussuspects. They will form small groupsand evaluate their evidence and place itunder specific suspects.

Analyzed evidence

Students’ labanalysis sheets

GEMS Mystery Festival

GogglesHair sampleHandwriting sampleColaIce cubesBaking sodaCornstarchpH paper

26



(Objectives)



Resources

Students will do a forensic crime lab onthe remaining evidence. They will do 8tests: paper chromatography, DNAfingerprinting, fingerprint matching,substance analysis, water pH test, colapH test, handwriting analysis, residuematching

Students will decide the suspect to puton trial

Written paragraphidentifying anddefending thesuspect to put ontrial

The roles of defense andprosecution in a court casemodeled after the NationalMock Trial Foundation. (5days)

ELA 8W2,4,5,6,7,9SL 1A-E, 2,3,421st century9.4 L(5)

Students will be assigned to variousroles in the case and meet as a group todecide what their theory of the caseshould be

Students will write either their affidavitsor opening statements for the case

Students will watch a mock trial andlearn how to present evidence, do directand cross examinations, and object

Students will do a dress rehearsal of themock trial with feedback

Students will present mock trial in frontof outside judge

Statements will beread and graded

Mock trial scores

Mock Trial Handbook

YouTube video of winningmock trial team

27


Grade 7 Unit The Car of the FutureOverarching Essential Question(s):

How do we maintain current lifestyles and preserve dwindling resources?

Topical Essential Question(s): What presents the best opportunity for reducing future carbon emissions and dependence on foreign oil?

Understandings (Big Ideas): In order to solve “mysteries” there are a number of mental strategies, and physical tools that allow a person to come up with a

viable solution to a variety of unresolved quandaries. As we understand more about science and the human body we are betterable to get accurate answers. Also, we realize that even when all details are collected and studied, humans are capable of makingerrors.

Grade 7 The Car of the FutureKnowledge/Skills/Understandings

(Objectives)



Resources


Understand how they impactthe environment by evaluatingtheir carbon footprint againstthose of others.

Technology8.2.8.A.1

ELARI7SL1 A-D, 3,4,5

Students will watch a video abouthow the rise of developingcountries has contributed to theincrease of greenhouse gasses.

Students will take an on-line quizon their carbon footprint. We willdiscuss the results and the studentswill brainstorm simple ways toreduce their carbon footprint usinga four corners technique.

Students’ on-linequiz results sent toteacher

Hans Roebling TEDPresentation

Carbon Footprint Quiz-Online

28


Grade 7 The Car of the FutureKnowledge/Skills/Understandings

(Objectives)



Resources

Evaluate and debate the prosand cons of possible vehicletypes based on research.

Technology8.2.8.D.1

E.L.A W6,7,8SL1A-D, 3,4,5

RST.6-8.9

Students will view Who Killedthe Electric Car.Students willresearch four types of cars andthen create a chart of the prosand cons of each car. The carsarea. Biofuelb. Hydrogen Fuel Cellsc. Electricd. Gas

Students will form teams and we willhave a four way debate on the car of thefuture.

Studentswill write upresearch andhand in

Debategrade

Movie- Who Killed theElectric Car

Car Resources

Create a solar powered carusing gears.(3 class periods)

Technology8.2.8.B.18.2.8.B.28.2.8.B.38.2.8.E.18.2.8.G.18.2.8.G.2

ELASL1 A-D, 5W7,8,10

Students will discuss the viability ofsolar-powered cars

Students will see a solar powered carand reverse engineer the design as aclass

Students will review all the parts of asolar powered car

Students will design their solar car onpaper

Students will build and test a solar-powered car using the design process

Students will createdesign logs detailingthe success of thecar

Students’ cars willdo one of threemandated tasks andevaluated on theability to do the task

Solar panels, cardboard,stirrers, plastic, gears,wheels, straws

Design log criteria

Tasks for cars

If you could find out whether or not you will have, or are prone to have, a serious medical problem in the future.

29


Grade 7 Unit: Video GameOverarching Essential Question(s):

Does electronic content have a symbiotic relationship with human beings?

Topical Essential Question(s): How do we create electronic content for the internet and what are the implications of what we put on the internet?

Understandings (Big Ideas): Today the internet is an everyday part of life. We are shaped by the way we interact with content. The question is who has more

power: Those who merely consume the content or those who create the content? In order to truly be a reflective member of ourelectronic age a person has to know how to create content as well as use content.

Grade 7 Video GameKnowledge/Skills/Understandings

(Objectives)



Resources


Evaluate electronic content todetermine accuracy and bias.(1/2 a class period)

Technology 8.1.12.B.1

Students are asked to give to theNorthwestern Tree Octopus as theteacher displays an apocryphal siteabout the octopus. Students are thenasked to share their thoughts andfeelings about the website and the factthat it is a fake.

