Eatontown School District Eatontown, New Jersey Office... · 2012-11-02 · Eatontown School...
Transcript of Eatontown School District Eatontown, New Jersey Office... · 2012-11-02 · Eatontown School...
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Course of Study
Department of
Gifted and Talented
2012
Revision Approved: November 1, 2012
Adoption: August 24, 2009
Eatontown School District
Eatontown, New Jersey
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EATONTOWN PUBLIC SCHOOLS
EATONTOWN, NJ 07724
BOARD OF EDUCATION
OF THE BOROUGH OF EATONTOWN
MEMBERS
Mrs. Donna Diedrichsen, President
Mrs. Julie Robertson, Vice-President
Mr. John Bennett
Mrs. Sharyn Chasey-Palenzuela
Mr. Robert English
Mrs. Toni Fornicola
Mr. Mark Kramer
Mr. Carl Lawson
Mr. Peter Siino
ADMINISTRATION
Mr. Scott T. McCue, Superintendent of Schools
Kathleen Mandeville, Business Administrator
Tara Micciulla, Director of Elementary and Secondary Education
Mr. Lee Lasser, Supervisor of Special Services
PRINCIPALS
Mr. Ronald Danielson, Memorial School
Mrs. Valerie Cioffi, Meadowbrook
Mr. Kevin Iozzi, Vetter School
Mrs. Kimberly Muir, Woodmere School
Gifted & Talented K-8 COURSE OF STUDY UNIT DESIGNERS
Ms. Carmela Kelly Mrs. Karen Rihacek
Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC
Michael C. Brown, Technology Coordinator
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Table of Contents
Eatontown Vision of Curriculum Excellence 6
Statement of Philosophy 7
NJ Core Curriculum Content Standards/Common Core State Standards 8-10
Cross Curriculum Content Standards 11-12
21st Century Life and Careers / Technology Standards 13-26
Methodology 27-28
Horizontal Matrix 29-30
Gifted and Talented Course Description 31-32
Articulation 33
Enrichment Units of Study
Grade K: Career Education 34-41
Grade 1: The Five Senses 42-49
Grade 2: The Human Body 50-57
Academically Talented (Units of Study)
Grades 3
Discovering Your World
Multicultural Storytelling Techniques
Grade 4
58-65
66-73
Risk Takers 74-81
American Folk Art 82-89
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Grades 5
Architecture
United States Government
90-97
98-105
Grade 6
Space and the Solar System
Inventions and Inventors
106-113
114-121
Art Forms in Society 122-129
Grade 7
Journey of the World 130-137
Financial Resources 138-145
Grade 8
Independent Study 146-153
Psychology 154-161
Mock Trial 162-169
Appendix 170-172
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EATONTOWN’S VISION OF CURRICULUM EXCELLENCE
We, the educators of the Eatontown Public School System, hold forth this vision of the
curriculum of excellence we desire for all our students. We have a dream of a curriculum that is. . .
Designed to develop a community of lifelong learners where children have healthy self-
esteem, respect and compassion for others, essential and technological knowledge, and the creative
problem-solving skills needed to meet the challenges of successful citizenship in an ever-changing
multi-cultural global society.
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I) STATEMENT OF PHILOSOPHY
The Eatontown Gifted and Talented curriculum is committed to the premise that all students
have the right to be taught without partiality and with teaching strategies suited to their individual
needs. All gifted and talented students should be given the opportunity to be challenged and
encouraged to attain their creative and academic potential. New Jersey State regulations define gifted
and talented students as:
“Gifted and talented students” means those students who possess or
demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local school district and who require
modifications of their educational program if they are to achieve in accordance with their capabilities.” http://njagc.org/pdf/10-31-2008_nj_admin_code.pdf
The New Jersey Thorough and Efficient Law states that schools should provide educational
opportunities for exceptionally gifted and talented students. The Eatontown School District believes
that all students have a right to an education that is appropriate for their social, emotional, and
cognitive growth. The district acknowledges the existence, value and needs of all students. The
Gifted and Talented program is committed to creating a learning environment that enables students to
acquire 21st century information skills, resources, and tools to inquire, think critically, and gain
knowledge. In addition, these skills are needed to draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge as well as to pursue personal and aesthetic
growth in an ethical manner.
