Eatontown School District Eatontown, New Jersey Office... · 2012-11-02 · Eatontown School District Eatontown, New Jersey . 2 EATONTOWN PUBLIC SCHOOLS EATONTOWN, ... Journey of

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Course of Study

Department of

Gifted and Talented

2012

Revision Approved: November 1, 2012

Adoption: August 24, 2009

Eatontown School District

Eatontown, New Jersey

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EATONTOWN PUBLIC SCHOOLS

EATONTOWN, NJ 07724

BOARD OF EDUCATION

OF THE BOROUGH OF EATONTOWN

MEMBERS

Mrs. Donna Diedrichsen, President

Mrs. Julie Robertson, Vice-President

Mr. John Bennett

Mrs. Sharyn Chasey-Palenzuela

Mr. Robert English

Mrs. Toni Fornicola

Mr. Mark Kramer

Mr. Carl Lawson

Mr. Peter Siino

ADMINISTRATION

Mr. Scott T. McCue, Superintendent of Schools

Kathleen Mandeville, Business Administrator

Tara Micciulla, Director of Elementary and Secondary Education

Mr. Lee Lasser, Supervisor of Special Services

PRINCIPALS

Mr. Ronald Danielson, Memorial School

Mrs. Valerie Cioffi, Meadowbrook

Mr. Kevin Iozzi, Vetter School

Mrs. Kimberly Muir, Woodmere School

Gifted & Talented K-8 COURSE OF STUDY UNIT DESIGNERS

Ms. Carmela Kelly Mrs. Karen Rihacek

Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC

Michael C. Brown, Technology Coordinator

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Table of Contents

Eatontown Vision of Curriculum Excellence 6

Statement of Philosophy 7

NJ Core Curriculum Content Standards/Common Core State Standards 8-10

Cross Curriculum Content Standards 11-12

21st Century Life and Careers / Technology Standards 13-26

Methodology 27-28

Horizontal Matrix 29-30

Gifted and Talented Course Description 31-32

Articulation 33

Enrichment Units of Study

Grade K: Career Education 34-41

Grade 1: The Five Senses 42-49

Grade 2: The Human Body 50-57

Academically Talented (Units of Study)

Grades 3

Discovering Your World

Multicultural Storytelling Techniques

Grade 4

58-65

66-73

Risk Takers 74-81

American Folk Art 82-89

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Grades 5

Architecture

United States Government

90-97

98-105

Grade 6

Space and the Solar System

Inventions and Inventors

106-113

114-121

Art Forms in Society 122-129

Grade 7

Journey of the World 130-137

Financial Resources 138-145

Grade 8

Independent Study 146-153

Psychology 154-161

Mock Trial 162-169

Appendix 170-172

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EATONTOWN’S VISION OF CURRICULUM EXCELLENCE

We, the educators of the Eatontown Public School System, hold forth this vision of the

curriculum of excellence we desire for all our students. We have a dream of a curriculum that is. . .

Designed to develop a community of lifelong learners where children have healthy self-

esteem, respect and compassion for others, essential and technological knowledge, and the creative

problem-solving skills needed to meet the challenges of successful citizenship in an ever-changing

multi-cultural global society.

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I) STATEMENT OF PHILOSOPHY

The Eatontown Gifted and Talented curriculum is committed to the premise that all students

have the right to be taught without partiality and with teaching strategies suited to their individual

needs. All gifted and talented students should be given the opportunity to be challenged and

encouraged to attain their creative and academic potential. New Jersey State regulations define gifted

and talented students as:

“Gifted and talented students” means those students who possess or

demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local school district and who require

modifications of their educational program if they are to achieve in accordance with their capabilities.” http://njagc.org/pdf/10-31-2008_nj_admin_code.pdf

The New Jersey Thorough and Efficient Law states that schools should provide educational

opportunities for exceptionally gifted and talented students. The Eatontown School District believes

that all students have a right to an education that is appropriate for their social, emotional, and

cognitive growth. The district acknowledges the existence, value and needs of all students. The

Gifted and Talented program is committed to creating a learning environment that enables students to

acquire 21st century information skills, resources, and tools to inquire, think critically, and gain

knowledge. In addition, these skills are needed to draw conclusions, make informed decisions, apply

knowledge to new situations, and create new knowledge as well as to pursue personal and aesthetic

growth in an ethical manner.

The Eatontown Public School District acknowledges the existence, value and needs of all

students. The Gifted and Talented Program is based on the following objectives:

To present opportunities for students to use their initiative, self direction and originality;

To create an atmosphere for students to develop independent goal setting;

To nurture an environment which will enable students to develop potential particularly in

reasoning, problem solving, decision making, and communicating;

To broaden the range of experiences of students by introducing knowledge and opportunities

that extend beyond the regular classroom, and

To provide experiences for students which will nurture the growth of a positive self-image

and respect for self and others.

http://njagc.org/pdf/10-31-2008_nj_admin_code.pdf

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II) CONTENT STANDARDS

The State of New Jersey, Department of Education states that, ―District boards of education

shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National

Association for Gifted Children (NAGC) in developing programs for gifted and talented students.

A detailed brochure of these standards can be found at:

http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-

12%20programming%20standards.pdf

The following is a list of New Jersey Core Curriculum Standards and Common Core State

Standards that are used in the Gifted & Talented curriculum:

Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements

and principles that govern the creation of works of art in dance, music, theatre, and visual art.

Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and

influence of the arts throughout history and across cultures.

Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that

are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and

visual art.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply

an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre,

and visual art.

Common Core Standards for English Language Arts- www.corestandards.org

READING STANDARDS FOR LITERATURE K-5 (RL)

READING STANDARDS FOR INFORMATIONAL TEXT K-5 (RI)

READING STANDARDS: FOUNDATIONAL SKILLS K-5 (RF)

WRITING STANDARDS K-5 (W)

SPEAKING AND LISTENING STANDARDS K-5 (SL)

LANGUAGE STANDARDS K-5 (L)

http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-12%20programming%20standards.pdf

http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-12%20programming%20standards.pdf

http://www.corestandards.org/

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READING STANDARDS FOR LITERATURE 6-12 (RL)

READING STANDARDS FOR INFORMATIONAL TEXT 6-12 (RI)

WRITING STANDARDS 6-12 (W)

SPEAKING AND LISTENING STANDARDS 6-12 (SL)

LANGUAGE STANDARDS 6-12 (L)

READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12 (RH)

READING STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS 6-12

(RST)

WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND

TECHNICAL SUBJECTS 6-12 (WHST)

STANDARD 5.1 SCIENCE PRACTICES: ALL STUDENTS WILL UNDERSTAND THAT

SCIENCE IS BOTH A BODY OF KNOWLEDGE AND AN EVIDENCE-BASED, MODEL-

BUILDING ENTERPRISE THAT CONTINUALLY EXTENDS, REFINES, AND REVISES

KNOWLEDGE. THE FOUR SCIENCE PRACTICES STRANDS ENCOMPASS THE

KNOWLEDGE AND REASONING SKILLS THAT STUDENTS MUST ACQUIRE TO BE

PROFICIENT IN SCIENCE.

STANDARD 5.2 PHYSICAL SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT

PHYSICAL SCIENCE PRINCIPLES, INCLUDING FUNDAMENTAL IDEAS ABOUT MATTER,

ENERGY, AND MOTION, ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE

OF PHENOMENA IN PHYSICAL, LIVING, AND EARTH SCIENCE SYSTEMS.

STANDARD 5.3 LIFE SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT LIFE

SCIENCE PRINCIPLES ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE OF

THE COMPLEXITY, DIVERSITY, AND INTERCONNECTEDNESS OF LIFE ON EARTH.

ORDER IN NATURAL SYSTEMS ARISES IN ACCORDANCE WITH RULES THAT GOVERN

THE PHYSICAL WORLD, AND THE ORDER OF NATURAL SYSTEMS CAN BE MODELED

AND PREDICTED THROUGH THE USE OF MATHEMATICS.

STANDARD 5.4 EARTH SYSTEMS SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT

EARTH OPERATES AS A SET OF COMPLEX, DYNAMIC, AND INTERCONNECTED

SYSTEMS, AND IS A PART OF THE ALL-ENCOMPASSING SYSTEM OF THE UNIVERSE.

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STANDARD 6.1 U.S. HISTORY: AMERICA IN THE WORLD: ALL STUDENTS WILL

ACQUIRE THE KNOWLEDGE AND SKILLS TO THINK ANALYTICALLY ABOUT HOW

PAST AND PRESENT INTERACTIONS OF PEOPLE, CULTURES, AND THE ENVIRONMENT

SHAPE THE AMERICAN HERTAGE. SUCH KNOWLEDGE AND SKILLS ENABLE

STUDENTS TO MAKE INFORMED DECISIONS THAT REFLECT FUNDAMENTAL RIGHTS

AND CORE DEMOCRATIC VALUES AS PRODUCTIVE CITIZENS IN LOCAL, NATIONAL,

AND GLOBAL COMMUNITIES.

STANDARD 6.2 WORLD HISTORY: GOLBAL STUDIES: ALL STUDENTS WILL ACQUIRE

THE KNOWLEDGE AND SKILLS NECESSARY TO THINK ANALYTICALLY AND

SYSTEMATICALLY ABOUT HOW PAST INTERACTIONS OF PEOPLE, CULTURES, AND

THE ENVIRONMENT AFFECT ISSUES ACROSS TIME AND CULTURES. SUCH

KNOWLEDGE AND SKILLS ENABLE STUDENTS TO MAKE INFORMED DECISIONS AS

SOCIALLY AND ETHICALLY RESPONSIBLE WORLD CITIZENS IN THE 21ST

CENTURY.

STANDARD 6.3 ACTIVE CITIZENSHIP IN THE 21ST

CENTURY: ALL STUDENTS WILL

ACQUIRE THE SKILLS NEEDED TO BE ACTIVE AND INFORMED CITIZENS WHO VALUE

DIVERSITY AND PROMOTE CULTURAL UNDERSTANDING BY WORKING

COLLABORATIVELY TO ADDRESS THE CHALLENGES THAT ARE INHERENT IN LIVING

IN AN INTERCONNECTED WORLD.

STANDARD 8.1 EDUCATIONAL TECHNOLOGY: ALL STUDENTS WILL USE DIGITAL

TOOLS TO ACCESS, MANAGE, EVALUATE, AND SYNTHESIZE INFORMATION IN ORDER

TO SOLVE PROBLEMS INDIVIDUALLY AND COLLABORATIVELY AND TO CREATE

AND COMMUNICATE KNOWLEDGE.

STANDARD 8.2 TECHNOLOGY EDUCATION, ENGINEERING, AND DESIGN: ALL

STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF

TECHNOLOGY, ENGINEERING, AND TECHNOLGICAL DESIGN, AND THE DESIGNED

WORLD, AS THEY RELATE TO THE INDIVIDUAL, GLOBAL SOCIETY, AND THE

ENVIRONMENT.

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III) CROSS-CURRICULUM CONTENT STANDARDS

Arts

English

Language

Arts

Math

Science

World

Language

Health

and

Physical

Education

Technology

21st

Century

Career &

Life Skills

Social

Studies

Career Education

X X X X X

The Five Senses X X X X X

The Human Body X X X X X X X


X X X X X X X

Multicultural Storytelling

Techniques

X X X X X X

Risk Takers

X X X X

American Folk Art X

X X X

X

Architecture X X X X X X X

United States Government X X X X X X

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Arts

English

Language

Arts

Math

Science

World

Language

Health

and

Physical

Education

Technology

21st

Century

Career &

Life Skills

Social

Studies

Space & Solar System X X X X X

Inventors & Inventions X X X X X X X

Art Forms in Society X X X X X X

Journey of the World X X X X X X

Financial Resources X X X X X

Independent Study X X

Psychology X X X

Mock Trial X X X

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IV) 21st CENTURY LIFE AND CAREERS

Life and Career Education in the 21st Century

In the 21st century, life and work are conducted in a dynamic context that includes:

• A global society facing complex political, economic, technological, and environmental challenges

• A service economy driven by information, knowledge, and innovation

• Diverse communities and workplaces that rely on cross-cultural collaborative relationships and

virtual social networks

• An intensely competitive and constantly changing worldwide marketplace

Providing New Jersey students with the life and career skills needed to function optimally within this

dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has

both an obligation to prepare its young people to thrive in this environment, and a vested economic

interest in grooming an engaged citizenry made up of productive members of a global workforce that

rewards innovation, creativity, and adaptation to change.

Mission: 21st-century life and career skills enable students to make informed decisions that prepare

them to engage as active citizens in a dynamic global society and to successfully meet the challenges

and opportunities of the 21st-century global workplace.

Vision: The systematic integration of 21st-century life and career skills across the K-12 curriculum

and in career and technical education programs fosters a population that:

• Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the

workplace, and in the global community.

• Uses effective communication, communication technology, and collaboration skills to interact with

cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational

workplace.

• Is financially literate and financially responsible at home and in the broader community.

• Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising

opportunities while accepting responsibility for possible risks.

• Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing

societal and economic conditions.

• Produces community, business, and political leaders who demonstrate core ethical values, including

the values of democracy and free enterprise, during interactions with the global community.

Intent and Spirit of the 21st-Century Life and Career Standards

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Through instruction in life and career skills, all students acquire the knowledge and skills needed to

prepare for life as citizens and workers in the 21st century.

• In Preschool, children’s social and emotional development provides the foundation for later learning

about careers and life skills.

• In grades K-5, students are introduced to 21st-century life skills that are critical for personal,

academic, and social development. They are also introduced to career awareness information and to

basic personal financial literacy skills.

• In grades 6-8, students continue to develop 21st-century life skills and personal financial literacy,

while also exploring careers that support their academic and personal interests and aptitudes. As they

prepare for the transition to high school, students are provided with opportunities to apply knowledge

and skills learned in the classroom to real or simulated career challenges.

• In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal

financial literacy. They engage in the process of career preparation by participating in structured

learning experiences, specialized programs, and advanced courses that reflect personal aptitudes

and career interests found within one or more of the 16 career clusters in the National Career

Clusters™ Framework.

The Revised Standards:

There are four revised 21st-Century Life and Careers Standards. Standards 9.1, 9.2, and 9.3 describe

life and career skills that are integrated throughout the K-12 curriculum, while Standard 9.4 describes

specialized skills that are taught in grades 9-12 as part of career and technical education programs.

