AART Unit Planning Brainstorm by emily Munn https://padlet.com/emily_munn_seibert/AARTUnitPlanning A resource for developing unit plans en-us 2019-05-20 13:28:47 UTC 2025-11-10 07:04:36 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f4a1.png emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361741887 2019-05-20 14:08:12 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361741887 emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361742045 2019-05-20 14:08:35 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361742045 emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361742539 2019-05-20 14:09:53 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361742539 To help teach this unit for YSN students https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361761119 2019-05-20 14:46:32 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361761119 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361762879 2019-05-20 14:49:49 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361762879 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361763117 I have more things that I used with different lesson to help scaffold for my YSN students!!!]]> 2019-05-20 14:50:14 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361763117 I want to create something https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361764735 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!!!]]> 2019-05-20 14:53:32 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361764735 Reader's Theater Task https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361769579 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.]]> 2019-05-20 15:03:46 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361769579 Urban planning/sustainability https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361769808 2019-05-20 15:04:13 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361769808 Mystery Science: Spaceship Earth https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361770084 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. ]]> 2019-05-20 15:04:44 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361770084 Rocketry from Ancient China to the 50th Anniversary of Apollo 11 aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361770463 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.

]]> 2019-05-20 15:05:38 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361770463 What can go wrong without urban planning http://www.choleraandthethames.co.uk/cholera-in-london/the-great-stink/ aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361775204 2019-05-20 15:15:57 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361775204 Crime Lab Chemistry; Crime Scene Investigations-Real Life Science Labs https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361777040 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.


]]> 2019-05-20 15:19:37 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361777040 Helical Model of our solar system aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361778056 https://www.youtube.com/watch?v=0jHsq36_NTU]]> 2019-05-20 15:21:50 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361778056 Resource https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361780313
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.  ]]> 2019-05-20 15:25:48 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361780313 Kennedy Assassination Conspiracy Theories https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361781349 2019-05-20 15:27:40 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361781349 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361782796 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?)]]> 2019-05-20 15:30:14 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361782796 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361784514 2019-05-20 15:33:35 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361784514 We have tons of resources for the Utopia/dystopia unit that we named, "In a Perfect World..." https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361789221 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.]]> 2019-05-20 15:42:43 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361789221 Code.Org https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361791537 Students will learn the fundamentals of computer science with drag & drop blocks. Create your own drawings and games.]]> 2019-05-20 15:47:45 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361791537 a description we've used in the past: https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361791619 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.  

