Gifted Education Program Curriculum - Loudoun … A.pdf · The LCPS Gifted Education Program curriculum spans grades K-12. The pace of the curriculum is ... Gifted Education Program

Loudoun County Public Schools

Gifted Education Program Curriculum

Summer 2012

“Learn from yesterday, live for today, hope for tomorrow.

The important thing is not to stop questioning.”

Albert Einstein

Dr. Edgar B. Hatrick, III

Superintendent

Sharon D. Ackerman

Assistant Superintendent for Instruction

Timothy J. Flynn

Director of Instructional Services

Julia B. Kelly

Supervisor, Gifted Education Program

TABLE OF CONTENTS:

Philosophy and Rationale……………………………………………………………….. 3

Gifted Education Program Goals……………………………………………………….. 3

Curriculum Modification…………………………………………………………………4

Program and Services……………………………………………………………………. 4

Continuum of Services……………………………………………………………………5 Identification ……………………………………………………………………………..6

Gifted Education Scope and Sequence…………………………………………………...7

SEARCH : Thinking Keys………………………………………………………………..9

FUTURA : Systems/Structures……………………………………………………….....14

SPECTRUM: Business & Economics; Communication & Culture;

Ethics & Perspectives; and Technology & Engineering………...18

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Philosophy and Rationale:

All students benefit from instruction that challenges them to reach meaningful academic goals. Loudoun County Public Schools is dedicated to providing the educational opportunity for each student to reach his/her full potential. Our mission is to identify students who are intellectually gifted and need academic challenge, and to provide advanced and challenging learning experiences to meet their intellectual and emotional needs. Thirty years of service to gifted students has been an integral and noteworthy component of educating children in our Loudoun County Public Schools. Gifted students come from all socioeconomic and cultural backgrounds and possess unique abilities and/or potential and are, therefore, a unique segment of the district’s student population. Gifted students’ abilities differ from their peers to such a degree that differentiated instructional techniques are needed from kindergarten through eighth grade to nurture growth and development. In order to meet the unique needs of gifted students, LCPS offer gifted programming and interdisciplinary curriculum that is qualitatively different from the regular school curriculum by the degree of complexity of content, process, and products to challenge gifted students to achieve their highest potential. The goal of the Gifted Education Program is to explore and develop the potential of gifted students by providing educational opportunities for students at appropriate levels. Flexible and innovative teaching and learning environments encourage exploration and experimentation beyond the traditional curriculum. The Gifted Education Program is committed to developing, to the highest degree, each student’s potential. LCPS’ Gifted Education Program is a part of the quality education offered to students. Program classes do not substitute or replace the excellent classroom instruction and enrichment already provided in the district. The responsibility for providing gifted services, with the support from the LCPS gifted specialists, is held by the wider school community including administrators, teachers, students, and parents. It is important to note that differentiated educational programs for gifted students are not designed for the typical superior student who is frequently an excellent scholar, can earn “A” grades, and achieve academic honors. The educational needs of these students should be met by existing school programs. Gifted programs are reserved for the students who are as far from the superior student in ability as the superior is from the average student. The task is to identify this percentage of students and to provide educational opportunities that will challenge and develop their abilities. In the LCPS Gifted Education Program, gifted students have the opportunity to achieve district goals at the level commensurate with their talent. Students are also challenged to apply their knowledge and skills in complex and advanced ways so that they can continue to develop academically. The Gifted Education Program goals are:

To become divergent creative thinkers who recognize problems and solve them. To construct personal meaning and understanding of others and of the world around them. To develop the capacity for self assessment (ownership of the learning).

These goals provide students with support and structure for finding challenge in the school environment while encouraging students to achieve their maximum potential. Attaining these goals ensure that students will leave LCPS having a solid foundation of knowledge, skills, and competencies essential to leading productive and fulfilling lives as they continue their education, enter the workforce, and assume their civic responsibilities.

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Curriculum Modification As with any program, the curriculum for gifted students includes the content, the processes to facilitate the learning, and the products that result from the learning. Since gifted students possess characteristics and needs that make them different from other students, their curriculum in Gifted Education Program is differentiated from that of other students. Curriculum for gifted students involves the use of interdisciplinary content, methodology, and materials beyond those for the typical students at that grade level. Differentiation of instruction is the overriding philosophical foundation for the inclusion of gifted services into every classroom. Specific principles for the differentiation of curriculum, identified through research, are put into practice throughout the division. Differentiating the curriculum so that it is appropriate for gifted students implies modification of student goals and objectives, instructional strategies, learning experiences, and evaluation. Differentiated instruction is provided in gifted classes, as well as in the regular education program. Gifted specialists not only provide direct instructional programs and services for gifted learners, but also support regular classroom teachers to enable them to meet the needs of these learners within the regular classroom. Program and Services LCPS is committed to providing an educational program in which students may grow to become productive and contributing members of society. To encourage optimum achievement, the schools’ learning environment must provide challenging learning opportunities matched to the needs and talents of students with high potential. The Gifted Education Program strives to provide challenging curricular activities while enhancing a student's self-efficacy. Student-centered program goals, educational needs, and a collaborative planning process determine program content. The program is designed to provide an array of learning opportunities that helps students realize their potential, instills a desire to develop their talents and abilities, and encourages scholastic rigor. The following Program Services are provided on a part time basis for identified students.

ELEMENTARY

SEARCH Grades K-3 Search teachers provide model lessons in thinking skills to all students in grades K-3. Classroom teachers work with the Search teacher to screen students for referral and identification for gifted services.

Empowering Diversity in Gifted Education (EDGE) Grades K-5 A program designed to nurture and challenge students with potential from historically underrepresented populations beginning in kindergarten. Enrichment and challenges are provided by the Search teachers in collaboration with the classroom teacher.

Differentiated Classroom Instruction is provided for early identified students in grades K-5. Search teachers collaborate and plan with classroom teachers to differentiate instruction for the identified student or students to meet the needs of the gifted learner(s). Instruction includes adding complexity, rigor, and depth to the content; adding advanced resources; and providing instructional grouping within the classroom.

