TAG Lesson Plans-April 13-17

In addition to having all lessons/materials in OneNote for our students, we have also developed

a group for each of our classes in Teams. We have had a live meeting with 3rd, 4th, and 5th

grades. We have recorded this meeting so anyone that missed it could view it at a later time.

We have recorded a video for KK, 1, & 2 to watch that will help explain the weekly lessons.

KK & 1

TAG Strategy for this lesson: Decision Making Lesson Lesson 4

Unit Name

America The Beautiful

Lesson Name Time Needed

(Hours/Days)

Famous People 1 day

Grade Subject Course

K-2 Talented and Gifted Advanced Research Skills

GA Standards of Excellence & TAG Standards Please include both GSE & TAG Standards

SS1H1 Read about and describe the life of historical figures in American history.

a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/

statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and

William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and

the environment), George Washington Carver (science), and Ruby Bridges (civil rights).

b. Describe how everyday life of these historical figures is similar to and different from

everyday life in the present (for example: food, clothing, homes, transportation,

communication, recreation, etc.).

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits

such as: fairness, respect for others, respect for the environment, courage, equality,

tolerance, perseverance, and commitment.

Directed Study and Advanced Research Skills (ARS):

K.1, 1.1, 2.1 Investigate/explore topic chosen by the teacher.

K.2, 1.2 Select a question to guide research.

K.6, 1.6 Analyze data using visual organizers, books, reference materials, electronic

media.

K.7, 1.7, 2.8 Draw valid conclusions guided by the teacher.

K.8, 1.8 Share results with peers.

2.2 Examine key questions posed by the teacher.

2.3 Utilize question to guide research.

2.4 Examine hypothesis or thesis statement developed by the teacher.

2.5 Implement a research methodology chosen by the teacher.

2.7 Gather, organize and analyze data using visual organizers, books, reference

materials.

2.9 Share results through a product(s) chosen by the teacher.

2.10 Understand evaluation by the teacher.

Advanced Communication Skills (ACS):

K.2, 1.2, 2.2 Share information in front of class.

K.3, 1.3 Compose written material/picture story.

K.4, 1.4 Produce a product following guidelines established by the teacher.

K.5, 1.5, 2.7 Demonstrate originality.

2.3 Compose written material with a beginning, middle, and end.

2.4 Proofread written material.

2.5 Adhere to assigned criteria.

2.6 Use main ideas to create a product

Essential Question(s) What should students know when lesson is completed?

Essential Question:

How do the character traits and actions of famous people (real and fictional) influence

the country we live in today?

Question of the Day:

How do American scientists help solve problems in society?

Teacher Lesson Preparation

Resources/Materials:

Materials: one student packet per person (Famous American Scientists Background

Information Sheet, Famous American Scientist Descriptions Sheets, Data Collection

Sheet, Priorities for Selecting a Theory Sheet, Similarities and Differences Sheet, Famous

American Scientists Product Sheet, Famous American Scientists Rubric Sheet), ATB

Investigators Handbook, encyclopedias, classroom resource books

TAG Textbook Catalogue:

Caney, Steven. Invention Book. Workman Publishing: New York (1985)

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior

Learning)

1. During this lesson, students will gain knowledge about famous American

scientists. Students will think, evaluate, judge, and make critical decisions about the

famous scientists.

2. Take a survey of the students: By show of hands…Who has ever ridden on an

airplane? Who has ever listened to a record, a CD, or an ipod? Who has ever eaten food

grown on a farm? Who has ever used electricity? Well, without the famous American

scientists we will be learning about today, these things might not be possible.

Instructional Sequence and Activities including use of technology

1. Teacher will introduce vocabulary to students 2. Students will have the opportunity to learn about the four famous people from the

handouts using Brain Pop Jr, and Discovery Education (A few educational videos

on Youtube will also help students to build background knowledge.

3. Teacher will pass out background information facts on famous people, and students will write down 3 facts to share with the class

4. Have the students read Famous American Scientists Descriptions Sheet individually. For younger students, you may need to read as a whole class or

small group. On the Data Collection Sheet, have them summarize the

information. Have them put a “+” by a positive point, a “-“ by a negative point,

and a “!” by an interesting point. Have them secretly write down their choice and

not share it with anyone.

5. Have them rank their top five requirements in choosing a famous scientist on the Priorities for Selecting a Famous American Scientist Sheet individually.

