Quest - 4th Grade

BSD Lesson Plans

2019-20

School: BES

Teacher: Whittington	Date: March 16-April 24	Subject: Gifted 3&4	Topic: The Science of Contagions

Standard(s)	T.S. 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures/ T.S. 4.8 Discuss and analyze events and issues for problem identification T.S. 4.9 Assess the organization, content, value, effectiveness and results of actions/decisions. T.S. 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events/ T.S. 4.10 Appraise implications and consequences of personal actions and decisions
Learning Target(s) (based on the language of the standard)	The students will determine the best way to deal with pandemic/epidemic situations. The students will analyze health conditions in the school and locate hotspots for germs and bacteria.
Procedures (with general times)	• The students will discuss basic information about the spread of germs and what being sick means. • The students will incorporate the current concerns about the spread of infectious diseases and we will discuss the rational way to deal with health concerns. • A health professional will meet with the students and answer questions and give information about the spread of germs. • The students will investigate the school and locate the hotspots for germs and bacteria by swabbing areas and testing for reaction.

	We will anazlyze samples of germs and bacterias under a microscope to evaluate the health concerns at our school. We will research the best ways to combat and prevent sickness and the spread of germs. The students will create an informative video ( a public service announcement) to share with the rest of the school about the best ways to prevent the spread of germs and diseases. The students will use creativity to make this video more interesting as well as informative.

BSD Lesson Plans

2019-20

School:__Brookhaven Elementary School

Teacher: Whittington, T.	Date: 12/02/19-2/28/20	Subject: Oceans of the World	Topic: Responsibility and conservation

Standard(s)	TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options CR 4.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to solve a given problem CR 4.2 Apply flexibility by adapting generated ideas, thoughts, products, or plans for many different creative uses to solve a given problem SS 3.3 Identify occupational areas of personal interest and aptitude for possible vocational development SS 3.6 As a group leader, effectively work with group members to identify problems, ideas, and solutions SS 3.7 As a group member, work collaboratively in a group (know when to speak and know when to listen)	TS 3.7 Construct questions to deepen understanding TS 3.8 Classify information into logical categories TS 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events CR 4.9 Demonstrate the ability to follow the Creative Problem Solving (CPS) process to solve a given problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or subproblems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions.	TS 4.8 Discuss and analyze events and issues for problem identification TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions. TS 4.10 Appraise implications and consequences of personal actions and decisions IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns AS 4.5 Show evidence of delayed gratification and impulse control
Learning Target(s) (based on the language of the standard)	The student will complete a concept map on the Oceans. Even though the student will have some knowledge of the oceans before this unit, they will be challenged by the vastness of the subject matter and will focus their interest and attention on specific challenges facing oceans. The students will identify features of the oceans and will categorize the oceans and the features of the oceans, including temperature, salinity, depth, etc. The students will learn about problems facing the oceans and the ocean life and will study specific ocean animals to understand the habitat and abundance of each.	The student will produce various products to show their understanding of the subject. The students will study an ocean animal of their own choosing and will create a model of it. The students will go to the Aquarium of the Americas to enhance their understanding of this topic. The students will learn about problems facing the oceans and the ocean life and will study specific ocean animals to understand the habitat and abundance of each. The students will be introduced to challenges facing the oceans and will brainstorm ways to combat this on a local scale and a global scale. The students will explore careers that are associated with the oceans.	The students will be introduced to geographical concepts such as longitude/ latitude, time zones, polar regions, prime meridian, international date zone, the tropics. The students will calculate the amount of water on the globe using a model of the earth and math. The students will understand the importance of the oceans to all life on earth and why Earth is called the “Blue Planet”
Procedures (with general times)	• Prior knowledge – Concept map of the students’ knowledge of the oceans • Activities/Centers – The students will choose products to show their research and their understanding of the topics and will extend their knowledge through small group and large group discussion. • Closure – Field trip to the Aquarium of the Americas in New Orleans
Homework
Example of an Assessment Item Related to the Standard	The student and the teacher will discuss the product and will consider ways that it could have been better and also will discuss the strong points of the product. The student will utilize rubrics for their chosen product to evaluate the quality. The students will also create a checklist for their research and will brainstorm questions to answer with their research.

BSD Lesson Plans

2019-20

School:___BES_____________

Teacher: Whittington

Date: 9/30/19 - 11/22/19

Subject: Gifted 4th

Topic: Mississippi: Traditions, History & Culture

Standard(s)

TS 3.2 : Compose elaborating questions to extend and stretch learning.

TS 3.4 Observe and analyze reflective thinking modeled by others

TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options

TS 3.8 Classify information into logical categories

TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events

CR 3.6 Demonstrate curiosity by selecting an idea, topic, product, or plan and based on interests, compile questions to be answered to gather additional information in a training activity

CR 3.11 Make, explain, and justify connections between artists and artwork or artwork and history

IL 3.1 Examine an historical event or person by analyzing and synthesizing historical information

IL 3.2 Assemble information by conducting interviews related to research topics

IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information

Learning Target(s)

(based on the language of the standard)

3rd & 4th Grade:

The students will use questioning techniques and critical thinking to investigate the rich cultural history and traditions of the state of Mississippi. They will develop products to display their research and investigation and will present their new found understanding to the large group. The student will demonstrate an understanding of what events and circumstances have shaped this state, its culture, community, music, literature and overall impact on the rest of the world.

