Quest - 3rd Grade

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.

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.

Teacher:  Whittington

 Date: 9/30/19 - 11/22/19

 Subject:  Gifted 3^rd

 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)

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.

Teacher: Whittington

Date: 8/12/19 – 9/27/19

 Subject:  Quest 3^rd

 Topic: The BFG

Standard(s)

TS 3.2 Compose elaborating questions to extend and stretch learning

TS 3.7    Construct questions to deepen understanding

TS 3.3    Analyze, reflect upon, and justify learning experiences

TS 3.8    Classify information into logical categories

CR 3.4    Apply elaboration to selected ideas, thoughts, products or plans to create new possibilities

CR 3.12 Analyze and utilize the elements of art (line, shape, value, color, texture) through various materials and tools to explore personal interests, questions, and subject matter

Learning Target(s)

(based on the language of the standard)

The students will experience the unique perspective of Roald Dahl through his novel The BFG.  They will use creative thinking, critical thinking, group dynamics, information literacy and success skills.

Procedures (with general times)

3rd Grade

The students will be working on a Mini unit on The BFG by Roald Dhal

The students will create an advertisement for Frobscottle.  They will write the copy and film their commercial.  They will design the label and will create a slogan for their product.

The students will research England (the setting of the book)

The students will research the English Royal Family

The students will discuss various genres of literature and give examples of them

The students will listen to the teacher read THE BFG aloud.

The students will use the book to locate vocabulary that they are unfamiliar with and will keep a journal of these new words to increase their ability to use and understand vocabulary. 

The students will design a cover for their logic booklet.

The students will work on logical thinking and reasoning skills (work packets)

The students will discuss the various literary elements in the book THE BFG and will complete activities to enhance the content and subject matter of the book.

The students will write in their journals.

The students will watch the movie The BFG and compare/contrast the movie and the book.  They will discuss why the movie is different.  They will discuss why the writers and directors of the movie might have made the changes and if they agree or disagree with those choices.

The students will learn processing skills to infer and deduce clues.  Logic puzzles

The students will listen to oral directions and follow them. 

The students will use code.org to begin learning the process of block coding through engaging activities and games.

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.