The Eatontown Public School District acknowledges the existence, value and needs of all
students. The Gifted and Talented Program is based on the following objectives:
To present opportunities for students to use their initiative, self direction and originality;
To create an atmosphere for students to develop independent goal setting;
To nurture an environment which will enable students to develop potential particularly in
reasoning, problem solving, decision making, and communicating;
To broaden the range of experiences of students by introducing knowledge and opportunities
that extend beyond the regular classroom, and
To provide experiences for students which will nurture the growth of a positive self-image
and respect for self and others.
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II) CONTENT STANDARDS
The State of New Jersey, Department of Education states that, ―District boards of education
shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National
Association for Gifted Children (NAGC) in developing programs for gifted and talented students.
A detailed brochure of these standards can be found at:
http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-
12%20programming%20standards.pdf
The following is a list of New Jersey Core Curriculum Standards and Common Core State
Standards that are used in the Gifted & Talented curriculum:
Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements
and principles that govern the creation of works of art in dance, music, theatre, and visual art.
Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and
influence of the arts throughout history and across cultures.
Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that
are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and
visual art.
Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply
an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre,
and visual art.
Common Core Standards for English Language Arts- www.corestandards.org
READING STANDARDS FOR LITERATURE K-5 (RL)
READING STANDARDS FOR INFORMATIONAL TEXT K-5 (RI)
READING STANDARDS: FOUNDATIONAL SKILLS K-5 (RF)
WRITING STANDARDS K-5 (W)
SPEAKING AND LISTENING STANDARDS K-5 (SL)
LANGUAGE STANDARDS K-5 (L)
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READING STANDARDS FOR LITERATURE 6-12 (RL)
READING STANDARDS FOR INFORMATIONAL TEXT 6-12 (RI)
WRITING STANDARDS 6-12 (W)
SPEAKING AND LISTENING STANDARDS 6-12 (SL)
LANGUAGE STANDARDS 6-12 (L)
READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12 (RH)
READING STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS 6-12
(RST)
WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS 6-12 (WHST)
STANDARD 5.1 SCIENCE PRACTICES: ALL STUDENTS WILL UNDERSTAND THAT
SCIENCE IS BOTH A BODY OF KNOWLEDGE AND AN EVIDENCE-BASED, MODEL-
BUILDING ENTERPRISE THAT CONTINUALLY EXTENDS, REFINES, AND REVISES
KNOWLEDGE. THE FOUR SCIENCE PRACTICES STRANDS ENCOMPASS THE
KNOWLEDGE AND REASONING SKILLS THAT STUDENTS MUST ACQUIRE TO BE
PROFICIENT IN SCIENCE.
STANDARD 5.2 PHYSICAL SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT
PHYSICAL SCIENCE PRINCIPLES, INCLUDING FUNDAMENTAL IDEAS ABOUT MATTER,
ENERGY, AND MOTION, ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE
OF PHENOMENA IN PHYSICAL, LIVING, AND EARTH SCIENCE SYSTEMS.
STANDARD 5.3 LIFE SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT LIFE
SCIENCE PRINCIPLES ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE OF
THE COMPLEXITY, DIVERSITY, AND INTERCONNECTEDNESS OF LIFE ON EARTH.
ORDER IN NATURAL SYSTEMS ARISES IN ACCORDANCE WITH RULES THAT GOVERN
THE PHYSICAL WORLD, AND THE ORDER OF NATURAL SYSTEMS CAN BE MODELED
AND PREDICTED THROUGH THE USE OF MATHEMATICS.
STANDARD 5.4 EARTH SYSTEMS SCIENCE: ALL STUDENTS WILL UNDERSTAND THAT
EARTH OPERATES AS A SET OF COMPLEX, DYNAMIC, AND INTERCONNECTED
SYSTEMS, AND IS A PART OF THE ALL-ENCOMPASSING SYSTEM OF THE UNIVERSE.