An overview of the four standards follows.

Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative, critical

thinking, collaboration, and problem-solving skills needed to function successfully as both global

citizens and workers in diverse ethnic and organizational cultures.

Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The standard

includes six strands, which reflect the Framework for 21st Century Learning:

• Critical Thinking and Problem Solving

• Creativity and Innovation

• Collaboration, Teamwork, and Leadership

• Cross-Cultural Understanding and Interpersonal Communication

• Communication and Media Fluency

• Accountability, Productivity, and Ethics

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Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote

personal and financial responsibility related to financial planning, savings, investment, and charitable

giving in the global economy.

Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The

inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the growing

need for 21st century citizens to be financially literate, particularly in light of the increasing number

of financial choices they face due to the global economy. Financial literacy includes the application

of knowledge, skills, and ethical values when making consumer and financial decisions that impact

the self, the family, and the local and global communities.

Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge

about and engage in the process of career awareness, exploration, and preparation in order to navigate

the globally competitive work environment of the information age.

Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The three

strands in Standard 9.3 reflect the requirements outlined in New Jersey Administrative Code

(N.J.A.C. 6A:8-3.2):

• Career Awareness (grades K-4)

• Career Exploration (grades 5-8)

• Career Preparation (grades 9-12)

Standard 9.4 Career and Technical Education: All students who complete a career and technical

education program will acquire academic and technical skills for careers in emerging and established

professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

Standard 9.4 describes knowledge and skills that prepare students for postsecondary education,

training, and employment in a chosen career pathway. Unlike Standards 9.1, 9.2, and 9.3, which

apply to all students from grades K-12, Standard 9.4 applies only to high school students enrolled in

career and technical education programs.

The adoption of the career and technical education standard reflects the call to action in recent reports

by the National Association of State Boards of Education, the National Governors Association, the

U.S. Chamber of Commerce, and Achieve regarding the potential of career and technical education,

as well as the requirements of the Carl D. Perkins Career and Technical Education Improvement Act

of 2006. These documents urge states to adopt policies and practices that effectively integrate

academic content standards in career and technical education programs in order to both elevate the

role of career and technical education and to align it with postsecondary education and training.

The 16 strands in Standard 9.4 align with the 16 career clusters in the National Career Clusters™

Framework. Each strand is further refined to reflect multiple career pathways. By using the clusters

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as an organizing tool for grouping occupations and careers, Standard 9.4 identifies a common set of

knowledge and skills for success within each broad career cluster, as well as for each career pathway

within that cluster. This framework has been reviewed nationally by teams of business, industry,

labor, education, and higher education representatives to ensure that it encompasses industry-

validated knowledge and skills needed for career success.

For each of the 16 career cluster strands, content statements and cumulative progress indicators are

provided for the overall career cluster, and additional content statements and cumulative progress

indicators are provided for each of the career pathways encompassed by the cluster. Further, each of

the 16 overarching career cluster strands is comprised of two types of cumulative progress indicators:

• Cumulative progress indicators for foundational knowledge and skills, which may be taught as part

of a variety of academic and/or career and technical education courses.

• Cumulative progress indicators that are specific to the career cluster and/or career pathway under

discussion.

Resources:

Kendall, J. S., & Marzano, R J. (2000). Content knowledge: A compendium of standards and

benchmarks for K-12 education (3rd ed.). Aurora, CO: Mid-Continental Research for Education and

Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.

New Jersey State Department of Education. (1996). New Jersey core curriculum content standards.

Trenton, NJ: Author.

New Jersey State Department of Education. (1999). Career education and consumer, family, and life

skills framework. Trenton, NJ: Author.

New Jersey State Department of Education. (2004). New Jersey core curriculum content standards.

Standard 9: Career education and consumer, family, and life skills. Trenton, NJ: Author.

New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ:

Author. Online: http://www.nj.gov/education/aps/njscp

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA:

Association for Curriculum and Development.

Resources Specific to Standard 9.1 21st-Century Life and Career Skills

Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Online:

http://www.p21.org/overview/skills-framework

Resources Specific to Standard 9.2 Personal Financial Literacy

Utah State Office of Education. (2004). General financial literacy. Online:

http://www.uen.org/core/core.do?courseNum=520802

Wisconsin Department of Public Instruction. (2006). Wisconsin’s model academic standards for

personal financial literacy. Online: http://dpi.wi.gov/standards/pdf/pfl.pdf

Resources Specific to Standard 9.3 Career Awareness, Exploration, and Preparation

National Career Development Guidelines. Online:

http://cte.ed.gov/nationalinitiatives/gandctools.cfm?&pass_dis=1

New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for student

achievement. Trenton, NJ: Author. Online:

http://www.nj.gov/education/code/current/title6a/chap8.pdf

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Resources Specific to Standard 9.4 Career and Technical Education

National Association of State Boards of Education Study Group on Promoting Excellence in Career

and Technical Education. (2008). Learning to work, working to learn: Transforming career and

technical education. Alexandria, VA: Author. Online: http://www.nasbe.org

National Governors Association Center for Best Practices. (2007). Issue brief: Retooling career

technical education. Washington DC: Author. Online: http://www.nga.org/center

New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for student

achievement. Trenton, NJ: Author. Online:


New Jersey Department of Education. (2006). N.J.A.C. 6A:19, Career and technical education

programs and standards. Trenton, NJ: Author. Online:


New Jersey Department of Education. (2008). New Jersey five-year state plan for career and

technical education. Trenton, N.J. Author.

National Association of State Directors of Career Technical Education Consortium. (2012). Career

clusters framework. Silver Spring, MD: Author. Online: http://www.careertech.org/career-

clusters/glance/

National Association of State Directors of Career Technical Education Consortium. (2012). Career

clusters knowledge & skill charts. Silver Spring, MD: Author. Online:

http://www.careertech.org/career-clusters/resources/knowledge.html

United States Department of Education. (2006). Carl D. Perkins Career and Technical Education Act

of 2006, Public Law 109-270. Washington, DC: Author.

9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking,

collaboration, and problem-solving skills needed to function successfully as both global citizens and

workers in diverse ethnic and organizational cultures.

9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal

and financial responsibility related to financial planning, savings, investment, and charitable giving in

the global economy.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and

engage in the process of career awareness, exploration, and preparation in order to navigate the

globally competitive work environment of the information age.

9.4 Career and Technical Education All students who complete a career and technical education

program will acquire academic and technical skills for careers in emerging and established

professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

(For descriptions of the 16 career clusters, see the Career Clusters Table.)

A. Agriculture, Food, & Natural Resources Career Cluster

B. Architecture & Construction Career Cluster

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C. Arts, A/V Technology, & Communications Career Cluster

D. Business, Management & Administration Career Cluster

E. Education & Training Career Cluster

F. Finance Career Cluster

G. Government & Public Administration Career Cluster

H. Health Science Career Cluster

I. Hospitality & Tourism Career Cluster

J. Human Services Career Cluster

K. Information Technology Career Cluster

L. Law, Public Safety, Corrections, & Security Career Cluster

M. Manufacturing Career Cluster

N. Marketing Career Cluster

O. Science, Technology, Engineering, & Mathematics Career Cluster

P. Transportation, Distribution, & Logistics Career Cluster

STANDARD 9.4: CAREER AND TECHNICAL EDUCATION

Career Clusters Table

All New Jersey career and technical education programs fall under one of the 16 career clusters of the

States’ Career Clusters Initiative. Each career cluster is listed in the first column of the Career

Clusters Table, below, along with a link to the standards document for that cluster. The second

column provides a description of each career cluster. The third column shows how the organization

of each career cluster is further refined into career pathways.

In Standard 9.4, each of the 16 career clusters is listed as a strand (the identifier for each strand—

9.4.A through 9.4.P—is also shown in column one of the Career Clusters Table). In each of the 16

career cluster charts, there are two types of cumulative progress indicators (CPIs): (1) general

academic CPIs that are common to all 16 career clusters, which are italicized; and, (2) CPIs that are

common to occupations found within the career cluster. CPIs found in the career pathway charts are

specific to occupations found within the career pathway.

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9.4.A:

Agriculture, Food, & Natural Resources

The Agriculture, Food, & Natural Resources Career Cluster includes occupations and careers in

production, processing, marketing, distribution, financing, and development of agricultural

commodities and resources, including food, fiber, wood products, natural resources, horticulture, and

other plant and animal products/resources.

1. Food Products and Processing Systems

2. Plant Systems

3. Animal Systems

4. Power, Structural and Technical Systems

5. Natural Resources Systems

6. Environmental Service Systems

7. Agribusiness Systems

9.4.B

Architecture & Construction

The Architecture & Construction Career Cluster includes occupations and careers in designing,

planning, managing, building, and maintaining the built environment.

1. Design / Pre - Construction

2. Construction

3. Maintenance / Operations

9.4.C

The Arts, A/V Technology & Communications Career Cluster

1. Audio & Video Technology and Film

2. Journalism and Broadcasting

Arts, A/V Technology & Communications

includes occupations and careers in designing, producing, exhibiting, performing, writing, and

publishing multimedia content including visual and performing arts and design, journalism, and

entertainment services.

3. Printing Technologies

4. Performing Arts

5. Telecommunications Technologies

6. Visual Arts

9.4.D

Business, Management & Administration

The Career Cluster includes occupations and careers in planning, organizing, directing, and

evaluating business functions essential to efficient and productive business operations.

1. Administrative Services

2. Business Information Technology

3. General Management

4. Business Financial Management and Accounting

5. Human Resources

6. Operations Management

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9.4.E

Education & Training

The Education & Training Career Cluster includes occupations and careers in planning, managing,

and providing education and training services, and related learning support services.

1. Professional Support Services

2. Teaching and Training

9.4.F

Finance Career

The Finance Career Cluster includes occupations and careers in planning, services for financial and

investment planning, banking, insurance, and business financial management.

1. Accounting

2. Banking

3. Business Finance

4. Insurance

5. Securities and Investments

9.4.G

Government & Public Administration

The Government & Public Administration Career Cluster includes occupations and careers in

executing governmental functions to include governance, national security, foreign service, planning,

revenue and taxation, regulation, and management and

1. Governance

2. Foreign Service

administration at the local, state, and federal levels.

3. Planning

9.4.H

Health Science Career Cluster

The Health Science Career Cluster includes occupations and careers in planning, managing, and

providing therapeutic services, diagnostic services, health informatics, support services, and

biotechnological research and development.

1. Therapeutic Services

2. Diagnostics Services

3. Health Informatics

4. Support Services

5. Biotechnology Research and Development

9.4.I

Hospitality & Tourism

The Hospitality & Tourism Career Cluster encompasses the management, marketing, and operations

of restaurants and other foodservices, lodging, attractions, recreation events, and travel related

services.

1. Restaurants & Food and Beverage Services

2. Lodging

3. Travel and Tourism

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4. Recreation, Amusements and Attractions

9.4.J

Human Services

The Human Services Career Cluster includes occupations and careers in educating and preparing

individuals for employment in career pathways that relate to families and human needs.

1. Early Childhood Development and Services

2. Family and Community Services

3. Personal Care Services

4. Consumer Services

9.4.K

Information Technology

The Information Technology Career Cluster includes occupations and careers in building linkages for

entry level, technical, and professional careers related to the design, development, support, and

management of hardware, software, Internet, multimedia, and systems integration services.

1. Network Systems

2. Information Support and Services

3. Web and Digital Communication

4. Programming and Software Development

9.4.L

Law, Public Safety, Corrections & Security

The Law, Public Safety, Corrections & Security Career Cluster includes occupations and careers in

planning, managing, and providing legal, public safety, corrections, protective services and

1. Correction Services

2. Emergency and Fire Management Services

3. Security and Protective Services

homeland security, including professional and technical support.

4. Law Enforcement Services

5. Legal Services

9.4.M

Manufacturing

The Manufacturing Career Cluster includes occupations and careers in planning, managing, and

performing the processing of materials into intermediate or final products and related professional

and technical support activities such as production planning and control, maintenance and

manufacturing / process engineering.

1. Manufacturing Production Process Development

2. Production

3. Maintenance, Installation and Repair

4. Quality Assurance

5. Logistics and Inventory Control

6. Health, Safety, and Environmental Assurance

22

9.4.N

Marketing, Sales & Service

The Marketing, Sales & Service Career Cluster includes occupations and careers in planning,

managing, and performing marketing activities to reach organizational objectives.

1. Marketing Communications

2. Marketing Management

3. Marketing Research

4. Management and Entrepreneurship

5. Merchandising

6. Professional Sales and Marketing

9.4.O

Science, Technology, Engineering & Mathematics

The Science, Technology, Engineering & Mathematics Career Cluster includes occupations and

careers in planning, managing, and providing scientific research and professional and technical

services (e.g., physical science, social science, engineering) including laboratory and testing services,

and research and development services.

1. Engineering and Technology

2. Science and Mathematics

9.4.P

Transportation, Distribution & Logistics

The Transportation, Distribution & Logistics Career Cluster includes occupations and careers in

planning, management, and movement of people, materials, and goods by road, pipeline, air,

1. Transportation Operations

2. Logistics Planning and Management Services

3. Warehousing and Distribution Center Operations

rail, and water and related professional and technical support services such as transportation

infrastructure planning and management, logistics services, mobile equipment and facility

maintenance.

