Gifted and Talented Program - Edison · Gifted and Talented Program ... Gifted and Talented...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

Gifted and Talented Program

Length of Course: Full Year Elective/Required: N/A School: Elementary Student Eligibility: Grades K-5 Credit Value: N/A Date Approved: August 27, 2012

GIFTED AND TALENTED

Gifted and Talented Program

Table of Contents

Statement of Purpose 3 Extension Challenge Project 4 Extension Challenge Project Rubric 5 Grade 3: Unraveling the Mystery of the Moli Stone 6 Grade 3: Water, Water Everywhere: Designing Water Filters 9 Grade 3: A Long Way Down: Designing Parachutes 11 Grade 3: LAL – Poetry Appreciation 14 Grade 4: At the Mall with Algebra 17 Grade 4: No Bones About It: Designing Knee Braces 19 Grade 4: Just Passing Through: Designing Model Membranes 21 Grade 4: LAL – Poetry Appreciation 23 Grade 5: What Are Your Chances? 26 Grade 5: A Slick Solution: Cleaning an Oil Spill 29 Grade 5: The Attraction is Obvious: Designing Maglev Systems 32 Grade 5: LAL – Poetry Appreciation 34

Modifications will be made to accommodate IEP mandates for classified students.

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STATEMENT OF PURPOSE

Changes to the Gifted and Talented Program are extensive and have resulted in a revision to reflect recent developments in our educational system, changes in our community, and increased resources available in our schools. Since the guide was last approved in 2010, the Common Core Stated Standards have been introduced, access to technology resources has significantly increased, and funding for Teachers of the Gifted and Talented has been provided. These factors now allow for more children to be serviced and monitored within their own classroom environment according to their individual interests. In addition, children identified as Gifted and Talented in grades three through five will be provided specific instruction outside their classroom geared to their interests and abilities. The highlight of the revised program is the three instructional cycles provided in a pull-out mode for the Gifted and Talented children in grades three through five. The three cycles include advanced experiences in Language Arts, Science, Technology, Engineering, and Mathematics (STEM), and Math. Gifted and Talented students in grades kindergarten through grade 2 will be monitored by the Teachers of the Gifted and Talented, and their classroom teachers will collaborate with these teachers to provide appropriate instruction and opportunities for the children. All students will have the opportunity to challenge themselves in an area of their choice by participating in the Extension Challenge Project. They will be supported by the classroom teacher to choose a topic of interest, create an action plan for researching and sharing the learning.

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The Extension Challenge Project for K-2

1. The Extension Challenge Project packet includes:

A learning styles survey to be completed by student

An expression style survey to be completed by student

An action plan, including the topic of interest, information sources, names of contacts for possible interviews, proposed experiences (experiments, research, surveys, etc.), documentation of learning experience, and projected date of completion

Rubric

2. A copy of the project packet gets submitted to the classroom teacher for feedback. The Teacher of the Gifted and Talented may be consulted. The teacher and student sign the contract.

3. The student works on the project at home and in school when time permits.

4. The student alerts the classroom teacher when he/she is ready to share the project.

5. Time is provided for the student to share the project according to the contract.

6. The classroom teacher provides feedback through the use of the rubric. The intent of this

project is to allow the student to extend the core curriculum and develop his/her skills according to his/her capabilities. Therefore, the completion of this project is not for classroom extra credit, and will not affect the student’s grade in any subject.

It is suggested that the student and classroom teacher decide how long the project should take to complete. Once the first project is completed and the student has received feedback, the teacher, student, and parent may decide if and when the next project should be started.

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Extension Challenge Project Rubric

________________________________________ ______ _________

STUDENT NAME GRADE DATE TEACHER

CATEGORY 4 3 2 1 COMMENTS: Organization Information is very

organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources All sources

(information and graphics) are accurately documented.

All sources (information and graphics) are accurately documented, but a few are not in an appropriate format.

All sources (information and graphics) are accurately documented, but many are not in an appropriate format.

Some sources are not documented.

Mechanics No grammatical,

spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Diagrams & Illustrations

Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

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Grade 3: Unraveling the Mystery of the Moli Stone Targeted Common Core State Standards: 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain

them using properties of operations. 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Unit Objectives/Enduring Understandings: Students explore place value and face value of digits as well as regrouping in order to better understand the

base-ten system. Students explore how symbols are used in numeration systems and why we need a symbol (zero) for representing none of a particular place value. By comparing how symbols are used in various numeration systems, students gain an appreciation for the importance of grouping, place values and symbols.

Essential Questions: How are the place-value system and face-value system alike and different? What is the relationship between the place values in a

base system? How are symbols used in a positional system, and why is a symbol representing none of a particular place value (zero) necessary?

Unit Assessment: Students will use their knowledge gained about place value including patterns, groupings, and symbols to create their own place value

system.

Core Content

Instructional Actions

Common Core State Standards

Concepts What students will know.

Skills What students will be able to do.