6. Have them fill out the Similarities and Differences Sheet individually. 7. Have the students come to a group consensus on the priorities. Monitor students

to be sure that everyone is contributing and that no one shares their choice. Have

each group share their list with the class.

8. Give the students a chance to change their choice, but still instruct them not to tell anyone their choice.

9. Designate a corner of the room for each famous scientist. Have students go to the corner of their choice. Have the group come to a consensus about the top four

reasons why their famous scientist is the correct one. Have each group pick

someone to share their reasons with the rest of the class.

10. Give the students an opportunity to change their choice. 11. Have the students synthesize the content by choosing a product to create. Grade

with rubric.

12. Have students complete the Lesson Four ATB Investigators Handbook page.

Assessment Strategies

Evidence of Learning:

Big Ideas:

• Ingenuity

• Connections

• Impact

• Diversity

Enduring Understandings:

America can be represented in many different ways (holidays, symbols, songs, maps,

character traits, money, famous people, and famous places).

Knowledge-The student knows that:

5. American scientists have solved many problems for society over the years.

Skills-The students will be able to:

2. Conduct research using a variety of resources in order to locate information.

3. Present products to an audience using effective communication skills.

7. Make decisions about important American scientists.

Assessments:

• Famous American Scientists Rubric

• ATB Investigators Handbook

Differentiation Scaffolds/ Interventions/Extensions/Enrichment

Lesson can be taught as an Questivities lesson (Example p. 72 in Creativity by Carolyn Coil)

Brain Pop Jr Extension Lessons

Product Choice

Famous People Extra Activities

Materials/Links/Text References/Resources https://jr.brainpop.com/socialstudies/biographies/alexandergrahambell/

https://jr.brainpop.com/socialstudies/biographies/georgewashingtoncarver/

2nd Grade

Lesson Plan Template Lesson 4

TAG Strategy in this lesson: Carousel Brainstorming, Engineering Process

and SCAMPER

UNIT NAME

Architecture

LESSON NAME Time Needed (Hours/Days)

Lesson Four: Column/Dome/Arch 1 Day

Grade Subject Course

2 TAG

https://jr.brainpop.com/socialstudies/biographies/alexandergrahambell/https://jr.brainpop.com/socialstudies/biographies/georgewashingtoncarver/

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards S2P1: Obtain, evaluate, and communicate information about the properties of matter and

changes that occur in objects.

a. Ask questions to describe and classify different objects according to their physical properties.

(Physical properties could include color, mass, length, texture, hardness, strength,

absorbency, and flexibility.) b. Construct an explanation for how structures made from small pieces can be

disassembled and then rearranged to make new and different structures. TAG Standards: ACS: The student uses written, spoken, and technological media to convey new learning

and challenge existing ideas.

The student produces written and/or oral work that is complex, purposeful, and organized,

includes relevant supporting examples and manipulation of language.

The student maintains a journal or log for self-reflection and/or self-evaluation. HOT:

The student conducts comparisons using criteria. The student draws conclusions based upon relevant information while discarding relevant

information.

ENDURING UNDERSTANDING:

Architects are people who work with engineers and provide a service. They are trained to

plan and design buildings, and oversee their construction.

Architecture is the art of directing and designing the structure of buildings. Architects have specific skills and characteristics that help make them successful.

Shapes can be geometric or organic. Architects use both geometric and organic shapes

when designing buildings so that they are safe and nice to look at. Architects use the

engineering process or design thinking process. Shapes can be built stronger so they

withstand both compression and tension.

ESSENTIAL QUESTION(s) How might we design a structure that includes the following:

columns, beams, domes, and an arched opening?

Know: Greeks and Romans built structures to impress during the Classical Era. (7th

century) Understand: Architects first began to use columns, beams, domes, and arches when

designing. Do: Students will design and share a structure that has columns, beams, domes, and an

arched opening. They will make it elaborate to impress just the way the Greeks and Romans

did.

Engineering Process: Identify Problem, Brainstorm, Design, Build, Test/Evaluate, Redesign,

Share Solution.