4. Facility and Mobile Equipment Maintenance

5. Transportation Systems / Infrastructure Planning, Management, and Regulation

6. Health, Safety and Environmental Management

7. Sales and Service

23

8.1 COMPUTER AND INFORMATION LITERACY – NJTAP GENERAL RUBRIC

STRAND A: BASIC COMPUTER SKILLS AND TOOLS

Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient

SCORE 3 2 1

NOTE: 8.1.8.A.1: Use appropriate technology vocabulary

Vocabulary will be assessed as part of each of the various skills noted below A.2 – A.12

8.1.8.A.2: Use common features of an operating system

(e.g., creating and organizing files and folders)

Create/ customize common

features of an operating system

(e.g., shortcuts)

Independently use common features

of an operating system (e.g.,

creating and organizing files and

folders and creating, organizing and

manipulating shortcuts)

With assistance, use common

features of an operating system (e.g.,

creating and organizing files and

folders and creating, organizing and

manipulating shortcuts) 8.1.8.A.12: Create, organize and manipulate shortcuts

8.1.8.A.3: Effective, accurate and uses proper techniques

when inputting text and data, using touch keyboarding

Able to model effective, accurate

and proper techniques to others

how to effectively input text and

data, using touch keyboarding

while completing a specific task in

a specific core curriculum content

area

Effective, accurate and uses proper

techniques when inputting text and

data, using touch keyboarding

With assistance input text and data,

using touch keyboarding

8.1.8.A.5: Create documents with advanced text formatting

and graphics using word processing

Able to create a multi-page

document with citations using

word processing software in

conjunction with other tools that

demonstrates the ability to format,

edit and print in a specific core

curriculum content area

Create word processing documents

independently that include

advanced text-formatting and

graphics

With assistance, create documents

with advanced text formatting and

graphics using word processing

8.1.8.A.6: Create a file containing customized information

by merging documents

Independently create two or more

documents to create a merged

document in a specific core


Independently use two or more

existing documents to create a

merged document

With assistance, create a file

containing customized information

by merging documents

24

8.1.8.A.7: Construct a simple spreadsheet, enter data,

and interpret the information

Able to create a spreadsheet, enter

data, use mathematical or logical

functions to manipulate and

process data, generate charts and

graphs, and interpret the results in a

specific core curriculum content

area

Independently construct a

spreadsheet by entering data and

interpreting information

With assistance, construct a simple

spreadsheet, enter data, and interpret

the information

8.1.8.A.8: Design and produce a basic multimedia

project

Independently create and produce

an original multimedia project

using and importing text, graphics,

moving images and sound in a


area

Independently design and produce a

basic multimedia project

With assistance, design and produce

a basic multimedia project

8.1.8.A.9: Plan and create a simple database, define

fields, input data, and produce a report using sort and query

Create a database, define fields,

input data from multiple records,

produce a report using sort and

query, and interpret the data in an

original task-specific core


Independently create and produce a

report by sorting and querying a

database file

With assistance, plan and create a

simple database, define fields, input

data, and produce a report using sort

and query

8.1.8.A.10: Use network resources for storing and

retrieving data

Able to model and assist others

with managing and organizing

network resources for storing and

retrieving data

Independently use network

resources to store and retrieve data

With assistance, use network

resources for storing and retrieving

data

8.1.8.A.11: Choose appropriate electronic graphic

organizers to create, construct, or design a document

Use the appropriate electronic

graphic organizer in an

independent and original task in a


area

Choose the appropriate electronic

graphic organizer to create,

construct or design a document

With assistance, use an electronic

graphic organizer to create,

construct, or design a document

25

STRAND B: APPLICATION OF PRODUCTIVITY TOOLS Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient

SCORE 3 2 1

8.1.8.B.2: Exhibit legal and ethical

behaviors when using information and

technology, and discuss consequences of

misuse

Exhibit legal and ethical behavior when

using information and technology in an

independent and original task in a specific

core curriculum content area


using information and technology as

evidenced by using copyright fair-use

laws as part of an assignment in a specific


Verbalize an understanding between

appropriate and inappropriate behavior

related to legal and ethical issues as

defined in the copyright fair-use laws

8.1.8.B.3: Explain the purpose of an

Acceptable Use Policy and the

consequences of the inappropriate use of

technology

Distinguish safe and appropriate use and

misuse of technology according to the

AUP when making choices while working

independently

Exhibit an understanding of the district’s

AUP by the safe and appropriate use of

technology in all core curriculum content

areas

Verbalizes an understanding of safe and

appropriate use and misuse of technology

according to the approved district

Acceptable Use Policy (AUP) and knows

the consequences of misuse but needs

assistance to follow procedures for citing

sources 8.1.8.B.4: Describe and practice safe

Internet usage

8.1.8.B.5: Describe and practice

“etiquette” when using the Internet

and electronic mail

8.1.8.B.6: Choose appropriate

tools and information resources to

support research and solve real world

problems, including but not limited to:

• On-line resources and databases

• Search engines and subject directories

Able to effectively and efficiently use

Boolean logic for research

Independently choose appropriate tools

and information resources (online

resources and databases, search engines

and subject directories)

With assistance, choose appropriate tools

and information resources to support

research and solve real world problems,

including but not limited to:



8.1.8.B.7: Evaluate the accuracy,

relevance, and appropriateness

of print and non-print electronic

information sources

Able to cite and support information

sources using credible (accurate, relevant

and appropriate) print and non-print

electronic information sources

Independently evaluate information

sources for credibility of print and non-

print electronic information sources based

on a predetermined criteria list

With assistance, evaluate the accuracy,

relevance, and appropriateness of print

and non-print electronic information

sources

26

8.1.8.B.8: Use computer applications to

modify information independently

and/or collaboratively to solve problems

Consistently demonstrates the ability to create

and manipulate information independently

and/or collaboratively to solve problems and

to design and develop products in a specific


Independently and collaboratively use

computer applications to modify

information to solve problems

With direct instruction use computer

applications to modify, gather and sort

information independently and/or

collaboratively to solve problems

8.1.8.B.9: Identify basic hardware

problems and demonstrate the ability to

solve common problems

Identify, diagnose and suggest solutions

for non-functioning technology systems

Identify basic hardware problems and

demonstrate the ability to solve common

problems without assistance

Given basic hardware problems,


problems with assistance

8.1.8.B.10: Determine when technology

tools are appropriate to solve a problem

and make a decision

Identify a problem in a content area and

formulate a strategy to solve the problem

using the appropriate technology tool(s),

if applicable

Determine when technology tools are

appropriate to solve a problem and make a

decision

Given a problem, select the appropriate

technology tool, if applicable, to solve the

problem from a given set of solutions

27

V) METHODOLOGY

1. Teachers should use a variety of instructional techniques, including, but not limited to the following:

testing materials

computer software

DVD & CD’s

transparencies

Internet sites & databases

2. Teachers select / develop activities that encourage students to develop the ability to locate information used in answering

questions; use appropriate tools, equipment, and experiences to extend their senses; gather, analyze, assess, and interpret data

and performance; construct reasonable explanations and communicate their findings about investigations; demonstrate basic

motor skills; achieve lifelong wellness skills through knowledge, skills, attitudes, and practices. These activities include, but

are not limited to the following:

role-playing

writing activities

internet websites (including district e-board sites)

cooperative learning groups

teacher developed activities

teacher developed graphic organizers

PowerPoint presentations

demonstrations

student projects

cooperative games

student interviews

peer interaction

rhythmic activities

3. Students will be able to demonstrate their knowledge of these content units and process skills through a variety of assessment

formats. These activities include, but are not limited to the following:

Rubrics

content assessments

28

skills assessments

student projects, products and presentations

student reports

teacher observation

teacher anecdotal records

written evaluation

student notebooks

29

STRAND B: APPLICATION OF PRODUCTIVITY TOOLS Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient

SCORE 3 2 1

8.1.8.B.2: Exhibit legal and ethical

behaviors when using information and

technology, and discuss consequences of

misuse


using information and technology in an

independent and original task in a specific



using information and technology as

evidenced by using copyright fair-use

laws as part of an assignment in a specific


Verbalize an understanding between

appropriate and inappropriate behavior

related to legal and ethical issues as

defined in the copyright fair-use laws

8.1.8.B.3: Explain the purpose of an

Acceptable Use Policy and the

consequences of the inappropriate use of

technology

Distinguish safe and appropriate use and

misuse of technology according to the

AUP when making choices while working

independently

Exhibit an understanding of the district’s

AUP by the safe and appropriate use of

technology in all core curriculum content

areas

Verbalizes an understanding of safe and

appropriate use and misuse of technology

according to the approved district

Acceptable Use Policy (AUP) and knows

the consequences of misuse but needs

assistance to follow procedures for citing

sources 8.1.8.B.4: Describe and practice safe

Internet usage

8.1.8.B.5: Describe and practice

“etiquette” when using the Internet

and electronic mail

8.1.8.B.6: Choose appropriate

tools and information resources to

support research and solve real world

problems, including but not limited to:



Able to effectively and efficiently use

Boolean logic for research

Independently choose appropriate tools

and information resources (online

resources and databases, search engines

and subject directories)

With assistance, choose appropriate tools

and information resources to support

research and solve real world problems,

including but not limited to:



8.1.8.B.7: Evaluate the accuracy,

relevance, and appropriateness

of print and non-print electronic

information sources

Able to cite and support information

sources using credible (accurate, relevant

and appropriate) print and non-print

electronic information sources

Independently evaluate information

sources for credibility of print and non-

print electronic information sources based

on a predetermined criteria list

With assistance, evaluate the accuracy,

relevance, and appropriateness of print

and non-print electronic information

sources

30

8.1.8.B.8: Use computer applications to

modify information independently

and/or collaboratively to solve problems

Consistently demonstrates the ability to create

and manipulate information independently

and/or collaboratively to solve problems and

to design and develop products in a specific


Independently and collaboratively use

computer applications to modify

information to solve problems

With direct instruction use computer

applications to modify, gather and sort

information independently and/or

collaboratively to solve problems

8.1.8.B.9: Identify basic hardware

problems and demonstrate the ability to

solve common problems

Identify, diagnose and suggest solutions

for non-functioning technology systems

Identify basic hardware problems and


problems without assistance

Given basic hardware problems,


problems with assistance

8.1.8.B.10: Determine when technology

tools are appropriate to solve a problem

and make a decision

Identify a problem in a content area and

formulate a strategy to solve the problem

using the appropriate technology tool(s),

if applicable

Determine when technology tools are

appropriate to solve a problem and make a

decision

Given a problem, select the appropriate

technology tool, if applicable, to solve the

problem from a given set of solutions

31

ENRICHMENT UNITS

COURSE DESCRIPTIONS

Kindergarten: Students will learn about work-related activities in the home, school, and community.

Students will identify skills, abilities, and responsibilities associated with various careers.

First Grades: Students will explore his/her five senses. In hands-on activities the students will make

observations in relation to the concepts and sense of sight, hearing, smell, touch, and taste. Students

will appreciate that people with disabilities can communicate by using other senses.

Second Grade: Students will study the human body and five of its major systems (Skeletal,

Muscular, Circulatory, Digestive, and Nervous). This unit will focus on how these systems are

interrelated and work together in a healthy body.

GIFTED AND TALENTED

COURSE DESCRIPTIONS

Third Grades: Students will explore traditions, customs, folklore, and ecological aspects of

countries around the world. Experiential learning is an integral component of our ―Discovering Your

World‖ unit. ―Multicultural Storytelling Techniques‖ introduces students to the history of storytelling

and the influence it has on social values.

Fourth Grades: Our ―Risk Takers‖ theme stimulates an interest and sense of admiration for people

of achievement. Adventure requires risk-taking and sacrifice, but can create an opportunity for

discovery, growth, and change. The ―American Folk Art‖ unit illustrates the history of American life,

and helps students to understand some of the ideas and customs of the time in which it was made.

Fifth Grades: Students will be introduced to the history of architecture, and they will recognize

architects as creators who are influenced by the time period in which they live. ―US Government‖ is a

unit on the values and principles of our democracy. Students will demonstrate an understanding of

the balance of power in our government by participating in group activities.

Sixth Grade: Students will analyze the traits of creative people, creative processes or creative

products with specific focus on inventors and their inventions. These individuals are visionaries who

take risks to fill a need in our society. This unit will allow for a meaningful synthesis of both content

and process, for significant in-depth learning, and for the development of worthwhile student

products. In ―Space and the Solar System‖ students will explore, identify, and describe the concepts

defined as space. ―Use of Art Forms in Society‖ recognizes art as an integral part of our society.

Students will study artists who are creators, influenced by the time in which they live.

32

Seventh Grade: – Students will learn about global challenges, cultures, and connections through

studying Australia, Japan, and Italy and their relationships with the United States. In the second unit

for the year, students will learn about money management in order to make critical financial

decisions that affect their lives.

Eighth Grade: – Students will learn how to write a research report after selecting a topic of their

choice with instructor approval. A research paper and PowerPoint presentation will serve as

culminating activities. Students will learn about self and personal relationships and the role each

individual assumes in society. Through developmental and historical perspectives the learner will

build an understanding of psychology as a field of science. In the Mock Trial unit, students will

participate in Mock Trials to learn about the U.S. legal system.

33

ARTICULATION

Articulation meetings are periodically held to address programmatic directions in Gifted and

Talented. Monthly meetings are attended with members of the Shore Consortium for the Gifted and

Talented.

34

Unit Title: Career Education Grade Level: Kindergarten

Subject/Topic Areas: English Language Arts; Social Studies; Science, Health, Technology, Math,

Career Education

Key Words: Jobs, careers, skills, work, volunteer, community, responsibility

Unit Designer/s: GT Curriculum Committee Time Frame: 6 Lessons

School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere

Link to Content Standards/Interdisciplinary Standards

Brief Summary of Unit

UNIT

COVER Career

Education

Kindergarten PAGE

RL.K.1-RL.K.3 Key Ideas and Details

RL.K.7 & RL.K9 Integration of Knowledge and Ideas

K.CC.4-K.CC.5: Counting & Cardinality

K.MD.1 Describe & Compare measurable attributes

1.3.2.C.1: Visual & Performing Arts: Theatre

1.3.2.D.1: Visual & Performing Arts: Visual Art

8.2.2.B.1: Technology: Design Process

8.2.2.C.1: Nature of Technology

9.1.4.A.1 21st Century Life Skills: Critical Thinking & Problem Solving

9.1.4.B.1 21st Century Life Skills: Creativity & Innovation

9.1 (Career and Technical Education) All students will develop career awareness and planning,

employability skills, and foundational knowledge necessary for success in the workplace.

9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be

functional members of society.

The students will understand that everyone has special skills and talents that are used in

different ways. They will develop awareness that what they are doing now at home and

school will have an impact on their future. Students will appreciate the many kinds of work

done at school, home and in the community.

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature/kindergarten/#rl-k-1



35

What overarching understandings What are the overarching “essential”

are desired? questions?

What will students understand What “essential” and “unit” questions

as a result of this unit? will focus this unit?

IDENTIFY DESIRED

RESULTS

Career Education: Kindergarten

Choices we make affect

ourselves and others.

Jobs and careers require

special skills, talents, and

equipment.

Careers require variety of

experiences and education.