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STANDARD 6.1 U.S. HISTORY: AMERICA IN THE WORLD: ALL STUDENTS WILL
ACQUIRE THE KNOWLEDGE AND SKILLS TO THINK ANALYTICALLY ABOUT HOW
PAST AND PRESENT INTERACTIONS OF PEOPLE, CULTURES, AND THE ENVIRONMENT
SHAPE THE AMERICAN HERTAGE. SUCH KNOWLEDGE AND SKILLS ENABLE
STUDENTS TO MAKE INFORMED DECISIONS THAT REFLECT FUNDAMENTAL RIGHTS
AND CORE DEMOCRATIC VALUES AS PRODUCTIVE CITIZENS IN LOCAL, NATIONAL,
AND GLOBAL COMMUNITIES.
STANDARD 6.2 WORLD HISTORY: GOLBAL STUDIES: ALL STUDENTS WILL ACQUIRE
THE KNOWLEDGE AND SKILLS NECESSARY TO THINK ANALYTICALLY AND
SYSTEMATICALLY ABOUT HOW PAST INTERACTIONS OF PEOPLE, CULTURES, AND
THE ENVIRONMENT AFFECT ISSUES ACROSS TIME AND CULTURES. SUCH
KNOWLEDGE AND SKILLS ENABLE STUDENTS TO MAKE INFORMED DECISIONS AS
SOCIALLY AND ETHICALLY RESPONSIBLE WORLD CITIZENS IN THE 21ST
CENTURY.
STANDARD 6.3 ACTIVE CITIZENSHIP IN THE 21ST
CENTURY: ALL STUDENTS WILL
ACQUIRE THE SKILLS NEEDED TO BE ACTIVE AND INFORMED CITIZENS WHO VALUE
DIVERSITY AND PROMOTE CULTURAL UNDERSTANDING BY WORKING
COLLABORATIVELY TO ADDRESS THE CHALLENGES THAT ARE INHERENT IN LIVING
IN AN INTERCONNECTED WORLD.
STANDARD 8.1 EDUCATIONAL TECHNOLOGY: ALL STUDENTS WILL USE DIGITAL
TOOLS TO ACCESS, MANAGE, EVALUATE, AND SYNTHESIZE INFORMATION IN ORDER
TO SOLVE PROBLEMS INDIVIDUALLY AND COLLABORATIVELY AND TO CREATE
AND COMMUNICATE KNOWLEDGE.
STANDARD 8.2 TECHNOLOGY EDUCATION, ENGINEERING, AND DESIGN: ALL
STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF
TECHNOLOGY, ENGINEERING, AND TECHNOLGICAL DESIGN, AND THE DESIGNED
WORLD, AS THEY RELATE TO THE INDIVIDUAL, GLOBAL SOCIETY, AND THE
ENVIRONMENT.
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III) CROSS-CURRICULUM CONTENT STANDARDS
Arts
English
Language
Arts
Math
Science
World
Language
Health
and
Physical
Education
Technology
21st
Century
Career &
Life Skills
Social
Studies
Career Education
X X X X X
The Five Senses X X X X X
The Human Body X X X X X X X
Discovering Your World
X X X X X X X
Multicultural Storytelling
Techniques
X X X X X X
Risk Takers
X X X X
American Folk Art X
X X X
X
Architecture X X X X X X X
United States Government X X X X X X
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Arts
English
Language
Arts
Math
Science
World
Language
Health
and
Physical
Education
Technology
21st
Century
Career &
Life Skills
Social
Studies
Space & Solar System X X X X X
Inventors & Inventions X X X X X X X
Art Forms in Society X X X X X X
Journey of the World X X X X X X
Financial Resources X X X X X
Independent Study X X
Psychology X X X
Mock Trial X X X
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IV) 21st CENTURY LIFE AND CAREERS
Life and Career Education in the 21st Century
In the 21st century, life and work are conducted in a dynamic context that includes:
• A global society facing complex political, economic, technological, and environmental challenges
• A service economy driven by information, knowledge, and innovation
• Diverse communities and workplaces that rely on cross-cultural collaborative relationships and
virtual social networks
• An intensely competitive and constantly changing worldwide marketplace
Providing New Jersey students with the life and career skills needed to function optimally within this
dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has
both an obligation to prepare its young people to thrive in this environment, and a vested economic
interest in grooming an engaged citizenry made up of productive members of a global workforce that
rewards innovation, creativity, and adaptation to change.
Mission: 21st-century life and career skills enable students to make informed decisions that prepare
them to engage as active citizens in a dynamic global society and to successfully meet the challenges
and opportunities of the 21st-century global workplace.
