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STEM meets science fiction.  As K-4 Encore students seek to define what science is, they discover the diversity of diciplines within this very broad topic of study.  Little Einsteins will explore various scientists and hone their skills as junior scientists as they engage in hands-on STEM activities.  The experience will become even STEAMier as learners submerse themselves in science fiction literature and apply their newfound jargon and scientific experiences to their own literary sci-fi creations.

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STEM meets science fiction.  As K-4 Encore students seek to define what science is, they discover the diversity of diciplines within this very broad topic of study.  Little Einsteins will explore various scientists and hone their skills as junior scientists as they engage in hands-on STEM activities.  The experience will become even STEAMier as learners submerse themselves in science fiction literature and apply their newfound jargon and scientific experiences to their own literary sci-fi creations.

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Interactions in Ecology and Literature Curriculum Materials

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SpeedometryTM is a 2-unit standards-based curriculum designed to engage 4th grade students in learning STEM content using Hot WheelsTM cars and tracks. The content is aligned to the Common Core Standards in Science and Mathematics, the Next Generation Science Standards, and California State Education Standards in STEM. Speedometry is a fun and engaging way to learn about concepts such as energy, force, and motion. Students also learn scientific and engineering practices such as analyzing and interpreting data.

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Interactions in Ecology and Literature Curriculum Materials

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Interactions in Ecology and Literature Lesson 1

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To help teach this unit for YSN students

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To help teach this unit for YSN students

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I have more things that I used with different lesson to help scaffold for my YSN students!!!

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with government economics and transformations using Wakanda/Marvel as a resource. This is somethings that one of our AART members sent to me to get my wheels turning!!!! PLEASE HELP!!!

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I wrote this for the 6th grade SS teachers at Meigs. It is a summative project/assessment. Attachment includes task, topic handouts, a rubric, and student reflection sheet.

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This astronomy unit helps students develop a new perspective on the world they're standing on. They will be given evidence  that the Earth beneath our feet is actually moving through space, both spinning on its axis, and traveling in a great orbit around the sun. They will see how these movements account for the patterns we see in our sky. Throughout this investigation, students will engage in actual and simulated observations of the sky, and they will engage in the process of inquiry: beginning with observations, debating a range of possible causes, and reasoning to possible conclusions.

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Sun, Moon, Stars, & Planets

4th Grade, 5th Grade

This astronomy unit helps students develop a new perspective on the world they're standing on. They will be given evidence that the Earth beneath our feet is actually moving through space, both spinning on its axis, and traveling in a great orbit around the Sun. They will see how these movements account for the patterns we see in our sky (the paths of our Sun across the sky, the changing seasons, and the changing constellations). Accompanying us on this journey are the Moon and planets, which the students will observe have their own patterns of movement in the sky. Throughout this investigation students will engage in actual and simulated observations of the sky, and they will engage in the process of inquiry: beginning with observations, debating a range of possible causes, and reasoning to possible conclusions. Less

Optional: Start this unit with an anchor phenomenon. Read more

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Open-and-go lessons that inspire kids to love science.

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This astronomy unit helps students develop a new perspective on the world they're standing on. They will be given evidence that the Earth beneath our feet is actually moving through space, both spinning on its axis, and traveling in a great orbit around the Sun.

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https://www.youtube.com/watch?v=0jHsq36_NTU

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We have traveled to The Farm south of Nashville which is a thriving utopian community.   I will be happy to plan this and individual teachers can request buses and dates as you see fit.

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Structures for this unit:

We’ve divided community into the following sections- each receives attention and winds up being a part of the final Pbl in the spring:

Government
Sustainability
Economy
(There are a couple more...Lisa or Jennifer can you help?)

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We have tons of resources for the Utopia/dystopia unit that we named, "In a Perfect World..." 

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We have tons of resources for the Utopia/dystopia unit that we named, "In a Perfect World..." 

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We included mini units for each of the 4 pillars of society. Some of us have done the sustainable classrooms training through Urban Green Lab, which could be the sustainability piece.

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Students will learn the fundamentals of computer science with drag & drop blocks. Create your own drawings and games.

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Explore the world of computer science with engaging videos, self-paced tutorials, programming activities, and more!

Get Started with Hour of Code

Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from!

Get Started with Hour of Code

Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from!

Explore Hour of Code activities

Continue Learning at Your Own Pace

Create drawings, games, and more in these two excellent options for students getting started on their own learning the basics of computer science.

Ages 5-7

Pre-Reader Express Course

Learn computer science at your own pace! Learn to create computer programs, develop problem-solving skills, and work through fun challenges! Make games and creative projects to share with friends, family, and teachers.

Ages 7-11

Express Course

Learn computer science at your own pace! Learn to create computer programs, develop problem-solving skills, and work through fun challenges! Make games and creative projects to share with friends, family, and teachers.

Make Your Own Animations and Games

Ages 7+

Sprite Lab

Time to get creative! Use block-based coding to make something silly, sweet, or outer-spacey in Sprite Lab. The only limit is your imagination!

Try Sprite Lab

Additional Resources

There are so many ways to further explore computer science! Browse our video library, or learn more about exciting careers in the computer science field.

Discover our Video Library

Learn the basics of computer science through short 5-10 minute videos on topics like artificial intelligence, the Internet, how computers work, how not to get hacked, blockchain, careers, and more!

View video library

Go Further with CS Journeys

Take the next step on your computer science journey. Explore careers, mentorship opportunities, online courses, scholarships, internships and more!

Explore CS Journeys

Computer Science in the Classroom

These courses should be led by a teacher! If you'd like to see them taught at your school, ask a parent or guardian to work with a teacher to bring them to your class.

grades K-5

Computer Science Fundamentals

Free set of elementary curricula that introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.

grades 3-5

Computer Science Connections

Make connections between computer science (CS) and other subjects like math, language arts, science, and social studies.

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Computer Science Curriculum for Grades K-5

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Explore the world of computer science with engaging videos, self-paced tutorials, programming activities, and more! Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from! Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks.

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Grades 7-8

Unsolved: An Exploration of Mysteries and

Forensic Science

Forensic Science is the application of science to those criminal and civil laws that are enforced by police agencies in a criminal justice system.  This unit incorporates aspects from the major sciences (biology, chemistry, physics, entomology, earth science, anatomy & physiology), while embedding critical/creative thinking and problem solving (21st century) skills.  Major topics include the following: processing a crime scene, collecting and preserving evidence, identifying types of physical evidence, organic and inorganic evidence, hair, fibers, toxicology, serology, DNA, fingerprints, and document analysis.  The main focus of this unit will be to emphasize the evidential value of crime-scene and related evidence and the services of what has become known as the crime laboratory.  This unit combines basic theory with real laboratory experiments, creating an experiment-based situation for students.

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Hot Wheels® Speedometry™ encourages inquiry and real-world, problem-based learning through play, hands-on activities and in-depth lesson plans that is mapped to state and national standards including Common Core State Standards (CCSS), Next Generation Science Standards (NGSS) and Texas Essential Knowledge and Skills (TEKS). This education curriculum, co-created with researchers at the University of Southern California Rossier School of Education, combines Hot Wheels® fun, imagination, and action, as well as toys and track to accelerate learning.

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Hot Wheels® Speedometry™ encourages inquiry and real-world, problem-based learning through play, hands-on activities and in-depth lesson plans that is mapped to state and national standards including Common Core State Standards (CCSS), Next Generation Science Standards (NGSS) and Texas Essential Knowledge and Skills (TEKS). This education curriculum, co-created with researchers at the University of Southern California Rossier School of Education, combines Hot Wheels® fun, imagination, and action, as well as toys and track to accelerate learning. Read More

Speedometry™ is a free-to-use curriculum targeting fourth grade (8-9 year old) students. Comprised of two units with up to six lessons per unit, Speedometry™ provides coursework intended to cover a period of 10-12 days. Students work in collaborative learning groups to deepen their understanding of speed, angles, slopes, collisions, kinetic energy, and potential energy. The lessons and activities aim to put students on course for success in science and mathematics. A kindergarten curriculum for 5-6 year olds is currently in development and will be released at a later date.

With support from the Mattel Children's Foundation, five faculty members began working with Hot Wheels® designers and (S)cience (T)echnology (E)ngineering (M)ath teachers in April 2013 to develop tools for teaching scientific concepts like velocity, kinetic energy and gravity using the miniature toy cars and modular track already beloved by children. USC Rossier education professors Gale Sinatra, Julie Marsh, Morgan Polikoff, Frederick Freking, and Angela Hasan led the project for a Speedometry™ curriculum for the elementary school students that will help teachers and parents reinforce key STEM concepts. The Speedometry™ curriculum is aligned with the rigorous expectations outlined in the CCSS, NGSS, as well as TEKS, and includes inquiry, play-based, and hands-on activities.

"With the need for more students in the STEM fields, teachers and parents need to find ways to make scientific topics engaging and accessible for students from an early age," said Rossier Dean Karen Symms Gallagher. "The Speedometry curriculum brings science to life for kids while also being grounded by the research and assessment of learning experts in the field of education." Read Less

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Speedometry - Learn Math and Science | Hot Wheels

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Hot Wheels® Speedometry™ encourages inquiry and real-world, problem-based learning through play, hands-on activities and in-depth lesson plans that is mapped to state and national standards including Common Core State Standards (CCSS), Next Generation Science Standards (NGSS) and Texas Essential Knowledge and Skills (TEKS).

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Crime Lab Chemistry; Crime Scene Investigations-Real Life Science Labs

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Crime Lab Chemistry; Crime Scene Investigations-Real Life Science Labs

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This unique unit offers activities in earth, life, and physical science as well as science inquiry and technology. It also provides labs on life, physical, and earth science as well as critical thinking. Like real-life forensic scientists, students will observe carefully, organize, and record data, think critically, and conduct simple tests to solve crimes like theft, dog-napping, vandalism and water pollution. They will also have a chance to experiment with chromatography and explore several mystery scenarios.

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crime scene investigations: real-life science labs for grades 6-12

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science - study and teaching (elementary) - activity programs

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science - study and teaching (secondary) - activity programs

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education / teaching methods & materials / science & technology

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teaching methods & materials - science & technology

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students; grades; scene; crime; motivational; investigations reallife; sleuths; super; labs; science; unique; teachers; investigators; lessons; chance; resource; critical; scientists; reallife forensic; ranging; burden; proof

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education / teaching methods & materials / science & technology

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teaching methods & materials - science & technology

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Crime Scene Investigations: Real-Life Science Labs For Grades 6-12

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This unique resource offers activities in earth, life, and physical science as well as science inquiry and technology. The Grades 6-12 level book provides labs on life, physical, and earth science as well as critical thinking. Like real-life forensic scientists, students observe carefully, organi...

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 Energizing Everything:  Energy, Emotion, and  Electricity 

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 Energizing Everything:  Energy, Emotion, and  Electricity 

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This introductory energy unit will encourage students to think about the energy that things need to move. Students will explore how energy makes things go, from powering vehicles to moving one’s body. Students will experiment with rubber band racers to discover the relationship between how much energy is stored in a material and how much is released. They will investigate the role that hills play in making roller coasters move and the energy transfer that happens when two objects collide. Students will realize that thinking about the world in terms of energy helps them make sense of how and why things speed up and slow down. Hands-on activities focus on engineering, testing hypotheses and using results to develop their ideas.

