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EPSE 408-63C Assignment #1 Flight Unit for Gifted Grade 4/5 students Topic: How would the world be different if flight had not been discovered? This can be an exciting unit for gifted students in grades 4-5. The unit will be presented in a multidisciplinary approach. Instead of just looking at dates of significance of flight, this unit looks how humans benefit from flight and the importance of flight to humans. The unit will follow problem based learning where students are immersed in identifying and resolving problem that is relevant to them. The unit will respond to the needs and characteristic of gifted learners in that it will have content for students with talents across different domains like cognitive, affective, aesthetic, social and leadership. Students from diverse backgrounds and English learners can be included in this unit. With careful planning, the unit can be stimulating and challenging for gifted students. Most importantly, the unit can be adapted and/or modified for twice exceptional students including assistive technologies, SEA, resource teacher in the classroom for the lessons. Students that are gifted in science or math may be interested in this unit because aerospace is a field that requires high degrees of expertise in art, history, medicine, technology, flight. By the time gifted student reach secondary school they will need to start thinking about career possibilities in these interesting and challenging fields so they can choose appropriate courses so they can be admitted into college, university in BC, Canada or US or in another country. This unit can also be an introduction to potential careers in the field of aerospace or flight for these students (Ray et al 1992).

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Below is what this integrated unit may look like: Concept: Change, power, innovation, technology, communication Theme: How would the world be different if flight had not been discovered? Debate: If we remove aeronautics (flight), would we be as effective in communication? Paradox: We can learn to live without flight, but without it, the length of time to travel between countries would need more time e.g.travel by boat, cruise, train, car, etc. But unfortunately we cannot travel to other planet without flight. Theories: Flight has improved the way we travel to other countries and planets. Principles: Aeronautics is irreplaceable because we need it for travel, communication, business and science discoveries.

According to research, gifted students may sometimes feel that the gifted math classes challenged them, but only some of the students report having similar satisfaction in science, language arts, and social studies classes (Gallagher et al 1997). Students report feeling bored and not challenged enough. Instead, the use of differentiated curriculum and trained teachers in gifted education (Gallagher et al 1997). It has also been suggested gifted student benefits becomes greater if they are taught by teachers who are trained in education (VanTassel-Baska 1995).

This unit will be a project based design that allows students to be in the center of the learning process. Students are encouraged to select that follows their passions and interest and to design culminating projects that will best reflect their learning. Gifted students from that research reported they liked doing a lot of challenging debates, projects, hands on science, enjoyed cooperative learning (Gallagher et al 1997). The unit can be accelerated for in depth and

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challenge. If possible, each student will be working at their own pace for this integrated unit as each of them will be challenging their own. Essentially, where each student is placed will be determined by pre-assessment and ongoing assessment of the progress of unit. Student may change in their level of learning and can be adjusted in the unit. For example, an ELL student may be excelling in the unit, so I can use the rubric for gifted learner. There will be three levels of learning for this unit:

3 Levels of learning:

Goals/Adapted/Modifications

First Level: ELL

Student to participate in all activities, activities may be adapted so that it

+/Twice exceptional suits students English level or modified to fit students interest level with learners the help of SEA, ELL teacher, librarian and resource helper. To make accommodations for extension or decrease amount of work e.g. Activity can be adapted for student to engage in independent study over group projects learning centres. Modify the final project rubric to fit needs of ELL learners so there is less emphasis on reading, writing, and speaking of English language arts. Second Level: Gifted learners: Participate fully in discussion, learning, sharing and presentation of unit. Expected to work independently and as a group to come up for a solution to the theme.

Third Level: Advanced Gifted learners:

Advanced content for students. Student may look at material beyond the curriculum. Same expectation as second level, but teacher may adapt the lessons to allow for acceleration.

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Articulating Activities for Flight Unit (total of 8 lessons): Group tasks: Teacher can make adaptations if necessary

Lesson 1: Pre-assessment to unit. Teacher to brainstorm what student know about flight. Each person to contribute to discussion. On chart paper, create a concept map to display your findings.

Lesson 1: Hook to unit problem solving. Design a parachute protecting a raw egg from breaking when it is dropped from a specific height. Construct a model of this parachute and demonstrate it in group. Teacher assessment observation

Lesson 3: Inquiry models and critical thinking. Students work in pairs and investigate the principles of air and flight. (Teacher to go through hot air expands and rises, cooled air contracts and descends). Students to conduct own experiment with balloon, empty pop bottle, one pan filled with water, and the other pan filled with snow or ice. Record findings on lab report.

Lesson 4: How would you fly? Student to work in groups to make and design own kite. Explain the four forces of flight: lift, gravity, drag and thrust. Prepare and students to deal with airplanes, Bernoullis principle, airfoils, Newtons third law, and others. To fly kite outside. Teacher to provide opportunities to rethink, reflect, revise design of kite.