Students will learn to verify a site usingtruth in triangulation

Students look at the anti-smoking siteThe Truth and decide if it is biased orfactual

Students will find abiased website andexplain how theyknow it is biased

Fake website

www.thetruth.com

30


Grade 7 Video GameKnowledge/Skills/Understandings

(Objectives)



Resources

Understand some of the basicof programming by creating avideo game from an on-linetutorial (2 ½ Days)

Technology8.2.8.G.1ELAW6,8SL1 A-E, 5,6

Students will view a few sample videogames and get a basic introduction toSCRATCH

Students will create a game calledFISH!

FISH! Gameevaluation

SCRATCH- MIT

Redware Tutorial

Use basic programminglanguage to create an originalvideo game. (3 days)

Technology8.2.8.B.3

ELASL1A-E, 5,6W6,8

Students will receive rubric andexpectations for original video game

Students will work with a partner tocreate an original video game. They canuse the website for sample coding.

Students’ final videogame will beevaluated accordingto rubric

Video Game Rubric andExpectations

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GRADE 8

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Rationale for Grade 8 Stretch Curriculum

A true type iV G&T experience involves students choosing an independent project that intereststhem and then producing a way to exhibit their knowledge on their independent study. Due to thetime constraints of the Stretch (G&T) program, this independent learning is hard to achieve. Inaddition, because Stretch (G&T) replaces technology and software apps over the course of twoyears, all of the technology and 21st century skill objectives need to be met. Therefore, studentswill have various curriculums from which they can choose and they will be differentiated oninterest. Each curriculum will meet all of the mandated content standards and the objectiveslisted in the curriculum will be dependent upon the unit the student chooses.

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Overarching Essential Question: What is the role of human beings in shaping the world’s knowledge and beliefs?

Understandings (Big Ideas):We are living in a time of tremendous technological innovations. We are constantly being bombarded by these new innovations and inorder to be successful one must learn how he/she is being influenced. On the other hand, we in turn can use the knowledge of how we arebeing affected to affect others and create new innovations in science, business, and politics. The key is knowing how to learn and how toadapt. Finally, no matter what one studies or creates it is all for naught if one cannot present themselves and their information in acompelling way.

Grade 8Knowledge/Skills/Understandings

(Objectives)



Resources

Topical Essential Question: What is the role of ethos, pathos and logos in convincing the public?

Students will be know and beable to…

Define, and effectively use thevarious tools of persuasion inboth print and visual media.

21st

9.1.8.E.2

Technology8.1.8.A.18.1.8.A.58.1.8.D.3

ELA 8RI3,6,7,8W1A-E, 4,5,6SL2,3,4,5,6

Create a print ad that clearly uses ethos,pathos, and logos

Write an essay that uses persuasivetools to convince a person in power tomake a change

Create a political commercial thatclearly has a logical fallacy and thencreate another commercial without thefallacy. See how the order in which theyare viewed impacts someone’s opinion

Record a 30 second radio spot onaudacity to sell a paper product

Ad

Essay

Commercial

Radio Spot

Various magazines

Website for Ethos, Pathos,and logos

Audacity

Funny Political Ad

Criteria for commercialand radio spot

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(Objectives)



Resources

Topical Essential Question: How do advertisers know their ads are working?


Understand the physical andpsychological impact ofadvertisements, and furtherunderstand the techniquesutilized to create this impact

21st

9.1.8.F.39.1.8.E.49.1.8.E.5

Technology8.1.8.A.18.1.8.A.58.1.8.D.38.2.8.G.1

ELA8RI 1,3,6,8W5,6,8SL2,3

Students will define the salientcharacteristics of various generationsand then watch a variety ofcommercials to identify at what agegroup a commercial is aimed

Research the average salary of theviewer of various TV networks.Compare the programming schedule ofa higher economic bracket and a lowereconomic bracket

Read excerpts from the bookBrandwashed and watch PomWonderful Presents the Greatest Movieever made to learn how the brainmakes associations between items

Create a logo aimed at a girl and oneaimed at a boy. Discuss as a group whystudents created the logos they did

Have students count the number ofadvertisements they see during thecourse of a day

Students view 30 minutes of networktelevision and record what they see thatwere created to give an emotional orphysiological reaction

TV Evaluation Sheet

Comparison ofprogrammingschedules

Checklist to evaluatestudents’ logos

Students’discussions

Responses tocommercials

Brandwashed

Pom Wonderful Presentsthe Greatest Movie EverMade- Publisher

Programming schedulesfor networks

Variety of commercials

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(Objectives)



Resources

Topical Essential Question: In the realm of politics, what is the biggest impetus for change?Students will know and beable to…

Form educated opinions thatcan be applied to currentpolicies and situations bystudying the background ofcertain policies and laws.