Activities/Strategies Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

Chapter 1 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Chapter 2 3.NBT.2 fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Chapter 3 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

The base of a number is the amount for the grouping or regrouping that is done in a numeration system. The largest digit in a base is one less than the base itself. A digit is the symbol used to show a number. Place value is the value of a digit depending on its place in a number; for example, the place value of the 4 in 247 is 4 tens. It increases as we move to the left. A base-ten system is a number system in which each digit has ten times the value of the same digit one place to its right. Within our base-ten system, the placement of a number is

Represent and compare whole numbers using the place-value structure of the base-ten number system. Generate equivalent representations for the same numbers by decomposing and composing numbers. Organize information into lists and charts to enable them to search for patterns and make generalizations about regrouping two- and three-digit numbers. Determine the best strategies for creating greatest or least possible numbers, sums, and differences. Compare base-ten and base-three systems for similarities and differences.

Chapter 1 Lesson 1 – Students develop deeper understanding of the importance of regrouping to a place-value system by renaming two-digit numbers. Students will determine all possible dime and penny combinations for 47 cents by creating a list and searching for patterns to generalize about regrouping two- and three-digit numbers. Lesson 2 – Students investigate the concepts of probability by looking at all possibilities and the likelihood of an event happening. Lesson 3 – Students will understand the importance of place value in addition and subtraction of two-

Pre-assessment (Unit Test) Check-up 1 Check-up 2 Check-up 3 Check-up 4 Check-up 5 Student-to-Student Discussions Mathematician’s Journal Writing Post-assessment (Unit Test)

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Grade 3: Unraveling the Mystery of the Moli Stone (cont.)

Core Content







Chapter 4 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

significant. Numbers have a face value and a place value. It is important to regroup to represent correct values and to add and subtract in base systems. Numbers can be represented in different forms such as 35 as 2 tens and 15 ones. Each place in a base three system is a multiple of three and, therefore, has a value greater than a number to the right of it. A numeration system is a number system with or without characteristics such as place values, groupings and symbols. A symbol is a sign or picture that represents some thing or some quantity. With place value, only a small number of symbols are needed to form an infinite number of numerals. Place value systems make computing with symbols efficient and quick. Zero is needed to indicate an absence of a specific place-value quantity.

Add, subtract and regroup in both base ten and base three. Represent quantities using Egyptian symbols. Add and subtract using Egyptian numerals. Compare and contrast the symbols used to write numbers in our base-ten system with the Egyptian system and the Chinese system. Represent numbers using expanded notation. Create a new numeration system. Determine the necessary characteristics of a numeration system. Decide upon and justify the number and types of symbols for the system. Evaluate the system to determine whether or not it is a place-value system. Compare the system to our base-ten system and other systems studied in the unit.

digit numbers by playing a game and determining strategies to create the largest sum or smallest difference.

Chapter 2

Lesson 1 – Students add in a base-three system which will give them a deeper insight into reasons for regrouping in our base-ten system. Lesson 2 – Students subtract in a base-three system. They break up, rather than combine, groups to solve the problems presented. Lesson 3 – Students compare a base-ten system to a base-three system and make generalizations about place-value systems.

Chapter 3 Lesson 1- Students learn about the Egyptian number system which is a face value system rather than a place value system. Lesson 2- Students discover the efficiency of a place-value system over a face-value system.

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Grade 3: Unraveling the Mystery of the Moli Stone (cont.)

Core Content







Expanded notation is the written form of a number showing the value of each digit.

Chapter 4 Lesson 1 – Students compare the Chinese system to our own system to gain a deeper understanding of expanded notation and of groupings and symbols and their functions in a place-value system. Lesson 2 – Students use their knowledge gained about place value including patterns, groupings, and symbols to create their own place-value system.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices

Project M3: Mentoring Mathematical Minds: Unraveling the Mystery of the Moli Stone

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings Modify by using Check Ups for determining need. Review skill assumptions and adjust as needed.

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Grade 3: Water, Water Everywhere: Designing Water Filters Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,

making the item, evaluating it, and presenting the results.

Unit Objectives/Enduring Understandings: Students will learn that environmental engineers utilize their knowledge of geology, biology, chemistry,

physics, math, and systems to tackle environmental problems and protect the quality of the environment. Students will use the engineering design process to

create water filters.

Essential Questions: What are technologies and who designs them? What types of problems do environmental engineers address and what are sources of

those problems?

Unit Assessment: Students will use the Engineering Design Process to create, test, and improve water filter designs.

Core Content


ITEEA and Science Standards





1A The natural world and human-made world are different. 5C The use of technology affects the environment in good and bad ways. 6C Individual, family, community, and economic concerns may expand or limit the development of technologies. 8C The design process is a purposeful method of planning practical solutions to problems. 9A The engineering design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others.

Environmental engineers help to address problems of air, water, and soil contamination. During the water cycle, water moves through air and land. Water can contain various contaminants that affect its quality. Some contaminants are natural and others are artificial (human-introduced).

Water flows more quickly and readily through some materials than it does through others. The scientific method often includes observing, predicting, and testing.

Identify multiple ways that air, water, and soil become contaminated, and differentiate between natural and artificial sources of contamination. Observe, analyze, and compare the performance of filter materials when used to filter contaminated water. Use the Engineering Design Process to design a water filter. Evaluate a water filter design using established criteria. Discuss environmental engineering and the role of environmental engineers.

Prep Lesson:

technology.

designed to solve problems.

objects are made of. Lesson 1:

Turtle.

engineering and the idea that engineers design solutions to problems.

pollution and possible solutions.