Lesson 5: Creative thinking. Students to form groups of four and make and fly paper gliders. Provide students with sheets of 8'h"x11" paper for all students and paper. Teacher to demonstrate how to fold the paper to make a glider. Have a contest to see which glider can fly the farthest and stay in the air the longest.

Lesson 6 Final assessment preparation: Performance task question. In small groups students will be presented with this question: Your school is planning its annual school exchange program with a school in Japan. Without the use of airplanes, you will have to plan how to get the students to arrive safely to your school. As well, your principal has asked your group to plan and budget a one week tour of Canada to help the exchange students understand our Canadian culture. Plan the trip so that the exchange students best capture all the provinces of Canada. Create a budget list of expenditures the parents

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will need to budget for their child to come to Canada and itinerary of the activities and sightseeing places they will see in the seven days. As well, without flight, is this trip doable? Explain why or why not. Most importantly to explain how the world would be different if flight had not been discovered? See rubric for details.

Lesson 8 (Final class). Presentation of project. Demonstrates student growth and understanding of unit. Student to explain to class their insight and understanding of flight. Self-grading of group mark and teacher grading of mark. Discuss any similarities or differences between projects. Teacher to explain and questions and discuss further study possibilities. Independent tasks Teacher can select and adapt one of the following:

Lesson 2: What if there is no gravity? Metacognition: research online. Calculate own weight if they landed on different planets. Explain what and why astronauts who walked and worked on the Moon could each wear, eat, and do in space in journal.

Lesson 3: Pretend you are a soldier in the war using a hot air balloon. What are the advantages and disadvantages? Search online and learn about the use of balloons in wars. Students do a personal short research on this topic and share discovery with class.

Lesson 7 Final assessment preparation: In-class project support time. To provide support to student in class, provide internet, laptop/iPad, and access to school library. Separately, students will divide up jobs for final assessment presentation. Student will create a presentation based on the task question. Students will include what they have learned from this unit to final project. It can be in the form of PowerPoint, photographic essay, board game, debate, video, skit, Prezi. Student to discuss with teacher before beginning final project.

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Category

Final Presentation Rubric: Gifted Students 3 2 Speaks clearly and distinctly all (10095%) the time, but mispronounces one word. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Speaks clearly and distinctly most (9485%) of the time. Mispronounces no more than one word. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

1 Often mumbles or cannot be understood OR mispronounces more than one word. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Speaks Clearly Speaks clearly and distinctly all (10095%) the time, and mispronounces no words. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Posture and Eye Contact

Stands up straight and Sometimes stands up Slouches and/or establishes eye contact straight and establishes does not look at with everyone in the people during the eye contact. room during the presentation. presentation.

Creativity and Presentation is very creative and captures content 80-100% of the material covered in this unit.

Presentation is creative and captures only about 80% of the material covered in this unit

Presentation is somewhat creative and captures only about 6070% of the material covered in this unit

Presentation is not creative and captures only about less than 60% of the material covered in this unit The student uses no technology OR the technology chosen detract from the presentation.

Technology Use

Student uses appropriate properly technology (could include costume) that show considerable work/creativity and which make the presentation better. Students use 8-10 resources and information to support their research.

Student uses 1 technology that shows considerable work/creativity and which make the presentation better.

Student uses 1 technology which makes the presentation better.

Research Information

Students use 6-7 resources and information to support their research.

Students use 3-5 resources and information to support their research.

Students use less than 3 resources and information to support their research.

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Time-Limit

Presentation is 8-10 minutes long.

Presentation is 7-8 minutes long.

Presentation is 5-6 minutes long.

Presentation is less than 3 minutes OR more than 5 minutes. Student does not seem at all prepared to present.

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

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References

Ellis, E., Farmer, T. & Newman, J. (2005). Big ideas about teaching big ideas. Teaching Exceptional Children, (38)1, 34-40.

Gallagher, J., Harradine, C. C., & Coleman, M. (1997). Challenge or boredom? Gifted students' views on their schooling. Roeper Review, 19132-136. Gross, Drummond & Merrick (2001). Gifted students in primary schools: Differentiating the curriculum. Sydney, NSW: GERRIC (68) Ray, R.D., Ray, J. K., Flack, J. D., (1992). Integrating Aerospace Science into the Curriculum K12. Gifted Treasury Series. Teacher Ideas Press.

VanTassel-Baska, J. (1995). The development of talent through curriculum. Roeper Review, (18)2. 98-103.

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Assignment 2 Evaluating your Curriculum as Catalyst Assignment After reading the article by Jarvis (Jarvis 2009), I have completed the famous five exercises for my flight unit. My target audience is for Grade 4-5 students. Please see table below for more information of each individual. Student #1: Amelia Earhart

Q1) Why this person is chosen?

I have chosen Amelia Earhart because she is an important female figure in the history of flight. She represents female student from below average family household. As well she is a student from the US.

Q2) Narrative/list that describe students strengths at Grade 4/5.