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FUTURA is a pull out program where identified students in grades 4 and 5 receive enrichment and challenge one day a week in a center at another school. Some students receive services in their own school through the In-House Model or Pilot Program.

MIDDLE SCHOOL

SPECTRUM provides services for identified students in grades 6-8. SPECTRUM is scheduled for a half block on a rotating day basis. The program is designed to meet the needs of gifted learners with an emphasis on higher level thinking skills, problem solving, and decision making. The program provides students with opportunities for self assessment and reflection on the demands and responsibilities of the gifted learner.

HIGH SCHOOL

SIGNET provides identified high school students with opportunities to continue developing their higher level thinking skills through seminars, independent study/research, and problem solving challenges.

LCPS Continuum of Gifted Education Programs & Services

Programs Services

Elementary Level

Search: K-3 Critical &Creative Thinking Skills Futura

• Critical & Creative Thinking Skills

• Social & Emotional Growth

EDGE:(Empowering Diversity in Gifted Education) K-6*

• Nurturing Potential

• Supporting Growth

DCI: (Differentiated Classroom

Services) K-5

• Math/Science • Language Arts/Social

Science

Secondary Level: Middle School

Spectrum: 6-8 • Critical &

Creative Thinking Skills


Secondary Level: High School

Signet: 9-12 • Critical &

Creative Thinking Skills


Advanced Placement

Classes

Thomas Jefferson High School for Science and

TechnologyAcademy of Science

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Identification for the Gifted Education Program (K-8) Students selected for the Gifted Education Program are not selected as a reward for either good performance or model behavior but because they have special learning needs. Therefore, the goal of the identification process is to apply comprehensive and unbiased procedures to find students who possess superior abilities and/or potential in the area of general intellectual ability. The critical decision to be made is not if a student is gifted but whether the student’s ability is at a level that warrants special educational provisions. Students identified as most in need of services are invited to participate in the program. The intent of the screening procedure is to be inclusive when identifying students who demonstrate, or have the potential to demonstrate, a high level of performance. The profile for each candidate includes: standardized school ability tests (group IQ), classroom performance indicators, parent and teacher recommendations, and a portfolio of student work samples and may include an interview. Students (grades K - 8) may be referred to the Gifted Education Program for screening by a teacher, administrator, parent/guardian, or community member familiar with the student. The identification process for the Gifted Education Program identifies student needs for the purpose of matching students to programming options. Following the referral and screening, a student summary profile is prepared. This profile is utilized when considering students for final identification and placement in the Gifted EducationProgram. Student referral, assessment, and placement documentation is maintained by the gifted resource specialist at each school and will be shared with parents upon request. Students who do not meet entrance criteria after the evaluation profile is assembled and administered by the Gifted Education Program staff are eligible for referral after a year. Reconsideration can be requested by a parent or staff member by using a nomination form during the annual nomination period. Identification timeline: Students New to LCPS • Data collection –September-March • Testing and evaluation –October-March • Final selection –Within 90 days of referral. Current Grades K-3 For September program entry:

• Data collection –Spring • Testing and evaluation –Spring • Final selection –May For second semester program entry:

• Data collection –September-December

• Testing and evaluation –Fall • Final selection –January Current Grades 4 & 5 For September program entry:

• Data collection – Spring • Testing and evaluation – Spring • Final selection – May/June For second semester program entry:

• Data collection –September-December • Testing and evaluation –Fall • Final selection –January

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Scope and Sequence of the Gifted Education Program Curriculum The LCPS Gifted Education Program curriculum spans grades K-12. The pace of the curriculum is flexible, allowing for accelerated learning as appropriate, while providing a continuum of curricular options, instructional approaches, and resources to meet the unique needs of individual gifted learners. These units are aligned with the Virginia Standards of Learning, and are applied as increasingly challenging work for gifted children providing sophistication, depth and breadth. The areas of focus include: Main Skills

Complex Thinking Skills Research Skills Independent Learning Skill Interactive Skills

Additional Skills

Creative Expression Affective Education and Leadership

These strands are interdependent and they have been woven through the Gifted Education Program units of study. These strands focus on the student, provide choices, and assist students to advance to higher levels of knowledge and skills.

Gifted Education Program Scope and Sequence, K-5 LEVEL I - SEARCH, Thinking skills for all students.

Grades K-3

Units-Thinking Keys Program Goal 1

Program Goal 2

Program Goal 3

Complex Thinking

Research Skills

Independent Learning

Interactive Skills

Reasoning I I I

Creating I I I I

Perceiving I I I

Evaluating I I

Connecting I I I I

LEVEL II – DCI, Differentiated Classroom Services for early

identified students.

Grade Units Program Goal 1

Program Goal 2

Program Goal 3

Complex Thinking

Research Skills


Interactive Skills

Language Arts

Math/ Science

K -5 DEP selected

DEP selected

R I I- gr.K-3 R-gr.4-5

I- gr.K-3 R-gr.4-5

KEY: Program Goals:

1. To become divergent creative thinkers who recognize problems and solve them. 2. To construct personal meaning and understanding of others and of the world around them. 3. To develop the capacity for self assessment (ownership of the learning).

Skill Levels:

I = Introduction; R = Reinforce; M = Master; E = Extend

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LEVEL III -FUTURA – Part time center based programs for

identified students

Grades 4- 5

Units Program Goal 1

Program Goal 2

Program Goal 3

Complex Thinking

Research Skills


Interactive Skills

Year A Theme - Systems

R R M R

Independent Study

R R M

Year B Theme - Structures

Independent Study

R R M

LEVEL III-SPECTRUM – Scheduled in Resource time.