Engineering Design Process. Lesson 2:

air, water, and soil in a mural of a community.

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Water Filter Design (see rubric)

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Grade 3: Water, Water Everywhere: Designing Water Filters (cont.) Core Content







10A Asking questions and making observations helps a person to figure out how things work. 10E The process of experimentation, which is common in science, can also be used to solve technological problems. 5.4.4.G.4 Model how the properties of water can change as water moves through the water cycle. 5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world.

and soil contamination in a mural of a community and explain why the contaminants are a problem.

environmental contamination problem might be addressed through engineering. Lesson 3:

properties of different materials used for filtering water.

work well or will not work well. ontrolled

experiment to compare various filter materials’ effects on different kinds of non-toxic contaminated water. Lesson 4:

Engineering Design Process to design a water filter to clean non-toxic contaminated water.

the problem, “Imagine” different solutions, “Plan,” “Create,” and test their water filter designs, and “Improve” their designs based on test results.


EiE: Designing Water Filters, Museum of Science, Boston www.mos.org/EiE www.howstuffworks.com


difficulties, possible misunderstandings Consider skill and content knowledge assumptions and address as needed.

http://www.mos.org/EiE

http://www.howstuffworks.com/

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Grade 3: A Long Way Down: Designing Parachutes Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,


Unit Objectives/Enduring Understandings: Students will learn that aerospace engineers utilize their knowledge of science and math to help design

parts of things that fly, such as spacecraft and airplanes. Students will use the engineering design process to create parachutes.

Essential Questions: What are technologies and who designs them? What do aerospace engineers think about to make sure their spacecraft designs are

suited to their destinations?

Unit Assessment: Students will use the Engineering Design Process to create, test, and improve parachute designs.

Core Content







1B All people use tools and techniques to help them do things. 2J Materials have many different properties. 8C The design process is a purposeful method of planning practical solutions to problems. 9A The engineering design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others. 9E Models are used to communicate design ideas and processes. 10A Asking questions and making observations helps a person to figure out how things work.

An atmosphere is the layer of gas surrounding a body in space. The Earth is part of our Solar System, which includes the Sun, planets, many moons, asteroids, and comets. General features of planets include the planet’s size, distance from the Sun, temperature range, atmosphere, and surface composition. The thickness of an atmosphere affects how objects move through that atmosphere. Some objects create more air resistance (drag) than others and fall more slowly due to differences in shape, material, and size.

Identify the basic parts of a parachute and explain how parachutes work. Make predictions about parachute effectiveness based on canopy size, canopy material, and suspension line length. Analyze data on parachute drop speed to determine the characteristics of an effective parachute. Use the Engineering Design Process to design a parachute. Evaluate a parachute design using established criteria. Discuss aerospace engineering, including the constraints aerospace

Prep Lesson:

technology.

designed to solve problems. ss the materials that


Parachute Mission.

engineering.

of atmosphere and drag.

Engineering Design Process in the story. Lesson 2:

engineers.

features of the planets (or other

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Model Membrane Design (see rubric)

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Grade 3: A Long Way Down: Designing Parachutes (cont.) Core Content







11F Test and evaluate the solutions for the design problem. 11G Improve the design solutions. 18B Vehicles move people or goods from one place to another in water, air or space, and on land. 5.4.4.A.4 Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets).

Models can be used in science to study the characteristics of objects, systems, or theories.

engineers face in designing spacecraft.

celestial bodies) in our Solar System impact the design of spacecraft.

spacecraft designed to explore a specific celestial body in our Solar System.

their fictional spacecraft match the spacecraft’s destination and mission goals. Lesson 3:

odel that demonstrates how atmospheres of different thicknesses affect falling objects.

used in the design of parachutes.

class.

properties of a parachute that make it fall more slowly. Lesson 4:

Process to design a parachute.

concepts learned in Lesson 3 to help inform their parachute designs.

test, and “Improve” their parachute designs.

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Grade 3: A Long Way Down: Designing Parachutes (cont.)


EiE: Designing Parachutes, Museum of Science, Boston www.mos.org/EiE http://www.howstuffworks.com http://www.pbs.org http://inventors.about.com/od/pstartinventions/ss/Parachute.htm




http://www.howstuffworks.com/

http://www.pbs.org/wgbh/nova/space/design-mars-parachute.html

http://inventors.about.com/od/pstartinventions/ss/Parachute.htm

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LAL Gr. 3 Poetry Appreciation Targeted Common Core State Standards: 5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes.

Unit Objectives/Conceptual Understandings: Students will understand that examination and analysis of the varieties of poetic expression can lead to a

deeper appreciation of the literary craft and guide the way to creating original poetry.

Essential Questions: What emotions or images are expressed in the different styles of poems? What emotional and/or reflective insight can we gain from

the richness of the literary expression?

Unit Assessment: Students will prepare interpretive presentations of favorite poem and/or original poem(s).

Core Content







5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication questions by making comments

Various styles and forms of poetry Range of emotions expressed through poetry Conveyance of meaning through use of effective speaking skills

Identify and compare different styles and forms of poetry Identify the range of emotions of a poem Interpret poetry Create an original poem Recite a poem from memory and convey meaning through dramatic interpretation

Brainstorm background knowledge of topic.

Create a poetry book display.