How will what we do now

impact our future?

Why do I need to be

accountable?

How are work, learning, and

play related?

Students will understand:

We all have special

abilities, interests and

talents.

Each job, career and

professions has a set of

requirements.

Work habits in school will

help prepare for a career.

How will what you do each day

in kindergarten help you in the

future?

What special jobs are done in

our community, and how do

people prepare for these jobs?

How do family, school, and

community influence us?

36

What evidence will show that students understand that everybody works in different ways?

Performance Tasks, Projects

Quizzes, Tests, Academic Prompts

Unprompted Evidence, Observations, Work Samples Student Self-Assessment

DETERMINE ACCEPTABLE

EVIDENCE


Teacher generated handouts

Graphic organizers

Pantomime

Music and song

Performance Skills

Literature Appreciation

Engineering Product

Checklists

Teacher observations

Peer feedback

Classroom Participation

Partner dialogue

Checklists

37

Task Title: Dog Biscuit Delivery Approximate Time Frame: 2 lessons

What desired understanding/content standards will be assessed through this task?

What is the purpose of this assessment task? X Formative X Summative

Through what authentic performance task will students demonstrate understanding?

What student products/performances will provide evidence of desired understandings?

By what criteria will student products/performances be evaluated?

What type of scoring tools will be used for evaluation?

Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


Each job has a standard set of preparation requirements. Effective communication skills are necessary to

convey meaning and understanding to others.

K.MD.1 Describe & Compare measurable attributes

8.2.2.B.1: Technology: Design Process

9.1.4.A.1 21st Century Life Skills: Critical Thinking & Problem Solving

9.1.4.B.1 21st Century Life Skills: Creativity & Innovation

Students will be able to:

Follow 5 steps of engineering design process.

Follow directions in order to complete a task.

Design and create a carrier for a dog biscuit using recycled materials.

Class participation Original Product Oral Presentation

Teacher observation, checklist, peer evaluation, self-assessment

38

What other evidence will be collected during this unit?

What will be assessed? X Performance Skill X Understanding X List

How will evidence be collected?

Quiz/Test X Teacher notes X Assignment

What type of assessments will be used?

Selected Response

X Academic Response

Brief Constructed Responses

X Observation

X Work Sample

Other:

What is the assessment’s purpose?

Diagnostic X Formative X Summative

What types of scoring tools will be used for evaluation?

Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to name a

variety of occupations and to identify the tools and skills needed for each of these jobs.

Students will respond orally to text and illustrations. Students will understand good

work habits in school will prepare them for future job employment. Students will work

collaboratively as packaging engineers to create and design a dog biscuit carrier for

Clifford.

39

Given the targeted understandings, other unit goals, and the assessment evidence identified,

what knowledge and skills are needed?

What sequence of teaching and learning experiences will equip students to develop and

demonstrate THE TARGETED UNDERSTANDINGS?

PLAN LEARNING EXPERIENCES

AND INSTRUCTION


How

1. Introduce unit to students using children’s literature.

2. Role-play using pantomime; act out jobs and describe what they are doing.

3. Critical Thinking Skills: Listen to clues to determine individual’s occupation

4. Draw and write about a family member’s job.

5. Present props to enable students to identify jobs & careers

6. Invite resource people, such as community helpers or school employees, to

discuss abilities, skills and tools associated with their career choice.

7. Using puppets dressed as community helpers, students will sing along to

identify each worker

8. Select a job and ―fill‖ a backpack with the tools needed to do the job

properly.

9. Create a product using recycled materials and personal skills of students.

Students will need to know…

Jobs people do

Skills & tools needed for

employment

Good work habits and

positive attitudes in

school will be beneficial

in future work.

Students will be able to …

Identify a variety of jobs

Match tools and skills to

specific careers

Describe how current

learning relates to work.

40

Books: Career Day, by Anne Rockwell

Dumpy La Rue by Elizabeth Winthrop

Night Shift by Jessie Hartland

Clifford’s Family, by Norman Bridwell

The Top Job by Elizabeth Cody Kimmel

Manuals: N/A

SUPPLEMENTAL RESOURCES

Suggested Student Reading: When I Grow Up by Tina Louise

The Underwear Salesman: and other jobs for better or verse

by Patrick J. Lewis

Curious George Takes a Job by H.A. Rey

41

Other References:

Web References:

http://www.scholastic.com


Computer Software: Microsoft Office

Exploring Communities and Its Workers (DVD)

What I Want to Be (DVD)

Understanding by Design, Grant Wiggins, 2005.

http://www.scholastic.com/

42

Unit Title: The Five Senses Grade Level: 1

Subject/Topic Areas: Science, Health, Math, English Language Arts,

Key Words: Senses, Seeing, hearing, smelling, touching, and tasting, Braille, Sign Language, eyes,

ears, nose, disability





UNIT

COVER The Five

Senses

Grade 1 PAGE

RL.1.1-RL.1.3: Key Ideas & Details

RL.1.4: Craft & Structure

W.1.5: Production of Writing

SL.1.1: Comprehension & Collaboration

1.MD.4: Measurement & Data

2.1.2.A.1-2.1.2.A.2: Health & Physical Education-Personal Growth & Development

5.1.4.D.1: Science Practices

5.3.2.E.2: Life Science

9.1.4.A.1-9.1.4.A.5: 21st Century Life & Career Skills-- Critical Thinking & Problem Solving

9.1.4.C. 1: 21st Century Life & Career Skills-Collaboration, Teamwork and Leadership

The students will explore his/her five senses in this unit. In hands-on activities, the

students will make observations in relation to the concepts and sense of seeing,

hearing, smelling, touching, and tasting. The students will appreciate that people with

disabilities can communicate by using other senses.

43





IDENTIFY DESIRED

RESULTS

The Five Senses Grade 1

Our five senses are used to

learn about our world.

The senses are related to

specific body parts.

People with disabilities use

functional senses to get

information.

What are the five senses?

What parts of our body do we

use when we are using our five

senses?

How do people with disabilities

overcome loss of a sense?


Our five senses are sight,

hearing, smell, taste and

touch.

The parts of our body that

use the 5 senses are our

eyes, ears, nose, tongue, and

fingers.

People can overcome

disabilities by using braille,

sign language, service

animals, and hearing aids.

What body parts do we use

when we are using our senses?

How do our five senses help us

do?

How can a disabled person get

information about the world

around them?

44

What evidence will show that students understand that our five senses are related to specific

body parts?





EVIDENCE


Comprehend non-fiction and fiction picture books to learn about 5 senses.

Identify five senses and their body parts.

Complete a poem about our five senses and draw an illustration.

Identify the parts of the eye and complete a model

Write their name using braille alphabet

Hands-on experiments using senses of touch and smell to engage in

mathematical and tactile explorations

Graphic organizers to discuss and chart what their senses can do


Peer feedback


Partner dialogue

Checklists

45

Task Title: Eye Poster Approximate Time Frame: One Lesson








PERFORMANCE TASK

BLUEPRINT


Students will understand the importance of our eyes and our sense of sight. Students will identify the eyelashes, tear ducts, eyelid, pupil and iris as the parts of the eye, and state important eye safety tips.



5.3.2.E.2: Life Science



Identify the parts of the eye and care of our eyes.

Design an eye poster.

Participate in an eye experiment.

Student created eye poster

Partner eye experiment

Class participation


46


What will be assessed? X Performance Skill X Understanding List




X Selected Response

X Academic Response

X Brief Constructed Responses

X Observation

X Work Sample

Other:




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: Students will use a combination of

drawing, dictating, and writing to provide details about what they learned. The students

will be able to identify and differentiate the different body parts that use the five senses

by their attributes.

47






AND INSTRUCTION


How

1. Prompt students to share what they already know about their five senses by

making connections to real life experiences

2. Introduce vocabulary by reading aloud to whole group.

3. Identify & differentiate between the different body parts and the sense they

use.

4. Detective thinking: Animals’ use of senses to discover world

5. Interaction with authentic data Collection: Use graphic organizer, mystery

bags, and plastic eggs to collect data on senses of touch and hearing

6. Popcorn Activity: Utilize all senses as we learn about a kernel of popcorn

and what happens to it when it is heated.

7. Use descriptive words to describe the five senses as they relate to popped

corn.


The five senses

Sense receptors

How people with

disabilities use other

senses to help

themselves


Relate each sense to the

correct body part

Identify objects and sounds

with loss of one sense.

Write their names using

Braille alphabet.

48

Books:

Arthur’s Eyes by Marc Brown

Noisy Nora by Rosemary Wells

You Can Smell a Flower With Your Ear by Joanna Cole

My Five Senses by Aliki (Big Book)

Magenta Gets Glasses. By Deborah Reber


Suggested Student Reading:

The Town Mouse and the Country Mouse

We’re Going on a Bear Hunt by Michael Rosen

The Magic School Bus Explores the Senses by Joanna Cole/Bruce Degan

Cam Jensen series by David Adler

Did you hear that? Animals with super hearing. By Caroline Arnold

Manuals: N/A

49

Other References:

Web References: Destiny’s WebPath Express

http://www.enchantedlearning.com/themes/asl.shtml

http://www.kidcyber.com.au/topics/body_senses.htm

http://www.kidcyber.com.au/topics/hearingimpair.htm


Computer Software: N/A


http://www.enchantedlearning.com/themes/asl.shtml

http://www.kidcyber.com.au/topics/body_senses.htm

http://www.kidcyber.com.au/topics/hearingimpair.htm

50

Unit Title: The Human Body Grade Level: 2

Subject/Topic Areas: Science, Health, Math, English Language Arts

Key Words: Skeletal, Muscular, Digestive, Circulatory, and Nervous Systems


School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere



UNIT

COVER The Human

Body

Grade 2 PAGE

RI.2.5: Craft & Structure

RI.2.7: Integration of Knowledge & Ideas

W.2.3: Text Types & Purposes


2.MD.9: Represent & Interpret data

1.1.2.A.1 & 1.1.2.A.4: Visual & Performing Arts-Dance


5.3.2.A.1: Life Science-Organization & Development

8.2.2.D.1: Technology-Research & Information Fluency


This unit will introduce the students to five of the major systems in the human anatomy. Students

will acquire skills to support a healthy, active lifestyle.

51





Dy

IDENTIFY DESIRED

RESULTS

The Human Body Grade 2

All body systems work together to

support body function.

Body organs benefit from a high

level of fitness and nutrition.

Health-enhancing behaviors lead to

wellness.

All living things share common

characteristics.

What are the systems of the

human body?

How does each system keep the

body healthy and working well?

What healthy habits will help

you take care of your body?

What are some similarities and

differences in the growth &

development of various species?


The skeletal, muscular,

circulatory, digestive, and

nervous systems each have

a vital job that keeps the

body healthy.

Exercise and a balanced diet

will help body growth and

repair.

Staying healthy is a lifelong

process.

Humans share important

characteristics with other

mammals.

Name the primary function

of each body system.

What must you do to keep

your body healthy?

Why are exercising and

eating nutritional foods

necessary to keep your body

healthy?

What characteristics do

humans have in common

with other living species?

52

What evidence will show that students understand the functions of the human body?





EVIDENCE



Creative writing assignment

Models of the body systems

Hands-on experiments

Simulated activities

Reader’s Theater

Participation in Fitness Cruise

Checklists


Peer feedback


Partner dialogue

Checklists

53

Task Title: Digestion Game Approximate Time Frame: One Lesson








PERFORMANCE TASK

BLUEPRINT


The students will understand that our digestive system is made up of many organs. Each organ has a function in our digestive system.

RI.2.7: Integration of Knowledge & Ideas


1.1.2.A.1 & 1.1.2.A.4: Visual & Performing Arts-Dance




Identify the organs of the digestive system.

Use props and signs to line up in the correct order of the digestive system

organs.

Class participation Line formation Simulation of organ

functions

Informal teacher observation, peer evaluation, self-assessment

54






X Selected Response

X Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to respond to teacher

created materials and oral discussions applicable to the theme of the human body. Students will

participate in hands-on activities, simulation exercises, and performances to apply new

vocabulary and deliver presentation about our body systems to a specified audience.

55






AND INSTRUCTION


1. Dance and movement exercises to introduce interconnectedness of body

systems.

2. Introduce each body system and its function

3. Use print, nonprint, and digital resources to examine living things.

4. Teacher prepared materials.

5. Performance exercises for the muscular system

6. Readers Theater: skits on body systems

7. Interpreting Figurative Language

8. Make cross-curricular connections

9. Participate in district-wide culminating activity


Five different body systems

and their functions

Self-care practices that support

wellness

Interconnectedness of living

things.


Identify the major systems in the

human body

Create a healthy meal and physical

activity plan using Kids Activity

Pyramid

Compare similarities & differences

of various living species

56

Books:



Cole, Joanna. The Magic School Bus Inside the Human Body. Seuling, Barbara. You Blink 12 Times a Minute: and other freaky facts about the Human Body,

Arnold, Tedd. Parts and More Parts.

Avison, Brigid. I Wonder Why I Blink and Other Questions About my Body.

Manuals: Carson-Dellosa Publishing Co. Human Body Fun Activities, Experiments, Investigations

and Observations! Grades 2-3, 2003.

57

http://www.kidcyber.com.au/topics/bodybrain.htm

http://yucky.discovery.com

http://www.fitness.gov


Computer Software: N/A

Other References:

Human Body Undercover: A World Within Us. GeoSafari Undercover Series. TN:

Educational Insight, 2001.

World Book’s Human Body Works



http://www.kidcyber.com.au/topics/bodybrain.htm

http://yucky.discovery.com/

http://www.fitness.gov/

58

Unit Title: Discovering Your World Grade Level: 3

Subject/Topic Areas: Geography, history, and culture of countries around the world.

Key Words: World community, civilization, culture, physical characteristics, human characteristics,

population, elevation, equator, prime meridian, and hemisphere

Unit Designer/s: G/T Curriculum Committee Time Frame: One marking period



Brief Summary of Unit:

UNIT

COVER Discovering

Your World

Grade 3 PAGE

This unit will provide students with the opportunity to explore the historical, social, geographic and economic

characteristics of world cultures. This unit presents a study of countries around the world. The areas are rich in

folklore, customs, and ecological aspects. Experiential learning is an integral component of this unit.