TEACHER LESSON PREPARATION

Gather building materials: pencils, paper, pictures of structures - arches (aqueducts), Greek

columns, beams, suspension bridge, dome and cross-section of a dome, “Acting Out

Structures” handout (found in the link above)

ACTIVATING STRATEGY

Instructional Sequence and Activities including use of technology

Display pictures of buildings showing different types of structural systems (column, beam,

vault, dome, etc) and discuss the basic structural principles present in each example. Ask the

class to think of other more familiar structures that demonstrate the same principles; for

example, the column and beam structure of playground equipment, the vault shape of a

tunnel, the cantilever of a streetlight.

Give students a copy of the Acting Out Structures handout. Have the class “act out” different

structural systems, calling attention to concepts such as the following: Try playing it like

Simon Says after you have reviewed all the shapes.

1. Some structures, such as the column, can function independently. 2. Other structures, such as an arch, require cooperative effort or “opposing forces.” 3. Notice how tension and compression forces can be used to oppose the force of gravity.

Demonstrate tension using string or rubber band, and compression by pushing hands

together.

If you have the time and materials, have students make each of the concepts using blocks.

Explain that during the 7th Century (the classical era) Rome and Greece were the major world

powers of the time. And they built structures to impress others. Today we are going to look at

some of the structures they built with.

Demonstrate Compression and Tension with columns, beams, domes, and arches. (You can

also use spaghetti noodles again to explain compression. When you push on both ends, the

noodle compresses. They will notice that the noodle bends. They saw this when they built

their spaghetti towers in the second lesson of the unit.)

Teacher rests her elbow on the desktop with forearm up and hand out flat, palm up, to hold up

a book. Ask why the book doesn’t fall to the ground. Discuss the pull of gravity. Explain that

the teacher’s forearm is an example of a column, and the book is a beam. What hold these

things in place? Show how the weight of the book is transferred to the ground (desktop)

through the column (forearm.)

Using models, wood blocks or books, demonstrate a column and beam structure. Explain how

the weight is transferred through the columns. Explain how the columns are in

“compression.” Show pictures of Greek temples and ask students to identify column and beam

structures, and what elements of the building are in compression.

Show them pictures of different types of columns. (Corinthian/Doric/Ionic)

Using a block and string, demonstrate “tension.” Tie a string on both ends of the beam (block

of wood). Hold the end of each piece of string and suspend the block of wood down from the

string on each end. Have students identify what is holding up the beam and how the weight is

transferred. Explain the string is in “tension.” Show the students a picture of a suspension

bridge and ask students to identify which parts are in tension.

Have students stand together holding hands. Tell them to lean back. They should feel the

tension in their arms.

Display the cross-section of the dome. Identify the resulting configuration as an arch. Discuss

how weight is transferred in this type of structure. If possible, have a model of an arch and

put weight on it. Show a picture of a building with arched openings and have students identify

the arches. Next have them build a human arch. Have two students form an arch by placing

their palms together and lean toward each other, sliding their feet as far back as they can.

Ask: Where do you feel a push or a pull? (pushing on their hands) Have a third student

gently pull down on the top of the arch to test its strength.

Ask: How difficult is it to break the arch? (not difficult) Have the group brainstorm ways for

two more kids to join the arch and make it stronger, but without breaking up the space

beneath the arch. Guide them to the idea of adding buttresses by asking the arch-makers how

stable their legs feel. Then repeat and compare the results. (The buttresses exert an inward

force on the sides of the arch that balances the outward force created by the load pressing

down on the top of the arch.)

Put a book overturned on a bowl. Explain how it is an example of a “dome.” Show the

students pictures of domed buildings and ask them to identify the dome elements. Students

can make a human dome. Have students stand in a circle around a soccer ball. The kids

should all place their fingertips on the ball and lift it, leaning in toward the center of the circle

and sliding their feet back. Reach into the center and push down gently on the ball. Ask:

Where could we use more support? (Adding five seated kids as buttresses at the base of each

“rib” of the dome will help the dome support more compression. As in an arch, the buttresses

exert an inward force on the sides of the dome that balances the outward force created by the

load pressing down on the top of the arch.)

Tiered SCAMPER choices depending on materials and abilities. Watch explanation of

SCAMPER with this video:

http://nicertube.com/fex2ef

Ask which letters you could use to SCAMPER a building.

Try some of their ideas and some of the following:

Use the letter “S/SUBSTITUTE) from Scamper.