Vision: The systematic integration of 21st-century life and career skills across the K-12 curriculum
and in career and technical education programs fosters a population that:
• Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the
workplace, and in the global community.
• Uses effective communication, communication technology, and collaboration skills to interact with
cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational
workplace.
• Is financially literate and financially responsible at home and in the broader community.
• Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising
opportunities while accepting responsibility for possible risks.
• Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing
societal and economic conditions.
• Produces community, business, and political leaders who demonstrate core ethical values, including
the values of democracy and free enterprise, during interactions with the global community.
Intent and Spirit of the 21st-Century Life and Career Standards
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Through instruction in life and career skills, all students acquire the knowledge and skills needed to
prepare for life as citizens and workers in the 21st century.
• In Preschool, children’s social and emotional development provides the foundation for later learning
about careers and life skills.
• In grades K-5, students are introduced to 21st-century life skills that are critical for personal,
academic, and social development. They are also introduced to career awareness information and to
basic personal financial literacy skills.
• In grades 6-8, students continue to develop 21st-century life skills and personal financial literacy,
while also exploring careers that support their academic and personal interests and aptitudes. As they
prepare for the transition to high school, students are provided with opportunities to apply knowledge
and skills learned in the classroom to real or simulated career challenges.
• In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal
financial literacy. They engage in the process of career preparation by participating in structured
learning experiences, specialized programs, and advanced courses that reflect personal aptitudes
and career interests found within one or more of the 16 career clusters in the National Career
Clusters™ Framework.
The Revised Standards:
There are four revised 21st-Century Life and Careers Standards. Standards 9.1, 9.2, and 9.3 describe
life and career skills that are integrated throughout the K-12 curriculum, while Standard 9.4 describes
specialized skills that are taught in grades 9-12 as part of career and technical education programs.
An overview of the four standards follows.
Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The standard
includes six strands, which reflect the Framework for 21st Century Learning:
• Critical Thinking and Problem Solving
• Creativity and Innovation
• Collaboration, Teamwork, and Leadership
• Cross-Cultural Understanding and Interpersonal Communication
• Communication and Media Fluency
• Accountability, Productivity, and Ethics
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Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote
personal and financial responsibility related to financial planning, savings, investment, and charitable
giving in the global economy.
Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The
inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the growing
need for 21st century citizens to be financially literate, particularly in light of the increasing number
of financial choices they face due to the global economy. Financial literacy includes the application
of knowledge, skills, and ethical values when making consumer and financial decisions that impact
the self, the family, and the local and global communities.
Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation in order to navigate
the globally competitive work environment of the information age.
Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The three
strands in Standard 9.3 reflect the requirements outlined in New Jersey Administrative Code
(N.J.A.C. 6A:8-3.2):
• Career Awareness (grades K-4)
• Career Exploration (grades 5-8)
• Career Preparation (grades 9-12)
Standard 9.4 Career and Technical Education: All students who complete a career and technical
education program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
Standard 9.4 describes knowledge and skills that prepare students for postsecondary education,
training, and employment in a chosen career pathway. Unlike Standards 9.1, 9.2, and 9.3, which
apply to all students from grades K-12, Standard 9.4 applies only to high school students enrolled in
career and technical education programs.
The adoption of the career and technical education standard reflects the call to action in recent reports
by the National Association of State Boards of Education, the National Governors Association, the
U.S. Chamber of Commerce, and Achieve regarding the potential of career and technical education,
as well as the requirements of the Carl D. Perkins Career and Technical Education Improvement Act
of 2006. These documents urge states to adopt policies and practices that effectively integrate
academic content standards in career and technical education programs in order to both elevate the
role of career and technical education and to align it with postsecondary education and training.
The 16 strands in Standard 9.4 align with the 16 career clusters in the National Career Clusters™
Framework. Each strand is further refined to reflect multiple career pathways. By using the clusters
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as an organizing tool for grouping occupations and careers, Standard 9.4 identifies a common set of
knowledge and skills for success within each broad career cluster, as well as for each career pathway
within that cluster. This framework has been reviewed nationally by teams of business, industry,
labor, education, and higher education representatives to ensure that it encompasses industry-
validated knowledge and skills needed for career success.