Grades 6-8


Program Goal 2

Program Goal 3

Complex Thinking

Research Skills


Interactive Skills

1.Business & Economics

M M E E

2. Technology & Engineering

M M E E

3.Communica-tion & Culture

M M E E

4. Ethics & Perspectives

M M E E

Independent Study

E E E E

LEVEL I & III SIGNET – Independently scheduled

Grades 9-12


Program Goal 2

Program Goal 3

Complex Thinking

Research Skills


Interactive Skills

Seminars E E E E

Service E E E E

Independent Study

E E E E

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SEARCH: Thinking Key - CREATING

Rationale: The use of creative thinking enables students to put ideas, information, or objects together in a new or different way. SEARCH lessons focusing on creative thinking encourage students to develop fluency, flexibility, originality, and elaboration strategies. This correlates with the Virginia definition of giftedness which includes the following attribute: “creative

and imaginative expression across a broad range of intellectual disciplines”

Established Goal(s): Students will know what to do when the right answer isn't obvious and will be able to construct meaning. Oral Language SOLs: K.1, K.3, 1.4, 2.1, 2.2, 2.3 Writing: K.11, 1.12 Fine Arts: K.1, K.2 Visual Arts: K.1, K.2, K.6, K.12, K.13; 1.2, 1.5; 2.5, 2.10, 2.13, 2.14; 3.4, 3.10 Additional Standards of Learning will apply, depending on specific lessons.

Understanding(s): Students will be able to:

Demonstrate tenacity Offer many ideas See different perspectives Offer unique ideas Change course Elaborate

Learning Activities: The many Search lessons are listed in Vision.

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SEARCH: Thinking Key - PERCEIVING

Rationale: The use of perceiving thinking enables students to understand and learn with your senses. SEARCH lessons focusing on perceiving thinking skills encourage students to use their five senses to develop problem solving and superior reasoning. This correlates with these attributes from the Virginia definition of giftedness: " persistent intellectual curiosity” and " rapid acquisition and mastery of facts.”

Established Goal(s): Students will be keenly observant and will use information to categorize, classify, and construct meaning.

Oral Language SOLs: K.1, K.2, 1.1, 1.2, 1.4, 2.1, 2.2, 3.5, 3.6, 3.7 Science Investigating & Understanding SOLs: K.1, K.2, K.9/1.1, 1.2, 1.7/2.1, 2.2/3.1, 3.2 Additional Standards of Learning will apply, depending on specific lessons.

Understanding(s): Students will be able to:

Solve problems Draw conclusions Brainstorm Hypothesize Rely on experiences to help solve problems


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SEARCH: Thinking Key - REASONING

Rationale: The use of reasoning thinking enables students to use information to find answers that can be proven, are logical, and make sense. SEARCH lessons focusing on reasoning thinking encourage students to develop sequential and convergent thinking skills. This correlates with the Virginia definition of giftedness which includes the following attribute: “demonstrate or have the potential to demonstrate superior reasoning.”

Established Goal(s): Students will find and solve problems Math SOLs: Math: K.3, K.13, K.14, K.15/1.3, 1.6, 1.10, 1.12, 1.14, 1.16, 1.17 1.17/2.4, 2.16, 2.20, 2.21/3.15, 3.17, 3.19,

Science SOLs: K.1, K.2/1.1/2.1/3.1 Language Arts SOLs: K.1,K.2, K.11/1.3, 1.9,1.12/2.1, 2.5, 2.11/3.5, 3.6, 3.10 Social Studies SOLs: K.1, K.7/1.4, 1.6/2.1, 2.4, 2.6/3.1, 3.6,3.8 Additional Standards of Learning will apply, depending on specific lessons.

Understanding(s):

Students will:

See different perspectives Change course and begin again See the interrelationship of clues and information Recognize flawed reasoning Defer judgment to make a logical conclusion


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SEARCH: Thinking Key -EVALUATING

Rationale: The use of evaluative thinking enables students to use information to make decisions. SEARCH lessons focusing on evaluating thinking encourage students to draw logical conclusion based on criteria and to withhold judgment until all information has been processed. This correlates with the Virginia definition of giftedness which includes the following attribute: “exceptional problem solving; rapid acquisition and mastery of facts, concepts, and principles.”

Established Goal(s): Students will transition from depending on external assessment to internal self-evaluation. Math SOLs: Math: K.14, K.15/1.4, 1.13, 1.16/2.17, 2.20/3.17, 3.18, 3.19 Science SOLs: K.1/1.1/2.1/3.1 Language Arts SOLs: K.11/1.1, 1.7, 1.9/2.1, 2.3, 2.7, 2.8, 2.11/3.1, 3.4, 3.7, 3.10 Social Studies SOLs: K.2/1.1, 1.8/2.1, 2.3/3.1, 3.8 Additional Standards of Learning will apply, depending on specific lessons.

Understanding(s) Students will:

Bring structure to people and situations Identify and evaluate criteria Sees and value more than one point of view Sustain involvement Support ideas and opinions with logic Grasp ideas quickly Communicate point of view clearly Draws logical conclusion based on criteria Separate ideas out to understand and draw conclusions Withhold judgment until all information is processed Criticize constructively Is flexible in thinking Ask probing questions


12

SEARCH: Thinking Key -CONNECTING

Rationale: The use of connecting thinking enables students to use information to make decisions. SEARCH lessons focusing on connecting thinking encourage students to link information and ideas to see how they fit together and to use those connections to solve problems. When students use connecting thinking, they use all the information they have gathered from many sources over a period of time to solve types of problems which they may have never encountered, but which they can connect to similar experiences in the past. This correlates with the entire Virginia definition of giftedness: “demonstrate or have the potential to demonstrate superior reasoning; persistent intellectual curiosity;

advanced use of language; exceptional problem solving; rapid acquisition and mastery of facts, concepts,

and principles; and creative and imaginative expression across a broad range of intellectual disciplines

beyond their age-level peers.”