1.1.5.D.1: Visual & Performing Arts-Visual Art

1.2.5.A.1: Visual & Performing Arts-History of the Arts & Culture

RL3.1-3: Key Ideas & Details

RL3.9: Integration of Knowledge & Ideas

RI3.5: Craft & Structure

RI3.9: Integration of Knowledge & Ideas

3.MD.4: Represent & Interpret Data

6.1.4.B, 6.1.4.C, 6.1.4.D: US History: America In the World

7.1.NM.A: World Languages

8.1.4.A: Technology-Technological Operations & Concepts

8.1.4.D: Technology-Digital Citizenship

8.1.4.E: Technology-Research & Information Literacy

9.1.4.A-D: 21st Century Life & Career Skills

59





Discovering Your

World: Grade 3

People make decisions based on

needs, wants and availability of

resources

Culture is a way of life for people

who share similar beliefs and

customs.

Global societies are diverse

Environmental and geographic

factors influence world cultures

What do we learn by studying

other cultures?

How do climate, geography,

and natural resources affect the

way people work and live?

Why do people live together

and form societies?

How does geography influence

lifestyles?


People make choices due to

resources.

World cultures are shared

through various forms of

communication

World communities differ

from place to place.

Geography influences

needs, culture, interests, and

choices of people.

What do other cultures teach

us?

What are the benefits &

challenges of a diverse society?

What common characteristics

are found in communities

around the world?

What are the economic, social,

cultural, and political

similarities and differences in

world communities?

IDENTIFY DESIRED

RESULTS

60

What evidence will show that students understand the distinct social, economic, and customs of

countries in different areas of the world?





EVIDENCE

Discovering Your World Grade 3


Passports

Oral Presentations

Journey Around the World

Brochure

Develop product using digital tools

International Games

Rubrics

Checklists


Peer feedback


Teacher Observation

Checklists

Rubrics

61

Task Title: Joyous Journey Approximate Time Frame: 3 periods


1.2.

What is the purpose of this assessment task? X Formative Summative





Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


Grade 3

Our earth is a global community of many countries and varied cultures. Many cultural traditions and heritages contribute to our nation’s diversity.

1.2.5.A.1: Visual & Performing Arts-History of the Arts & Culture

RI3.5: Craft & Structure

RI3.9: Integration of Knowledge & Ideas

3.MD.4: Represent & Interpret Data





Students will: make a passport, form an animal using tangrams, solve a Sudoku

math puzzle, create a cartouche using hieroglyphics, construct a 10‖ leaning

tower, write a story using Australian words, create a unique Carnival mask, and

use math skills to increase a recipe.

Passport, mask, tower Totem Pole, cartouche Digital Slides


62




Quiz/Test X Teacher notes


X Selected Response

X Academic Response


X Observation

X Work Sample

X Other: Presentation




Analytic Rubric

X Holistic Rubric

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE


Students will construct products celebrating the contributions of diverse cultures of

people to the whole of society. Students will build a unique country with a profile that

includes elements from different cultures to present at a World Summit Meeting.

63






AND INSTRUCTION


1. Building background with discussion

2. Introduce vocabulary

3. Use print and non-print resources to locate countries on maps

4. Use digital tools to take a virtual trip visiting countries on each continent.

5. Present findings in a new and creative way.


Target vocabulary

Geographic location of

countries

Culture of people


Locate countries on a world

map

Identify geographic features

and landmarks in different

countries

Compare and contrast

different cultures

64

Books: Reference Books

Nonfiction books

Glass slipper, gold sandal : a worldwide Cinderella

Cinderella stories from around the world



Folktales from around the World

Ryan, Pam Munoz. Mice and Beans. New York: Scholastic, 2001.

Manuals:

Aspen_Baxter, Linda. Continents Teacher Resource. New York: Weigl Publishers, 2007.

65


www.nationalgeographic.com/mapmachine



Other References:

Web References:

www.thinkquest.org

http://www.xe.com/ucc/

http://www.flags.net

http://www.imagiverse.org/activities/postcards/

www.si.edu

http://www.nationalgeographic.com/mapmachine

http://www.thinkquest.org/

http://www.xe.com/ucc/

http://www.flags.net/

http://www.imagiverse.org/activities/postcards/

http://www.si.edu/

66

Unit Title: Multicultural Storytelling Techniques Grade Level: 3

Subject/Topic Areas: Visual Arts, English Language Arts

Key Words: Design, culture, hieroglyphics, forms, methods, storytelling, folktales, legends, folklore

and fables

Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Period




UNIT

COVER Multicultural

Storytelling

Techniques

Grade 3 PAGE

1.1.5.A,C,D: Visual & Performing Arts

1.2.5.A: History of Arts & Culture

RL.3.1-3.2: Reading Literature-Key Ideas & Details


W.3.7: Research to Build & Present Knowledge

SL.3.4: Presentation & Knowledge of Ideas

6.1.4: US History

7.1.NM.A: World Language

8.1.4.A,D,E: Technology

Students will understand the history of storytelling through the ages and its influence

on understanding social values.

67





Multicultural Storytelling Techniques Grade 3

Vocabulary

Storytelling is a creative and

inventive art form that

reflects societal values and

beliefs.

Storytelling can use many

forms and methods.

What are some of the art forms

used in storytelling?

What creative and inventive

methods are used to help us

understand other cultures?

How is the history of a culture

passed down through

storytelling?


Vocabulary: design, culture,

hieroglyphics, forms,

methods, storytelling

Storytellers help us

understand other cultures.

Puppets, masks, murals,

quilts, and clothing can be

used to tell a story.

What can an African mask tell

us about the Ethiopian culture?

What story does this quilt tell

us?

Why did Aesop use animals in

his fables?

IDENTIFY DESIRED

RESULTS

68

What evidence will show that students understand that storytellers were influenced by the time

in which they lived?





EVIDENCE



Comprehension sheets

Oral Presentations

Create a story and a puppet using a multicultural theme

Design and create a multicultural mask, a cave painting mural, an African

story banner, and a Plains Indian Buffalo Robe

Critique various storytelling techniques

Write and illustrate a myth

Create an Egyptian hieroglyphic and drawing mural

Create a clothing line using computers

Rubrics

Checklists


Peer feedback


Partner dialogue

Checklists

Rubrics

69

Task Title: Multicultural Mask Approximate Time Frame: Three Lessons







X Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


We can learn about a culture through its art forms. African art forms have a great deal of

symbolism. Masks are different and unique to the area where they are made.

1.1.5.A,C,D: Visual & Performing Arts

1.2.5.A: History of Arts & Culture

RL.3.1-3.2: Reading Literature-Key Ideas & Details


W.3.7: Research to Build & Present Knowledge

SL.3.4: Presentation & Knowledge of Ideas

The students will be able to:

Research multicultural masks

Create an original mask and a story of its personality

Student created projects

and story Research multicultural

masks Oral presentation

Teacher observation, peer evaluation, self-assessment

70






X Selected Response

X Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to research

multicultural masks, design and create original projects, and write a story about its

personality.

71






AND INSTRUCTION


1. Build background with discussion

2. Use print and non-print resources to introduce multicultural storytelling

techniques

3. Design and create works of art

4. Evaluate and respond to various storytelling techniques

5. Describe societal implications of storytelling

6. Make Cross Curriculum Connections


Multicultural

storytelling techniques

How storytelling has

evolved through the

ages


Design and create works of

art

Retell stories from around

the world

72

Books:

Watts, Linda S. Encyclopedia of American Folklore. NYC: Facts on File, Inc., 2007.

Erickson, Mary. Stories of Art. AZ: Crizmac Art & Cultural Education Materials Inc., 2002.

Pilling, Ann. The Kingfisher Treasury of Myths & Legends. Boston: Houghton Mifflin, 2003.

Rump, Nan. Puppets & Masks. MA: Davis Publications, 1996.

Multicultural Fables and Fairy Tales, by Tara McCarthy



Fa Mulan, by Robert D. SanSouci

Abiyoyo, by Pete Seeger

Tattercoats, by Joseph Jacobs

The Sleeping Bread, by Stefan Czernecki & Timothy Rhodes

Koala Lou, by Mem Fox

Manuals: N/A

73

―Masks from Many Cultures‖. IL: Crystal Productions, 1993. (videotape)




Other References:

Web References:

http://www.getty.edu/

http://library.thinkquest.org/J001779/index.html

http://www.getty.edu/

http://library.thinkquest.org/J001779/index.html

74

Unit Title: Risk Takers Grade Level: 4

Subject/Topic Areas: Social Studies/Science/English Language Arts/People of Achievement

Key Words: Risk, hero, achievement, occupations, trailblazer, explorer, character traits





UNIT

UNIT COVER

Risk Takers

Grade 4

PAGE

RL.4.2-4.3: Reading: Literature

RI.4.9: Reading Informational Text

SL.4.1-SL.4.3: Speaking & Listening

6.1.4.B, 6.1.4.C, 6.1.4.D: US History: America In the World





The students will develop an interest and sense of admiration for people of achievement.

Opportunities will be provided for students to plan and engage in independent and group projects

related to risk takers.

75





IDENTIFY DESIRED

RESULTS

Risk Takers Grade 4

Knowledge of the past helps one

understand the present and make

decisions about the future.

Individuals have a profound impact

on history.

People respond to and resolve

problems in a variety of ways.

How can individuals make a

difference in history?

What motivates people to

explore and take risks?

Who are some historical and

current risk takers?


Risk takers are ordinary

people who have taken a

risk to make a difference.

Individuals will take risks to

make important discoveries

that affect the lives of

others.

Many obstacles stood in the

way of these adventurers,

trailblazers, and captive

people.

What drives people to take a

stand for what they believe

in?

How has your life changed

or made different because

of the accomplishment of

another person’s life?

What are the characteristics

of risk takers?

76

What evidence will show that students understand the characteristics of risk takers and/or

people of achievement?





EVIDENCE

Risk Takers Grade 4



Oral Presentations

Timelines

Brag Books

Webquests

Acrostics

Collage

Rubrics

Checklists


Peer feedback

Notebook organization


Partner dialogue

Checklists

Rubrics

77

Task Title: Dinner With a Famous Person Approximate Time Frame: Two lessons







Analytic Rubric x Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT

Risk Takers Grade 4

Knowledge of the past helps one understand the present and make decisions about the future. Effective communication skills are necessary to convey meaning and understanding others.

RL.4.2.1 Reading: Literature


SL.4.1-SL.4.3: Speaking & Listening



9.1.4.B.1: 21st Century Life & Career Skills-Creativity & Innovation

9.1.4.D.1: 21st Century Life & Career Skills-Cross-Cultural Understanding

Students will pretend to have dinner with a famous person from the past or

present. They will report with whom they dined, where they dined, what was

eaten, and what was discussed.

Question and answers Student created menu Oral presentation

Informal teacher observation, holistic scoring, peer evaluation, self-assessment.

78






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other: Rubric




Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Risk Takers Grade 4

Describe the assessments and state the prompts: The students will be able to respond to teacher

created and published materials, oral response questions, and discussions applicable to each

theme. Students will utilize technology in their assignments/projects; they will create and share

their Brag Books.

79






AND INSTRUCTION

Risk Takers Grade 4

1. Target vocabulary

2. Introduce people, past & present, who have taken risks.

3. Search online catalog to locate a biography on a risk taker.

4. Research individual using print and non-print resources.

5. Oral presentation on ―Dinner with a Famous Person‖

6. Peer interaction

7. Brag Book

8. Projects and presentations


Target vocabulary

Characteristics of

people of achievement

Difference between a

hero and a famous

person.


Identify individuals who

impacted US history

Distinguish between heroes

and people of achievement

State the problems faced by

those who risk their lives for

a positive change.

80

Books:

Selection of biographies from library collections

Ryan, Pam Munoz. Amelia and Eleanor go for a Ride. New York: Scholastic Press: 1999.

Barefoot, by Pamela Edwards

An Apple for Harriet Tubman



Individual and collective biographies

Johnny Appleseed, by Steven Kellogg

Wilma Unlimited, by Kathleen Krull

Manuals: N/A

81




Other References:


EBSCO databases

www.scholastic.com

www.thinkquest.org

http://www.scholastic.com/

http://www.thinkquest.org/

82

Unit Title: American Folk Art Grade Level: 4

Subject/Topic Areas: Visual Arts/English Language Arts

Key Words: Scrimshaw, folk art, technique, fraktur, decoy, quilt making

Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Periods



Examine a


UNIT

COVER American

Folk Art

Grade 4

PAGE

1.1: Visual & Performing Arts—Creative Process

1.2: Visual & Performing Arts—History of the Arts

RI.3.1-3.5: Reading-Informational Text

SL.3.4: Speaking & Listening

6.1.4.B-D: Social Studies-US History: America in the World

8.1 Educational Technology

9.1.4.A-C: 21st Century Life & Career Skills

The unit will illustrate the history of American Folk Art and the customs and ideas surrounding

the techniques.

83





IDENTIFY DESIRED

RESULTS American Folk Art

Grade 4

Storytelling

Techniques Grades 3

& 4

The impact of American Folk Art in

history.

Be familiar with the ideas and

customs of the times in which the

artwork was created.

What are the influences of folk

art in America?

How does art reflect a nation’s

culture?


The influence of cultures on

today’s world.

The differences between

functional and decorative

folk art.

What evidence of the

Pennsylvania Dutch’s

influence do we find in

America?

How does quilt making tell

stories of life in America?

84

What evidence will show that folk art illustrates the history of American life?





EVIDENCE

American Folk Art Grade 4



Oral Presentations

Create a piece of scrimshaw

Design and create a Pennsylvania Dutch Fraktur

Make a decoy duck

Report on the history of quilt making

Design a simple weathervane

Rubrics

Checklists


Peer feedback



Checklists

Rubrics

85

Task Title: Scrimshaw Design Approximate Time Frame: Three Lessons







X Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT

American Folk Art

Grade 4

An understanding of the elements of art is essential to the creative process. Students will understand and appreciate some of the skills necessary to do scrimshaw.

1.1: Visual & Performing Arts—Creative Process

1.2: Visual & Performing Arts—History of the Arts


8.1 Educational Technology

9.1.4.D.1: 21st Century Life & Career Skills: Presentation Skills


Research the history and techniques of scrimshaw.

Create an original piece of scrimshaw.

Write a story about the artwork and present it to the class.

Research scrimshaw Student created projects

and story. Class participation

Teacher observation, peer evaluation, self-assessment.