21st

9.1.8.A.39.1.8.A.49.1.8.F.3

Technology8.1.8.A.18.1.8.A.58.1.8.D.3

ELA 8RI 1,2,3,6,9W1A-E,4,5,6,7,8,9SL2,3,4,5,6

Students will study various movementsfor change throughout history andgenerate a list of what each movementhad in common

Students will brainstorm various issuesthat impact and/or matter to them anddesign a plan foraddressing/illuminating/changing theissue

Students will find a current bill and readit. They will then look up various newsstations coverage of the bill and decideif the media is accurately presenting thedetails

Students will run for governor of J.P.Case. In addition to campaigning, theywill meet with special interest groupsand NGOs. After a press conference,peers will hold an election

Blog on variousmovements

Student’s list ofissues

Response on mediacoverage of bill-Report on bill

Campaign ad

Press Conference

National Archives

Learn 360

Current BillNews Coverage- Mediaand Digital

Criteria for Governorcampaign

Criteria for pressconference

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(Objectives)



Resources

Topical Essential Question: Do the laws of physics keep us from creating truly innovative designs?


Understand the role of physicsin relationship to specificphenomenon (eg cars,rollercoasters, planes)

Technology8.1.8.A.18.1.8.A.58.2.8.B.18.2.8.B.28.2.8.B.3

Science5.1.8.C.25.2.8.E.2

ELA 8RI 7W4,6,7,8

Math8.RP.2

Students will do a station activity wherethey identify each of Newton’s Laws

Students will learn about gear ratio,speed, and torque

Students will build and test various gearratios while creating design logs

Students will use their design log todetermine their most viable gear ratio

Students will create a prototype of avehicle using CAD softwareStudents will study the forces of flight

Students will build and test a balsawood glider

Students will study thermal dynamics

Students will build a putt-putt boat

Vehicles

Students’ designlogs

Evaluation ofcomputer sketch

Gliders

Putt-Putt Boat

Station Directions onNewton’s LawsIndiana Learns- “ifNewton were a SportsStar”

AWIM Gear Kit

Google Sketch up

Balsa Wood Glider Kits

Boston Museum ofScience Engineer’s Unit onthermal Dynamics

Materials for Putt-PuttBoats

37



(Objectives)



Resources

Topical Essential Question: Can anyone ensure that a business is successful?


Create a viable business usingvarious real-world businessresources and scenarios.

21st

9.1.8.A.49.4.12.D.(4).1

Technology8.1.8.A.18.1.8.A.58.1.8.B.18.1.8.E.18.2.8.E.1

ELA 8RI3,6,7,8W 1A-E, 4,6,7,10SL 4,5

Students will create a business plan

Students will be given investmentcapital and will make purchases. Theywill use Excel to make their program

Students will create an imaginaryproduct

Students will evaluate a storyboard andthen make one for their products

Students will film and edit acommercial for their product

Students will create a print and a radioad

Students will create a website for theirproduct

Students will draw various scenariocards that impact their businesses

Students will price their products andpresent their earnings

Review of businessplans

Excel tutorialassessment

Pre-approval ofstoryboard

Students’commercials

Print and radio ads

Evaluation ofstudents’ websites

Excel worksheetevaluated

Blank Business Plan

Excel Tutorial

Directions for StoryboardBlank Storyboard

Video Recording Device

Audacity

Publisher

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(Objectives)



Resources

Topical Essential Questions: What makes electronic content effective? What depth of knowledge should one have before one publishes onthe internet.Students will know and beable to…

Create variousinformative/entertaining mediausing current computerapplications and then publishthat content for a liveaudience.

Technology8.1.8.A.18.1.8.A.38.1.8.A.58.1.8.B.1

ELA 8W4,5,6,7,8,9SL2,3,5

Students will view 10 different websitesand evaluate them to determine what iseffective and what needs improvement

Students will create their own website

Students will use app developingsoftware and publish an app

Students will create an i-book andpublish it

Students will learn basic HTML

Students will begin to learn basicprogramming

Website Evaluation

Evaluation ofStudents’ Websites

Evaluation of Apps

Evaluation of i-books

Criteria for Website

Criteria for app and i-book

i-book Maker

App Making Software

C++

Website Creator

39



(Objectives)



Resources

Topical Essential Question: Is content or delivery more important when persuading others?Students will know and beable to…Use knowledge of publicspeaking techniques topersuade an audience

Technology8.1.8.A.18.1.8.A.38.1.8.A.58.1.8.B.1

ELA 8W4,6SL 1A-D, 2,3,4,5,6

Students will discuss what makes agood presentation

Students will view five presentations onTED and record common features ofeach presentation

Students will create a 5-10 minutepresentation to deliver an overview ofone of the units listed

Common features ofa good presentationsheet

Common Features

Final presentation

Common features of agood presentation sheet

TED presentations

Microsoft Slide fest- Do’sand Don’ts

Presentation criteria

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exec sum 5-8 g&t curriculum · g&t stretch curriculum grades 5-8 gregory nolan,...

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