For each of the 16 career cluster strands, content statements and cumulative progress indicators are
provided for the overall career cluster, and additional content statements and cumulative progress
indicators are provided for each of the career pathways encompassed by the cluster. Further, each of
the 16 overarching career cluster strands is comprised of two types of cumulative progress indicators:
• Cumulative progress indicators for foundational knowledge and skills, which may be taught as part
of a variety of academic and/or career and technical education courses.
• Cumulative progress indicators that are specific to the career cluster and/or career pathway under
discussion.
Resources:
Kendall, J. S., & Marzano, R J. (2000). Content knowledge: A compendium of standards and
benchmarks for K-12 education (3rd ed.). Aurora, CO: Mid-Continental Research for Education and
Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.
New Jersey State Department of Education. (1996). New Jersey core curriculum content standards.
Trenton, NJ: Author.
New Jersey State Department of Education. (1999). Career education and consumer, family, and life
skills framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). New Jersey core curriculum content standards.
Standard 9: Career education and consumer, family, and life skills. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ:
Author. Online: http://www.nj.gov/education/aps/njscp
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA:
Association for Curriculum and Development.
Resources Specific to Standard 9.1 21st-Century Life and Career Skills
Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Online:
http://www.p21.org/overview/skills-framework
Resources Specific to Standard 9.2 Personal Financial Literacy
Utah State Office of Education. (2004). General financial literacy. Online:
http://www.uen.org/core/core.do?courseNum=520802
Wisconsin Department of Public Instruction. (2006). Wisconsin’s model academic standards for
personal financial literacy. Online: http://dpi.wi.gov/standards/pdf/pfl.pdf
Resources Specific to Standard 9.3 Career Awareness, Exploration, and Preparation
National Career Development Guidelines. Online:
http://cte.ed.gov/nationalinitiatives/gandctools.cfm?&pass_dis=1
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for student
achievement. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap8.pdf
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Resources Specific to Standard 9.4 Career and Technical Education
National Association of State Boards of Education Study Group on Promoting Excellence in Career
and Technical Education. (2008). Learning to work, working to learn: Transforming career and
technical education. Alexandria, VA: Author. Online: http://www.nasbe.org
National Governors Association Center for Best Practices. (2007). Issue brief: Retooling career
technical education. Washington DC: Author. Online: http://www.nga.org/center
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for student
achievement. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap8.pdf
New Jersey Department of Education. (2006). N.J.A.C. 6A:19, Career and technical education
programs and standards. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap19.pdf
New Jersey Department of Education. (2008). New Jersey five-year state plan for career and
technical education. Trenton, N.J. Author.
National Association of State Directors of Career Technical Education Consortium. (2012). Career
clusters framework. Silver Spring, MD: Author. Online: http://www.careertech.org/career-
clusters/glance/
National Association of State Directors of Career Technical Education Consortium. (2012). Career
clusters knowledge & skill charts. Silver Spring, MD: Author. Online:
http://www.careertech.org/career-clusters/resources/knowledge.html
United States Department of Education. (2006). Carl D. Perkins Career and Technical Education Act
of 2006, Public Law 109-270. Washington, DC: Author.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and
workers in diverse ethnic and organizational cultures.
9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal
and financial responsibility related to financial planning, savings, investment, and charitable giving in
the global economy.
9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and
engage in the process of career awareness, exploration, and preparation in order to navigate the
globally competitive work environment of the information age.
9.4 Career and Technical Education All students who complete a career and technical education
program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
(For descriptions of the 16 career clusters, see the Career Clusters Table.)
A. Agriculture, Food, & Natural Resources Career Cluster
B. Architecture & Construction Career Cluster
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C. Arts, A/V Technology, & Communications Career Cluster
D. Business, Management & Administration Career Cluster
E. Education & Training Career Cluster
F. Finance Career Cluster
G. Government & Public Administration Career Cluster
H. Health Science Career Cluster
I. Hospitality & Tourism Career Cluster
J. Human Services Career Cluster
K. Information Technology Career Cluster
L. Law, Public Safety, Corrections, & Security Career Cluster
M. Manufacturing Career Cluster
N. Marketing Career Cluster
O. Science, Technology, Engineering, & Mathematics Career Cluster
P. Transportation, Distribution, & Logistics Career Cluster
STANDARD 9.4: CAREER AND TECHNICAL EDUCATION
Career Clusters Table
All New Jersey career and technical education programs fall under one of the 16 career clusters of the
States’ Career Clusters Initiative. Each career cluster is listed in the first column of the Career
Clusters Table, below, along with a link to the standards document for that cluster. The second
column provides a description of each career cluster. The third column shows how the organization
of each career cluster is further refined into career pathways.