Provide independent reading time for students to browse and sample different poetic styles and formats and choose a favorite.

Students share their chosen poems and the reasons for their choices with classmates.

Use Reciprocal Teaching to facilitate discovery and comparison of different poetic styles and forms.

Examine different types of poems and discuss the best way to experience each form (e.g., read aloud, chorally, individually, silently).

Use Read-Alouds and guided reading techniques to model the interpretation of selected poems.

Poet’s Journal Graphic organizer(s) Response related to activity by way of written and/or verbal discussion Poetry Jam rubric: original or chosen poem and dramatic interpretation

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LAL Gr. 3 Poetry Appreciation (cont.) Core Content







patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context

5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific

When reading independently, students respond orally and in writing to open-ended questions raised in the poetry. Provide enlightening information about poets that deepens student understanding of the work. Discuss the sources and inspiration of poetic expression and brainstorm personal sources (e.g., study a painting/artwork or photograph and consider responding with a poem). Students create original poetry. Poetry Jam (“Poetry in Motion”): A classroom is converted into a coffee house setting; students recite favorite and/or original poetry, interpreted meaningfully and dramatically, staged with scenery, props, etc.

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LAL Gr. 3 Poetry Appreciation (cont.) Core Content







that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems

Resources: Essential Materials, Supplementary Materials, Links to Best Practices www.poetry4kids.com www.poets.org/ (find a poet or poem)

www.poetryfoundation.org/archive/poetrytool.html www.poetryarchive.org (search by theme, poem, form, or poet) www.davidsiar.org/1302/poetic elements.html www.csustan.edu/english/reuben/pal/append/AXF.HTML


difficulties, possible misunderstandings Provide samples and techniques for writing poetry.

http://www.poetry4kids.com/

http://www.poets.org/

http://poetryfoundation.org/archive/poetrytool.html

http://www.poetryarchive.org/

http://www.davidsiar.org/1302/poetic%20elements.html

http://www.csustan.edu/english/reuben/pal/append/AXF.HTML

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Grade 4: At the Mall with Algebra Targeted Common Core State Standards: 6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical

problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Unit Objectives/Enduring Understandings: Students will approach the study of variables, expressions and equations using their number sense, logical

reasoning and problem-solving strategies.

Essential Questions: How are expressions and equations alike and different? Why is it important to understand several meanings of the term variable?

Unit Assessment: Students will create stores in a mall and advertise three items using a single-variable equation and a set of two equations, each with two

items as variables. They will each shop at five stores and solve equations in order to purchase items.

Core Content







Chapter 1 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. 6.EE.3 Apply the properties of operations to generate equivalent expressions. 6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

The different uses of a variable as a quantity whose value can change or as a specific unknown in an equation or situation A variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. An expression is a mathematical statement that may or may not include a variable or an operation. Expressions stand alone and are not being compared to other mathematical statements. An equation is a statement about equality that shows a relationship between two expressions or numbers. Equations always include an equal sign, indicating that the

Represent the idea of a variable as an unknown quantity using a letter or symbol Express mathematical relationships using equations Model problem situations with objects and use representations such as graphs, tables and equations to draw conclusions Distinguish between an expression and an equation Solve one and two-step problems Model and solve contextualized problems that involve two variables by using guess and test, organized lists and/or making a diagram Solve sets of equations that involve two unknowns using one

Chapter 1 Lesson 1 – I’m Thinking of a Number Students explore a number gae and use variables to represent changing quantities. Lesson 2 – Number Tricks Students analyze a number trick and write an equation that represents a rule in order to generalize the outcome of the trick. Lesson 3 – Variable Puzzles Students continue to explore the idea that in some situations, a variable has a specific value rather than a changing value. Lesson 4 – cover Up! Students work with equations in an algebraic format and use the cover-up method to solve them.

Pre-assessment (Unit Test) Check-up 1 Check-up 2 Check-up 3 Check-up 4 Check-up 5 Student-to-Student Discussions Mathematician’s Journal Writing Post-assessment (Unit Test)

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Grade 4: At the Mall with Algebra (cont.) Core Content







Chapter 2 6.EE.3 Apply the properties of operations to generate equivalent expressions. 6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers.

values of the two expressions being compared are equal. The equal sign indicates equality or balance between the expressions on each side of the equal sign. Inverse operations are operations that undo each other.

or more of the following strategies: guess and test, an organized list and substitution

Chapter 2 Lesson 1 – Pet Parade Students solve for two unknowns as they explore real-world problems about pets. Lesson 2 – a Penny for Your Thoughts Students explore problems that have two unknowns in the format of two equations that go together. Lesson 3 – Seasonal symbols Students explore equations that go together in which one equation in the set has only one variable. Lesson 4 – At the Mall Students synthesize their understanding of solving equations by transforming their classroom into a mall.


Project M3: Mentoring Mathematical Minds: At the Mall with Algebra


difficulties, possible misunderstandings Modify by using Check Ups for determining need. Review skill assumptions and adjust as needed.

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Grade 4: No Bones About It: Designing Knee Braces Targeted ITEEA National Standards: 14E Technological advances have made it possible to create new devices, to repair or replace certain parts of the

body, and to provide a means for mobility.

Unit Objectives/Enduring Understandings: Students will learn how biomedical engineers use data about the human body to help inform the design of

a technology. Students will use the engineering design process to create model membranes.