How can we S- substitute parts of our school building with columns, domes, beams, and an

arched opening? Give students a picture of the outside of your school building. Have them

draw on it to add colunns, beams, an arch, and a dome. Do a Museum Walk and reflect on

each other’s drawings. OR, I gave my students a picture of the sign outside of our school, they

had to change it by adding columns, beams, an arch, or dome.

OR, for tactile learners, use building blocks to focus on the letter C-Combine. Have students

combine blocks to create a building with a column, beam, arch, and a dome. (Use tin foil for

the dome.) Do a Museum Walk to reflect on our creations.

OR

Most difficult level:

Have students design (draw or build depending on your materials/their abilities) a structure

that Combines at least one column, a beam, a dome, and an arched opening in it. They can

draw it on big paper with pencils and later label where tension and compression are present if

appropriate.

Assessment Strategies

http://nicertube.com/fex2ef

TOTD: Answer todays EQ and write a self-evaluation. How would you rate your effort in

TAG today? What were your strengths today? Weaknesses? How could you improve?

How can you connect this lesson to something you have already learned or experienced

outside of the TAG classroom?

Differentiation: Options given throughout plan.

SCAMPER of lesson is tiered.

Teacher also have option of using K or Gr. 2 Resources on link from “Architecture, It’s

Elementary.”

Materials/Links/Text References/Resources – Thorough

Dome info: http://www.pbs.org/wgbh/buildingbig/dome/basics.html Arch info: http://www.historyforkids.net/roman-architecture.html Column info: http://www.historyforkids.net/ancient-greek-architecture.html Architecture, It’s Elementary

http://www.k5architecture.org/pdf/Architecture%20-%20It's%20Elementary!.pdf

3rd Grade TAG Strategy in this lesson: UNIT NAME

Ancient Civilizations – Lesson 5

LESSON NAME Time Needed (Hours/Days)

http://www.pbs.org/wgbh/buildingbig/dome/basics.htmlhttp://www.historyforkids.net/roman-architecture.htmlhttp://www.historyforkids.net/ancient-greek-architecture.htmlhttp://www.k5architecture.org/pdf/Architecture%20-%20It's%20Elementary!.pdf

Government 1 Day

Grade Subject Course

3 Social Studies TAG

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an

argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms

and the environments in which they lived.

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the

environment. b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to

protect plants and animals.

S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. SS3E2. Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes TAG Standards: HO/CT 1 Ask probing, insightful, and relevant questions. HO/CT 2 Respond to questions with supporting information that reflects an in-depth knowledge of a topic. HO/CT 3 Conduct comparisons using criteria. HO/CT 4 Make and evaluate decisions using criteria. HO/CT 5 Predict probable consequences of decisions. HO/CT 7 Examine an issue from more than one point of view. HO/CT 8 Separate one’s own point of view from that of others. HO/CT 9 Identify stereotypes, biases, and prejudices in one’s own reasoning and that of others. HO/CT 10 Distinguish between assumptions, inferences, and conclusions. HO/CT 11 Draw conclusions based upon relevant information while discarding irrelevant information. HO/CT 12 Evaluate conclusions based upon relevance, depth, breadth, logic, and fairness. HO/CT 13 Trace the source of any large disparity in data and resolve the disparity. HO/CT 14 Identify and illustrate basic principles and the foundational concepts that are central to understanding the essence of a field of study. HO/CT 15 Recognize that the responsibility to examine and challenge existing ideas and theories is an ongoing process. ACS 1 Use written, spoken, and technological media to convey new learning or challenge existing ideas. ACS 2 Produce written and/or oral work that is complex, purposeful, and organized, includes relevant supporting examples and manipulation of language. ACS 3 Create products and/or presentations that synthesize information from diverse sources and communicate expertise to a variety of authentic audiences. ACS 4 Use a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and graphs as tools for communication. ACS 5 Apply interviewing techniques for a variety of purposes. ACS 6 Anticipate and address potential misunderstandings, biases, and expectations in communication with others. ACS 7 Respond to contributions of others, considering all available information.

ACS 8 Participate in small group discussions to argue persuasively or reinforce others’ good points. ACS 9 Maintain a journal or log for self-reflection and/or self-evaluation. ACS 10 Support and defend one’s own opinions while respecting the opinions of others.

ENDURING UNDERSTANDING:

ESSENTIAL QUESTION(s)

What contributions have ancient civilizations made to our present-day government? What creative

solutions can we find to problems associated with the War on Terrorism?