86






X Selected Response

X Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

American Folk Art

Grade 4

Describe the assessments and state the prompts: The students will be

able to research American Folk Art, design and create original projects,

and understand the techniques used throughout history. They will learn

to recognize the differences between functional and decorative folk art.

BLUEPRINT FOR OTHER

EVIDENCE

87






AND INSTRUCTION

American Folk Art

Grade 4


2. Use print and non-print resources to introduce folk art

3. Design and create works of original folk art

4. Recognize differences between functional and decorative folk art

5. Make Cross-Curricular Connections


The history of

American Folk Art

Customs of studied

cultures


Design and create works of

art

Relate folk art to various

customs in America

88

Books:

American Folk Art for Kids. Chicago, Illinois: Chicago Review Press, 2004.

Totems, Decoys and Covered Wagons. New York, New York: Lothrop, Lee & Shepard Company,

1976.


Suggested Student Reading: N/A

Manuals: N/A

89



Other References:


Crafting an American Style, THE EAST, Rubicon Productions, 2003. (videotape)

Web References: http://www.nativetech.org/

http://www.callducks.net/history.htm

http://www.scrimshaw.com/

http://www.weathervane.com/

http://www.genealogymagazine.com/frakturs.html

http://www.nativetech.org/

http://www.callducks.net/history.htm

http://www.scrimshaw.com/

http://www.weathervane.com/

http://www.genealogymagazine.com/frakturs.html

90

Unit Title: Architecture Grade Level: 5

Subject/Topic Areas: Visual Arts, History, Science, Math, Engineering and Technology

Key Words: Architecture, Environmental design, Classical, Eclectic, Structural, Aesthetic appeal,

Symbolism, Elements, Design





UNIT

PAGE

Architecture

Grades

5

COVER

RL.5.2-5.3: Reading: Literature



W.5.1-2: Writing

5.1.8.A.2-3: Science Practices

5.G.1-2: Mathematics: Geometry

6.1.8: US History: America In the World

8.1.8: Educational Technology

8.2.8: Technology-Engineering & Design


In this unit students will explore the history of architecture through the ages. Students will

understand the complexity and importance of infrastructure development, aesthetic appeal, and

environmental responsibility.

91





IDENTIFY DESIRED

RESULTS

Architecture Grade 5

Architecture is experienced by

everyone on a daily basis.

Architectural designs make a

significant difference in our

environment and lives.

Creative process is basic to

design.

What are the key

architectural elements?

How has ancient

architecture influenced

modern day design?

What is the influence that

architects have had on the

world around us?


Principles of good design.

Past, present, and future

technologies influence

design structures.

There is not one right answer

when dealing with creative

problem solving.

What are some major architectural

styles used today?

How have famous architects

influenced modern architecture?

What elements of ancient

architecture can you identify in our

school building?

92

What evidence will show that students understand the elements and design of architecture?





EVIDENCE



Oral Presentations

Students performing a play (Tale of How Cities Began)

Choose appropriate tools and information sources to support research and

solve problems (Architectural designs in society, American houses,

lighthouses, and/or covered bridges

Construct Straw Towers

Design and build a model of a bridge

Design a capitol building for a specific country

Design a stained glass window

Rubrics

Checklists


Peer feedback


Partner dialogue

Checklists

Rubrics

93

Task Title: Straw Tower Building Challenge Approximate Time Frame: 1 period






What type of scoring tools will be used for evaluation? Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


The design process is fundamental to technology and engineering. All technological activities include materials, information, capital, time, energy and people.

1.1.5.A: Visual Arts


5.G.1-2: Mathematics: Geometry


9.1.8.A.1-5: 21st Century Life & Career Skills-Critical Thinking& Problem Solving

9.1.8.B.1-2: 21st Century Life & Career Skills-Creativity &Innovation

Students will construct the tallest free-standing structure, on the smallest budget.

Question and answers,

partner dialogue

Oral Presentation Teacher observation


94






X Selected Response

X Academic Response


X Observation

X Work Sample





Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to name prominent

architects in history, identify key architectural elements used in design, and create a model using

one of the techniques.

95






AND INSTRUCTION


1. Build background with discussion.

2. Use appropriate tools and information resources to research architecture.

3. Choose appropriate electronic graphic organizers to create, construct, or

design a document.

4. Design and create architectural models.

5. Recognize similarities and differences in architectural designs.

6. Make cross-curricular connections.


History and principles

of Architecture

Elements of Design

Design Engineering

Process

Understand the various

components of a city’s

infrastructure


Identify historical influences

related to the arts

Name architectural elements

in building design and

construction

Design, plan, and purchase

materials for an architectural

structure.

96

Books:

Thorne-Thompsen, Kathleen. Frank Lloyd Wright for Kids. Chicago: Chicago Review

Press, Inc. 1994.

Winters, Nathan. Architecture is Elementary. Gibbs Smith, 2005.

Reichold, Klaus. Buildings that Changed the World. Prestel, 1999.



Curlee, Lynn. Brooklyn Bridge, NY: Atheneum Books, 2001.

Sturges, Philemon. Bridges are to Cross. NY: G.P. Putnam’s Sons, 1998.

Zaunders, Bo. The Great Bridge-Building Contest. NY: Harry N. Abrams, 2004.

Manuals: N/A

97

Destiny’s WebPath Express

http://www.historyforkids.org/learn/architecture/

http://www.pbs.org/wgbh/buildingbig/bridge/index.html

http://pbskids.org/bigapplehistory/building/topic8.html

http://architectstudio3d.org/AS3d/design_studio3d.html



Sim City software

Other References:

―Architect Career Opportunities for Young People‖.2003. (videotape)


Web References:

http://www.historyforkids.org/learn/architecture/

http://www.pbs.org/wgbh/buildingbig/bridge/index.html

http://pbskids.org/bigapplehistory/building/topic8.html

http://architectstudio3d.org/AS3d/design_studio3d.html

98

Unit Title: US Government Grade Level: 5

Subject/Topic Areas: Social Studies, ELA, Civics, Science

Key Words: Constitution, Bill of Rights, Founding Fathers, Amendment, Delegate, House Chamber,

Electoral College, Ratify, Suffrage, Veto, Constitutional Convention





UNIT

PAGE

United States

Government

Grade 5

COVER

1.1: Visual & Performing Arts-Creative Process

RL.5.1-5.4: Reading Literature


SL.5.1-5.6: Speaking & Listening

W.5.1-2: Writing





In this unit students will explore our country’s primary law doctrines, the three branches of our

government, and our legal system. Students will understand the central ideas of American

constitutional government and the importance of Americans sharing certain values, beliefs, and

principals of democracy.

99





IDENTIFY DESIRED

RESULTS

United States Government: Grade 5

The Constitution and The Bill of

Rights are our country’s two

primary law doctrines.

There are exclusive and shared

powers in both state and federal

government.

In US democracy, fairness is

assured by the constitutional

provision for a balance of

power.

Our primary law doctrines

are over 200 years old; Why

are they still relevant today?

How is power distributed in

our government?

How does our system of

checks and balances prevent

one branch from gaining too

much power?

Students will understand: The fundamental values and

principles of American

democracy.

Importance of law in the American

constitutional system and the

protection of individual rights.

Our government has a system of

checks and balances to ensure that

no branch becomes too powerful.

Why do we have laws?

How were the values of the framers

of the Constitution incorporated into

the doctrine?

Name the three branches of

government and explain how they

are connected to each other.

100

What evidence will show that students understand the foundation of our government?





EVIDENCE



Reader’s Theater performance of John, Paul, George & Ben

Choose appropriate tools and information resources to research individuals

in US history

Use calligraphy to write one of Ben Franklin’s proverbs

Define colonial terms

Interpret a reproduction of George Washington Crossing the Delaware

Analyze the lyrics to ―Yankee Doodle‖

Simulation activity: City Council Meeting.

Prepare opening and closing statements for trial

Role-play and participate in a mock-trial using proper judicial model.

Rubrics

Checklists


Peer feedback


Partner dialogue

Checklists

Rubrics

101

Task Title: The Power to Decide: City Council Meeting Approximate Time Frame: 1 period







PERFORMANCE TASK

BLUEPRINT


Societies require rules, laws, and government. It is the responsibility of citizens to actively participate in the government. Protecting the common good may require individual sacrifices.

1.1: Visual & Performing Arts-Creative Process




Students will participate in a simulation where the power to make decisions is in the

hands of more than one person. Students will understand the balance of power as they

participate in group decision-making.


partner dialogue

Oral Presentation Teacher observation


102






X Selected Response

X Academic Response


X Observation

X Work Sample





Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: Students will be able to respond to teacher

created materials, published materials, oral response questions and contribute to class discussions.

Students will use technology skills for information access and to create documents.

103






AND INSTRUCTION


1. Building background with group discussion.

2. Introduce vocabulary.

3. In-class activities

4. Guided discussion

5. Information access using computers

6. Introduction to Mock Trials using teacher-prepared Power Point presentation

7. Links to literature

8. Cross-curricular connections


Target Vocabulary

3 Branches of Government

The basis of American

Law is founded in the

Constitution and Bill of

Rights

Framework of a criminal

trial


Demonstrate understanding of

balance of power

Identify at least 5 amendments

in the Bill of Rights

Justify why people are

innocent until proven guilty

Write statements and questions

for mock trial performance.

104

Books:

Luce, Pat & Holly Joyner. How a Bill Becomes a Law. NY: Scholastic, 2008.

Henson, Ted. The Bill of Rights in Today’s World. MI: Instructional Fair, 2000.



Smith, Lane. John, Paul, George & Ben. NY: Hyperion Books for Children, 2006.

Scieszka, Jon. True Story of the 3 Little Pigs. NY: Viking Destrel, 1989.

Catrow, David. We the Kids: The Preamble to the Constitution of the United States. NY: Dial

Books, 2002.

Manuals:

105

http://www.congressforkids.net/

http://kids.clerk.house.gov/grade-school/lesson.html?intID=17

http://www.factmonster.com/ipka/A0777336.html

http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm

http://www.socialstudiesforkids.com/articles/ushistory/benjaminfranklinquotes.htm



Other References:


Web References:

http://www.congressforkids.net/

http://kids.clerk.house.gov/grade-school/lesson.html?intID=17


http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm

http://www.socialstudiesforkids.com/articles/ushistory/benjaminfranklinquotes.htm

106

Unit Title: Space and the Solar System Grade Level: 6

Subject/Topic Areas: Earth & Space Science

Key Words: Light-year, black hole, universe, constellation, supernova, red giant, Doppler effect,

cluster, galaxy, Team Concepts (navigation, life support, communication, data, isolation, and

medical)





UNIT

COVER Space and the

Solar System

Grade 6

PAGE

RL.5.1-5.4: Reading Literature



W.5.1-2: Writing

5.1.8: Science Practices

5.2.6: Physical Science

5.4.6: Earth Systems Science




Students will:

Explore, identify, and describe the concepts defined as space.

Study the planet Earth and its relationship to the rest of the universe.

Research history of exploration of space and modern day space travel.

107





IDENTIFY DESIRED

RESULTS

Space and the Solar System Grade 6

Space exploration requires

recognizing purpose and responding

to it.

Knowledge of the Earth and how its

systems work have been achieved

by astronomers.

Atmosphere and its health can

impact on human beings.

In what form is space

exploration present?

How are present conditions

applied to the past, and past

conditions applied to the

present?

How does the atmosphere

impact our life on earth?


Space exploration may

result in new findings, or

the confirmation of old

findings.

Earth is a unique part of the

universe.

Maintaining a healthy

atmosphere affects the

future of our environment.

What is daily life like

aboard the International

Space Station?

How can present and past

conditions impact our

future?

How does maintaining a

healthy atmosphere affect the

future of our environment?

108

What evidence will show that students understand the relationship between space and our solar

system?





EVIDENCE




Oral Presentations

Brochures

Creative Writing

Models

Cookie mining activity

Design a space suit

Rubrics

Checklists


Peer feedback


Partner dialogue

Student Folders

Checklists

Rubrics

109

Task Title: Mission Patch Approximate Time Frame: Two weeks


What is the purpose of this assessment task? Formative X Summative





Analytic Rubric X Holistic Rubric X Criterion List Checklist

PERFORMANCE TASK

BLUEPRINT


Technology enables us to better understand Earth’s systems. Technology advancements are based on the needs and wants of society.



W.5.1-2: Writing

5.4.6: Earth Systems Science



Students will design a crew patch identifying their mission to the moon goals

Students will write a description of their attributes, by briefly pointing out what

each symbol represents.

Patch Design Written description of

patch Oral presentations

Informal teacher observation, peer evaluation, self-assessment, journal entry

110






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other: Rubric




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to

respond to teacher created materials, published materials, oral response

questions and discussions applicable to space theme. Utilize technology in

their assignments/projects. Students will actively participate in experiments

and group activities.

111






AND INSTRUCTION


1. Target Vocabulary


3. Research planets, space, and space exploration

4. Utilize star maps

5. Peer interaction: Living in Space activities

6. Design space suit

7. Cookie Mining Activity

8. Buehler Mission Patch

9. Preparatory lessons for mission to the moon

a. Airplane Task Cards

b. Craters

c. Survivor (Crash Landing)

d. Job Bots

10. Science Experiments

Students will need to know… Target vocabulary

Solar System is composed

of objects that have their

own unique properties.

Space exploration changes

with technological

advancements.

Students will be able to … Identify changes that have

occurred to the Earth over time.

Create a travel brochure for an

existing planet

Design a space suit with all

supplies needed to travel in space

112

Books:

World Book’s Solar System & Space Exploration library

Nonfiction Titles



The Amazing International Space Station, Toronto, ON: Kids Can Press, 2003.