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers an open-and-go elementary science unit suitable for 3rd, 4th, and 5th grade covering Energy, Motion, & Electricity

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Many of our lesson ideas, activities, and PowerPoints come from this website:

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Many of our lesson ideas, activities, and PowerPoints come from this website:

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https://www.sciencespot.net/Pages/classforsci.html

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I start each class period with a warm-up activity targeting forensic science concepts and other skills (observation, problem-solving, etc.) The challenges are in the form of PowerPoint presentations and include spot-the-differences puzzles, mini mysteries, trivia challenges, and vocabulary builders. I have also created several warm-ups that incorporate CSI-related videos that are available online.

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Create your own civilization

Taught with 3rd & 4th graders @ Gateway Elementary

SEL:
I can identify how obstacles are overcome to achieving goals.

Reading
Determine the central message or lesson from the text
Math
Develop a civilization with key components to sustain the life of all living things
Materials needed

*  Text:  Weslandia or read aloud with YouTube
*  Desk sized paper--recommend going to LP Pencil and picking up a few; use the backs
*  construction paper
*  student items from home (buttons, plastic bottles, toilet paper rolls, etc.)
* Markers, pencils, pens, crayons, paint

Questioning
*  What life lessons are exposed in the story?
*  Thinking map (Compare/Contrast)
* How does your created civilization resemble your actual community?

Vocabulary:
Civilization
tormentors
Ancient traditions
myriad
innovations
constellations

2 slides

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https://www.prufrock.com/Could-You-Live-Underwater-A-Design-Thinking-and-STEM-Curriculum-Unit-for-Curious-Learners-Grades-4-5-P3121.aspx

I bought this unit online and did it with my third and fourth grade Encore students. They loved it!

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There is also a William and Mary Gifted unit for Utopia in the Encore resource closet at Robertson.

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There is also a William and Mary Gifted unit for Utopia in the Encore resource closet at Robertson.

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Mind Vine Press - The Gifted Education Company

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Envision can be used in any educational setting. It is flexible enough to be used in a gifted pullout program, a self-contained gifted classroom, or a regular education classroom containing a gifted cluster. Envision has also proven very successful in schools that do not identify gifted students.

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Environmental Declaration uses cumulative levels of Blooms to build a project portfolio and ultimate Exposition of student work.  Students will evaluate and apply knowledge and thinking to real life environmental issues.

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Environmental Declaration uses cumulative levels of Blooms to build a project portfolio and ultimate Exposition of student work.  Students will evaluate and apply knowledge and thinking to real life environmental issues.

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Mind Vine Press - The Gifted Education Company

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Envision can be used in any educational setting. It is flexible enough to be used in a gifted pullout program, a self-contained gifted classroom, or a regular education classroom containing a gifted cluster. Envision has also proven very successful in schools that do not identify gifted students.

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Giving Journey uses cumulative levels of Blooms to create a plan for giving to a real world service opportunity for someone in need.  Students will analyze customers and create a portfolio with a plan to implement.  In the end they will present their plans at an Exposition.

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Giving Journey uses cumulative levels of Blooms to create a plan for giving to a real world service opportunity for someone in need.  Students will analyze customers and create a portfolio with a plan to implement.  In the end they will present their plans at an Exposition.

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Mind Vine Press - The Gifted Education Company

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Envision can be used in any educational setting. It is flexible enough to be used in a gifted pullout program, a self-contained gifted classroom, or a regular education classroom containing a gifted cluster. Envision has also proven very successful in schools that do not identify gifted students.

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Party Plan gives students the opportunity create a real-world project that leading students through the highest levels of thinking and draws on all subject areas. The end portfolio is celebrated at the Exposition.

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Party Plan gives students the opportunity create a real-world project that leading students through the highest levels of thinking and draws on all subject areas. The end portfolio is celebrated at the Exposition.

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Mystery Science is a subscription that offers interactive lessons with NGSS standards in mind.  

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Mystery Science is a subscription that offers interactive lessons with NGSS standards in mind.  

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Mystery Science is a subscription offering interactive lessons with NGSS standards in mind.

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Mystery Science is a subscription offering interactive lessons with NGSS standards in mind.

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https://www.mensaforkids.org/teach/lesson-plans/the-art-of-storytelling/

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I will use a past lesson plan that involved researching the archaeological finds, message and meaning behind these beautiful hand-built clay pottery shards.  Students will view YouTube videos of actors re-enacting these ancient farmers and potters, explore the symbolism on their pottery and their gratitude for three essentials: air, water, and fire.