TEACHER LESSON PREPARATION

ACTIVATING STRATEGY

Creative Problem Solving

Instructional Sequence and Activities including use of technology

1. Hand out the student packets to each student. As a class, read over the Roman Army Information Sheet and the Greek Democracy Sheets and discuss. What ideas from the ancient Greeks and Romans do we still use in our government today? Are there any ideas that they used that we no longer use today? Do you think some of these ideas should be brought back into practice today? Which ones and why? In what ways did their ideas about government help their society? In what ways could it have hurt their society? Do you think we should continue to borrow our ideas about government from the ancient Greeks and Romans? Why or why not?

2. Instruct the students to read the mess (War on Terrorism) individually. 3. Review rules of brainstorming (Don’t make judgments. Record all ideas. Wild and crazy ideas

are okay. Go for quantity. Piggybacking is good.)

The Student Should Know: 1. Ancient peoples created new and varied methods of governing themselves and others, and many

of these ways are still used today. 2. Much controversy surrounds the U.S. military today.

The Student Should Understand: 1. The accomplishments of ancient civilizations continue to influence us today. 2. Despite the different locations and time periods of ancient civilizations, many of their

characteristics are similar. The Student Should Be Able to Do:

1. Utilize critical reading skills to discover and infer new knowledge about the ancient Roman army and Greek democracy.

2. Creatively solve problems involving today’s U.S. military strategies. 3. Demonstrate the ability to effectively utilize higher order/critical thinking and communication

skills and to transfer newly-acquired information in the form of a product.

4. Break the students up into small groups. Put some toys on each table for tactile stimulation. 5. Instruct the students to complete the fact finding sheet together. Each group should choose

the 3-5 most important facts and share with the class. Do not allow anyone to repeat an idea. 6. Have each group list the questions they still have. Have them choose one question per

person to investigate. Instruct them to consult at least five people or resources for the answer. Have them share the information with their group.

7. Have the students brainstorm possible problems on the problem finding sheet. Have them pick the 3-5 most important problems, and then have them narrow it down to the number one most important problem to tackle. Instruct them to write a problem statement.

8. Have each group brainstorm solutions on the idea finding sheet. Have them pick 3-5 solutions.

9. Have them write the possible solutions on the chart on the solution finding sheet. Each group should then determine the four criteria they will use to judge the solutions. Make sure that the criteria are unilateral. Students should determine whether each solution is good or bad based on each criteria and briefly explain why. Then, they should determine the best solution.

10. Have students complete the acceptance finding sheet. Grade with rubric. 11. Allow students time to work on their choice board activities and to complete the daily self-

assessment. 12. Discuss essential question and question of the day. 13. Have the students complete lesson four in their AC Journals. Grade with assessment.

Assessment Strategies

AC Journal and Assessment, Ancient Civilizations Choice Board Daily Self-Assessment

Differentiation

Brain Booster activities based on student interest and/or choice. Student groupings will vary throughout the lesson (individual, small group, whole group) and will be based on data (test scores or learning inventory) or student choice. Choice board activities based on student interest.

Materials/Links/Text References/Resources - Thorough

Materials: student handouts, a piece of limestone, basalt, granite, and marble per group, tape measures, food scales, magnifying glasses, nails, streak plates, and pennies, resource books, computers with Internet access and Power Point and Photo Story, arts and crafts materials, AC Journal Links: http://www.nationalgeographic.com/pyramids/pyramids.html http://www.crystalinks.com/greekgods.html http://www.mythweb.com/gods/index.html http://www.ballparksofbaseball.com/ http://www.touregypt.net/featurestories/war2.htm http://www.roman-empire.net/army/army.html http://www.ancientindia.co.uk/staff/resources/background/bg23/home.html

http://www.nationalgeographic.com/pyramids/pyramids.htmlhttp://www.crystalinks.com/greekgods.htmlhttp://www.mythweb.com/gods/index.htmlhttp://www.ballparksofbaseball.com/http://www.touregypt.net/featurestories/war2.htmhttp://www.roman-empire.net/army/army.htmlhttp://www.ancientindia.co.uk/staff/resources/background/bg23/home.html

http://www.panda.org/about_wwf/what_we_do/species/about_species/species_factsheets/tigers/index.cfm http://www.edu.pe.ca/southernkings/tiger.htm http://www.theprimata.com/endangered.html http://en.wikipedia.org/wiki/Steel http://www.webexhibits.org/calendars/year-history.html http://www.aqueduct.org/ http://www.ancientegypt.co.uk/menu.html http://www.cotton.org/pubs/cottoncounts/story/index.cfm http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2087 http://www.georgiacottoncommission.org/index.cfm?show=10&mid=6 http://www.perseus.tufts.edu/Olympics/ http://www.olympic.org/uk/sports/index_uk.asp http://www.vroma.org/~bmcmanus/baths.html