Constellations for Every Kid, by Janice VanCleave

Space Station Science:Life in Free Fall, by Marianne J. Dyson

Manuals: N/A

113

www.nasa.gov



Other References:


Web References: http://olc.spsd.sk.ca/de/webquests/planetwq/webquest2.html

http://users.tellurian.com/teach/space/


http://www.nasa.gov/

http://olc.spsd.sk.ca/de/webquests/planetwq/webquest2.html

http://users.tellurian.com/teach/space/

114

Unit Title: Inventions and Inventors Grade Level: 6

Subject/Topic Areas: Science/Social Studies

Key Words: Inventive thinking, creation, design, evolution, brainstorm, imagination, hypothesize,

investigate, discovery





UNIT

COVER Inventions

and Inventors

Grade 6

PAGE

1.1.8: Visual Arts-Creative Process

RL.6.2: Reading Literature

RI.6.4-6.7: Reading Informational Text


W.6.7-6.8: Research to Build & Present Knowledge

W.6.10: Range of Writing

5.1.8.A.1 & 5.1.8.C.3: Science Practices

6.G.2: Mathematics-Geometry

6.1.8.C: U.S. History-Economics, Innovation, & Technology




In this unit students will study the lives of inventors, the inventive process, describe

characteristics of inventive thinking, and demonstrate creative, critical thinking, collaborative and

problem solving skills to invent a new product.

115





IDENTIFY DESIRED

RESULTS

Inventions and Inventors Grade 6

Inventors are visionaries who take

risks to fill needs.

An invention is the result of a

process that has taken place by

coincidence or design.

Inventions and discoveries have

transformed the way we do things

and the way we think.

What is inventive thinking?

What is the goal of an

invention?

What work needs to be

completed before an invention

is patented?


Inventors are people who

solve problems, take risks,

and invent devices to make

our lives easier.

Basic inventions,

discovered through

creativity and curiosity,

have impacted our world

and changed the course of

history.

Technological changes

impact the environment.

Compare & contrast

invention and discovery. Is

there a connecting link

between the two?

How do creativity and

innovation affect our

lifestyles?

How do human activity and

environment affect each

other?

116

What evidence will show that students understand inventors and the inventive thinking

process?





EVIDENCE




Internet research

Visual Organizer and/or concept map

Oral Presentations

Journals

Project

Rubrics

Checklists


Student notebooks

Peer feedback



Partner dialogue

Checklists

Rubrics

117

Task Title: Traveling Board Game Approximate Time Frame: Two weeks







Analytic Rubric X Holistic Rubric X Criterion List Checklist

PERFORMANCE TASK

BLUEPRINT


The design process is fundamental to technology and engineering. Package engineers use both scientific and engineering principles to develop and produce packages.








Design and model a developmentally appropriate traveling board game to keep

two or more children occupied while traveling in a vehicle.


Partner interviews

Student created projects

Oral presentation

Informal teacher observation, peer evaluation, self-assessment.

118






X Selected Response

X Academic Response


X Observation

X Work Sample

Other: Project




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to demonstrate

knowledge of the inventing process as work that is marked by many failures before success is

reached toward a specific goal.

119






AND INSTRUCTION


1. Guided classroom discussion on characteristics of risk takers and

inventors

2. Targeted vocabulary

3. Literature Appreciation: biographies on inventors

4. Internet Research

5. Breakfast of Inventors: Presentation of the lives of inventors, designers,

and engineers

6. Use imagination and creativity to brainstorm ideas

7. Design a traveling board game

8. Create & design a new package for the Fluffy Popcorn Company

9. Maintain an inventor’s journal of problems and failures during creation

of new product.

10. Student projects


Target vocabulary

Characteristics of

inventive thinking

Basic inventions and

their inventors


Research and present the

lives of inventors

Discuss the concepts of

inventing, designing and

making a product.

Create a new product

120

Books: A to Z of Inventions and Inventors

Brain Power: What’s the Big Idea? 2,400,000 Years of Inventions

Communication Inventions: from Hieroglyphics to DVDs


Suggested Student Reading: Individual and Collective Biographies

The Kids’ Invention Book, by Arlene Erlbach

Small Inventions that Make a Big Difference, National Geographic

Inventions: FAQ, Frequently Asked Questions, by Valerie Wyatt

Mistakes That Worked, by Charlotte Foltz Jones

Manuals: N/A

121



www.uspto.gov

http://inventors.about.com/od/tstartinventions/a/Toy_Inventions.htm

http://www.ideafinder.com/home.htm

http://library.thinkquest.org/J0111766/accidents.html

http://schoolwaxtv.com/nasascifiles-invention-process

http://www.eduplace.com/science/invention/overview.html#learning



Other References:

Web References:

http://www.uspto.gov/

http://inventors.about.com/od/tstartinventions/a/Toy_Inventions.htm

http://www.ideafinder.com/home.htm

http://library.thinkquest.org/J0111766/accidents.html

http://schoolwaxtv.com/nasascifiles-invention-process

http://www.eduplace.com/science/invention/overview.html#learning

122

Unit Title: Art Forms in Society Grade Level: Grade 6

Subject/Topic Areas: Visual Arts, English Language Arts, History, Technology

Key Words: Advertising, design, elements, principles, marketing





UNIT

COVER

Art Forms in

Society

Grade 6

PAGE


RI.6.4-6.7: Reading Informational Text


W.6.7-6.8: Research to Build & Present Knowledge


5.1.8.A.1 & 5.1.8.C.3: Science Practices


6.1.8.C: U.S. History-Economics, Innovation, & Technology




The students will explore the influence that art has on society. Students will become familiar

with the key elements and principles of design.

123





Art Forms in Society Grade 6

Art can sell a product or

communicate an idea

Artists are individuals who are

influenced by the time in which they

live.

Creativity is an essential component

of our work force.

What are the key elements and

principles of art?

What influence has art had on

society?

What are some careers in art?


Art is an integral part of our

society

Artists create fine and

commercial art

The Arts enable personal

expression beyond the

limits of language.

How did the artist use the

elements of ―line‖ and

―shape‖ on the Egyptian

mummy case?

Compare effectiveness of

different mediums of

advertisement. Why would

an advertiser choose one

medium over another?

Can you identify five art

careers which influence

children?

IDENTIFY DESIRED

RESULTS

124

What evidence will show that students understand the influence of art on our society?





EVIDENCE


Teacher generated handouts, on-line resources and databases.

Choose appropriate tools and information resources to research forms of

social commentary

Collect examples of social commentary in print & digital media

Design & create a poster to sell a product bearing your name

Research a career in a design field

Find examples of advertising schemes that attract attention

Create a digital advertisement for a charitable organization

Create a collage showing examples of good & poor design

Design a net pattern that will be used to create a prototype

Rubrics

Checklists


Peer feedback


Partner dialogue

Checklists

Rubrics

125

Task Title: Fluffy Popcorn Approximate Time Frame: Two weeks







Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


The design process is fundamental to technology and engineering. Package engineers use both scientific and engineering principles to develop and produce packages.








Students will identify and explain the role of packaging engineers. Students will use

5 steps of engineering design process to design, create, and test a container that holds

exactly 2 cups of popped popcorn. Students will decorate container to market

product and communicate nutritional information.

Teacher observation Student created projects

Oral presentation

Informal teacher observation, , holistic scoring, peer evaluation, self-assessment.

126






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be able to increase knowledge

about careers in the arts. Students will comprehend that one needs a diverse background in many

academic areas and they will discover what interests him/her in the arts. The arts enable self-

expression beyond the limits of language.

127






AND INSTRUCTION


1. Partner dialogue


3. Choose appropriate tools and on-line resources to introduce art forms in

society


5. Guided discussions

6. Cross-curricular connections

7. Design and create various products

8. Create words and images in an editorial cartoon to make a single point

Students will need to know… Key elements and principles of

design are evident in everyday

life.

Art is an integral part of our

society.

Design process is a systemic approach to solving problems.

Students will be able to … Identify art elements that contribute

to the aesthetic value of a particular

work

Name various facets of art in

society (advertising, political

cartooning, photography,

animation, fashion design. . .)

Design a prototype.

128

Books:

Understanding Advertising. Dandy Lion Publications. 2000.

Butko, Brian and Sarah. Roadside Giants. PA: Stackpole Books, 2005.


Scieszka, Jon and Lane Smith. Seen Art? Viking, 2005.

Reeves, Diane Lindsey. Career Ideas for Kids who like ART. NY: Checkmark

Books, 1998.

Manuals: N/A


129


http://kids.nationalgeographic.com/kids/stories/wackystories/food-that-fools-you/

http://library.duke.edu/digitalcollections/eaa/

http://pbskids.org/dontbuyit/buyingsmart/question.html




Other References:


http://kids.nationalgeographic.com/kids/stories/wackystories/food-that-fools-you/

http://library.duke.edu/digitalcollections/eaa/

http://pbskids.org/dontbuyit/buyingsmart/question.html


130

________________________________________________________________________

Unit Title: Journey of the World Grade Level/s: 7

Subject/Topic Areas: Areas of the World – Australia, Japan, and Italy

Key Words: Culture, Connections, Customs, Ecology, Folklore, Geography, Global Challenges

Unit Designer/s: Gifted & Talented Committee Time Frame: 14 Lessons

School District: Eatontown Public Schools School: Memorial



UNIT

COVER

Journey of

the World

Grade 7 PAGE

7.1 & 7.5: Speaking and Listening Standards 6-12

7.2, 7.6, 7.7, 7.8: Writing Standards 6-12

7.1-7.3: Language Standards 6-12

6.1.4.B.1 & 6.2.8.B.2: Social Studies Standards


9.1.8.A-E: 21st Century Life & Career Skills

In this unit, students will learn about global challenges, cultures, and

connections through studying Australia, Japan, and Italy and their

relationships with the United States.

131





Journey of the World

Grade 7

Folklore from each

designated area

Unique environmental

factors

Ecological issues

The contribution of the

native people to the world

Relationships with the

United States

What kind of legends, folktales,

traditions, and rituals arise from

each area? (culture)

What are the ecological dangers

that may affect these areas?

How do the native people of

each area contribute to the

diverse cultures of the world?

What is the impact of the United

States on these countries?


How ecosystems function

locally and globally.

How and why people

cooperate or engage in

conflict.

Examples of global

interdependence.

What are the natural

characteristics of each region

(Australia, Japan, and Italy)?

How do physical environments

affect life in these regions?

What are the human

characteristics of Australia,

Japan, and Italy?

What is the significance of

major cities in these regions?

IDENTIFY DESIRED

RESULTS

132

What evidence will show that students understand information about Australia, Japan, and

Italy?





EVIDENCE

Journey of the World – Grade 7

These tasks may be completed using a variety of in-class activities. Videos,

DVDs, etc. may be used as presentation methods if appropriate

Quiz on basic facts about each region (Australia, Japan, and Italy) as it is

studied.

Teacher observation

notes

Knowledge of basic facts

about each region

Ability to analyze,

synthesize, and present

what they’ve learned in

oral or in written format

133

Task Title: Journey of the World Approximate Time Frame: 14 Lessons






What type of scoring tools will be used for evaluation? X Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT

Journey of the World – Grade 7




6.1.4.B.1 & 6.2.8.B.2: Social Studies Standards




Explain key facts about each region and its relationship to the United States.

Participation in class

discussion

Location map

worksheet

Final group project.

Informal teacher assessment, quizzes, and presentation rubric.

134


What will be assessed? X Skill X Understanding List


X Quiz/Test X Teacher notes

Other:


X Selected Response

X Academic Response


X Observation

Other:


Diagnostic X Formative Summative


X Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Grade 7


able to identify key distinguishing characteristics of each region. The

student will synthesize this information and create a final project.

135






AND INSTRUCTION


Grade 7

Students will need to know… Students will need to be able to…

Basic facts about each region –

ecology, culture, geography, major

cities.

Synthesize information to create a class

project.

How to find information in the media

center.

Locate information in the media center.


2. Introduce key information about each region

3. Explain rules and procedures

4. Demonstrate how to access information

5. Introduce inquiry method

6. Engage students in a related activity

7. Make cross-curriculum connections

136

Chertok, Bobbi, Goody Hirshfeld, and Marilyn Rosh. Meet the Masterpieces:

Strategies Activities, and Posters to Explore Great Works of Art. New York:

Scholastic Professional Books, 1992. Print.

Green, Yuko. Japanese Word Book. Honolulu, Hawaii: The Bess Press, 1989.

Print.

Colletti, Sharon & Corr, Kendra. Oceania. Atlanta, GA: InspirEd Educators, 2008.

Print.

Henrich, Jean. Renaissance: Fun Projects for World History. Culver City, CA:

Social Studies School Service, 2006. Print.

Henrich, Jean. Ancient Japan: Fun Projects for World History. Culver City, CA:

Social Studies School Service, 2006. Print.

McAleese, David and Evagelelis, Irene. Australia: World Continents Series. San

Diego, CA: Classroom Complete Press, 2007. Print.

Reid, William. Great Craft Projects from Around the World. Portland, ME: J.

Weston Walch, 2000. Print.


Books: Books from the collection. Many titles have been purchased to support

exploration in this unit.

Suggested Student Reading: In-class materials as provided, MLA Format 7th

Edition

Manuals:

137


Computer Software: Destiny (Online Public Access Catalog)

Other References:


Web References:

7-8 Library eBoard

Favorites Destiny

138

________________________________________________________________________

Unit Title: Financial Resources Grade Level/s: 7

Subject/Topic Areas: How to Use Money Wisely

Key Words: Budget, Checking, Credit Cards, Entrepreneurship, Interest, Salary, Savings, Spending,

Stocks





UNIT

COVER

Financial

Resources

Grade 7 PAGE




7.NS: The Number System

7.EE: Expressions and Equations


9.1.8.A-E, 9.2.8, 9.3: 21st Century Life & Career Skills

In this unit, students will learn about money management in order to make

critical financial decisions that affect their lives.

139





IDENTIFY DESIRED

RESULTS

Financial Resources

Grade 7

How a budget is established

and how it is used

How to make informed

financial decisions that

impact your life

How will I budget my future

financial resources?

How will I deal with scarcity,

choices, and decisions regarding

trade-offs and compromises in

the context of a budget?

How can I save my money and

make it grow?

Is investing in the stock market

a smart financial decision?

What is the secret to becoming

a millionaire?


What a budget is and how it is used

What compromises need to be made

if you don’t have enough money to

cover your expenses

That the choice of a career impacts

your earnings potential.

The difference between saving and

investing

The use of credit in today’s world

The basics of the stock market and

how it functions

Entrepreneurship

What are the components of a

budget and how do I establish

one?

What trade-offs and

compromises might I have to

make regarding financial

decisions?

How does the choice of a career

impact my life?

What is saving? How does this

practice affect my life?

What is credit?

How does the stock market

work?

What are other options for

generating income?

140

What evidence will show that students understand financial resources?