Procedures (with general times)

3rd & 4th Grade:

*The students will participate in a class discussion of Mississippi

*The class will complete a concept map of "Mississippi Traditions"

*The students will use various resources to research information about Mississippi History and the geography and art/ culture of Mississippi and famous Mississippians to better understand the people and traditions of our state.

*The students will locate the state of Mississippi on a map of the United States as well as a world map.

*The students will participate in a class discussion about the passage of time ex:120 years ago was there running water in houses?

*The students will work in small groups to plan an informational text about Mississippi traditions.

*The students will create a book, movie, slide show, poster, pamphlet or power point about Mississippi traditions.

*The students will present their product to their classmates.

*The students will interview various people about their experiences with Mississippi.

*writing letters to state officials, face to face interviews, skype, emails

*The students will participate in a field trip to the Museum of Mississippi History, the Governor’s Mansion, and the New capitol

*The students will participate in various holiday traditions. (The Nutcracker, Christmas at the Old Capitol)

Research topics:

Mississippi, civil rights, 20th state, MS senate, MS governor, MS river, rhythm and blues, famous Mississippians, geography, capital, state ranking, state symbols, festivals, landmarks

Homework

N/A

Example of an Assessment

Item Related to the

Standard

· The students will self-evaluate the project and procedures that they use along with the teacher through discussion and goal setting.

BSD Lesson Plans

2019-20

School:__Brookhaven Elementary__

Teacher: Whittington	Date: 8/12 – 9/27/19	Subject: Gifted 4th Topic: Rev. War

Standard(s)	TS 4.7 Utilize intuitive thinking to deepen understanding and analyze varying perspectives TS 4.8 Discuss and analyze events and issues for problem identification TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions.	CR 4.10 Interpret art by analyzing the mood suggested by a work of art and describing relevant subject matter IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns CM 4.1 Communicate complete thoughts and information with clarity to an appropriate audience CM 4.4 Demonstrate effective listening behaviors in formal and informal settings CM 4.6 Listen to oral directions for understanding and organize directions for complex tasks
Learning Target(s) (based on the language of the standard)	The students will become more aware of the colonial period in American History and will work on Critical thinking skills, creative expression, information literacy, problem solving, communication skills, and success skills.
Procedures	4th Grade The students will be working on a Mini unit on the Revolutionary War The students will participate in class discussion about the birth of our country (we will discuss how the new world was discovered and settled over several class periods) We will watch various videos to help further introduce the time period and war to the students. We will use a time line to discuss the amount of time that the English colonies existed in the new world before they declared their independence. The students will compare the passage of time to their own existence and prepare a timeline of their own life. We will discuss the perspective of the various people involved in the Revolutionary war and how your position or background greatly affects your perspective on a given subject. We will read Johnny Tremain during class. We will use Johnny Tremain to learn new vocabulary and discuss story elements We will use the book Johnny Tremain to learn about the time period and to learn about specific historical events (the Boston Tea Party) We will use Johnny Tremain to learn about historical figures from the Revolutionary period and will further research these men and women to evaluate the validity of the characterization in the book The students will create a flag in the style of Jasper Johns, a famous American Artist using mixed media and also making it a personal statement The students will participate in various activities to replicate experiences that American colonists might have had. (reading and following directions) The students will create a timeline of events leading up to the Revolutionary war using research skills and illustrations The students will be asked to give opinions about the American Revolution and its outcome The students will view videos from the collection Liberty's Kids to gain a better understanding of some of the events during the American Revolution The students will use the software Liberty's Kids to interact with events that took place during the American Revolution The students will use questioning techniques to interview local people (Liberty’s Kids software) to investigate what took place during the Boston Tea Party, The Battle of Lexington and Concord, The Winter at Valley Forge, etc., The students will evaluate the information that they are able to get and then use that information to compile an article about the event. The students will use inferential thinking to suppose what might happen if our own government becomes too restrictive to its citizens now. The students will read excerpts from original documents such as the Declaration of Independence, Constitution of the United States, Common Sense, etc. The students will evaluate the importance of these original documents to society. The students will create an original historical document for their group. The students will use artistic expression to create original works of art about this time period and to sample some of the activities the children of the colonial period would have taken part in. The students will utilize the website code.org to practice block coding and app building. The students will complete grid logic puzzles using logical thinking and deductive and inductive reasoning skills. The students will brainstorm solutions for real world problems.
Homework	N/A
Example of an Assessment Item Related to the Standard	Teacher observation of student participation in class discussions, final product evaluation, monitoring progress, rubrics for projects.