4th Grade

Unit Name Space

Exploration

Lesson Name 4

Time Needed

(Hours/Days)

1 Day

Grade Fourth Subject Space

TAG Strategy: Compare/Contrast

Standards:

Science GSE

S4E1. Obtain, evaluate, and communicate information to compare and contrast

the physical attributes of stars and planets.

Ask questions to compare and contrast technological advances that have

changed the amount and type of information on distant objects in the sky.

TAG Creative Thinking Creative Problem-Solving Skills

CPS 4 Demonstrate skills in fluency and flexibility to solve problems or create new

products.

http://www.panda.org/about_wwf/what_we_do/species/about_species/species_factsheets/tigers/index.cfmhttp://www.panda.org/about_wwf/what_we_do/species/about_species/species_factsheets/tigers/index.cfmhttp://www.edu.pe.ca/southernkings/tiger.htmhttp://www.theprimata.com/endangered.htmlhttp://en.wikipedia.org/wiki/Steelhttp://www.webexhibits.org/calendars/year-history.htmlhttp://www.aqueduct.org/http://www.ancientegypt.co.uk/menu.htmlhttp://www.cotton.org/pubs/cottoncounts/story/index.cfmhttp://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2087http://www.georgiacottoncommission.org/index.cfm?show=10&mid=6http://www.perseus.tufts.edu/Olympics/http://www.olympic.org/uk/sports/index_uk.asphttp://www.vroma.org/~bmcmanus/baths.html

CPS 5 Develop original ideas, presentations, or products through synthesis and

evaluation.

TAG Advanced Communication Skills

ACS 1 Use written, spoken, and technological media to convey new learning or

challenge existing ideas.

ACS 2 Produce written and/or oral work that is complex, purposeful, and

organized, includes relevant supporting examples and manipulation of

language.

ACS 3 Create products and/or presentations that synthesize information from

diverse sources and communicate expertise to a variety of authentic

audiences.

ACS 4 Use a variety of multi-media and innovative technology to create

illustrations, models, charts, tables, and graphs as tools for communication.

ACS 5 Applies interviewing techniques for a variety of purposes.

ACS 8 Participate in small group discussions to argue persuasively or reinforce

others’ good points.

ACS 9 Maintain a journal or log for self-reflection and/or self-evaluation.

ACS 10 Support and defend one’s own opinions while respecting the opinions of

others.

TAG Advanced Research Skills

ARS 1 Uses a variety of print and non-print resources to investigate a topic of

interest

ARS 6 Develops and uses systematic procedures for recording and organizing

information

Complete unfinished tasks from 4.9.19

Essential Question:

How would you communicate with someone who could not understand you?

Why is it important to discover new things?

Question of the Day:

How do we continue to advance our understanding of the solar system?

Teacher Prep:

Read through the entire lesson plan

Make copies or create digital links to student handouts.

Students will need access to the Internet for research

Students will need access to a variety of materials for making models (clay,

construction paper, recycled materials)

Check to make sure that all Internet links work

Activity:

Read to students:

NASA is actively searching for "life out there." They are doing this through the

"Voyager Interstellar Mission" (VIM). The objective of this mission is to extend the

NASA exploration of the solar system beyond the neighborhood of the outer

planets to the outer limits of the Sun's sphere of influence, and possibly beyond.

One astronomical unit is the distance from earth to the center of the sun (93

million miles). As of February 2017, Voyager 1 was at a distance of 138

Astronomical units from the sun and Voyager 2 at a distance of 114

Astronomical Units (AU). (Let students do the math and determine how many

miles=138 AU.)

Voyager 1 is escaping the solar system at a speed of about 3.6 AU per

year. Now, what I'm about to say is heavy duty for 4th grade ears, so here we

go. Both Voyagers are headed towards the outer boundary of the solar system

in search of the heliopause, the region where the Sun's influence is minimized

and the beginning of interstellar space can be sensed. The heliopause has

never been reached by any spacecraft; the Voyagers may be the first to pass

through this region, which is thought to exist somewhere from 8 to 14 billion miles

from the Sun.