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Overarching Theme: POWER Rational Introduce 7th and 8th grade scholars to the concept of power. The Integrated Curriculum Model (ICM) will be utilized as the unit design, embedding components of the framework (accelerated content, advanced processes of the discipline such as literary analysis and scientific inquiry) and conceptual understanding in each lesson. Resources Perspective of Power 6-8 Literary, Visual, and Rhetorical Analysis Big Idea reflection and Reasoning organizer Unit Goal and Objectives Content: Analyze and interpret texts and art.      SWBAT: •	Explain with evidence how literary or visual elements contribute to the overall meaning of work,•	Respond to interpretations of texts through a variety of contexts by justifying ideas and providing new information,•	Compare and contrast impact of various texts, art, experiences, and real-world events on themes and generalizations,•	Explain verbally and in writing how writer develops and supports his claims, &•	Identify rhetorical devices that influence effective argumentation within primary source documents and justify why they are effective. Process: Develop thinking, writing, and communication skills in the language arts. SWBAT:•	Reason through an issue by combining a variety of reasoning strategies (determine implications and consequences, consider multiple points of view; examine assumptions behind multiple points of view, inferring from data)•	Use evidence to develop appropriate inferences,•	Evaluate the use of effective argumentation,•	Analyze purposes assumptions, and consequences of primary sources within historical context; &•	Analyze societal or individual conflicts resulting from the struggle for power. Concept: Understand the theme of power and related generalizations within the language arts. SWBAT:•	Defend “power may be used or abused” with evidence from the text, media, or experiences,•	Explain how generalizations “power is the ability to influence” and “power is connected to a source” manifest within various fictional, historical, and persona contexts’,•	Explain how the omnipresence of power is shown through various art and literary forms within multiple contexts; &•	Explain the relationship of power to other universal themes.						Week	Lesson	Objectives	Essential Questions	Assessment	TN State Standards	NAGC Standards1	Safe Learning Environment(1 session)	Class Rules/Procedures Getting to know you	What constitutes a safe learning environment			2-4	Growth Mindset	Equitable access to advanced learning opportunities	How do we cultivate a growth mindset (fixed)	Feedback & Praise Failure Power of YET! Puzzles		5	Pretest	To understand the themes of power and related generalizations: Power is the ability to influence. Power is connected to a source Power may be used or abused.	Introduction of power. What is power?	3 question pre- assessment		5	Introduction “I like to see it Lap the Miles” by Emily Dickinson(Ch. 1)(1-2 sessions)	To analyze and interpret text; to explain with evidence how literary or visual elements contribute to overall meaning of a work.Respond to an analysis of literature Use inductive reasoning to develop generalizations about structure & function	What is Power? How is power connected to a source?	Rubric, ELA Task Response, Concept Connections, Analysis Wheel	RL. 9-10-1, 10-2, 10-3, 10.4, 10-5 W.9- 10.4SL. 9-10.1C, 1D, 10.4	7-8	Power of Oppression“ The Dutchman ”by Moyo Okedji(Ch. 2)	To analyze and interpret art; to explain with evidence how visual elements contribute to overall meaning of a work. Respond to an analysis of the visual	How is power shown through art?How can generalizations of power be shown through a visual?	Rubric, ELA Task Responses, Concept Connection Reflections, Visual Graph	RL.6.6, RL.8.2, SL.6.1c, RL.7.1, W.6.1, SL.6.1d, RL.7.3	8-9	Blue Beard by Charles Perrault(Ch. 3)The “Power of Rules” just or unjust	Synthesize gathered information to support an argument; Use evidence to develop inferences, justify arguments, & develop claims; Synthesize information from various texts, sources & models to support generalizations about structure	Is it right to be punished for breaking a rule? Explain the relationship of power to other universal themes.	Rubric, Concept Connection Reflection, Corrected models, Concept Map, Debate	RI.5.3, RI.7.1, RST.6-8.2	5-PS2-1, MS-ESS1-210-11	On Women’s Right to Vote by Susan B. Anthony(Ch. 4)The “Power of Persuasion”	Introduction the elements of rhetorical analysis. Logos, Pathos and Ethos 	Is persuasion a power? What is fair?  	Rubric, Concept Connection Reflection, Exit Ticket Choice based products	RI.5.2, RI.7.1, RST.6-9.2	5-PS2-1; MS-ESS1-212-18	Dystopian Literature: The “Abuse of Power”(Ch. 5)	Respond to analysis of literature; Cite evidence; Synthesize information from various text sources & models to support generalizations about power. Read a dystopian literature.	What is it about power that make some people corrupt? Defend “ power may be abused or used”	Rubric, ELA Task Response, Concept Connections Reflection, Individual Assessment drawing & explanation 	RI.5.3, RI.7.1, RI.7.2, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7., RST.6-8.2	MS-ESS1-219-20	A Sound of Thunder by Ray BradburyThe: “Power of Choice”(Ch. 6)	Analyze how literary elements interact to promote meaning; Analyze the structure of various texts and media for how structure enhances the meaning of the work; Synthesize information from various texts, sources, and models to support generalizations about structure	Do the choices I make today have the power to affect my future in profound ways?Are our lives controlled by choices or fate?	Rubric, ELA Task Responses, Concept Connection Reflections,Debate Exit Ticket	RL.6.6, RL.7.1, RL.7.3, RL.7.4, RL.8.2, W.7.3, SL.6.1, SL.6.1c, SL.6.1d	21-22	The Persistence of Memory by Salvatore DaliThe Power of Memory(Ch. 7)	Examine relationship between structure, cause & effect, & function in multiple contexts	What makes art actually art?What is the purpose or motive in creating art?	Rubrics, Student Pre-Post models, Exit Ticket, Student Products		MS-ESS1-122-23	“The Wild Swans at Coole”by W. B. YeatsThe “Power of Nostalgia”(Ch. 8)	Respond to an analysis of literature through writing a variety of text including evidence to support claims; Cite evidence to support an illuminated point of view; Synthesize information from various texts, sources & models to support generalizations about structure	How is Poetry Like a Mirror?How is power shown through various art and literary forms? 	Rubrics, Student Poem Changes, ELA Task Response, Concept Connection Reflections	RL.6.6, RL.7.1, RL.7.4, W.6.1, SL.6.1, LS.6.1c, SL.6.1d, L.6.5	24-25	“The Pursuit of Disarmament” by John F. KennedyThe Power of Cooperation Versus Competition(Ch. 9)	Evaluate author use of language, structure & point of view to reveal a purpose/advance a claim; Use evidence to develop inferences, justify arguments, & develop claims; Use inductive reasoning to develop generalizations	Which is more beneficial for society: competition or cooperation? How can cooperation and competition benefit each other?	Rubric, ELA Task Response, Concept Connections, Exit Ticket	RL.5.3, RL.6.9, RL.7.1, RL.7.2, RL.7.5, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7.2	26	“The Perils of Indifference” by Elie WieselThe “Power of Response”(Ch. 10)	Evaluate author use of language, structure & point of view to reveal a purpose/advance a claim; Use evidence to develop inferences, justify arguments, & develop claims; Use inductive reasoning to develop generalizations	How does one become indifferent? Is Indifference the absence of power?	Rubric, ELA Task Response, Concept Connections, Mind Map	RI.5.3, RI.6.9, RI.7.1, RI.7., RI.7.5, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7.2	27-28	“We never know how high we are” by Emily DickinsonThe “Power of Risk”(Ch. 11) 	Synthesize information from various sources & models to support generalizations about Power	How can the power of fear influence our lives?	Rubric, ELA Task Response, Concept Connections, Exit Ticket, Student Math Calculations		MS-ESS1-328-30	Culminating Project (Ch. 12)	Choose specific unit objectives as they relate to each product	How does structure promote function or malfunction?	Rubric, Presentation,Reflection	Choose specific unit standards as they relate to each product	Choose specific unit standard as they relate to each product28-30	Post-test	Unit Objectives listed above		Post-test	Unit Objectives	Unit Objectives						Note: Text does not give many timelines for length of lessons, so they are estimates. Standards: Gifted Education Programming Standard 1: Learning and DevelopmentIntroductionFor teachers and other educators in PreK-12 settings to be effective in working with learners with gifts and talents, they mustunderstand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs,and services. These characteristics provide the rationale for differentiation in programs, grouping, and services for this population andare translated into appropriate differentiation choices made at curricular and program levels in schools and school districts. Whilecognitive growth is important in such programs, affective development is also necessary. Thus many of the characteristics addressed inthis standard emphasize affective development linked to self-understanding and social awareness.Standard 1: Learning and DevelopmentDescription: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoingself-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and communitysettings to ensure specific student outcomes.Student Outcomes Evidence-Based Practices1.1.1. Educators engage students with gifts and talents in identifying interests,strengths, and gifts.1.1. Self-Understanding. Students with gifts andtalents demonstrate self-knowledge with respect totheir interests, strengths, identities, and needs insocio-emotional development and in intellectual,academic, creative, leadership, and artisticdomains.1.1.2. Educators assist students with gifts and talents in developing identitiessupportive of achievement.1.2. Self-Understanding. Students with gifts andtalents possess a developmentally appropriateunderstanding of how they learn and grow; theyrecognize the influences of their beliefs, traditions,and values on their learning and behavior.1.2.1. Educators develop activities that match each student’s developmentallevel and culture-based learning needs.1.3.1. Educators provide a variety of research-based grouping practices forstudents with gifts and talents that allow them to interact with individuals ofvarious gifts, talents, abilities, and strengths.1.3. Self-Understanding. Students with gifts andtalents demonstrate understanding of and respectfor similarities and differences between themselvesand their peer group and others in the generalpopulation.1.3.2. Educators model respect for individuals with diverse abilities, strengths,and goals.1.4.1. Educators provide role models (e.g., through mentors, bibliotherapy) forstudents with gifts and talents that match their abilities and interests.1.4. Awareness of Needs. Students with gifts andtalents access resources from the community tosupport cognitive and affective needs, includingsocial interactions with others having similarinterests and abilities or experiences, includingsame-age peers and mentors or experts.1.4.2. Educators identify out-of-school learning opportunities that matchstudents’ abilities and interests.1.5. Awareness of Needs. Students’ families andcommunities understand similarities anddifferences with respect to the development andcharacteristics of advanced and typical learnersand support students with gifts and talents’ needs.1.5.1. Educators collaborate with families in accessing resources to developtheir child’s talents.1.6.1. Educators design interventions for students to develop cognitive andaffective growth that is based on research of effective practices.1.6. Cognitive and Affective Growth. Students withgifts and talents benefit from meaningful andchallenging learning activities addressing theirunique characteristics and needs.1.6.2. Educators develop specialized intervention services for students withgifts and talents who are underachieving and are now learning and developingtheir talents.1.7. Cognitive and Affective Growth. Students withgifts and talents recognize their preferredapproaches to learning and expand their repertoire.1.7.1. Teachers enable students to identify their preferred approaches tolearning, accommodate these preferences, and expand them.1.8.1. Educators provide students with college and career guidance that isconsistent with their strengths.1.8. Cognitive and Affective Growth. Students withgifts and talents identify future career goals thatmatch their talents and abilities and resourcesneeded to meet those goals (e.g., higher educationopportunities, mentors, financial support).1.8.2. Teachers and counselors implement a curriculum scope and sequencethat contains person/social awareness and adjustment, academic planning,and vocational and career awareness.2National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 2: AssessmentIntroductionKnowledge about all forms of assessment is essential for educators of students with gifts and talents. It is integral toidentification, assessing each student’s learning progress, and evaluation of programming. Educators need to establish a challengingenvironment and collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents.Educators’ understanding of non-biased, technically adequate, and equitable approaches enables them to identify students whorepresent diverse backgrounds. They also differentiate their curriculum and instruction by using pre- and post-, performance-based,product-based, and out-of-level assessments. As a result of each educator’s use of ongoing assessments, students with gifts andtalents demonstrate advanced and complex learning. Using these student progress data, educators then evaluate services and makeadjustments to one or more of the school’s programming components so that student performance is improved.Standard 2: AssessmentDescription: Assessments provide information about identification, learning progress and outcomes, and evaluation of programmingfor students with gifts and talents in all domains.Student Outcomes Evidence-Based Practices2.1.1. Educators develop environments and instructional activities thatencourage students to express diverse characteristics and behaviors that areassociated with giftedness.2.1. Identification. All students in grades PK-12have equal access to a comprehensiveassessment system that allows them todemonstrate diverse characteristics and behaviorsthat are associated with giftedness.2.1.2. Educators provide parents/guardians with information regarding diversecharacteristics and behaviors that are associated with giftedness.2.2.1. Educators establish comprehensive, cohesive, and ongoing proceduresfor identifying and serving students with gifts and talents. These provisionsinclude informed consent, committee review, student retention, studentreassessment, student exiting, and appeals procedures for both entry and exitfrom gifted program services.2.2.2. Educators select and use multiple assessments that measure diverseabilities, talents, and strengths that are based on current theories, models, andresearch.2.2.3 Assessments provide qualitative and quantitative information from avariety of sources, including off-level testing, are nonbiased and equitable, andare technically adequate for the purpose.2.2.4. Educators have knowledge of student exceptionalities and collectassessment data while adjusting curriculum and instruction to learn about eachstudent’s developmental level and aptitude for learning.2.2.5. Educators interpret multiple assessments in different domains andunderstand the uses and limitations of the assessments in identifying theneeds of students with gifts and talents.2.2. Identification. Each student reveals his or herexceptionalities or potential through assessmentevidence so that appropriate instructionalaccommodations and modifications can beprovided.2.2.6. Educators inform all parents/guardians about the identification process.Teachers obtain parental/guardian permission for assessments, use culturallysensitive checklists, and elicit evidence regarding the child’s interests andpotential outside of the classroom setting.2.3.1. Educators select and use non-biased and equitable approaches foridentifying students with gifts and talents, which may include using locallydeveloped norms or assessment tools in the child’s native language or innonverbal formats.2.3.2. Educators understand and implement district and state policies designedto foster equity in gifted programming and services.2.3. Identification. Students with identified needsrepresent diverse backgrounds and reflect thetotal student population of the district.2.3.3. Educators provide parents/guardians with information in their nativelanguage regarding diverse behaviors and characteristics that are associatedwith giftedness and with information that explains the nature and purpose ofgifted programming options.2.4.1. Educators use differentiated pre- and post- performance-basedassessments to measure the progress of students with gifts and talents.2.4.2. Educators use differentiated product-based assessments to measure theprogress of students with gifts and talents.2.4. Learning Progress and Outcomes. Studentswith gifts and talents demonstrate advanced andcomplex learning as a result of using multiple,appropriate, and ongoing assessments.2.4.3. Educators use off-level standardized assessments to measure theprogress of students with gifts and talents.3National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-102.4.4. Educators use and interpret qualitative and quantitative assessmentinformation to develop a profile of the strengths and weaknesses of eachstudent with gifts and talents to plan appropriate intervention.2.4.5. Educators communicate and interpret assessment information tostudents with gifts and talents and their parents/guardians.2.5.1. Educators ensure that the assessments used in the identification andevaluation processes are reliable and valid for each instrument’s purpose,allow for above-grade-level performance, and allow for diverse perspectives.2.5.2. Educators ensure that the assessment of the progress of students withgifts and talents uses multiple indicators that measure mastery of content,higher level thinking skills, achievement in specific program areas, andaffective growth.2.5. Evaluation of Programming. Studentsidentified with gifts and talents demonstrateimportant learning progress as a result ofprogramming and services.2.5.3. Educators assess the quantity, quality, and appropriateness of theprogramming and services provided for students with gifts and talents bydisaggregating assessment data and yearly progress data and making theresults public.2.6.1. Administrators provide the necessary time and resources to implementan annual evaluation plan developed by persons with expertise in programevaluation and gifted education.2.6.2. The evaluation plan is purposeful and evaluates how student-leveloutcomes are influenced by one or more of the following components of giftededucation programming: (a) identification, (b) curriculum, (c) instructionalprogramming and services, (d) ongoing assessment of student learning, (e)counseling and guidance programs, (f) teacher qualifications and professionaldevelopment, (g) parent/guardian and community involvement, (h)programming resources, and (i) programming design, management, anddelivery.2.6. Evaluation of Programming. Studentsidentified with gifts and talents have increasedaccess and they show significant learningprogress as a result of improving components ofgifted education programming.2.6.3. Educators disseminate the results of the evaluation, orally and in