Established Goal(s): Students will construct meaning from information. Math SOLs: K.10, K.13, K.15/1.4, 1.6, 1.10, 1.13/1.15, 1.16, 1.17/2.5, 2.8, 2.9, 2.17, 2.18, 2.19/3.14, 3.17, 3.18, 3.19

Science SOLs: K.1, K.2/1.6, 1.3, 1.7/2.5, 2.7/3.1, 3.5, 3.10 Language Arts SOLs: K.6, K.8, K.11/1.1, 1.5, 1.7, 1.8, 1.9, 1.12/2.1, 2.5, 2.6, 2.8, 2.11/3.1, 3.4, 3.5, 3.6, 3.10

Social Studies SOLs: K.1, K.2, K.6/1.1, 1.11/ 2.1, 2.2, 2.3, 2.6/ 3.1, 3.2, 3.3, 3.9 Additional Standards of Learning will apply, depending on specific lessons.

Understanding(s) Students will:

Display and use outside knowledge Intuitively see answers See relationships between clues Differs judgment to make logical conclusions Understand relationships Construct abstractions Restructure parts Make generalizations Use prior knowledge


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FUTURA: Concept - Systems

Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design systems to address them, and continually re-assess their perspectives, methods, and results. The units will include a wide range of problem-finding and -solving skills associated with reading, research, information analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing

Educational Services for Gifted Students, 8VAC20-40-20, Definitions).

Established Goal(s): Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize problems

and solve them (#1). Secondary Gifted Education Goal: Students will construct personal meaning and understanding of others and

of the world around them (#2).

English / Language Arts Computer / Tech

Social Studies

8.6(abghk) 8.7(abdh) 8.9(a-e) 9.1(a-cdel) 9.5(a-ch-j) 9.8(a-g)

9-12.5 9-12.6 9-12.7 9-12.8

CE.1(bf-h) WG.2(c) VUS.15(c)

Standards of Learning:

Enduring Understanding(s):

21st century thinking skills are needed in our rapidly developing world. Systems have a function Systems can be modified. Systems have parts that interact. Systems have boundaries. Systems have designs.

Essential Questions:

What is a system? What is the purpose of a particular system? Is this system natural or manmade? How does the system meet the needs of the designer/user? What are the limits/boundaries of this system? How can the system be changed? What are the interactive parts of a system? How are the parts interdependent?

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Students will know…

Definition of a system. Essential principles of a system. how to apply the steps of the scientific method.

Students will be able to…

Define systems Analyze various systems and connect them to the essential understandings of systems work as a group/or independently to choose and design an appropriate project. analyze data to draw reasonable conclusions. extrapolate on conclusions to make predictions. analyze and evaluate various print and electronic sources. write accurate descriptions and observations. present original, integrated, and authentic projects.

Stage 2 – Assessment Evidence Performance Task(s) may include but are not limited to:

1. Experiments 2. Completed research project(s) 3. Class presentation(s)

Other Evidence may include but is not limited to:

1. Project journal 2. Various project assignments 3. Compiled research 4. Informal observations 5. Self-evaluation

Stage 3 – Learning Plan Learning Activities may include but are not limited to:

1. Solar System 2. Body Systems 3. Weather systems 4. Legal Systems 5. Monetary Systems 6. Number Systems 7. Independent Study

15

FUTURA: Concept - Structures

Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design structures to address them, and continually re-assess their perspectives, methods, and results. The units will include a wide range of problem-finding and -solving skills associated with reading, research, information analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing

Educational Services for Gifted Students, 8VAC20-40-20, Definitions).

Established Goal(s): Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize problems

and solve them (#1). Secondary Gifted Education Goal: Students will construct personal meaning and understanding of others and

of the world around them (#2).

English / Language Arts Computer / Tech

Social Studies

8.6(abghk) 8.7(abdh) 8.9(a-e) 9.1(a-cdel) 9.5(a-ch-j) 9.8(a-g)

9-12.5 9-12.6 9-12.7 9-12.8


Standards of Learning:

Enduring Understanding(s):

21st century thinking skills are needed in our rapidly developing world. Structures meet the needs of the “designer”. Structures can be modified. Structures obey the laws of nature. Structures provide a framework. Structures are a meaningful arrangement of elements.

Essential Questions:

What is a structure? What is the purpose of a particular structure? What is the framework of this structure (plan/design)? How does the structure meet the needs of the designer/user? Does this structure obey the laws of nature? How can the structure be changed? What is the meaningful arrangement of elements in this structure? What are the boundaries or limits of this structure?

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Definition of a structure. Essential principles of a structure. How to apply the steps of the design principles:

Design is based on purpose. Design is based on the environment. Design is based on available materials/resources. Design is based on the laws of nature.


Define structures. Analyze various structures and connect them to the essential understandings of structures. work as a group/or independently to choose and design an appropriate project. analyze data to draw reasonable conclusions. extrapolate on conclusions to make predictions. analyze and evaluate various print and electronic sources. write accurate descriptions and observations. present original, integrated, and authentic projects.




1. Project journal 2. Various project assignments 3. Compiled research 4. Informal observations 5. Self-evaluation

Stage 3 – Learning Plan

Learning Activities may include but are not limited to:

1. Bridges 2. Domes 3. Drafting, Scale Drawing 4. Towers 5. Triangular Support 6. Interior Designing 7. Independent Study

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SPECTRUM: Year 1 (Grades 6/7) - Business & Economics

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to develop a skill set which will allow them to become creators of knowledge rather than consumers. The units will include a wide range of knowledge-construction skills associated with reading, research, source analysis and evaluation, information integration and synthesis, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(i) advanced content and pacing of instruction; …(iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing Educational Services for Gifted

Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will construct personal meaning and understanding of others and of

the world around them (#2). Secondary Gifted Education Goal: Students will become divergent creative thinkers who recognize problems

and solve them (#1). Standards of Learning:

English / Language Arts Social Studies

8.2(b-e) 8.3 8.6 8.7(de) 8.8(e) 9.2 9.4 9.6(a-cegh) 9.8(b) 9.9

10.1 10.4 10.7(ef) 10.10(b) 10.11 11.1 11.4 11.7 11.8(c)

CE.1(def) CE.9(a) CE.12 CE.13(a) WG.6 WG.7(b) WG.9

VUS.1(b) VUS.15(c) GOVT.1(d-f) GOVT.9(e) GOVT.14(c) GOVT.15(ad-f) GOVT.16(c)

Mathematics Econ/Finance Family Life Computer/Tech 8.3 10(ch-j) 8.6 9-12.3

9-12.4 9-12.5 9-12.6

9-12.7 9-12.8 9-12.9

Additional Standards of Learning will apply, depending on specific projects. Students will create a professional-level marketing plan. Students will design and produce advertisements utilizing various professional-level marketing strategies and techniques.