Amelia is a good student. She is a persistent in what she wants to find out. She is shy at times, so she does not work well when she needs to work in large groups. She has difficulty focussing in class. She is keen on science and she likes to write on blogs about why young girls should be allowed to learn to get their pilot licenses.

Q3) Does my unit provide sufficient challenge, interest and support to address the needs of this student? Why or why not? Q4) What modifications can be made to the

Yes. Because this unit talks a lot about flight and flying. She will enjoy this unit.

Although Amelia is shy, maybe encourage her to

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unit to make it so that it effective meets the needs of this student?

participate more in her group and have maybe to arrange one partner that works closer with her so she can feel free to express her ideas and feelings and then in her group of two to report back their findings to their group.

Student #2: Albert Einstein

Q1) Why this person is chosen?

He is a very famous scientist and his family came from Germany.

Q2) Narrative/list that describe students strengths at Grade 4/5.

Albert has been tested and is dyslexic. He did not start to talk until he was three years old. He can speak in full sentences. He is curious and prefers to work alone than group work. He is keen in math, science and violin. He would only speak when asked to. He is also shy and often skips classes. He shows disruptive behaviour when asked to focus in class.

Q3) Does my unit provide sufficient challenge, interest and support to address the needs of this student? Why or why not?

Yes. Although this Albert may not like group activities, there are lots of activities where he can go off in his own to study and investigate about the compass, and flight.

Q4) What modifications can be made to the

Albert seems to like the compass. Maybe we can teach

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unit to make it so that it effective meets the needs of this student?

the class the purpose of compass and how we can use it in flying. As well, if needed teacher can arrange a mentor to work with him individually.

Student #3: Leonardo Da Vinci

Q1) Why this person is chosen?

I have chosen this student because he represents another great scientist and a child with dyslexia. I want to show that children with disabilities can become successful scientists.

Q2) Narrative/list that describe students strengths at Grade 4/5.

Leonardo has also been tested that he is dyslexic. He likes art, science and math. He is observant and quiet. He is a patient and is fascinated by helicopters and parachutes. Like other students, he also dexterous.

Q3) Does my unit provide sufficient challenge, interest and support to address the needs of this student? Why or why not? Q4) What modifications can be made to the unit to make it so that it effective meets the needs of this student?

Yes. There are a lot of experiments and activities that allow him to build, make and create things. He will love the parachute experiments and egg drop activity. I may encourage him to build a small model on what a really parachute should look like. He can then share his findings with the class.

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Student #4: Isaac Newton

Q1) Why this person is chosen?

He is chosen because he is a very famous scientist and he studies the laws of gravity.

Q2) Narrative/list that describe students strengths at Grade 4/5.

Isaac is very interested in math and science. He likes to talk about the different stars he sees at night in his journals. He shows great interest in gravity.

Q3) Does my unit provide sufficient challenge, interest and support to address the needs of this student? Why or why not?

Yes. Our unit already has many aspects of which he would be interested in. E.g. gravity and egg dropping activity.

Q4) What modifications can be made to the unit to make it so that it effective meets the needs of this student?

In addition to that, I want to teach an additional experiment that may help Isaac discover action and reaction. I may want Isaac to try to blow up a balloon and then have him to let go of the balloon and then ask him why the balloon pushes away instead of just dropping down. I hope this will keep him interested to discover how rockets work in space.

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Student #5: Orville Wright

Q1) Why this person is chosen?

I included this inventor because he was one of the earliest people to be able to fly a plane for twelve seconds.

Q2) Narrative/list that describe students strengths at Grade 4/5.

Orville is an avid reader and both of his parents are well educated. His interest lies in language arts and science. He is a very independent learner, but can work in small groups. He is very dexterous and likes to build thing. In art class, he likes to draw kite.

Q3) Does my unit provide sufficient challenge, interest and support to address the needs of this student? Why or why not? Q4) What modifications can be made to the unit to make it so that it effective meets the needs of this student?

Yes. The unit includes kite making lessons and science observations.

Since Orville is dexterous and likes kites, I may ask him to become the kite expert in our kite making lesson. As well, I may want to include a short science observation lesson where I would take the class to look at birds. Students can try to make observation of how birds fly and take off. They can use binoculars, and digital camera to take pictures of how the shape and movement of birds wings help them fly.

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References Boehm, K., Harrison, N. and Cain, D. (2002). Who was Amelia Earhart? Grosset & Dunlap. Dunlap. New York. Jarvis, J.M. (2009). Planning to unmask potential through responsive curriculum: The "famous five" exercise. Roeper Review, (31)4. 234-241.

Ray, R.D., Ray, J. K., Flack, J. D., (1992). Integrating Aerospace Science into the Curriculum K-12. Gifted Treasury Series. Teacher Ideas Press.

Shevick, E. (2004) Great Scientists in Action: Early Life Discoveries and Experiments. Teaching & Learning Company.