writtenform, and explain how they will use the results.4National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 3: Curriculum Planning and InstructionIntroductionAssessment is an integral component of the curriculum planning process. The information obtained from multiple types ofassessments informs decisions about curriculum content, instructional strategies, and resources that will support the growth of studentswith gifts and talents. Educators develop and use a comprehensive and sequenced core curriculum that is aligned with local, state, andnational standards, then differentiate and expand it. In order to meet the unique needs of students with gifts and talents, this curriculummust emphasize advanced, conceptually challenging, in-depth, distinctive, and complex content within cognitive, affective, aesthetic,social, and leadership domains. Educators must possess a repertoire of evidence-based instructional strategies in delivering thecurriculum (a) to develop talent, enhance learning, and provide students with the knowledge and skills to become independent, selfawarelearners, and (b) to give students the tools to contribute to a multicultural, diverse society. The curriculum, instructionalstrategies, and materials and resources must engage a variety of learners using culturally responsive practices.Standard 3: Curriculum Planning and InstructionDescription: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts andtalents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using arepertoire of evidence-based instructional strategies to ensure specific student outcomes.Student OutcomesEvidence-Based Practices3.1.1. Educators use local, state, and national standards to align and expandcurriculum and instructional plans.3.1.2. Educators design and use a comprehensive and continuous scope andsequence to develop differentiated plans for PK-12 students with gifts andtalents.3.1.3. Educators adapt, modify, or replace the core or standard curriculum tomeet the needs of students with gifts and talents and those with special needssuch as twice-exceptional, highly gifted, and English language learners.3.1.4. Educators design differentiated curricula that incorporate advanced,conceptually challenging, in-depth, distinctive, and complex content forstudents with gifts and talents.3.1.5. Educators use a balanced assessment system, including preassessmentand formative assessment, to identify students’ needs, developdifferentiated education plans, and adjust plans based on continual progressmonitoring.3.1.6. Educators use pre-assessments and pace instruction based on thelearning rates of students with gifts and talents and accelerate and compactlearning as appropriate.3.1. Curriculum Planning. Students with gifts andtalents demonstrate growth commensurate withaptitude during the school year.3.1.7. Educators use information and technologies, including assistivetechnologies, to individualize for students with gifts and talents, including thosewho are twice-exceptional.3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, andleadership domains that are challenging and effective for students with giftsand talents.3.2. Talent Development. Students with gifts andtalents become more competent in multiple talentareas and across dimensions of learning.3.2.2. Educators use metacognitive models to meet the needs of students withgifts and talents.3.3.1. Educators select, adapt, and use a repertoire of instructional strategiesand materials that differentiate for students with gifts and talents and thatrespond to diversity.3.3.2. Educators use school and community resources that supportdifferentiation.3.3. Talent Development. Students with gifts andtalents develop their abilities in their domain oftalent and/or area of interest.3.3.3. Educators provide opportunities for students with gifts and talents toexplore, develop, or research their areas of interest and/or talent.3.4.1. Educators use critical-thinking strategies to meet the needs of studentswith gifts and talents.3.4.2. Educators use creative-thinking strategies to meet the needs of studentswith gifts and talents.3.4. Instructional Strategies. Students with giftsand talents become independent investigators.3.4.3. Educators use problem-solving model strategies to meet the needs ofstudents with gifts and talents.5National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-103.4.4. Educators use inquiry models to meet the needs of students with giftsand talents.3.5.1. Educators develop and use challenging, culturally responsive curriculumto engage all students with gifts and talents.3.5.2. Educators integrate career exploration experiences into learningopportunities for students with gifts and talents, e.g. biography study orspeakers.3.5. Culturally Relevant Curriculum. Students withgifts and talents develop knowledge and skills forliving and being productive in a multicultural,diverse, and global society.3.5.3. Educators use curriculum for deep explorations of cultures, languages,and social issues related to diversity.3.6. Resources. Students with gifts and talentsbenefit from gifted education programming thatprovides a variety of high quality resources andmaterials.3.6.1. Teachers and administrators demonstrate familiarity with sources forhigh quality resources and materials that are appropriate for learners with giftsand talents.6National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 4: Learning EnvironmentsIntroductionEffective educators of students with gifts and talents create safe learning environments that foster emotional well-being, positivesocial interaction, leadership for social change, and cultural understanding for success in a diverse society. Knowledge of the impact ofgiftedness and diversity on social-emotional development enables educators of students with gifts and talents to design environmentsthat encourage independence, motivation, and self-efficacy of individuals from all backgrounds. They understand the role of languageand communication in talent development and the ways in which culture affects communication and behavior. They use relevantstrategies and technologies to enhance oral, written, and artistic communication of learners whose needs vary based on exceptionality,language proficiency, and cultural and linguistic differences. They recognize the value of multilingualism in today’s global community.Standard 4: Learning EnvironmentsDescription: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal andtechnical communication skills for leadership in the 21st century to ensure specific student outcomes.Student Outcomes Evidence-Based Practices4.1.1. Educators maintain high expectations for all students with gifts andtalents as evidenced in meaningful and challenging activities.4.1.2. Educators provide opportunities for self-exploration, development andpursuit of interests, and development of identities supportive of achievement,e.g., through mentors and role models.4.1.3. Educators create environments that support trust among diverselearners.4.1.4. Educators provide feedback that focuses on effort, on evidence ofpotential to meet high standards, and on mistakes as learning opportunities.4.1. Personal Competence. Students with gifts andtalents demonstrate growth in personalcompetence and dispositions for exceptionalacademic and creative productivity. These includeself-awareness, self-advocacy, self-efficacy,confidence, motivation, resilience, independence,curiosity, and risk taking.4.1.5. Educators provide examples of positive coping skills and opportunities toapply them.4.2.1. Educators understand the needs of students with gifts and talents forboth solitude and social interaction.4.2.2. Educators provide opportunities for interaction with intellectual andartistic/creative peers as well as with chronological-age peers.4.2. Social Competence. Students with gifts andtalents develop social competence manifested inpositive peer relationships and social interactions.4.2.3. Educators assess and provide instruction on social skills needed forschool, community, and the world of work.4.3.1 Educators establish a safe and welcoming climate for addressing socialissues and developing personal responsibility.4.3.2. Educators provide environments for developing many forms ofleadership and leadership skills.4.3. Leadership. Students with gifts and talentsdemonstrate personal and social responsibility andleadership skills.4.3.3. Educators promote opportunities for leadership in community settings toeffect positive change.4.4.1. Educators model appreciation for and sensitivity to students’ diversebackgrounds and languages.4.4.2. Educators censure discriminatory language and behavior and modelappropriate strategies.4.4. Cultural Competence. Students with gifts andtalents value their own and others’ language,heritage, and circumstance. They possess skills incommunicating, teaming, and collaborating withdiverse individuals and across diverse groups.1They use positive strategies to address socialissues, including discrimination and stereotyping.4.4.3. Educators provide structured opportunities to collaborate with diversepeers on a common goal.4.5.1. Educators provide opportunities for advanced development andmaintenance of first and second language(s).4.5.2. Educators provide resources to enhance oral, written, and artistic formsof communication, recognizing students’ cultural context.4.5. Communication Competence. Students withgifts and talents develop competence ininterpersonal and technical communication skills.They demonstrate advanced oral and written skills,balanced biliteracy or multiliteracy, and creativeexpression. They display fluency with technologiesthat support effective communication4.5.3. Educators ensure access to advanced communication tools, includingassistive technologies, and use of these tools for expressing higher-levelthinking and creative productivity.1 Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, andgeographical area.7National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 5: ProgrammingIntroductionThe term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings.Educators develop policies and procedures to guide and sustain all components of comprehensive and aligned programming andservices for PreK-12 students with gifts and talents. Educators use a variety of programming options such as acceleration andenrichment in varied grouping arrangements (cluster grouping, resource rooms, special classes, special schools) and withinindividualized learning options (independent study, mentorships, online courses, internships) to enhance students’ performance incognitive and affective areas and to assist them in identifying future career goals. They augment and integrate current technologieswithin these learning opportunities to increase access to high level programming such as distance learning courses and to increaseconnections to resources outside of the school walls. In implementing services, educators in gifted, general, special educationprograms, and related professional services collaborate with one another and parents/guardians and community members to ensurethat students’ diverse learning needs are met. Administrators demonstrate their support of these programming options by allocatingsufficient resources so that all students within gifts and talents receive appropriate educational services.Standard 5: ProgrammingDescription: Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learnerswith gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically andcollaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents toensure specific student outcomes.Student Outcomes Evidence-Based Practices5.1.1. Educators regularly use multiple alternative approaches to acceleratelearning.5.1.2. Educators regularly use enrichment options to extend and deepen learningopportunities within and outside of the school setting.5.1.3. Educators regularly use multiple forms of grouping, including clusters,resource rooms, special classes, or special schools.5.1.4. Educators regularly use individualized learning options such asmentorships, internships, online courses, and independent study.5.1.5. Educators regularly use current technologies, including online learningoptions and assistive technologies to enhance access to high-levelprogramming.5.1. Variety of Programming. Students with giftsand talents participate in a variety of evidencebasedprogramming options that enhanceperformance in cognitive and affective areas.5.1.6. Administrators demonstrate support for gifted programs through equitableallocation of resources and demonstrated willingness to ensure that learners withgifts and talents receive appropriate educational services.5.2. Coordinated Services. Students with gifts andtalents demonstrate progress as a result of theshared commitment and coordinated services ofgifted education, general education, specialeducation, and related professional services, suchas school counselors, school psychologists, andsocial workers.5.2.1. Educators in gifted, general, and special education programs, as well asthose in specialized areas, collaboratively plan, develop, and implement servicesfor learners with gifts and talents.5.3. Collaboration. Students with gifts and talents’learning is enhanced by regular collaborationamong families, community, and the school.5.3.1. Educators regularly engage families and community members forplanning, programming, evaluating, and advocating.5.4. Resources. Students with gifts and talentsparticipate in gifted education programming that isadequately funded to meet student needs andprogram goals.5.4.1. Administrators track expenditures at the school level to verify appropriateand sufficient funding for gifted programming and services.5.5. Comprehensiveness. Students with gifts andtalents develop their potential throughcomprehensive, aligned programming and services.5.5.1. Educators develop thoughtful, multi-year program plans in relevant studenttalent areas, PK-12.5.6. Policies and Procedures. Students with giftsand talents participate in regular and giftededucation programs that are guided by clearpolicies and procedures that provide for theiradvanced learning needs (e.g., early entrance,acceleration, credit in lieu of enrollment).5.6.1. Educators create policies and procedures to guide and sustain allcomponents of the program, including assessment, identification, accelerationpractices, and grouping practices, that is built on an evidence-based foundationin gifted education.5.7.1. Educators provide professional guidance and counseling for individualstudent strengths, interests, and values.5.7. Career Pathways. Students with gifts andtalents identify future career goals and the talentdevelopment pathways to reach those goals. 5.7.2. Educators facilitate mentorships, internships, and vocational programmingexperiences that match student interests and aptitudes.8National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 6: Professional DevelopmentIntroductionProfessional development is essential for all educators involved in the development and implementation of gifted programsand services. Professional development is the intentional development of professional expertise as outlined by the NAGC-CEC teacherpreparation standards and is an ongoing part of gifted educators’ professional and ethical practice. Professional development may takemany forms ranging from district-sponsored workshops and courses, university courses, professional conferences, independentstudies, and presentations by external consultants and should be based on systematic needs assessments and professional reflection.Students participating in gifted education programs and services are taught by teachers with developed expertise in gifted education.Gifted education program services are developed and supported by administrators, coordinators, curriculum specialists, generaleducation, special education, and gifted education teachers who have developed expertise in gifted education. Since students with giftsand talents spend much of their time within general education classrooms, general education teachers need to receive professionaldevelopment in gifted education that enables them to recognize the characteristics of giftedness in diverse populations, understand theschool or district referral and identification process, and possess an array of high quality, research-based differentiation strategies thatchallenge students. Services for students with gifts and talents are enhanced by guidance and counseling professionals with expertisein gifted education.Standard 6: Professional DevelopmentDescription: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge andskills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards.They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage intraining to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time,funding for continuing education, and substitute support. These practices are judged through the assessment of relevant studentoutcomes.Student OutcomesEvidence-Based Practices6.1.1. Educators systematically participate in ongoing, research-supportedprofessional development that addresses the foundations of gifted education,characteristics of students with gifts and talents, assessment, curriculumplanning and instruction, learning environments, and programming.6.1.2. The school district provides professional development for teachers thatmodels how to develop environments and instructional activities that encouragestudents to express diverse characteristics and behaviors that are associatedwith giftedness.6.1.3. Educators participate in ongoing professional development addressingkey issues such as anti-intellectualism and trends in gifted education such asequity and access.6.1.4. Administrators provide human and material resources needed forprofessional development in gifted education (e.g. release time, funding forcontinuing education, substitute support, webinars, or mentors).6.1. Talent Development. Students develop theirtalents and gifts as a result of interacting witheducators who meet the national teacherpreparation standards in gifted education.6.1.5. Educators use their awareness of organizations and publications relevantto gifted education to promote learning for students with gifts and talents.6.2. Socio-emotional Development. Students withgifts and talents develop socially and emotionallyas a result of educators who have participated inprofessional development aligned with nationalstandards in gifted education and National StaffDevelopment Standards.6.2.1. Educators participate in ongoing professional development to support thesocial and emotional needs of students with gifts and talents.6.3.1. Educators assess their instructional practices and continue theireducation in school district staff development, professional organizations, andhigher education settings based on these assessments.6.3.2. Educators participate in professional development that is sustained overtime, that includes regular follow-up, and that seeks evidence of impact onteacher practice and on student learning.6.3.3. Educators use multiple modes of professional development deliveryincluding online courses, online and electronic communities, face-to-faceworkshops, professional learning communities, and book talks.6.3. Lifelong Learners. Students develop theirgifts and talents as a result of educators who arelife-long learners, participating in ongoingprofessional development and continuingeducation opportunities.6.3.4. Educators identify and address areas for personal growth for teachingstudents with gifts and talents in their professional development plans.6.4.1. Educators respond to cultural and personal frames of reference when teaching students with gifts and talents.6.4. Ethics. Students develop their gifts and talents as a result of educators who are ethical in their practices. 6.4.2. Educators comply with rules, policies, and standards of ethical practice