The Voyagers have enough electrical power and thruster fuel to operate at

least until 2020. (How old will you be in 2020?) By that time, Voyager 1 will be

13.8 billion miles from the Sun and Voyager 2 will be 11.4 billion miles away.

Eventually, the Voyagers will pass other stars.

"The Golden Record" was put aboard the Voyager spacecraft. It is small metal

plaques identifying their time and place of origin for the benefit of any other

spacefarers that might find them in the distant future. The Voyager message is

carried by a 12-inch gold-plated copper disk containing sounds and images

selected to portray the diversity of life and culture on Earth.

(Show the students the picture of the "golden record”) Then ask them to think

about this:

If YOU were sending a spacecraft into the great unknown of the universe,

hoping to find extra-terrestrial life (aka "aliens), how would YOUR spacecraft

communicate to them that your spacecraft is from Earth and, even more

importantly then, what IS Earth?

Imagine that you had been on the committee to determine what would go on

this "golden record".

You will generate (individually) a list of:

5 sounds from the Earth

5 scenes or things on Earth as photographs

5 different greetings

5 songs

After students have completed their choices, let them share with two other

students. Then, direct them to these links to see what is actually on the “golden

record.” Have them compare to their own choices. Have them put a star in

any box on their graphic organizer that is a match to what is actually on the

golden record. Have the students create a Venn diagram

comparing/contrasting the choices of the students in the class and those of

NASA.

Scenes: https://voyager.jpl.nasa.gov/spacecraft/scenes.html

Greetings: https://voyager.jpl.nasa.gov/spacecraft/greetings.html

Music: https://voyager.jpl.nasa.gov/spacecraft/music.html

Sounds: https://voyager.jpl.nasa.gov/spacecraft/sounds.html

Instructional Sequence:

Student will choose three activities from a Choice Board. They will be scored by

a simple rubric. The work for these activities make take place over several

week.

Differentiation:

Student choice and voice – Choice Board activities

For students who are interested in tracking Voyager, refer them to:

https://voyager.jpl.nasa.gov/where/ and

https://voyager.jpl.nasa.gov/mission/soe-sfos/tracking_schedule.html

https://voyager.jpl.nasa.gov/spacecraft/scenes.htmlhttps://voyager.jpl.nasa.gov/spacecraft/greetings.htmlhttps://voyager.jpl.nasa.gov/spacecraft/music.htmlhttps://voyager.jpl.nasa.gov/spacecraft/sounds.htmlhttps://voyager.jpl.nasa.gov/where/https://voyager.jpl.nasa.gov/mission/soe-sfos/tracking_schedule.html

For students who are interested what other people would want to put on their

own golden record, have them check out https://blogs.nasa.gov/voyager-

goldenrecord/2007/11/29/post_1187299526389/

Materials:

Color photo of “golden record.”

Paper/digital copies of graphic organizer for student choices for their golden

record.

Paper/digital copies of the choice board and rubric for all students.

Materials for students to complete any of the choice board activities.

A Wrinkle in Time (teacher-directed fiction reading)

Rocket Boys (teacher-directed non-fictional reading) 5th Grade

Lesson Plan Template

TAG Strategy for this lesson: Performance Task

Unit Name

The Art of History – Lesson 4

Lesson Name Time Needed

(Hours/Days)

Assessment Accomplishment 2-3 days

Grade Subject Course

5 Social Studies

GA Standards of Excellence & TAG Standards Please include both GSE & TAG Standards

Lesson and Choice Board Standards:

Social Studies Georgia Standards of Excellence:

SS5H1 Describe how life changed in America at the turn of the century.

SS5H2 Describe U.S. involvement in World War I and post-World War I America.

SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of

Americans.

SS5H4 Explain America’s involvement in World War II.

https://blogs.nasa.gov/voyager-goldenrecord/2007/11/29/post_1187299526389/https://blogs.nasa.gov/voyager-goldenrecord/2007/11/29/post_1187299526389/

SS5H5 Discuss the origins and consequences of the Cold War.

SS5H6 Describe the importance of key people, events, and developments between 1950-

1975.