Essential Questions: What are technologies and who designs them? How do biomedical engineers use data about the human body to help inform the design

of human-made technologies?

Unit Assessment: Students will use the Engineering Design Process to create, test, and improve model designs.

Core Content







13C Compare, contrast and classify collected information in order to identify patterns. 10A Asking questions and making observations helps a person to figure out how things work. 9B Expressing ideas to others verbally and through sketches and models is an important part of the design process. 9C The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, and presenting the results. 8C The design process is a purposeful method of planning

The human body includes systems such as the muscular and skeletal systems. Within a population, there is natural variation in body parts. The skeletal system is made up of bones. The knee is a joint. A joint is a location in the body where two or more bones meet. Many body parts work together to create movement. Different materials have different properties. The skeletal system is made up of bones.

Discuss the work of biomedical engineers and their role in solving problems related to the human body. Explain the function of several parts of the knee joint, including muscles, bones, tendons, and ligaments. Explain and give an example of how biomedical engineers use data about the human body to help inform the design of a technology. Identify the properties of materials available to them for designing their knee braces. Identify and implement each step of the Engineering Design Process. Evaluate their designs using

Lesson 1: Read the story Erik’s Unexpected Twist. Discuss the field of biomedical engineering. Lesson 2: Take on the role of biomedical engineers hired by a fictional athletic shoe company. Collect and analyze data about their classmates’ arch heights. Use their data to recommend how many different types of shoes the company should design. Lesson 3: Compare and contrast the movements of a model of an injured knee with their own healthy knees. Identify the properties of the

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Observations and Anecdotal Notes Design Observe student contributions to class discussions and the implementation of the Engineering Design Process in their groups. Examine Student Work

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Grade 4: No Bones About It: Designing Knee Braces (cont.) Core Content







practical solutions to problems. 9A The engineering design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others. 9E Models are used to communicate design ideas and processes. 10A Asking questions and making observations helps a person to figure out how things work. 5.3.4.A Essential functions of the human body are carried out by specialized systems: Skeletal, etc.

established criteria. Improve their designs, taking into account the evaluation of a prior design.

materials available to them for designing their knee braces. Brainstorm how they might use different materials in their knee brace designs. Lesson 4: Discuss criteria for their knee brace designs. Follow the steps of the Engineering Design Process to design a knee brace. Apply their knowledge of the range of motion of a healthy human knee to inform their designs. Use their knowledge of the properties of materials when selecting materials for their designs. Evaluate the performance and durability of their knee braces and improve their designs.


EiE: Designing Knee Braces, Museum of Science, Boston www.mos.org/EiE www.howthingswork.com




http://www.howthingswork.com/

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Grade 4: Just Passing Through: Designing Model Membranes Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution and testing it,


Unit Objectives/Enduring Understandings: Students will learn that bioengineers utilize their knowledge of nature, biology, and the basic needs of

organisms when designing technologies. Students will use the engineering design process to create model membranes.

Essential Questions: What are technologies and who designs them? How do bioengineers use natural objects to inspire human-made technologies?

Unit Assessment: Students will use the Engineering Design Process to create, test, and improve model membrane designs.

Core Content







1A The natural world and human-made world are different. 1B All people use tools and techniques to help them do things. 1E Creative thinking and economic and cultural influences shape technological development. 2J Materials have many different properties. 8C The design process is a purposeful method of planning practical solutions to problems. 9A The engineering design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others.

Basic needs of all organisms include air, water, and food. Animals and plants have different body parts or structures that serve particular functions, such as locomotion, navigation, feeding, drinking, protection, etc. Organisms’ adaptations to their environment allow them to meet some of their basic needs.

Amphibians get the majority of their water by absorbing it through their skin. Models can be used in science to study the characteristics of objects, systems, or theories. Biological membranes separate or protect structures

Compare and contrast natural objects with technologies that have similar functions. Observe, analyze, and compare the performance of model membrane materials. Use the Engineering Design Process to design a model membrane. Evaluate a model membrane design using established criteria. Discuss bioengineering and the role of bioengineers.

Prep Lesson: Examine everyday examples of

technology. Discuss how these objects

were designed to solve problems. Discuss the materials that


Read the story Juan Daniel’s Fútbol Frog.

Discuss bioengineering and the role of bioengineers.

Define the word “membrane” and explain how membranes can help organisms meet basic needs.

Trace Juan Daniel’s use of the Engineering Design Process. Lesson 2:

Play a game in which they match natural objects with technologies that have similar functions.

Compare and contrast natural

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Model Membrane Design (see rubric)

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Grade 4: Just Passing Through: Designing Model Membranes (cont.) Core Content







9E Models are used to communicate design ideas and processes. 10A Asking questions and making observations helps a person to figure out how things work. 5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.

in an organism by allowing some things to pass through them, but not others.

objects with technologies that have similar functions.

Understand that the thinking skills used in this lesson are similar to the thinking skills often used by bioengineers. Lesson 3:

Discuss how some organisms meet their basic needs.

Explore several properties of natural membranes.

Test the performance of several model membrane materials. Lesson 4:

Use the Engineering Design Process to design a model membrane.

about natural membranes as well as materials and their properties to inform their model membrane designs.