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Overarching Theme: POWER Rational Introduce 7th and 8th grade scholars to the concept of power. The Integrated Curriculum Model (ICM) will be utilized as the unit design, embedding components of the framework (accelerated content, advanced processes of the discipline such as literary analysis and scientific inquiry) and conceptual understanding in each lesson. Resources Perspective of Power 6-8 Literary, Visual, and Rhetorical Analysis Big Idea reflection and Reasoning organizer Unit Goal and Objectives Content: Analyze and interpret texts and art.      SWBAT: •	Explain with evidence how literary or visual elements contribute to the overall meaning of work,•	Respond to interpretations of texts through a variety of contexts by justifying ideas and providing new information,•	Compare and contrast impact of various texts, art, experiences, and real-world events on themes and generalizations,•	Explain verbally and in writing how writer develops and supports his claims, &•	Identify rhetorical devices that influence effective argumentation within primary source documents and justify why they are effective. Process: Develop thinking, writing, and communication skills in the language arts. SWBAT:•	Reason through an issue by combining a variety of reasoning strategies (determine implications and consequences, consider multiple points of view; examine assumptions behind multiple points of view, inferring from data)•	Use evidence to develop appropriate inferences,•	Evaluate the use of effective argumentation,•	Analyze purposes assumptions, and consequences of primary sources within historical context; &•	Analyze societal or individual conflicts resulting from the struggle for power. Concept: Understand the theme of power and related generalizations within the language arts. SWBAT:•	Defend “power may be used or abused” with evidence from the text, media, or experiences,•	Explain how generalizations “power is the ability to influence” and “power is connected to a source” manifest within various fictional, historical, and persona contexts’,•	Explain how the omnipresence of power is shown through various art and literary forms within multiple contexts; &•	Explain the relationship of power to other universal themes.						Week	Lesson	Objectives	Essential Questions	Assessment	TN State Standards	NAGC Standards1	Safe Learning Environment(1 session)	Class Rules/Procedures Getting to know you	What constitutes a safe learning environment			2-4	Growth Mindset	Equitable access to advanced learning opportunities	How do we cultivate a growth mindset (fixed)	Feedback & Praise Failure Power of YET! Puzzles		5	Pretest	To understand the themes of power and related generalizations: Power is the ability to influence. Power is connected to a source Power may be used or abused.	Introduction of power. What is power?	3 question pre- assessment		5	Introduction “I like to see it Lap the Miles” by Emily Dickinson(Ch. 1)(1-2 sessions)	To analyze and interpret text; to explain with evidence how literary or visual elements contribute to overall meaning of a work.Respond to an analysis of literature Use inductive reasoning to develop generalizations about structure & function	What is Power? How is power connected to a source?	Rubric, ELA Task Response, Concept Connections, Analysis Wheel	RL. 9-10-1, 10-2, 10-3, 10.4, 10-5 W.9- 10.4SL. 9-10.1C, 1D, 10.4	7-8	Power of Oppression“ The Dutchman ”by Moyo Okedji(Ch. 2)	To analyze and interpret art; to explain with evidence how visual elements contribute to overall meaning of a work. Respond to an analysis of the visual	How is power shown through art?How can generalizations of power be shown through a visual?	Rubric, ELA Task Responses, Concept Connection Reflections, Visual Graph	RL.6.6, RL.8.2, SL.6.1c, RL.7.1, W.6.1, SL.6.1d, RL.7.3	8-9	Blue Beard by Charles Perrault(Ch. 3)The “Power of Rules” just or unjust	Synthesize gathered information to support an argument; Use evidence to develop inferences, justify arguments, & develop claims; Synthesize information from various texts, sources & models to support generalizations about structure	Is it right to be punished for breaking a rule? Explain the relationship of power to other universal themes.	Rubric, Concept Connection Reflection, Corrected models, Concept Map, Debate	RI.5.3, RI.7.1, RST.6-8.2	5-PS2-1, MS-ESS1-210-11	On Women’s Right to Vote by Susan B. Anthony(Ch. 4)The “Power of Persuasion”	Introduction the elements of rhetorical analysis. Logos, Pathos and Ethos 	Is persuasion a power? What is fair?  	Rubric, Concept Connection Reflection, Exit Ticket Choice based products	RI.5.2, RI.7.1, RST.6-9.2	5-PS2-1; MS-ESS1-212-18	Dystopian Literature: The “Abuse of Power”(Ch. 5)	Respond to analysis of literature; Cite evidence; Synthesize information from various text sources & models to support generalizations about power. Read a dystopian literature.	What is it about power that make some people corrupt? Defend “ power may be abused or used”	Rubric, ELA Task Response, Concept Connections Reflection, Individual Assessment drawing & explanation 	RI.5.3, RI.7.1, RI.7.2, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7., RST.6-8.2	MS-ESS1-219-20	A Sound of Thunder by Ray BradburyThe: “Power of Choice”(Ch. 6)	Analyze how literary elements interact to promote meaning; Analyze the structure of various texts and media for how structure enhances the meaning of the work; Synthesize information from various texts, sources, and models to support generalizations about structure	Do the choices I make today have the power to affect my future in profound ways?Are our lives controlled by choices or fate?	Rubric, ELA Task Responses, Concept Connection Reflections,Debate Exit Ticket	RL.6.6, RL.7.1, RL.7.3, RL.7.4, RL.8.2, W.7.3, SL.6.1, SL.6.1c, SL.6.1d	21-22	The Persistence of Memory by Salvatore DaliThe Power of Memory(Ch. 7)	Examine relationship between structure, cause & effect, & function in multiple contexts	What makes art actually art?What is the purpose or motive in creating art?	Rubrics, Student Pre-Post models, Exit Ticket, Student Products		MS-ESS1-122-23	“The Wild Swans at Coole”by W. B. YeatsThe “Power of Nostalgia”(Ch. 8)	Respond to an analysis of literature through writing a variety of text including evidence to support claims; Cite evidence to support an illuminated point of view; Synthesize information from various texts, sources & models to support generalizations about structure	How is Poetry Like a Mirror?How is power shown through various art and literary forms? 	Rubrics, Student Poem Changes, ELA Task Response, Concept Connection Reflections	RL.6.6, RL.7.1, RL.7.4, W.6.1, SL.6.1, LS.6.1c, SL.6.1d, L.6.5	24-25	“The Pursuit of Disarmament” by John F. KennedyThe Power of Cooperation Versus Competition(Ch. 9)	Evaluate author use of language, structure & point of view to reveal a purpose/advance a claim; Use evidence to develop inferences, justify arguments, & develop claims; Use inductive reasoning to develop generalizations	Which is more beneficial for society: competition or cooperation? How can cooperation and competition benefit each other?	Rubric, ELA Task Response, Concept Connections, Exit Ticket	RL.5.3, RL.6.9, RL.7.1, RL.7.2, RL.7.5, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7.2	26	“The Perils of Indifference” by Elie WieselThe “Power of Response”(Ch. 10)	Evaluate author use of language, structure & point of view to reveal a purpose/advance a claim; Use evidence to develop inferences, justify arguments, & develop claims; Use inductive reasoning to develop generalizations	How does one become indifferent? Is Indifference the absence of power?	Rubric, ELA Task Response, Concept Connections, Mind Map	RI.5.3, RI.6.9, RI.7.1, RI.7., RI.7.5, W.7.2, W.7.10, SL.6.1c, SL.6.1d, SL.7.2	27-28	“We never know how high we are” by Emily DickinsonThe “Power of Risk”(Ch. 11) 	Synthesize information from various sources & models to support generalizations about Power	How can the power of fear influence our lives?	Rubric, ELA Task Response, Concept Connections, Exit Ticket, Student Math Calculations		MS-ESS1-328-30	Culminating Project (Ch. 12)	Choose specific unit objectives as they relate to each product	How does structure promote function or malfunction?	Rubric, Presentation,Reflection	Choose specific unit standards as they relate to each product	Choose specific unit standard as they relate to each product28-30	Post-test	Unit Objectives listed above		Post-test	Unit Objectives	Unit Objectives						Note: Text does not give many timelines for length of lessons, so they are estimates. Standards: Gifted Education Programming Standard 1: Learning and DevelopmentIntroductionFor teachers and other educators in PreK-12 settings to be effective in working with learners with gifts and talents, they mustunderstand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs,and services. These characteristics provide the rationale for differentiation in programs, grouping, and services for this population andare translated into appropriate differentiation choices made at curricular and program levels in schools and school districts. Whilecognitive growth is important in such programs, affective development is also necessary. Thus many of the characteristics addressed inthis standard emphasize affective development linked to self-understanding and social awareness.Standard 1: Learning and DevelopmentDescription: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoingself-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and communitysettings to ensure specific student outcomes.Student Outcomes Evidence-Based Practices1.1.1. Educators engage students with gifts and talents in identifying interests,strengths, and gifts.1.1. Self-Understanding. Students with gifts andtalents demonstrate self-knowledge with respect totheir interests, strengths, identities, and needs insocio-emotional development and in intellectual,academic, creative, leadership, and artisticdomains.1.1.2. Educators assist students with gifts and talents in developing identitiessupportive of achievement.1.2. Self-Understanding. Students with gifts andtalents possess a developmentally appropriateunderstanding of how they learn and grow; theyrecognize the influences of their beliefs, traditions,and values on their learning and behavior.1.2.1. Educators develop activities that match each student’s developmentallevel and culture-based learning needs.1.3.1. Educators provide a variety of research-based grouping practices forstudents with gifts and talents that allow them to interact with individuals ofvarious gifts, talents, abilities, and strengths.1.3. Self-Understanding. Students with gifts andtalents demonstrate understanding of and respectfor similarities and differences between themselvesand their peer group and others in the generalpopulation.1.3.2. Educators model respect for individuals with diverse abilities, strengths,and goals.1.4.1. Educators provide role models (e.g., through mentors, bibliotherapy) forstudents with gifts and talents that match their abilities and interests.1.4. Awareness of Needs. Students with gifts andtalents access resources from the community tosupport cognitive and affective needs, includingsocial interactions with others having similarinterests and abilities or experiences, includingsame-age peers and mentors or experts.1.4.2. Educators identify out-of-school learning opportunities that matchstudents’ abilities and interests.1.5. Awareness of Needs. Students’ families andcommunities understand similarities anddifferences with respect to the development andcharacteristics of advanced and typical learnersand support students with gifts and talents’ needs.1.5.1. Educators collaborate with families in accessing resources to developtheir child’s talents.1.6.1. Educators design interventions for students to develop cognitive andaffective growth that is based on research of effective practices.1.6. Cognitive and Affective Growth. Students withgifts and talents benefit from meaningful andchallenging learning activities addressing theirunique characteristics and needs.1.6.2. Educators develop specialized intervention services for students withgifts and talents who are underachieving and are now learning and developingtheir talents.1.7. Cognitive and Affective Growth. Students withgifts and talents recognize their preferredapproaches to learning and expand their repertoire.1.7.1. Teachers enable students to identify their preferred approaches tolearning, accommodate these preferences, and expand them.1.8.1. Educators provide students with college and career guidance that isconsistent with their strengths.1.8. Cognitive and Affective Growth. Students withgifts and talents identify future career goals thatmatch their talents and abilities and resourcesneeded to meet those goals (e.g., higher educationopportunities, mentors, financial support).1.8.2. Teachers and counselors implement a curriculum scope and sequencethat contains person/social awareness and adjustment, academic planning,and vocational and career awareness.2National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 2: AssessmentIntroductionKnowledge about all forms of assessment is essential for educators of students with gifts and talents. It is integral toidentification, assessing each student’s learning progress, and evaluation of programming. Educators need to establish a challengingenvironment and collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents.Educators’ understanding of non-biased, technically adequate, and equitable approaches enables them to identify students whorepresent diverse backgrounds. They also differentiate their curriculum and instruction by using pre- and post-, performance-based,product-based, and out-of-level assessments. As a result of each educator’s use of ongoing assessments, students with gifts andtalents demonstrate advanced and complex learning. Using these student progress data, educators then evaluate services and makeadjustments to one or more of the school’s programming components so that student performance is improved.Standard 2: AssessmentDescription: Assessments provide information about identification, learning progress and outcomes, and evaluation of programmingfor students with gifts and talents in all domains.Student Outcomes Evidence-Based Practices2.1.1. Educators develop environments and instructional activities thatencourage students to express diverse characteristics and behaviors that areassociated with giftedness.2.1. Identification. All students in grades PK-12have equal access to a comprehensiveassessment system that allows them todemonstrate diverse characteristics and behaviorsthat are associated with giftedness.2.1.2. Educators provide parents/guardians with information regarding diversecharacteristics and behaviors that are associated with giftedness.2.2.1. Educators establish comprehensive, cohesive, and ongoing proceduresfor identifying and serving students with gifts and talents. These provisionsinclude informed consent, committee review, student retention, studentreassessment, student exiting, and appeals procedures for both entry and exitfrom gifted program services.2.2.2. Educators select and use multiple assessments that measure diverseabilities, talents, and strengths that are based on current theories, models, andresearch.2.2.3 Assessments provide qualitative and quantitative information from avariety of sources, including off-level testing, are nonbiased and equitable, andare technically adequate for the purpose.2.2.4. Educators have knowledge of student exceptionalities and collectassessment data while adjusting curriculum and instruction to learn about eachstudent’s developmental level and aptitude for learning.2.2.5. Educators interpret multiple assessments in different domains andunderstand the uses and limitations of the assessments in identifying theneeds of students with gifts and talents.2.2. Identification. Each student reveals his or herexceptionalities or potential through assessmentevidence so that appropriate instructionalaccommodations and modifications can beprovided.2.2.6. Educators inform all parents/guardians about the identification process.Teachers obtain parental/guardian permission for assessments, use culturallysensitive checklists, and elicit evidence regarding the child’s interests andpotential outside of the classroom setting.2.3.1. Educators select and use non-biased and equitable approaches foridentifying students with gifts and talents, which may include using locallydeveloped norms or assessment tools in the child’s native language or innonverbal formats.2.3.2. Educators understand and implement district and state policies designedto foster equity in gifted programming and services.2.3. Identification. Students with identified needsrepresent diverse backgrounds and reflect thetotal student population of the district.2.3.3. Educators provide parents/guardians with information in their nativelanguage regarding diverse behaviors and characteristics that are associatedwith giftedness and with information that explains the nature and purpose ofgifted programming options.2.4.1. Educators use differentiated pre- and post- performance-basedassessments to measure the progress of students with gifts and talents.2.4.2. Educators use differentiated product-based assessments to measure theprogress of students with gifts and talents.2.4. Learning Progress and Outcomes. Studentswith gifts and talents demonstrate advanced andcomplex learning as a result of using multiple,appropriate, and ongoing assessments.2.4.3. Educators use off-level standardized assessments to measure theprogress of students with gifts and talents.3National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-102.4.4. Educators use and interpret qualitative and quantitative assessmentinformation to develop a profile of the strengths and weaknesses of eachstudent with gifts and talents to plan appropriate intervention.2.4.5. Educators communicate and interpret assessment information tostudents with gifts and talents and their parents/guardians.2.5.1. Educators ensure that the assessments used in the identification andevaluation processes are reliable and valid for each instrument’s purpose,allow for above-grade-level performance, and allow for diverse perspectives.2.5.2. Educators ensure that the assessment of the progress of students withgifts and talents uses multiple indicators that measure mastery of content,higher level thinking skills, achievement in specific program areas, andaffective growth.2.5. Evaluation of Programming. Studentsidentified with gifts and talents demonstrateimportant learning progress as a result ofprogramming and services.2.5.3. Educators assess the quantity, quality, and appropriateness of theprogramming and services provided for students with gifts and talents bydisaggregating assessment data and yearly progress data and making theresults public.2.6.1. Administrators provide the necessary time and resources to implementan annual evaluation plan developed by persons with expertise in programevaluation and gifted education.2.6.2. The evaluation plan is purposeful and evaluates how student-leveloutcomes are influenced by one or more of the following components of giftededucation programming: (a) identification, (b) curriculum, (c) instructionalprogramming and services, (d) ongoing assessment of student learning, (e)counseling and guidance programs, (f) teacher qualifications and professionaldevelopment, (g) parent/guardian and community involvement, (h)programming resources, and (i) programming design, management, anddelivery.2.6. Evaluation of Programming. Studentsidentified with gifts and talents have increasedaccess and they show significant learningprogress as a result of improving components ofgifted education programming.2.6.3. Educators disseminate the results of the evaluation, orally and in writtenform, and explain how they will use the