Science Georgia Standards of Excellence:

S5L4. Obtain, evaluate, and communicate information about how microorganisms

benefit

or harm larger organisms.

TAG Standards:

CPS 1 Question accepted practices, rules, and existing principles to discover new knowledge.

CPS 4 Demonstrate skills in fluency and flexibility to solve problems or create new products.

CPS 5 Develop original ideas, presentations, or products through synthesis and evaluation.

CPS 10 Monitor and reflect on the creative process of problem solving for future applications.

ACS 1 Use written, spoken, and technological media to convey new learning or challenge

existing ideas.

ACS 2 Produce written and/or oral work that is complex, purposeful, and organized, includes

relevant supporting examples and manipulation of language.

ACS 3 Create products and/or presentations that synthesize information from diverse sources

and communicate expertise to a variety of authentic audiences.

ACS 4 Use a variety of multi-media and innovative technology to create illustrations, models,

charts, tables, and graphs as tools for communication.

ACS 6 Anticipate and address potential misunderstandings, biases, and expectations in

communication with others.

ACS 7 Respond to contributions of others, considering all available information.

ACS 9 Maintain a journal or log for self-reflection and/or self-evaluation.

Essential Question(s) What should students know when lesson is completed?

In what way(s) is the history of a time period reflected in the arts during that time period?

Question of the Day: How might I develop and present a polished, professional

representation of my learning?

Evidence of Learning:

The Students Should Know: 1. Many people and events had a profound influence on the country we have today, despite the

many problems experienced.

The Students Should Understand:

Historical situations are often reflected in the music and arts during that time period, and

music and the arts often shape people’s responses to history.

The Students Should Be Able to Do: 1. Utilize research, creative problem solving, and communication skills in order to create and share a

product with an authentic audience.

Teacher Lesson Preparation

Vocabulary: varies depending upon chosen research topic

Materials: student handouts, resource books, computers with Internet access, iPad, The Art of

History Journals

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior

Learning)

Play the Guess What Game using topics from today's performance assessment. Students will

ask questions that can be answered with a yes or no to guess the chosen topic. Repeat 2 or 3

times. Review the essential question and question of the day.

Instructional Sequence and Activities including use of technology

1. Pass out the performance assessment directions and review. You may wish to share some past exemplars and non-exemplars (both visual and verbal) so that students can get a better idea of your level of expectations. Have students complete the prediction portion of their journals.

2. Allow students time to complete the performance assessment. As students present individually, grade with rubric and gather audience feedback.

3. On the last day of the unit, have students take the post-test. Grade with rubric. Compare the results to the pre-test results. Utilize the information to make any necessary changes the next time you teach the unit.

4. Discuss essential question and question of the day. 5. Have students complete lesson eight and the unit wrap-up in their journals over the course of the

2-3 days. Grade with assessment.

Assessment Strategies

Evaluation: The Art of History Post-test Rubric, The Art of History Journal and Assessment,

The Art of History Performance Assessment Rubric, The Art of History Assessment

Accomplishment Audience Feedback Sheet

Differentiation Scaffolds/ Interventions/Extensions/Enrichment

Research topics will be based on student interest.

Remediation: Scaffolding and teacher support will be provided as needed for individual

students.

Extension: Students may complete additional Choice Board activities of their choosing if they

complete the required number.

Materials/Links/Text References/Resources

Helpful Technology: http://www.onekey.com/ http://fcsdestiny.fultonschools.org/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m=Home http://www.safesearchkids.com/ www.sweetsearch.com www.4me.sweetsearch.com www.kidrex.org http://www.newsela.com http://georgiainfo.galileo.usg.edu/ http://www.kidskonnect.com/ www.mackinvia.com www.goquest.com http://www.pics4learning.com/ http://www.safesearchkids.com/safe-image-search.html iPad apps: McGraw-Hill US Time Line, The Presidents, Science VL

http://www.onekey.com/http://fcsdestiny.fultonschools.org/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m=Homehttp://fcsdestiny.fultonschools.org/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m=Homehttp://www.safesearchkids.com/http://www.sweetsearch.com/http://www.4me.sweetsearch.com/http://www.kidrex.org/http://www.newsela.com/http://georgiainfo.galileo.usg.edu/http://www.kidskonnect.com/http://www.mackinvia.com/http://www.goquest.com/http://www.pics4learning.com/http://www.safesearchkids.com/safe-image-search.html