Create, test, and improve model membrane designs.


EiE: Designing Model Membranes, Museum of Science, Boston www.mos.org/EiE www.howthingswork.com





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Grade 4 - LAL: 4 Poetry Appreciation Targeted Common Core State Standards: 6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.






Core Content







6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as need at the high end of the range.

6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)



Brainstorm background knowledge of topic. Create a poetry book display. Provide independent reading time for students to browse and sample different poetic styles and formats and choose a favorite. Students share their chosen poems and the reasons for their choices with classmates. Use Reciprocal Teaching to facilitate discovery and comparison of different poetic styles and forms. Examine different types of poems and discuss the best way to experience each form (e.g., read aloud, chorally, individually, silently). Use Read-Alouds and guided

Poet’s Journal Graphic organizer(s) Writer’s Journal Response related to activity by way of written and/or verbal discussion Poetry Jam rubric: original or chosen poem and dramatic interpretation Student Interpretation Graphic Organizer/Rubric

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Grade 4 - LAL: 4 Poetry Appreciation (cont.) Core Content







with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.

reading techniques to model the interpretation of selected poems. When reading independently, students respond orally and in writing to open-ended questions raised in the poetry. Provide enlightening information about poets that deepens student understanding of the work. Discuss the sources and inspiration of poetic expression and brainstorm personal sources (e.g., study a painting/artwork or photograph and consider responding with a poem). Students create original poetry. Poetry Jam. A classroom is converted into a coffee house setting; students recite favorite and/or original poetry, interpreted meaningfully and dramatically, staged with scenery, props, etc

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Grade 4 - LAL: 4 Poetry Appreciation (cont.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices www.poetry4kids.com www.poets.org/ (find a poet or poem) poetryfoundation.org/archive/poetrytool.html www.poetryarchive.org (search by theme, poem, form, or poet) www.csustan.edu/english/reuben/pal/append/AXF.HTML








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Grade 5: What Are Your Chances? Targeted Common Core State Standards: 7.SP.7b Develop a probability model by observing frequencies in data generated by a chance process.

7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability

Unit Objectives/Enduring Understandings: Students will understand that the probability of a chance event is a number between 0 and 1 that expresses

the likelihood of the event occurring. Students will understand the mathematical concepts behind fair and unfair games.

Essential Questions: What is the difference between experimental and theoretical probability? How can we use probability concepts to determine whether or

not a game is fair?

Unit Assessment: Students will apply new expertise in the area of probability to create a carnival game of chance with slightly unequal theoretical probabilities.

Students will predict how many times players will win based on theoretical probability and compare that to experimental probability results.

Core Content Instructional Actions


Concepts What students will know

Skills What students will be able to do



Chapter 1 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

A certain event is an event that will definitely occur and has a probability of 1

Events that are equally likely to occur have the same chance of occurring and have a probability of ½

Experimental probability is a statement of probability based on the results of a series of trials

Possible outcomes are all the possible results of an action

Probability refers to the chances of an event happening and can be expressed as 0 (impossible), 1(certain) or a fraction in between

The Law of Large Numbers states that experimental

Describe events as likely or unlikely and discuss the degree of likelihood using words such as certain, equally likely, and impossible Predict the probability of outcomes of simple experiments and test the predictions Make and test conjectures about the results of experiments and simulations using a basic understanding of probability Compute probabilities for compound events, using methods such as organized lists, tree diagrams and charts Analyze whether or not a game is fair using probability and the concept of fairness

Chapter 1-Making Sense of Chance

Lesson 1 – Heads or Tails Students apply probability concepts and use probability words to describe the likelihood of events in a coin tossing investigation. Then they calculate the experimental probability for a different number of trials.

Lesson 2 – Homework Madness Students conduct an experiment by drawing colored chips out of a bag and use results to establish experimental probability. Students discover that the outcomes are not equally likely and are asked to adjust the experiment so the outcomes are equally likely. Students also learn about the Law of Large Numbers and its application to probability.

Pre-assessment (Unit Test)

Check-up 1

Check-up 2

Check-up 3

Check-up 4

Check-up 5

Student-to-Student Discussions

Student Observation

Anecdotal Records

Mathematician’s Journal Writing

Post-assessment (Unit Test)

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Grade 5: What Are Your Chances? (cont.)







Chapter 2

7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event.

probabilities collected over many trials will predict the theoretical probabilities only when a large number of trials are conducted Unequally likely outcomes are two or more outcomes that do not have the same chance of occurring and do not have the same probability

A favorable outcome is the outcome of interest in a probability situation

Theoretical probability is a statement of probability based on analysis of a situation

A systematic (organized) list can be used to arrange data in such a way as to minimize omitting any member from the list

A compound event is a combination of two or more simple independent events such as rolling two number cubes

A fair game is a game in which the theoretical probability of each player winning is equally likely

Create fair and unfair games using the laws of probability Express experimental results as fractions Analyze events to determine their theoretical probabilities Construct a tree diagram to find all possible outcomes and identify favorable outcomes in a situation Determine the number of possible outcomes in a compound situation using counting techniques, including a table, a chart and multiplication Gather data and compare experimental probabilities to theoretical probabilities

Lesson 3 – Place Your Chips Students learn about theoretical probability by analyzing a game based on different types of numbers rolled on a number cube. Students verify the theoretical probabilities by collecting data as they play games and compare the experimental probabilities to the theoretical probabilities. Lesson 4 – Keeping Track Students learn how to construct a tree diagram, a systematic list, and use multiplication to find all possible outcomes in a probability situation

Lesson 5 – Sums and Products Students explore compound events and determine all possible sums and products of two number cubes by using tree diagrams, organized lists, and charts. Students then find the theoretical probabilities of different sums or products occurring.