results.4National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 3: Curriculum Planning and InstructionIntroductionAssessment is an integral component of the curriculum planning process. The information obtained from multiple types ofassessments informs decisions about curriculum content, instructional strategies, and resources that will support the growth of studentswith gifts and talents. Educators develop and use a comprehensive and sequenced core curriculum that is aligned with local, state, andnational standards, then differentiate and expand it. In order to meet the unique needs of students with gifts and talents, this curriculummust emphasize advanced, conceptually challenging, in-depth, distinctive, and complex content within cognitive, affective, aesthetic,social, and leadership domains. Educators must possess a repertoire of evidence-based instructional strategies in delivering thecurriculum (a) to develop talent, enhance learning, and provide students with the knowledge and skills to become independent, selfawarelearners, and (b) to give students the tools to contribute to a multicultural, diverse society. The curriculum, instructionalstrategies, and materials and resources must engage a variety of learners using culturally responsive practices.Standard 3: Curriculum Planning and InstructionDescription: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts andtalents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using arepertoire of evidence-based instructional strategies to ensure specific student outcomes.Student OutcomesEvidence-Based Practices3.1.1. Educators use local, state, and national standards to align and expandcurriculum and instructional plans.3.1.2. Educators design and use a comprehensive and continuous scope andsequence to develop differentiated plans for PK-12 students with gifts andtalents.3.1.3. Educators adapt, modify, or replace the core or standard curriculum tomeet the needs of students with gifts and talents and those with special needssuch as twice-exceptional, highly gifted, and English language learners.3.1.4. Educators design differentiated curricula that incorporate advanced,conceptually challenging, in-depth, distinctive, and complex content forstudents with gifts and talents.3.1.5. Educators use a balanced assessment system, including preassessmentand formative assessment, to identify students’ needs, developdifferentiated education plans, and adjust plans based on continual progressmonitoring.3.1.6. Educators use pre-assessments and pace instruction based on thelearning rates of students with gifts and talents and accelerate and compactlearning as appropriate.3.1. Curriculum Planning. Students with gifts andtalents demonstrate growth commensurate withaptitude during the school year.3.1.7. Educators use information and technologies, including assistivetechnologies, to individualize for students with gifts and talents, including thosewho are twice-exceptional.3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, andleadership domains that are challenging and effective for students with giftsand talents.3.2. Talent Development. Students with gifts andtalents become more competent in multiple talentareas and across dimensions of learning.3.2.2. Educators use metacognitive models to meet the needs of students withgifts and talents.3.3.1. Educators select, adapt, and use a repertoire of instructional strategiesand materials that differentiate for students with gifts and talents and thatrespond to diversity.3.3.2. Educators use school and community resources that supportdifferentiation.3.3. Talent Development. Students with gifts andtalents develop their abilities in their domain oftalent and/or area of interest.3.3.3. Educators provide opportunities for students with gifts and talents toexplore, develop, or research their areas of interest and/or talent.3.4.1. Educators use critical-thinking strategies to meet the needs of studentswith gifts and talents.3.4.2. Educators use creative-thinking strategies to meet the needs of studentswith gifts and talents.3.4. Instructional Strategies. Students with giftsand talents become independent investigators.3.4.3. Educators use problem-solving model strategies to meet the needs ofstudents with gifts and talents.5National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-103.4.4. Educators use inquiry models to meet the needs of students with giftsand talents.3.5.1. Educators develop and use challenging, culturally responsive curriculumto engage all students with gifts and talents.3.5.2. Educators integrate career exploration experiences into learningopportunities for students with gifts and talents, e.g. biography study orspeakers.3.5. Culturally Relevant Curriculum. Students withgifts and talents develop knowledge and skills forliving and being productive in a multicultural,diverse, and global society.3.5.3. Educators use curriculum for deep explorations of cultures, languages,and social issues related to diversity.3.6. Resources. Students with gifts and talentsbenefit from gifted education programming thatprovides a variety of high quality resources andmaterials.3.6.1. Teachers and administrators demonstrate familiarity with sources forhigh quality resources and materials that are appropriate for learners with giftsand talents.6National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 4: Learning EnvironmentsIntroductionEffective educators of students with gifts and talents create safe learning environments that foster emotional well-being, positivesocial interaction, leadership for social change, and cultural understanding for success in a diverse society. Knowledge of the impact ofgiftedness and diversity on social-emotional development enables educators of students with gifts and talents to design environmentsthat encourage independence, motivation, and self-efficacy of individuals from all backgrounds. They understand the role of languageand communication in talent development and the ways in which culture affects communication and behavior. They use relevantstrategies and technologies to enhance oral, written, and artistic communication of learners whose needs vary based on exceptionality,language proficiency, and cultural and linguistic differences. They recognize the value of multilingualism in today’s global community.Standard 4: Learning EnvironmentsDescription: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal andtechnical communication skills for leadership in the 21st century to ensure specific student outcomes.Student Outcomes Evidence-Based Practices4.1.1. Educators maintain high expectations for all students with gifts andtalents as evidenced in meaningful and challenging activities.4.1.2. Educators provide opportunities for self-exploration, development andpursuit of interests, and development of identities supportive of achievement,e.g., through mentors and role models.4.1.3. Educators create environments that support trust among diverselearners.4.1.4. Educators provide feedback that focuses on effort, on evidence ofpotential to meet high standards, and on mistakes as learning opportunities.4.1. Personal Competence. Students with gifts andtalents demonstrate growth in personalcompetence and dispositions for exceptionalacademic and creative productivity. These includeself-awareness, self-advocacy, self-efficacy,confidence, motivation, resilience, independence,curiosity, and risk taking.4.1.5. Educators provide examples of positive coping skills and opportunities toapply them.4.2.1. Educators understand the needs of students with gifts and talents forboth solitude and social interaction.4.2.2. Educators provide opportunities for interaction with intellectual andartistic/creative peers as well as with chronological-age peers.4.2. Social Competence. Students with gifts andtalents develop social competence manifested inpositive peer relationships and social interactions.4.2.3. Educators assess and provide instruction on social skills needed forschool, community, and the world of work.4.3.1 Educators establish a safe and welcoming climate for addressing socialissues and developing personal responsibility.4.3.2. Educators provide environments for developing many forms ofleadership and leadership skills.4.3. Leadership. Students with gifts and talentsdemonstrate personal and social responsibility andleadership skills.4.3.3. Educators promote opportunities for leadership in community settings toeffect positive change.4.4.1. Educators model appreciation for and sensitivity to students’ diversebackgrounds and languages.4.4.2. Educators censure discriminatory language and behavior and modelappropriate strategies.4.4. Cultural Competence. Students with gifts andtalents value their own and others’ language,heritage, and circumstance. They possess skills incommunicating, teaming, and collaborating withdiverse individuals and across diverse groups.1They use positive strategies to address socialissues, including discrimination and stereotyping.4.4.3. Educators provide structured opportunities to collaborate with diversepeers on a common goal.4.5.1. Educators provide opportunities for advanced development andmaintenance of first and second language(s).4.5.2. Educators provide resources to enhance oral, written, and artistic formsof communication, recognizing students’ cultural context.4.5. Communication Competence. Students withgifts and talents develop competence ininterpersonal and technical communication skills.They demonstrate advanced oral and written skills,balanced biliteracy or multiliteracy, and creativeexpression. They display fluency with technologiesthat support effective communication4.5.3. Educators ensure access to advanced communication tools, includingassistive technologies, and use of these tools for expressing higher-levelthinking and creative productivity.1 Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, andgeographical area.7National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 5: ProgrammingIntroductionThe term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings.Educators develop policies and procedures to guide and sustain all components of comprehensive and aligned programming andservices for PreK-12 students with gifts and talents. Educators use a variety of programming options such as acceleration andenrichment in varied grouping arrangements (cluster grouping, resource rooms, special classes, special schools) and withinindividualized learning options (independent study, mentorships, online courses, internships) to enhance students’ performance incognitive and affective areas and to assist them in identifying future career goals. They augment and integrate current technologieswithin these learning opportunities to increase access to high level programming such as distance learning courses and to increaseconnections to resources outside of the school walls. In implementing services, educators in gifted, general, special educationprograms, and related professional services collaborate with one another and parents/guardians and community members to ensurethat students’ diverse learning needs are met. Administrators demonstrate their support of these programming options by allocatingsufficient resources so that all students within gifts and talents receive appropriate educational services.Standard 5: ProgrammingDescription: Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learnerswith gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically andcollaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents toensure specific student outcomes.Student Outcomes Evidence-Based Practices5.1.1. Educators regularly use multiple alternative approaches to acceleratelearning.5.1.2. Educators regularly use enrichment options to extend and deepen learningopportunities within and outside of the school setting.5.1.3. Educators regularly use multiple forms of grouping, including clusters,resource rooms, special classes, or special schools.5.1.4. Educators regularly use individualized learning options such asmentorships, internships, online courses, and independent study.5.1.5. Educators regularly use current technologies, including online learningoptions and assistive technologies to enhance access to high-levelprogramming.5.1. Variety of Programming. Students with giftsand talents participate in a variety of evidencebasedprogramming options that enhanceperformance in cognitive and affective areas.5.1.6. Administrators demonstrate support for gifted programs through equitableallocation of resources and demonstrated willingness to ensure that learners withgifts and talents receive appropriate educational services.5.2. Coordinated Services. Students with gifts andtalents demonstrate progress as a result of theshared commitment and coordinated services ofgifted education, general education, specialeducation, and related professional services, suchas school counselors, school psychologists, andsocial workers.5.2.1. Educators in gifted, general, and special education programs, as well asthose in specialized areas, collaboratively plan, develop, and implement servicesfor learners with gifts and talents.5.3. Collaboration. Students with gifts and talents’learning is enhanced by regular collaborationamong families, community, and the school.5.3.1. Educators regularly engage families and community members forplanning, programming, evaluating, and advocating.5.4. Resources. Students with gifts and talentsparticipate in gifted education programming that isadequately funded to meet student needs andprogram goals.5.4.1. Administrators track expenditures at the school level to verify appropriateand sufficient funding for gifted programming and services.5.5. Comprehensiveness. Students with gifts andtalents develop their potential throughcomprehensive, aligned programming and services.5.5.1. Educators develop thoughtful, multi-year program plans in relevant studenttalent areas, PK-12.5.6. Policies and Procedures. Students with giftsand talents participate in regular and giftededucation programs that are guided by clearpolicies and procedures that provide for theiradvanced learning needs (e.g., early entrance,acceleration, credit in lieu of enrollment).5.6.1. Educators create policies and procedures to guide and sustain allcomponents of the program, including assessment, identification, accelerationpractices, and grouping practices, that is built on an evidence-based foundationin gifted education.5.7.1. Educators provide professional guidance and counseling for individualstudent strengths, interests, and values.5.7. Career Pathways. Students with gifts andtalents identify future career goals and the talentdevelopment pathways to reach those goals. 5.7.2. Educators facilitate mentorships, internships, and vocational programmingexperiences that match student interests and aptitudes.8National Association for Gifted Children  1331 H Street, NW, Suite 1001  Washington, DC 20005  202.785.4268  www.nagc.org9-21-10Gifted Education Programming Standard 6: Professional DevelopmentIntroductionProfessional development is essential for all educators involved in the development and implementation of gifted programsand services. Professional development is the intentional development of professional expertise as outlined by the NAGC-CEC teacherpreparation standards and is an ongoing part of gifted educators’ professional and ethical practice. Professional development may takemany forms ranging from district-sponsored workshops and courses, university courses, professional conferences, independentstudies, and presentations by external consultants and should be based on systematic needs assessments and professional reflection.Students participating in gifted education programs and services are taught by teachers with developed expertise in gifted education.Gifted education program services are developed and supported by administrators, coordinators, curriculum specialists, generaleducation, special education, and gifted education teachers who have developed expertise in gifted education. Since students with giftsand talents spend much of their time within general education classrooms, general education teachers need to receive professionaldevelopment in gifted education that enables them to recognize the characteristics of giftedness in diverse populations, understand theschool or district referral and identification process, and possess an array of high quality, research-based differentiation strategies thatchallenge students. Services for students with gifts and talents are enhanced by guidance and counseling professionals with expertisein gifted education.Standard 6: Professional DevelopmentDescription: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge andskills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards.They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage intraining to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time,funding for continuing education, and substitute support. These practices are judged through the assessment of relevant studentoutcomes.Student OutcomesEvidence-Based Practices6.1.1. Educators systematically participate in ongoing, research-supportedprofessional development that addresses the foundations of gifted education,characteristics of students with gifts and talents, assessment, curriculumplanning and instruction, learning environments, and programming.6.1.2. The school district provides professional development for teachers thatmodels how to develop environments and instructional activities that encouragestudents to express diverse characteristics and behaviors that are associatedwith giftedness.6.1.3. Educators participate in ongoing professional development addressingkey issues such as anti-intellectualism and trends in gifted education such asequity and access.6.1.4. Administrators provide human and material resources needed forprofessional development in gifted education (e.g. release time, funding forcontinuing education, substitute support, webinars, or mentors).6.1. Talent Development. Students develop theirtalents and gifts as a result of interacting witheducators who meet the national teacherpreparation standards in gifted education.6.1.5. Educators use their awareness of organizations and publications relevantto gifted education to promote learning for students with gifts and talents.6.2. Socio-emotional Development. Students withgifts and talents develop socially and emotionallyas a result of educators who have participated inprofessional development aligned with nationalstandards in gifted education and National StaffDevelopment Standards.6.2.1. Educators participate in ongoing professional development to support thesocial and emotional needs of students with gifts and talents.6.3.1. Educators assess their instructional practices and continue theireducation in school district staff development, professional organizations, andhigher education settings based on these assessments.6.3.2. Educators participate in professional development that is sustained overtime, that includes regular follow-up, and that seeks evidence of impact onteacher practice and on student learning.6.3.3. Educators use multiple modes of professional development deliveryincluding online courses, online and electronic communities, face-to-faceworkshops, professional learning communities, and book talks.6.3. Lifelong Learners. Students develop theirgifts and talents as a result of educators who arelife-long learners, participating in ongoingprofessional development and continuingeducation opportunities.6.3.4. Educators identify and address areas for personal growth for teachingstudents with gifts and talents in their professional development plans.6.4.1. Educators respond to cultural and personal frames of reference when teaching students with gifts and talents.6.4. Ethics. Students develop their gifts and talents as a result of educators who are ethical in their practices. 6.4.2. Educators comply with rules, policies, and standards of ethical practice