]]> 2019-05-20 15:47:59 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361791619 Speedometry https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361792627 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.]]> 2019-05-20 15:50:04 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361792627 Many of our lesson ideas, activities, and PowerPoints come from this website: https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361793278 https://www.sciencespot.net/Pages/classforsci.html]]> 2019-05-20 15:51:39 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361793278 Energizing Everything: Energy, Emotion, and Electricity https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361793565 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. ]]> 2019-05-20 15:52:20 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361793565 Vocabulary Rich Storytelling Puns https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361799741 2019-05-20 16:06:54 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361799741 Weslandia by Paul Fleischman https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361817408 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]]> 2019-05-20 16:48:45 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361817408 https://k12.kendallhunt.com/product/acid-acid-everywhere-exploring-chemical-ecological-and-transportation-systems https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361822761 2019-05-20 17:01:27 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361822761 Where to purchase this unit https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361832121 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! ]]> 2019-05-20 17:22:59 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361832121 There is also a William and Mary Gifted unit for Utopia in the Encore resource closet at Robertson. angela_patton https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361832804 2019-05-20 17:24:36 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361832804 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361840807 2019-05-20 17:43:23 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361840807 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. https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361840906 2019-05-20 17:43:38 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361840906 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842010 2019-05-20 17:46:13 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842010 Giving Ju https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842057 2019-05-20 17:46:21 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842057 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. https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842061 2019-05-20 17:46:22 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361842061 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361843972 2019-05-20 17:50:54 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361843972 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. https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361844042 2019-05-20 17:51:06 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361844042 Mystery Science is a subscription that offers interactive lessons with NGSS standards in mind. https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361846052 2019-05-20 17:55:46 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361846052 Mystery Science is a subscription offering interactive lessons with NGSS standards in mind. https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361847602 2019-05-20 17:59:03 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361847602 Partners create a new product lgvanthourno https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361853394 Make posters, slogans and sales plan for new candy creation. ]]> 2019-05-20 18:11:50 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361853394 Crime Activity https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361894246 2019-05-20 19:57:46 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361894246 https://www.mensaforkids.org/teach/lesson-plans/the-art-of-storytelling/ https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361896709 2019-05-20 20:05:23 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361896709 Storytelling https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361898197 https://www.mensaforkids.org/teach/lesson-plans/the-art-of-storytelling/]]> 2019-05-20 20:10:34 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361898197 STEM meets judy_jordan1 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361904703 2019-05-20 20:35:05 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361904703 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. judy_jordan1 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361904707 2019-05-20 20:35:05 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361904707 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361909222 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. ]]> 2019-05-20 20:53:35 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361909222 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 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361962044 2019-05-21 01:38:33 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361962044 sciarp16 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361978375 2019-05-21 02:49:41 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/361978375 jennifer_feralin https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362101453 2019-05-21 12:16:41 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362101453 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362160879 This is the book I'm planning to use.]]> 2019-05-21 14:30:03 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362160879 Digging for Data - Collecting, displaying and analyzing data gretchen_turner1 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362185625 2019-05-21 15:18:31 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362185625 Space, Structure, and Story by Stambaugh and Mofield https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362185999 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. ]]> 2019-05-21 15:19:21 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362185999 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362209351 2019-05-21 16:12:09 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362209351 https://www.nasa.gov/specials/apollo50th/events.html aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362211971 2019-05-21 16:18:33 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362211971 https://www.huntsville.org/apollo-50th-anniversary/ aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362212161 2019-05-21 16:18:58 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362212161 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. aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362212240 2019-05-21 16:19:04 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362212240 Eyewitness Basics https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362213270 2019-05-21 16:21:18 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362213270 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362215776 We used this guide pre- and -post reading for lesson 3.]]> 2019-05-21 16:27:14 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362215776 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229862 2019-05-21 16:57:41 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229862 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229866 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229866 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229867 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229867 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229870 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229870 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229871 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229871 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229872 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229872 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229877 2019-05-21 16:57:42 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229877 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229879 2019-05-21 16:57:43 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229879 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229882 2019-05-21 16:57:43 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229882 coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229885 2019-05-21 16:57:43 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229885 12 Angry Men and roles people assume in groups. coleen_nelson_schafer https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229970 2019-05-21 16:57:54 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362229970 Forensic Curriculum for high school https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362283956 2019-05-21 18:52:13 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362283956 Hardhatting in a Geo-World, AIMS Activities 3-5 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362294630 Includes: Structures, Measurement, and Geometry]]> 2019-05-21 19:18:41 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362294630 Under Construction, Exploring Technology, Materials, Tools, and Design, AIMS Activities K-2 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362295679 Also covers Size and Scale, Technology Projects]]> 2019-05-21 19:21:41 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362295679 Building by David Macauley (2000) https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362297138 Topics include: bridges, tunnels, dams, domes, and skyscrapers. Famous examples of  each are discussed.]]> 2019-05-21 19:25:40 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362297138 Space Lesson 2 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362303477 2019-05-21 19:43:00 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362303477 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362303992 2019-05-21 19:44:52 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362303992 Mr. Bear Mystery https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362305708 A GEMS Mystery Festival Unit

]]> 2019-05-21 19:51:09 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362305708 Space Lesson faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362309510 2019-05-21 20:05:46 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362309510 Space Lesson 4 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362309512 2019-05-21 20:05:47 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362309512 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362311568 2019-05-21 20:13:39 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362311568 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362312109 2019-05-21 20:15:18 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362312109 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362313653 The Milky Way Galaxy]]> 2019-05-21 20:20:55 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362313653 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362378750 2019-05-22 01:58:09 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362378750 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362379830 2019-05-22 02:02:14 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362379830 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362380085 2019-05-22 02:03:32 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362380085 A D juliemartinwalker https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362382780 2019-05-22 02:16:57 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362382780 A Difference of Mind by Julie Martin-Walker juliemartinwalker https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362382785 2019-05-22 02:16:58 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362382785 Speedometry https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362526860 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. ]]> 2019-05-22 13:09:23 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362526860 AART Scope of Work Unit Framework emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362544823 2019-05-22 13:47:38 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362544823 Formative Assessment emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362546065 2019-05-22 13:50:12 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362546065 emily_munn_seibert https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362547651 2019-05-22 13:53:28 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362547651 Culture and https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362563686 2019-05-22 14:29:07 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362563686 Anti- https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362566584 2019-05-22 14:35:02 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362566584 Anti-Bullying Campaign https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362566590 2019-05-22 14:35:03 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362566590 denise_zigler https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362571682 2019-05-22 14:46:13 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362571682 denise_zigler https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362572769 2019-05-22 14:48:51 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362572769 Isaac Newton aflatt https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362589626 https://www.bing.com/videos/search?q=neil+degrasse+tyson+cosmos+newton&view=detail&mid=1431B1662617AE84272C1431B1662617AE84272C&FORM=VIRE]]> 2019-05-22 15:28:04 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362589626 https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362597098 2019-05-22 15:45:37 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362597098 Space Lesson 1 faith_callis https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362616642 2019-05-22 16:30:35 UTC https://padlet.com/emily_munn_seibert/AARTUnitPlanning/wish/362616642