EVIDENCE

Financial Resources – Grade 7

These tasks will be accomplished through in-class exercises and using

activities on the eBoard.

Quiz on financial concepts including essay questions.

Teacher observation notes

Quizzes

Completion of class activities

Ability to complete

assignments based

on comprehension

of material

141

Task Title: Financial Resources Approximate Time Frame: 14 Lessons




What student products/performances will provide evidence of desired understanding?




PERFORMANCE TASK

BLUEPRINT

Financial Resources

Grade 7




7.NS: The Number System

7.EE: Expressions and Equations


9.1.8.A-E, 9.2.8, 9.3: 21st Century Life & Career Skills


Complete activities demonstrating comprehension of concepts

Contribute to class discussions based on life experiences


discussion Worksheets

Demonstrate comprehension in

testing environment

Informal teacher assessment and quizzes.

142





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Financial Resources

Grade 7


able to demonstrate their knowledge of information covered in the unit.

143






AND INSTRUCTION

Financial Resources

Grade 7


• The key elements of a budget • Create a budget based on the salary of

their anticipated career

• Key concepts regarding credit, checking,

saving, stocks, and entrepreneurship

• Participate in class activities regarding

credit, checking and savings, stocks,

entrepreneurship



3. Explain the purpose and function of budgeting, credit, saving, spending,

etc.

4. Engage students in a related activities


144


Books: Books from the collection

Suggested Student Reading: In-class materials as provided

Manuals:

Bank of America. Student Financial Handbook: An Easy-to-Use Guide to Managing

Your Money. Bank of America, 2006. Print.

Draze, Dianne. The Stock Market Game: A Simulation of Stock Market Trading.

Waco, Texas: Prufrock Press, 2005. Print.

Howe, Katherine and Judith Edelstein. Money Matters: How to Become a

Smart Consumer. San Luis Obispo, CA: Dandy Lion Publications, 2000. Print.

145



Other References: N/A

Web References:

7-8 eBoard

Favorite- Destiny

Foundation for Investor Education. The Stock Market Game ™. n.d. Web. 13 September

2012, <http://www.stockmarketgame.com/>.

United States. Department of the Treasury. ―Money Math: Lessons for Life.‖ TreasuryDirect.

26 February 2008. Web. 13 September 2012.

<http://www.treasurydirect.gov/indiv/tools/tools_moneymath.htm>.

http://www.stockmarketgame.com/

http://www.treasurydirect.gov/indiv/tools/tools_moneymath.htm

146

________________________________________________________________________ Unit Title: Independent Study Grade Level/s: 8

Subject/Topic Areas: Research, Writing, and Presenting an Independent Study Project

Key Words: Inspiration™, Notetaking, Outlining, PowerPoint, Synthesizing, Works Cited, Writing





UNIT

COVER

Independent

Study

Grade 8 PAGE


8.1, 8.2, 8.6, 8.7, 8.8: Writing Standards 6-12


6-8.1, 6-8.2, 6-8.8, 6-8.9: Reading Standards for Literacy in Science and Technical Subjects 6-12

6-8.4, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12



In this unit, students will learn how to write a research report after selecting a topic of

their choice with instructor approval. A research paper and PowerPoint presentation

will serve as culminating activities.

.

147





IDENTIFY DESIRED

RESULTS

Independent Study Project

Grade 8

Mechanics of writing a research

paper including brainstorming and

organization

How you research and take notes

The purpose of a Works Cited page

How to summarize and present key

findings

How do I write a research paper?

What topic should I select?

What questions should I ask /

answer?

How do I take notes?

How do I put the paper together?

How do I summarize the research

I’ve done to create a

presentation?


The process involved in

producing a research

paper

The role of notetaking in

the research / writing

process

How to properly capture

and cite your research

How to summarize and

present key findings

How do I organize my

thoughts?

What is the process for writing

a research paper?

How do I capture information

from the materials I read?

What are the components of a

research paper?

How do I write a Works Cited

page?

How do I note key information

and create a PowerPoint

presentation?

148

What evidence will show that students understand how to write a research paper?





EVIDENCE

Independent Study – Grade 8

These tasks will be completed using Inspiration™, Microsoft Word, and

PowerPoint. Final projects will include a 3 page research paper and a

PowerPoint presentation. In class worksheets, videos, and DVDs will also be

used.

Rubrics will be used to grade each component of the research paper, the

final product, and the PowerPoint presentation.


Production of a

research paper and

PowerPoint

presentation

149

Task Title: Independent Study Project Approximate Time Frame: 12 Lessons




onstrate understanding?




X Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT

Independent Study – Grade 8




6-8.1, 6-8.2, 6-8.8, 6-8.9: Reading Standards for Literacy in Science and Technical Subjects 6-12





Produce a research paper and related PowerPoint presentation.


discussion

Completion of in-class

assignments

Research paper

PowerPoint presentation

Informal teacher assessment and rubrics.

150





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Independent Study

Grade 8


able to demonstrate their knowledge of the mechanics in producing a

research paper and a summative PowerPoint presentation.

151






AND INSTRUCTION

Independent Study

Grade 8


• Techniques for successful research and

writing

• Listen and follow directions

• How to take notes and cite references • Be able to locate information on the

topic of their choice

• How to compile a works cited page • Read and synthesize information

• How to summarize and present their

research

• Write in an organized and logical

manner

• Present research in a PowerPoint

presentation

of contents

• Apply new vocabulary


2. Make cross curricular connections

3. Pick a topic

4. Identify 3 or more questions about the topic

5. Introduce research techniques, notetaking, citing references

6. Introduce building a web through Inspiration™

7. Provide guidance on writing the paper

8. Explain how to compile a works cited page

9. Summarize and present findings in a PowerPoint presentation

152


Books: Books from the collection.

Suggested Student Reading: In-class materials as provided.

Manuals: N/A

153


Computer Software: Inspiration™, Microsoft Word, PowerPoint


Web References:

7-8 Library eBoard

The Internet

Favorites- Destiny

154

________________________________________________________________________

Unit Title: Psychology Grade Level/s: 8

Subject/Topic Areas: Psychology

Key Words: Behavior, Brain, Conditioning, Emotions, Heredity, Learning, Moods, Philosophers, Psychologists,

Psychology, Relationships, Skills, Stimulus-Response, Traits

Unit Designer/s: Gifted & Talented Committee Time Frame: 6 Weeks




UNIT

COVER

Psychology

Grade 8

PAGE


8.6, 8.7, 8.8: Writing Standards 6-12


6-8.1: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12

5.3.8.D1-3: Science Standards



In this unit, students will learn about self and personal relationships and the role

each individual assumes in society. Through developmental and historical

perspectives the learner will build an understanding of psychology as a field of

science.

155





IDENTIFY DESIRED

RESULTS

Psychology – Grade 8

An understanding of the field of

psychology as a science

How famous philosophers and

psychologists contributed to the

development of psychology

The role heredity plays in our

development

Characteristics of the right and left

side of the brain

How emotions and reactions affect

us throughout our lives

What kinds of traits are inherited?

How do you determine cultural patterns

in your community?

How did famous philosophers and

psychologists influence the field of

psychology?

What are the characteristic functions of

the right and left side of the brain?

How do individual’s emotions and

reactions affect moods, behavior, and

experiences throughout his or her life?


Psychology as a field of science

and its importance to human

beings

The development of psychology

The influence of heredity

That much of our behavior is

learned behavior

That emotions and reactions are

experienced by each individual

What do you know about

psychology?

How did psychology evolve as

a field of science?


heredity?

What is learned behavior?


emotions and reactions?

How are all these things related

in the field of psychology?

156

What evidence will show that students understand concepts about psychology?





EVIDENCE


These tasks may be completed using in-class exercises. Videos, DVDs, etc.

may be used as presentation methods if appropriate.

Quiz on vocabulary and concept presented to students.


Class participation

Completion of in-

class activities

(self-inventories)

Knowledge of

concepts in

psychology

157

Task Title: Psychology Approximate Time Frame: 6 Lessons








PERFORMANCE TASK

BLUEPRINT



8.6, 8.7, 8.8: Writing Standards 6-12


6-8.1: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12

5.3.8.D1-3: Science Standards




Explain basic concepts in psychology and provide examples

Demonstrate understanding of material through completion of in-class activities


discussion

Vocabulary worksheets Explain understanding of

concepts in psychology

Informal teacher assessment, written assignments, and quizzes.

158





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



able to identify and explain concepts in psychology including but not

limited to heredity, emotions, and behavior.

159






AND INSTRUCTION



• How to listen critically and respond to

questions

• Participate in class discussions

• How to synthesize information and

relate it to their own life situation

• Ask and answer relevant questions

• Apply new vocabulary (e.g. – learned

behavior, stimulus response, etc.)



3. In-class activities

4. Ask question about readings or activities

5. Guided discussion


160




Manuals:

Kincher, Jonni. Psychology for Kids, Volume 1. Waco, Texas: Prufrock Press, 2001. Print.

Kincher, Jonni. Psychology for Kids, Volume 2. Waco, Texas: Prufrock Press, 2001. Print.

White, David. A. Philosophy for Kids. Waco, Texas: Prufrock Press, 2001. Print.

Barber, Jacqueline et al. Learning About Learning. Berkeley, CA: LHS GEMS, 1996. Print.

161



Other References: Library books

Web References:

7-8 Library eBoard

Favorites- Destiny

162

________________________________________________________________________ Unit Title: Mock Trial Grade Level/s: 8

Subject/Topic Areas: American Legal System, United States Judicial Process

Key Words: Civil Trial, Defendant, Judge, Judicial Process, Juror, Jury, Negligence, Plaintiff, Rights, Responsibilities,

Witness





UNIT

COVER

Mock Trial

Grade 8

PAGE





6.2.8.D: Social Studies Standards


9.1.8.A-E, 9.4.L: 21st Century Life & Career Skills

In this unit, students will participate in a Mock Trial to learn about the U.S. legal system.

163





IDENTIFY DESIRED

RESULTS

Mock Trial

Grade 8

How the U.S. legal system

works in cases of negligence

The role of the people in the

court system

The role of the people on the

jury

How a mock trial is used to

simulate the judicial process

Who developed the American legal

system?

What are the parties that make up a

civil trial and what are their

responsibilities?

What is negligence and how does it

affect a trial?

What is a juror’s duty?

What is a mock trial?


How the American legal

system works

The purpose of a mock

trial

The purpose of an

attorney in legal

proceedings

The role of the parties in a

trial

How did the American

legal system develop?

What is judicial process?

What is a mock trial?

What is legal research?

What is the role of an

attorney in legal

proceedings?

What are the roles of the

plaintiff, defendant,

witness, juror, jury, and

judge?

164

What evidence will show that students understand the purpose of a civil trial?





EVIDENCE

Mock Trial – Grade 8

These tasks may be completed using worksheets to be completed in class.

Videos, DVDs, etc. may be used as presentation methods if appropriate.

Quiz on vocabulary. Written opening statements, written summary of key

points.


Review of worksheets

Knowledge of

key legal

vocabulary

Overview of how

a civil trial works

165

Task Title: Mock Trial Approximate Time Frame: 6 Lessons








Analytic Rubric X Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT






6.2.8.D: Social Studies Standards


9.1.8.A-E, 9.4.L: 21st Century Life & Career Skills


Explain key legal vocabulary.

Research, analyze, and synthesize key arguments for each side of the case and present them

appropriately.


discussion

Worksheets on preparing

mock trials

State facts gathered during

research

Informal teacher assessment and quizzes.

166





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



able to demonstrate their knowledge of each type of reference source.

167






AND INSTRUCTION

Mock Trial

Grade 8


• Key legal vocabulary • Identify key issues in the case

• The mock trial presentation format • Formulate arguments to represent either

defendant or plaintiff

• Present case in mock trial format



3. Introduce mock trial format

4. Introduce reference sources for legal research

5. Engage students in research activity


168




Manuals:

See, Betty M. Jury Trials in the Classroom. Waco, Texas: Prufrock Press, 2006. Print.

See, Betty M. More Jury Trials in the Classroom. Waco, Texas: Prufrock Press, 2008. Print.

169


Computer Software: Online (Internet) reference sources


Web References:

7-8 Library eBoard

Favorite-Destiny

New Jersey Bar Foundation. Educators & Students. n.d. Web. 13 September 2012

< http://www.njsbf.org/educators-and-students.html>.

http://www.njsbf.org/educators-and-students.html

170

APPENDIX

171

Gifted and Talented Identification Matrix Grades 2 - 8

Student: _______________________________ Date: ______________ School: ________________________________ Grade: ____________ Assessment 5 4 3 2 1

InView 140+ 139-

135

134-

130

129-

125

124-

120

NJPASS

Literacy

40+ 39-37 36-34 33-31 30-28

NJPASS

Math

38+ 37-35 34-32 31-29 28-25

NJASK

Literacy

261+ 260-

251

250-

241

240-

231

230-

221

NJASK

Math

261+ 260-

251

250-

241

240-

231

230-

221

Grades (all

except specials)

ALL

A’s/O’s

A’s & B’s

O’s & VG’s

ALL

B’s & VG’s

B’s & C’s

VG’s/G’s

ALL

C’s/G’s

Classroom

Teacher

Evaluation

75-

71

70-

66

65-

61

60-

56

55-

51

Column Tally

Weight x5 x4 x3 x2 x1

Add Across + + + + +

Total Score

09-11

172

Gifted and Talented Re-evaluation Identification Matrix Grades 2 - 8

Student: _______________________________ Date: ______________ School: ________________________________ Grade: ____________ Assessment 5 4 3 2 1

InView 140+ 139-

135

134-

130

129-

125

124-

120

NJASK

Literacy

261+ 260-

251

250-

241

240-

231

230-

221

NJASK

Math

261+ 260-

251

250-

241

240-

231

230-

221

Grades (all

except specials)

ALL

A’s/O’s

A’s & B’s

O’s & VG’s

ALL

B’s & VG’s

B’s & G’s

VG’s/G’s

ALL

C’s/G’s

Classroom

Teacher

Evaluation

75-

71

70-

66

65-

61

60-

56

55-

51

A/T Teacher

Evaluation

75-

71

70-

66

65-

61

60-

56

55-

51

Column Tally

Weight x5 x4 x3 x2 x1

Add Across + + + + +

Total Score

Re-evaluation

03/09

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