Understanding(s): 1) Success in the American free-market

economy requires the consideration of factors such as supply and demand, competition, and advertising.

2) Economics is both vastly influential toward and heavily reflective of American social culture.

3) Advertisers use various strategies to appeal specifically to different age, gender, race, and other groups.

4) The fluidity of the free market requires constant re-evaluation and modification.

Essential Question(s): 1) How are factors such as supply and demand,

competition, and advertising relevant in the US economy?

2) How does the structure of the US economy support businesses? Inhibit businesses?

3) In what ways is the US economy a reflection of American culture?

4) What techniques do advertisers use to target specific audiences?

5) How should participants in the US economy keep abreast of developing trends in local, national, and global markets?

18


vocabulary terms including advertising,

marketing, strategy, technique, economy, market, free-market, supply and demand, and competition, fluidity.

common advertising strategies including themes, slogans, endorsements, and humor.


critically observe and analyze advertisements and other business-related materials.

describe and evaluate advertising practices. write accurate descriptions and observations. design, produce, and orally present group-

created, thematically integrated marketing strategies and advertising campaigns.


1. Presentation of advertising campaign 2. Sale results


1. Marketing strategy 2. Advertising portfolio 3. Various project assignments 4. Informal observations 5. Self-evaluation

Stage 3 – Learning Activities


1. Agency 2. Entrepreneurship

a. Pencil Company b. Other student-initiated project

3. Independent Study

19

SPECTRUM: Year 2 (Grades 6/7) - Business & Economics




and solve them (#1). Standards of Learning:


8.2(b-e) 8.3 8.6 8.7(de) 8.8(e) 9.2 9.4 9.6(a-cegh) 9.8(b) 9.9

10.1 10.4 10.7(ef) 10.10(b) 10.11 11.1 11.4 11.7 11.8(c)

CE.1(def) CE.9(a) CE.12 CE.13(a) WG.6 WG.7(b) WG.9

VUS.1(b) VUS.15(c) GOVT.1(d-f) GOVT.9(e) GOVT.14(c) GOVT.15(ad-f) GOVT.16(c)

Mathematics Econ/Finance Family Life Computer/Tech 8.3 10(ch-j) 8.6 9-12.3

9-12.4 9-12.5 9-12.6

9-12.7 9-12.8 9-12.9

Additional Standards of Learning will apply, depending on specific projects. Students will create a professional-level marketing plan. Students will design and produce advertisements utilizing various professional-level marketing strategies and techniques.

Understanding(s): 1) Success in the American free-market

economy requires the consideration of factors such as supply and demand, competition, and advertising.

2) Economics is both vastly influential toward and heavily reflective of American social culture.

3) Advertisers use various strategies to appeal specifically to different age, gender, race, and other groups.

4) The fluidity of the free market requires constant re-evaluation and modification.

Essential Question(s): 1) How are factors such as supply and demand,

competition, and advertising relevant in the US economy?

2) How does the structure of the US economy support businesses? Inhibit businesses?

3) In what ways is the US economy a reflection of American culture?

4) What techniques do advertisers use to target specific audiences?

5) How should participants in the US economy keep abreast of developing trends in local, national, and global markets?

20


vocabulary terms including advertising,

marketing, strategy, technique, economy, market, free-market, supply and demand, and competition, fluidity.

common advertising strategies including themes, slogans, endorsements, and humor.


critically observe and analyze advertisements and other business-related materials.

describe and evaluate advertising practices. write accurate descriptions and

observations. design, produce, and orally present group-

created, thematically integrated marketing strategies and advertising campaigns.


1. Presentation of advertising campaign 2. Sale results


1. Marketing strategy 2. Advertising portfolio 3. Various project assignments 4. Informal observations 5. Self-evaluation

Stage 3 – Learning Activities Learning Activities may include but are not limited to:

1. Entrepreneurship a. Project Business b. Button Factory c. Other student-initiated project

2. Independent Study

21

SPECTRUM: Grade 8 - Business & Economics




and solve them (#1). Virginia Standards of Learning:


9.2 9.4 9.6(a-cegh) 9.8(b) 9.9 10.1 10.4 10.7(ef)

10.10(b) 10.11 11.1 11.4 11.7 11.8(c) 11.9

WG.6 WG.7(b) WG.9 VUS.1(b) VUS.15(c)

GOVT.1(d-f) GOVT.9(e) GOVT.14(c) GOVT.15(ad-f) GOVT.16(c)

Mathematics Computer/Tech Econ/Finance A.4 A.5 G.1(ad)

9-12.3 9-12.4 9-12.5 9-12.6

9-12.7 9-12.8 9-12.9

10(ch-j)

Additional Standards of Learning will apply, depending on specific projects. Students will conduct market and company research using the Internet, periodicals, and other sources to determine appropriate investments.

Understanding(s):

1) World economic conditions are affected by the behavior of individuals, companies, and governments.

2) The United States government directly affects our financial system through regulations, investments, loans, and subsidies.

3) Risk is an inherent and important factor in the stock market and other investments.

Essential Question(s):

1) Why do people around the world have different attitudes toward finances and the economy?

2) How does the Untied States government directly affect our financial system?

3) What are the best ways to appropriately manage financial risk?