Chapter 2- Taking a Chance

Lesson 1 – Odd or Even Students use spinners to play a game that appears unfair, but is actually fair. Students compare the experimental probabilities with the theoretical probabilities to

Unit Project: Carnival of Chance

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Grade 5: What Are Your Chances? (cont.)







determine the fairness of a game. Lesson 2 – Spin for a Shape Students analyze a game that appears fair but is actually unfair. Students compare experimental probability to the theoretical probability to determine fairness and make adjustments to make the game fair. Lesson 3 – Unit Project: The Carnival of Chance Students host a Carnival of Chance to showcase what they have learned about probability. Students carefully design games that enable owners to make a profit, but not so obviously unfair that people will not want to play them. Students will also judge other students’ games for fairness.


Project M3: Mentoring Mathematical Minds: What Are Your Chances?


difficulties, possible misunderstandings Modify as needed using Check Ups Review skill assumptions and adjust as needed.

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Grade 5: A Slick Solution: Cleaning an Oil Spill Targeted ITEEA National Standards: 9C-The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the

solution, making the item, evaluating it, and presenting the results.

Unit Objectives/Enduring Understandings: Students will learn that technology can have a negative effect on the environment.

Students will learn that environmental engineers utilize their knowledge of ecosystems when designing technologies to improve environmental conditions.

Essential Questions: What are the short and long term effects of pollutants on an ecosystem? How are humans affected by an oil spill? How do

environmental engineers work to prevent pollution from occurring?

Unit Assessment: Students will use the Engineering Design Process to create, test, and improve the process of cleaning up an oil spill in a model river.

Core Content







4C The use of technology can have unintended consequences. 5B Waste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment. 8C The design process is a purposeful method of planning practical solutions to problems. 9E Models are used to communicate and test design ideas and processes. 10E The process of experimentation, which is common in science, can also be used to solve technological problems.

An ecosystem is a community of organisms (including animals, plants, fungi, and bacteria) and the physical environment in which they live. The organisms in an ecosystem are dependent on one another, as well as on their physical environment, for survival. All areas of the environment (air, water, and soil) are connected. In an ecosystem, there is a food web that consists of producers, consumers, and decomposers. All organisms need food/energy, water, air (and shelter) to survive. The sun is the ultimate source of energy for nearly all life on Earth.

Discuss the work of environmental engineers and their role in cleaning up pollution. Describe the parts of an ecosystem. Explain how one change in an ecosystem may be related to other changes. Explain how changes in soil and water pH can affect the health of an ecosystem. Compare historical soil and water data to current data to build a case for the sources of pollution. Discuss connectedness within an ecosystem, particularly the connections between soil and water and the spread of pollution.

Use a model to identify and

Prep Lesson:

Examine every day examples of technology.

Discuss how these objects were designed to solve problems.

Discuss the materials that objects are made of.

Lesson 1:

Read the story Tehya’s Pollution Solution.

Discuss the field of environmental engineering.

Discuss parts of an ecosystem and examine connections between parts of an ecosystem.

Trace Tehya’s use of the Engineering Design Process.

Lesson 2:

Learn about some of the

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Anecdotal Records Cleaning an Oil Spill Process (see rubric)

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Grade 5: A Slick Solution: Cleaning an Oil Spill (cont.) Core Content







CCCS – 5.3.4.C.1 Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment. CCCS – 5.3.6.C.1 Various human activities have changed the capacity of the environment to support some life forms.

Environmental engineers use their knowledge about ecosystems to help protect and improve environmental conditions.

explain how different parts of a given ecosystem might be affected by an oil spill. Conduct controlled experiments to evaluate materials, methods, and tools available for containing and cleaning an oil spill. Implement each step of the Engineering Design Process to create, evaluate, and improve their clean-up process designs.

problems plaguing the plants and animals of the fictional Greentown.

Test and compare current pH data from select sites with historical pH data to locate possible sources of pollution.

View a demonstration of how water moves through soil and discuss connections between parts of the environment.

Present their findings concerning possible pollution sources to the mayor and citizens of Greentown.

Lesson 3:

Create a model to represent the connections between the different components of a river ecosystem.

Brainstorm ways that the ecosystem might be affected by an oil spill and use the model they create to study how the ecosystem might be impacted.

Use a controlled experiment to examine different materials and methods used to clean oil spills and discuss the advantages and

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Grade 5: A Slick Solution: Cleaning an Oil Spill (cont.) Core Content







disadvantages of each. Lesson 4:

Use the Engineering Design Process to design, implement, evaluate, and improve a process for cleaning an oil spill so that the oil has the least impact on the surrounding ecosystem.