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Teaching to Solve | You CAN Do the Rubiks Cube

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The You CAN Do the Rubiks Cube Program objective is to share the secrets of solving the Rubiks Cube with youth and to also encourage them to help others to do the same.

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This is the book I'm planning to use.

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Digging for Data - Collecting, displaying and analyzing data

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Digging for Data - Collecting, displaying and analyzing data

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Space, Structure, and Story by Stambaugh and Mofield  

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Space, Structure, and Story by Stambaugh and Mofield  

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I wanted to explore using this in 4th grade, 1st quarter. I have not explored the concept of structure with any of my students and wondering if it could generalize with later units involving systems later in the year.

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Allgood, Lauren Perspectives of Power Unit Plan

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Using Space, Structure and Story we will build this unit.  The scope will range from rocketry in ancient China to Apollo 11 mission to the moon.

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Using Space, Structure and Story we will build this unit.  The scope will range from rocketry in ancient China to Apollo 11 mission to the moon.

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We used this guide pre- and -post reading for lesson 3.

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Rocketry from Ancient China to the 50th Anniversary of Apollo 11

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Rocketry from Ancient China to the 50th Anniversary of Apollo 11

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Using some of the resources in Space, Structure, and Story I will construct a unit with 4 different rocket builds to help students understand the space race and imagine themselves in a rocket science career. I could not figure out how to set up a main topic of Rocketry.

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12 Angry Men and roles people assume in groups. 

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12 Angry Men and roles people assume in groups. 

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Benne and Sheats Dysfunctional and or Individualistic Roles

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Benne and Sheats Personal and or Social Roles

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12 Angry Men response assignment and scoring rubric

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12 Angry Men Essay Question scoring rubric

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Hardhatting in a Geo-World, AIMS Activities 3-5

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Hardhatting in a Geo-World, AIMS Activities 3-5

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Includes: Structures, Measurement, and Geometry

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Under Construction, Exploring Technology, Materials, Tools, and Design, AIMS Activities K-2

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Under Construction, Exploring Technology, Materials, Tools, and Design, AIMS Activities K-2

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Also covers Size and Scale, Technology Projects

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Topics include: bridges, tunnels, dams, domes, and skyscrapers. Famous examples of  each are discussed.