22

Understanding By Design, © 2004 Grant Wiggins and Jay McTighe


vocabulary terms including capital, economy,

equity, ethics, free market, regulation, subsidy, risk, and stock market.

how to analyze the performance of financial institutions so as to make informed investment decisions.

how to conduct and participate in a Socratic Seminar.

how to effectively use the persuasive writing style.


recognize and explain how world economic conditions are affected by behavior.

critique investment literature, marketing information, and other documents to draw conclusions about financial health, stability, and honesty.

organize and carefully examine facts in order to draw conclusions.

present and/or critique a persuasive argument.


1. SMG final team standing 2. Research presentation


1. Portfolio health 2. Various project assignments 3. Compiled research 4. InvestWrite essay 5. Informal observations 6. Self-evaluation


1. Stock Market Game® 2. Lifestyles Auction 3. Resumé-writing 4. Independent Study

23

SPECTRUM: Year 1 (Grades 6/7) - Communication & Culture

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to understand, respect, and build upon the ideas, opinions, and perspectives of others. The units will include a wide range of receptive and expressive communication skills associated with effective oral and written communication, listening, reading, and research. The units in this collective concept address gifted learners’ needs for “(i) advanced content and pacing of instruction; (ii) original research or production; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will construct personal meaning and understanding of others and

of the world around them (#2). Secondary Gifted Education Goal: Students will develop the capacity for continuous reflection and self-

assessment (#3). Standards of Learning:

English / Language Arts Social Studies Mathematics Computer/Tech

8.1 8.2 8.7

10.1 10.2a 10.5e-g

CE.1 US1.1 US1.2

6.8 6.18 7.4b

9-12.4 9-12.5

9-12.6

8.8 9.2 9.6c

10.7f 10.11 11.1

US2.1 7.17 7.18 8.12

9-12.7

Science

9.7f 9.8

ASL1.1 ASL1.3

G1a G.3a G.14a

BIO.8 BIO.9a-d

Additional Standards of Learning will apply, depending on specific projects. Students will list and describe the ten traits shared by most known human cultures (cultural

universals). Students will analyze, evaluate, and integrate information from a variety of print and electronic

resources as they pertain to their projects. Students will engage in conversations, provide and obtain information, express feeling and

emotion, and exchange opinions. Students will explain the importance of inter-cultural understanding to participation in a global

system of communication, economics, and ethics. Students will present information, concepts and ideas to an audience of listeners or readers on a

variety of topics. Understanding(s):

1) Communication through language is a necessary element for a functional society.

2) Most known human cultures share certain general characteristics (cultural universals), which manifest differently based on each culture’s values, beliefs, and environment.

3) Human cultures both modify and are heavily influenced by their physical environment.

Essential Question(s): 1) How does written, oral, or signed language

reflect changes and conflicts in a culture over time?

2) How do cultural principles reflect on the interrelationships among philosophical perspectives, behavioral practices, and products of a culture?

3) How do the natural environment and its resources influence the sociological, political, and economic character of a culture? Vice versa?

24



vocabulary terms including culture, communication, technology, language, environment, values, ethics, and economics.

map terminology. the ten cultural universals. expository, descriptive, and persuasive writing

techniques.


work as a group to choose and design an appropriate project.

analyze data to draw reasonable conclusions.

extrapolate on conclusions to make predictions.

analyze and evaluate various print and electronic sources.

write accurate descriptions and observations.

present original, integrated, and authentic projects.


1. Completed research project(s) 2. Class presentation(s)


1. Various project assignments 2. Compiled research 3. Informal observations 4. Self-evaluation



1. Dig It! 2. Summit 3. Mysteries 4. Essay Writing 5. Continental Mathematics League 6. Math Problem-Solving Mysteries 7. Independent Study

25

SPECTRUM: Year 2 (Grades 6/7) - Communication & Culture




English / Language Arts Social Studies Mathematics Computer/Tech

8.1 8.2 8.7

10.1 10.2a 10.5e-g

CE.1 US1.1 US1.2

6.8 6.18 7.4b

9-12.4 9-12.5

9-12.6

8.8 9.2 9.6c

10.7f 10.11 11.1

US2.1 7.17 7.18 8.12

9-12.7

Science

9.7f 9.8

ASL1.1 ASL1.3

G1a G.3a G.14a

BIO.8 BIO.9a-d

Additional Standards of Learning will apply, depending on specific projects. Students will list and describe the ten traits shared by most known human cultures (cultural

universals). Students will analyze, evaluate, and integrate information from a variety of print and electronic












26





techniques.














1. American Sign Language 2. Esperanto 3. Mysteries 4. Essay Writing 5. Continental Mathematics League 6. Math Problem-Solving Mysteries 7. Independent Study

27

SPECTRUM: Grade 8 - Communication & Culture




English / LA Social Studies Science Mathematics Computer/Tech

10.1 10.2a 10.5e-g

10.7f 10.11 11.1

US1.1 US1.2 US2.1

BIO.8 BIO.9a-d

G1a G.3a G.14a

9-12.4 9-12.5

9-12.6

9-12.7

Additional Standards of Learning will apply, depending on specific projects. Students will analyze, evaluate, and integrate information from a variety of print and electronic












28





techniques.














1. Lifestyles Auction 2. Essay-Writing 3. Mysteries 4. Independent Study

29

SPECTRUM: Year 1 (Grades 6/7) - Ethics & PerspectivesStage 1 – Desired Results

Rationale: This area of study focuses on the learner’s ability to continually re-assess their perspectives and thinking patterns, as well as understand, respect, and build upon the ideas, opinions, and perspectives of others. The units will include a wide range of skills associated with effective oral and written communication as well as skills associated with data and concept integration including reading, information analysis and evaluation, research, and self-assessment. The units in this collective concept address gifted learners’ needs for “(i) advanced content and pacing of instruction; (ii) original research; (iii) problem finding and solving…and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing Educational

Services for Gifted Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will develop the capacity for continuous reflection and self-

assessment (#3). Secondary Gifted Education Goal: Students will construct personal meaning and understanding of

others and of the world around them (#2). Standards of Learning:

English/Language Arts Computer / Tech

8.1 8.2 8.4 8.5(ab) 8.6 8.7 8.8 10.1 10.2

10.11 11.1 11.4 11.7 11.8 11.10 12.1(b-e) 12.7 12.8

9-12.2 9-12.3 9-12.4 9-12.5

9-12.6 9-12.7 9-12.8 9-12.9

Social Studies

CE.1(a-fh) CE.3(bc) CE.11(ac)

GOVT.1 GOVT.17(a-d) GOVT.18(ef)

Additional Standards of Learning will apply, depending on specific projects. Students will analyze, evaluate, and integrate information from a variety of print and

electronic resources as they pertain to their projects. Students will engage in conversations, provide and obtain information, express feeling and

emotion, and exchange opinions. Students will present information, concepts and ideas to an audience on a variety of topics. Students will analyze and evaluate various situations and events from multiple perspectives

for decision-making purposes. Understanding(s):

1) American society is not a mere “melting pot” but, rather, a multifaceted mixture of valid but sometimes-conflicting perspectives.

2) Individuals’ perspectives are informed by their economic, social, geographic, and cultural circumstances.

3) Open and honest discussions can generate thought-provoking interactions and understanding.


1) How do economic, social, geographic, and cultural factors influence individuals’ views of the world and of specific events?

2) How can you participate genuinely in a discussion without compromising your own perspective?

30



vocabulary terms including ethics, perspective, diversity, honesty, conflict, responsibility, and technology.

how to effectively use digital recording tools, including cameras and software.


critically review resource materials. organize and carefully examine facts in

order to draw conclusions. present and critique a persuasive

argument. effectively translate and integrate a

diversity of perspectives into a visual format.


1. Documentary presentation


1. Compiled research 2. Various project assignments 3. Informal observations 4. Self-evaluation



1. Technology: Servant or Destroyer? 2. Survivals 3. Independent Study

31

SPECTRUM: Year 2 (Grades 6/7) - Ethics & PerspectivesStage 1 – Desired Results




others and of the world around them (#2). Virginia Standards of Learning:


8.1 8.2 8.4 8.5(ab) 8.6 8.7 8.8 10.1 10.2

10.11 11.1 11.4 11.7 11.8 11.10 12.1(b-e) 12.7 12.8

9-12.2 9-12.3 9-12.4 9-12.5

9-12.6 9-12.7 9-12.8 9-12.9

Social Studies

CE.1(a-fh) CE.3(bc) CE.11(ac)




emotion, and exchange opinions. Students will present information, concepts and ideas to an audience on a variety of topics. Students will analyze and evaluate various situations and events from multiple perspectives

for decision-making purposes. Understanding(s):


2) Individuals’ perspectives are informed by their economic, social, geographic, and cultural circumstances.



1) How do economic, social, geographic, and cultural factors influence individuals’ views of the world and of specific events?

2) How can you participate genuinely in a discussion without compromising your own perspective?

32



vocabulary terms including ethics, perspective, diversity, honesty, conflict, responsibility, and technology.

how to effectively use digital recording tools, including cameras and software.




argument. effectively translate and integrate a

diversity of perspectives into a visual format.


1. Documentary presentation


1. Compiled research 2. Various project assignments 3. Informal observations 4. Self-evaluation



1. Competing Voices 2. Survivals 3. Independent Study

33

SPECTRUM: Grade 8 - Ethics & PerspectivesStage 1 – Desired Results






10.1 10.2 10.11 11.1 11.4 11.7

11.8 11.10 12.1(b-e) 12.7 12.8

9-12.2 9-12.3 9-12.4 9-12.5

9-12.6 9-12.7 9-12.8 9-12.9

Social Studies




emotion, and exchange opinions. Students will present information, concepts and ideas to an audience of listeners or readers on

a variety of topics. Students will analyze and evaluate ethical dilemmas and situational paradoxes from multiple

perspectives to determine the most appropriate course of action. Students will scrutinize and assess their own ethical beliefs and behavior from multiple

perspectives. Understanding(s):

1) Honesty, integrity, and ethical behavior are ideal cornerstones of American civic life.


3) Our information-saturated, technology-rich world presents unique, complex ethical dilemmas which are not always easily resolved.



1) How have ethical ideals shaped our society?

2) Why do people have different perspectives on ethics and/or ethical behavior?

3) As technology and information-access continue to increase, what types of ethical dilemmas do you expect to arise?

4) How can you participate genuinely in a discussion without compromising your ethical beliefs?

34



vocabulary terms including ethics, perspective, diversity, integrity, honesty, competence, responsibility, respect, concern, morality, technology, dilemma, paradox, cyberethics, and bioethics.

how to conduct and participate in a Socratic Seminar.

how to effectively use the persuasive writing style.




argument. effectively translate knowledge about

ethical belief systems into various formats.

effectively translate knowledge about diversity of perspective into a visual format.


1. Digital photography and/or video project 2. Socratic Seminar participation


1. Various project assignments 2. Informal observations 3. Self-evaluation



1. Integral Ethics 2. Mysteries 3. Socratic Seminars & Debates

35

SPECTRUM: Year 1 (Grades 6/7) - Technology & Engineering

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design systems to address them, and continually re-assess their perspectives, methods, and results. The units will include a wide range of problem-finding and -solving skills associated with reading, research, information analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations

Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize

problems and solve them (#1). Secondary Gifted Education Goal: Students will construct personal meaning and understanding of


English / Language Arts Computer / Tech Social Studies

8.1(a-c) 8.6(abghk) 8.7(abdh) 8.9(a-e) 9.1(a-cdel) 9.5(a-ch-j) 9.8(a-g)

10.1 10.4 10.11 11.1 11.4 12.1(b-e)

9-12.5 9-12.6 9-12.7 9-12.8 9-12.9


Additional Standards of Learning will apply, depending on specific projects. Students will identify challenges/issues/dilemmas which can be (and/or are being) addressed

through the use of Science, Technology, Engineering, or Math (STEM) fields. Students will analyze, evaluate, and integrate information from a variety of print and

electronic resources as they pertain to their projects. Students will analyze various media to evaluate the effects of current and emerging STEM

innovations and concepts on local, national, and global economics and communication. Students will integrate information from historical and present primary sources to identify

patterns and anomalies with regard to STEM’s effects on local, national, and global economics and communication.