Ask questions about the problem. Imagine possible processes for cleaning the oil spill. Plan, create, and test one oil spill cleaning process, and improve their designs based on testing results.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices EiE: A Slick Solution: Cleaning an Oil Spill, Museum of Science, Boston www.mos.org/EiE http://science.howstuffworks.com/environmental/green-science/cleaning-oil-spill.htm Oil Spill: Disaster, Scholastic Inc., 2010





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Grade 5: The Attraction is Obvious: Designing Maglev Systems Targeted ITEEA National Standards: The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the

solution(s), making the item, evaluating it, and presenting the results.

Unit Objectives/Enduring Understandings: Students will understand the role of transportation engineers in designing and improving transportation

systems. Students will use prior analyses of the properties of magnets to inform their design of a maglev transportation system.

Essential Questions: What is technology and what are some ways it can help us in our everyday life? How can some of the properties of magnets help to

design a transportation system?

Unit Assessment: Students will use the Engineering Design Process to design, create, test, and improve a maglev transportation system.

Core Content


ITEAA and Science Standards





2B Systems have parts or components that work together to accomplish a goal.

9C The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, and presenting the results.

11C Investigate how things are made and how they can be improved.

18A A transportation system has many parts that work together to help people travel.

CCCS – 5.2.4.E.3 Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being touched.

The like poles of magnets repel and opposite poles attract. Magnets are surrounded by a magnetic field. A model is a representation of an object or system, usually built to scale. Changes in one variable can simultaneously result in both favorable and unfavorable effects. A system may lose efficiency or fail if one part is missing or malfunctioning or if a subsystem is not working. The magnetic forces of attraction or repulsion can be intensified by increasing the magnetic field.

Explain the role of transportation engineers in designing and improving transportation systems. Identify the parts of a maglev system and explain their functions. Design intersection changes that will improve safety and/or efficiency. Experiment with magnets, recording observations in words or drawings. Use observations as evidence to explain the properties of magnets. Use prior analyses of the properties of magnets to inform their design of a maglev transportation system.

Prep Lesson:

Examine every day examples of technology.

Discuss how these objects were designed to solve problems.

Discuss the materials that objects are made of.

Lesson 1:

Read the story Hikara’s Toy Troubles.

Discuss the field of transportation engineering.

Discuss magnets and the role that magnets play in maglev transportation systems.

Trace Hikaru’s use of the Engineering Design Process.

Lesson 2:

Model a four-way

Pre/Post Assessments Journal entries using rubrics available for each lesson Student discussions Anecdotal records Maglev Transportation System Design (see rubric)

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Grade 5: The Attraction is Obvious: Designing Maglev Systems (cont.) Core Content







CCCS – 5.2.6.E.2 Magnetic, electrical, and gravitational forces can act at a distance.

Implement each step of the Engineering Design Process to create a maglev transportation system.

intersection.

Modify the four-way intersection in a way that balances the safety and efficiency needs of both the motorists and pedestrians who use the intersection.

Use observations to help inform safety decisions when modifying the intersection.

Lesson 3:

Make predictions about the properties of magnets.

Experiment with magnets in stations.

Note and discuss the properties of magnets that they observe at each station.

Discuss how some of the properties of magnets could help them design a maglev transportation system.

Lesson 4:

Use the steps of the Engineering Design Process to design a maglev transportation system.

Imagine several designs for a maglev track and

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Grade 5: The Attraction is Obvious: Designing Maglev Systems (cont.) Core Content







vehicle.

Plan, create, and test their designs, noting what worked well and what did not.

Improve their designs based on observations from testing.


EIE Designing Maglev Systems, Museum of Science, Boston www.mos.org/EIE www.science.howstuffworks.com



http://www.mos.org/EIE

http://www.science.howstuffworks.com/

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Grade 5 – LAL: Poetry Appreciation Targeted Common Core State Standards: 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.






Core Content







7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 7.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Brainstorm background knowledge of topic. Create a poetry book display. Provide independent reading time for students to browse and sample different poetic styles and formats and choose a favorite. Students share their chosen poems and the reasons for their choices with classmates. Use Reciprocal Teaching to facilitate discovery and comparison of different poetic styles and forms. Examine different types of poems and discuss the best way to experience each form (e.g., read aloud, chorally, individually, silently).

Poet’s Journal

Graphic organizer(s) Writer’s Journal Response related to activity by way of written and/or verbal discussion Poetry Jam rubric: original or chosen poem and dramatic interpretation Student Interpretation Graphic Organizer/Rubric

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Grade 5 – LAL: Poetry Appreciation (cont.) Core Content







7.SL. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Use Read-Alouds and guided reading techniques to model the interpretation of selected poems. When reading independently, students respond orally and in writing to open-ended questions raised in the poetry. Provide enlightening information about poets that deepens student understanding of the work. Discuss the sources and inspiration of poetic expression and brainstorm personal sources (e.g., study a painting/artwork or photograph and consider responding with a poem). Students create original poetry. Poetry Jam. A classroom is converted into a coffee house setting; students recite favorite and/or original poetry, interpreted meaningfully and dramatically, staged with scenery, props, etc.

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Grade 5 – LAL: Poetry Appreciation (cont.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices www.poetry4kids.com www.poets.org/ (find a poet or poem) poetryfoundation.org/archive/poetrytool.html www.poetryarchive.org (search by theme, poem, form, or poet) www.csustan.edu/english/reuben/pal/append/AXF.HTML








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