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A GEMS Mystery Festival Unit

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The Milky Way Galaxy

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Source: http://www.flickr.com/photos/cubesbyamanda/2385836783

The physics of hockey is a broad subject of analysis, covering key aspects related to performance and equipment design. Experienced hockey players are generally aware of (either directly or indirectly) how physics plays a role in their ability to play the game. The purpose of this page is to discuss how the game of hockey and physics go together.

Note that the information presented below is largely based on the book by Alain Haché: The Physics of Hockey, and the website: http://www.thephysicsofhockey.com

The book by Alain Haché goes into much greater detail on the physics of hockey than I do on this page.

Physics Of Hockey - Skating

When skating, the skates of a hockey player do two things: They glide over the ice and they push off the ice with the edge, in order to gain speed. Experienced hockey players make this combination of movements look like second nature, which is to be expected since they must be able to play offensive and defensive positions, while also controlling the puck.

The physical properties of ice is what allows hockey players to maneuver the way they do. For instance, the low friction of the skate blade with the ice is what allows a hockey player to easily glide over its surface. And the physical make up of the ice is what allows a player to dig in with his skate in order to go around a turn, speed up, or stop.

A hockey player propels himself forward by pushing off the ice with a force perpendicular to the skate blade. Since the friction of the blade with the ice is almost zero, this is the only way he can propel himself forward. The figure below illustrates the physics behind this principle.

As the hockey player pushes off with his rear leg, a perpendicular force F is exerted on the skate by the ice. The component of the force F that points forward (in the direction of motion) is what pushes the player forward. At the same time, his other skate is either raised or gliding on the ice. As he moves forward he then switches to the other leg and pushes off the ice with that one, and the process is mirrored. To push off the ice with greater forward force (and accelerate faster), the skater increases the angle α, which increases the component of force in the direction of motion.

To avoid turning their backs on the opposing team, hockey players sometimes skate backwards using a gliding pattern in the shape of a lazy "S" (as shown below). In this skating pattern, the player's blades never leave the ice. However, the player cannot push off against the ice as hard as he does when skating forward, which means he cannot go as fast.

In this technique, the player pushes against the ice with his push-skate facing inward, while his other skate glides. As he moves backwards he then switches to the other leg and pushes off the ice with that one, and the process is mirrored. Thus, the physics of skating backward is similar to the physics of skating forward.

A hockey player can at most move his feet at about 7 m/s, and the greatest forward push force will be when he begins skating from rest. At this point the velocity of his foot relative to the ice is 7 m/s. As the player gains speed this relative velocity changes. For example, if he reaches a speed of 5 m/s, the relative velocity of his foot relative to the ice is 2 m/s (assuming he moves his leg backwards, with no sideways component of velocity), and the push force is less as a result. Consequently, there is a maximum speed a hockey player can reach, which is directly influenced by how fast he can move his feet on the ice. However, the maximum speed the player can reach is not necessarily 7 m/s. It can be much more than this if the player, when pushing off the ice, moves his leg backward with a sideways component of velocity. To understand this, and to determine the maximum possible speed which can be reached, we must look at the biomechanics of the player on the ice. The biomechanics of a player as he moves on the ice is another useful analysis in the physics of hockey.

To maintain his balance when accelerating forward, a hockey player will crouch forward in the direction of motion. This prevents him from falling (tipping) backwards due to the torque caused by the forward component of the force F. By crouching (or bending) forward, the player is moving his center of mass forward which creates a counter-torque. This counter-torque balances the torque caused by the forward component of F, and this prevents him from falling (tipping) backwards.

The design of the hockey skate is another important factor related to the physics of hockey. A hockey player's blades must be able to support his quick acceleration, turns, and stops. This is accomplished by grinding a slight hollow into the bottom of the blade. This creates two sharp edges which "bite" into the ice, and prevent slipping. The figure below illustrates this.

Due to heavy use during a typical game, a player's blades must be regularly kept sharpened in order to maintain optimal performance. If the edges become dull the result can be a player's foot slipping out from under him as he goes around a turn or attempts to stop.

A hockey puck is made of a hard vulcanized rubber material, able to withstand the high level of wear and tear during a game. They are colored black in order to be highly visible against the surface of the ice.

Hockey pucks are frozen prior to being used in a game. This reduces the level of friction the puck has with the ice and allows it to travel further on the ice, without "sticking". This is convenient from a player's point of view since he prefers to maintain his momentum on the ice without having to stop and hit the puck again to get it moving.

Freezing the puck is also done to intentionally reduce how much it bounces during play. This enables better control of puck movement.

The hockey stick has several different features. It is designed to enable good puck control, while also being lightweight and strong enough to withstand the stresses placed on it during use.

One of the key features of a hockey stick that affects puck control is the curvature of the blade, which acts as a type of self-centering mechanism. When the puck is struck the curvature of the blade "forces" it towards the bottom of the curve, where it tends to sit for the brief duration of impact before flying off. This allows a player to make more consistent shots since the puck tends to fly off the same part of the blade every time.

However, for the sake of fairness and uniformity of play, regulations typically limit the amount of curvature a player's blade can have. For example, in the NHL the maximum curvature is defined as follows: The perpendicular distance from a line drawn from the heel of the blade to the end of the blade, and to the point on the blade of maximum distance, shall not exceed three-quarters of an inch. A diagram of this is shown below.

In the above diagram the maximum allowable distance denoted by the blue line is three-quarters of an inch.

Some players curve their blades closer to the end of the blade, which makes it a bit easier to scoop the puck away from another player. Personal preference is a main factor in how players curve their sticks.

Curvature of the blade also allows players to more easily put spin on the puck which gives it gyroscopic stability during flight. This makes it more likely that it will land flat on the ice. Applying tape to the blade improves friction between puck and blade. This aids the ability to put spin on the puck.

Another feature of a hockey stick that affects puck control is the "loft" or "face" of the blade. This is the tilt angle of the blade, visible when looking at the stick from directly above. This is illustrated in the figure below.

A greater tilt angle makes it easier for a player to lift up the puck and get it airborne. Again, how much tilt works best comes down to the personal preference of the hockey player.

A feature built into hockey sticks, tailored to a player's style of play, is the angle of "lie". This is the angle the blade makes with the shaft. This is represented by the angle θ in the figure below.

Players usually seek a lie angle that will put their blade flat on the ice while they are in their typical skating stance.

As shown in the figure above, the toe is the very end of the blade. The toe comes in two basic shapes: round and square. The difference between the two is that the round toe allows more ability to control the puck at the tip, while the square toe increases the blocking area at the tip.

A good choice of material for hockey sticks is carbon fiber. It is lightweight and has high strength. This is important for ease of puck control and for making shots, such as the slapshot (which will be discussed next). This is a good example of how material science is an important part of the physics of hockey.

In the slapshot, players can clock puck speeds of over 100 miles per hour, making it the hardest shot in hockey.

The hockey player begins the slapshot by raising the stick behind his body, as shown below.

Source: http://en.wikipedia.org/wiki/Slapshot. Author: http://www.flickr.com/photos/somegeekintn

Next, the player violently strikes the ice slightly behind the puck, and uses his weight to bend the stick, storing energy in it like a spring. When the face of the blade strikes the puck the player rotates his wrists and shifts his weight in order to release this stored energy and transfer it to the puck. The result is the puck reaching a speed faster than it would if the player simply hit the puck directly. The kinetic energy of the puck after impact is equal to the stored energy in the hockey stick.

The figure below shows the point of impact between the stick and puck. You can clearly see the bend in the stick.

Source: http://www.flickr.com/photos/dinur/2952972685

Thus, the physics taking place here is the transfer of energy from player to stick, and from stick to puck. The advantage of storing energy in the stick is that (upon release) it strikes the puck faster than the player can, causing the puck to reach a greater speed.

Source: http://www.flickr.com/photos/howlingmad/465762068

The role of the goaltender is to block shots made by the opposing team. To protect his body from injury he wears protective gear to absorb the impact of the puck with his body. Due to his high level of exposure to high-speed pucks he wears even more protective gear than the other players. However, the weight and bulk of the gear can slow down and restrict the movement of the goaltender somewhat. Thus, strength and cardiovascular training, as well as the learning of good technique and efficiency of movement, is an essential part of being a good goaltender.

The Lacrosse Style Goal

This is a particularly interesting subject in the physics of hockey. In the lacrosse style goal, the hockey player skillfully maneuvers the puck into the net, while maintaining contact between puck and blade. The picture below shows Mike Legg who, in 1996 (while playing for the University of Michigan), scores a lacrosse style goal from behind the net. The approximate trajectory of the puck from ice to net is represented by the blue curve.

To begin the move, Mike Legg orients the puck on its edge so that it touches the blade of his stick head on. He then guides the puck along (using the blade of his stick) such that it follows a curved trajectory, as shown. This curved trajectory causes the puck to experience centripetal acceleration. The centripetal acceleration points towards the center of curvature of the curve, in the direction of the red arrows (shown in the picture). This centripetal acceleration in turn causes the puck to "push" against the blade hard enough so that it doesn't fall off due to gravity.

There are basically two things that must happen in order for this trick to work:

(1) He must move the puck along the trajectory at a high enough speed ( v) to generate a high enough centripetal acceleration (), to generate sufficient contact force between puck and blade. (Note that = / R, where R is the radius of curvature along the trajectory).

(2) At the same time, he must orient the blade so that the contact side faces the center of curvature of the trajectory - in other words, it must face in the direction of the red arrows (shown in the picture). This allows the puck to "push" against the blade with enough contact force to avoid falling off due to gravity. This happens by way of the friction force between blade and puck. The friction force is proportional to the contact force. So a high enough contact force generates enough friction force to counteract the force of gravity pulling down on the puck.

The lacrosse style goal must be seen to be fully understood. To see this goal made by Mike Legg watch the video below.

Return to The Physics Of Sports page

Return to Real World Physics Problems home page

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"You miss 100% of the shots you never take."
- Wayne Gretzky

The object of any hockey game is to outscore your opponent. The winner is determined after three periods of play unless the game is summoned into overtime. Goals are scored when the puck is in contact with the stick and the player fires it on net. The goal will only be counted if the puck has passed the red goal line. The ability to shoot a puck is the most important part of the game which makes players such as Sidney Crosby and the comparable Alexander Ovechkin an asset to any team. These two players can basically score at will. On this page, we will learn more about the physics behind shooting a puck with some of the greatest scorers ever!

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The object of any hockey game is to outscore your opponent. The winner is determined after three periods of play unless the game is summoned into overtime. Goals are scored when the puck is in contact with the stick and the player fires it on net.

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The National Science Foundation, in partnership with NBC Learn and NBC Sports and the National Hockey League, explore the science and math behind professional hockey. This 10-part video series exploring the science behind the fastest game on ice is made especially for students and teachers to use in the classroom, the videos will be aligned to lesson plans and national state education standards, and are available to the public cost-free on NBCLearn.com and NBCSports.com.

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A Difference of Mind by Julie Martin-Walker

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A Difference of Mind by Julie Martin-Walker

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Make posters, slogans and sales plan for new candy creation.

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https://www.bing.com/videos/search?q=neil+degrasse+tyson+cosmos+newton&view=detail&mid=1431B1662617AE84272C1431B1662617AE84272C&FORM=VIRE