Students will identify, describe, analyze, and evaluate the ethical and legal quandaries associated with STEM.

Students will analyze and evaluate their personal relationships with STEM. Understanding(s):

1) STEM innovations and concepts have both positive and negative effects on local, national, and global systems of economics and communications.

2) STEM innovations and concepts have both positive and negative effects on interpersonal relationships.


1) What effects do STEM innovations and concepts have on local, national, and global economies and communication?

2) What are the best ways for individuals, families, communities, and governments to deal with these effects?

3) What effects do STEM innovations and concepts have on interpersonal relationships?

4) How can individuals adjust their behavior so as to best utilize STEM innovations in their relationships?

36



vocabulary terms including science, technology, engineering, mathematics, scientific method, hardware/software, format, manufacturing, production, and interpersonal.

how to apply the steps of the scientific method.











1. Completed Mission Folder 2. Various project assignments 3. Compiled research 4. Informal observations 5. Self-evaluation



1. Ecybermission 2. Technology: Servant or Destroyer? 3. Continental Mathematics League 4. Math Problem-Solving Mysteries 5. Independent Study

37

SPECTRUM: Year 2 (Grades 6/7) - Technology & Engineering

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design systems to address them, and continually re-assess their perspectives, methods, and results. The units will include a wide range of problem-finding and -solving skills associated with reading, research, information analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations

Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize



English / Language Arts Computer / Tech Social Studies

8.1(a-c) 8.6(abghk) 8.7(abdh) 8.9(a-e) 9.1(a-cdel) 9.5(a-ch-j) 9.8(a-g)

10.1 10.4 10.11 11.1 11.4 12.1(b-e)

9-12.5 9-12.6 9-12.7 9-12.8 9-12.9


Additional Standards of Learning will apply, depending on specific projects. Students will identify challenges/issues/dilemmas which can be (and/or are being) addressed

through the use of Science, Technology, Engineering, or Math (STEM) fields. Students will analyze, evaluate, and integrate information from a variety of print and

electronic resources as they pertain to their projects. Students will analyze various media to evaluate the effects of current and emerging STEM

innovations and concepts on local, national, and global economics and communication. Students will integrate information from historical and present primary sources to identify

patterns and anomalies with regard to STEM’s effects on local, national, and global economics and communication.

Students will identify, describe, analyze, and evaluate the ethical and legal quandaries associated with STEM.

Students will analyze and evaluate their personal relationships with STEM. Understanding(s):

1) STEM innovations and concepts have both positive and negative effects on local, national, and global systems of economics and communications.

2) STEM innovations and concepts have both positive and negative effects on interpersonal relationships.


1) What effects do STEM innovations and concepts have on local, national, and global economies and communication?

2) What are the best ways for individuals, families, communities, and governments to deal with these effects?

3) What effects do STEM innovations and concepts have on interpersonal relationships?

4) How can individuals adjust their behavior so as to best utilize STEM innovations in their relationships?

38



vocabulary terms including science, technology, engineering, mathematics, scientific method, hardware/software, format, manufacturing, production, and interpersonal.

how to apply the steps of the scientific method.














1. Ecybermission 2. Environmental Engineering 3. Inventions 4. Skateboard Science

39

SPECTRUM: Grade 8 - Technology & EngineeringStage 1 – Desired Results

Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design systems to address them, and continually re-assess their perspectives, methods, and results. The units will include a wide range of problem-finding and -solving skills associated with reading, research, information analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions). Established Goal(s): Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize



Science Mathematics Computer / Tech

ES.1(abce) ES.3 BIO.1(dgijm) BIO.9(ade) PH.1(dg)

G.14 9-12.4 9-12.5 9-12.6

9-12.7 9-12.8 9-12.9

Social Studies English/Language Arts

WG.1(ab) WG.5 WG.7 WG.12(a)

GOVT.1(bd-g) GOVT.8(be) GOVT.16(c)

9.2 9.4 9.6 10.1 10.4

10.11 11.2 11.4 12.1(b-e) 12.4

Additional Standards of Learning will apply, depending on specific projects. Students will develop a deep understanding of cost analysis, construction efficiency, and

environmental impact as they pertain to land development and engineering. Students will analyze and evaluate government’s role in land use and development. Student will evaluate and synthesize the dilemmas and choices faced by local governments

with regard to land use and development.

Understanding(s):

1) Successful engineering and development require meticulous measurement and mapping, creative problem-solving, educated decision-making, and a high level of cooperation and communication.

2) Government has a role in regulating and monitoring corporate and citizen actions for the general welfare of the community and for protection of the environment.

3) Citizens can and should communicate with their elected officials regarding policy decisions.


1) Why is the obvious solution not always the best one?

2) What are some effective ways of developing multiple solutions and choosing the best?

3) How should we react when solving one problem creates another?

4) Why are cooperation and communication so important for engineering and land development?

5) What are government’s specific responsibilities with regard to community development and environmental protection?

6) What communication strategies should citizens use when engaging with their elected officials?

40



vocabulary terms including science, technology, engineering, mathematics, land and community development, cost analysis, environmental impact, eminent domain, and council.




prepared argument. present and critique a persuasive

extemporaneous argument. effectively translate knowledge about

environmental engineering into a visual format.


1. Proposal 2. Council formation, interaction, and

decision-making 3. Experiments 4. Completed research project(s) 5. Class presentation(s)




1. Rainbow Bay 2. Ecybermission 3. A World in Motion 4. Continental Mathematics League 5. Independent Study

41

Documents

Gifted Education Program Curriculum - Loudoun … A.pdf · The LCPS Gifted Education Program curriculum spans grades K-12. The pace of the curriculum is ... Gifted Education Program