In Standard 9.4, each of the 16 career clusters is listed as a strand (the identifier for each strand—
9.4.A through 9.4.P—is also shown in column one of the Career Clusters Table). In each of the 16
career cluster charts, there are two types of cumulative progress indicators (CPIs): (1) general
academic CPIs that are common to all 16 career clusters, which are italicized; and, (2) CPIs that are
common to occupations found within the career cluster. CPIs found in the career pathway charts are
specific to occupations found within the career pathway.
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9.4.A:
Agriculture, Food, & Natural Resources
The Agriculture, Food, & Natural Resources Career Cluster includes occupations and careers in
production, processing, marketing, distribution, financing, and development of agricultural
commodities and resources, including food, fiber, wood products, natural resources, horticulture, and
other plant and animal products/resources.
1. Food Products and Processing Systems
2. Plant Systems
3. Animal Systems
4. Power, Structural and Technical Systems
5. Natural Resources Systems
6. Environmental Service Systems
7. Agribusiness Systems
9.4.B
Architecture & Construction
The Architecture & Construction Career Cluster includes occupations and careers in designing,
planning, managing, building, and maintaining the built environment.
1. Design / Pre - Construction
2. Construction
3. Maintenance / Operations
9.4.C
The Arts, A/V Technology & Communications Career Cluster
1. Audio & Video Technology and Film
2. Journalism and Broadcasting
Arts, A/V Technology & Communications
includes occupations and careers in designing, producing, exhibiting, performing, writing, and
publishing multimedia content including visual and performing arts and design, journalism, and
entertainment services.
3. Printing Technologies
4. Performing Arts
5. Telecommunications Technologies
6. Visual Arts
9.4.D
Business, Management & Administration
The Career Cluster includes occupations and careers in planning, organizing, directing, and
evaluating business functions essential to efficient and productive business operations.
1. Administrative Services
2. Business Information Technology
3. General Management
4. Business Financial Management and Accounting
5. Human Resources
6. Operations Management
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9.4.E
Education & Training
The Education & Training Career Cluster includes occupations and careers in planning, managing,
and providing education and training services, and related learning support services.
1. Professional Support Services
2. Teaching and Training
9.4.F
Finance Career
The Finance Career Cluster includes occupations and careers in planning, services for financial and
investment planning, banking, insurance, and business financial management.
1. Accounting
2. Banking
3. Business Finance
4. Insurance
5. Securities and Investments
9.4.G
Government & Public Administration
The Government & Public Administration Career Cluster includes occupations and careers in
executing governmental functions to include governance, national security, foreign service, planning,
revenue and taxation, regulation, and management and
1. Governance
2. Foreign Service
administration at the local, state, and federal levels.
3. Planning
9.4.H
Health Science Career Cluster
The Health Science Career Cluster includes occupations and careers in planning, managing, and
providing therapeutic services, diagnostic services, health informatics, support services, and
biotechnological research and development.
1. Therapeutic Services
2. Diagnostics Services
3. Health Informatics
4. Support Services
5. Biotechnology Research and Development
9.4.I
Hospitality & Tourism
The Hospitality & Tourism Career Cluster encompasses the management, marketing, and operations
of restaurants and other foodservices, lodging, attractions, recreation events, and travel related
services.
1. Restaurants & Food and Beverage Services
2. Lodging
3. Travel and Tourism
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4. Recreation, Amusements and Attractions
9.4.J
Human Services
The Human Services Career Cluster includes occupations and careers in educating and preparing
individuals for employment in career pathways that relate to families and human needs.
1. Early Childhood Development and Services
2. Family and Community Services
3. Personal Care Services
4. Consumer Services
9.4.K
Information Technology
The Information Technology Career Cluster includes occupations and careers in building linkages for
entry level, technical, and professional careers related to the design, development, support, and
management of hardware, software, Internet, multimedia, and systems integration services.
1. Network Systems
2. Information Support and Services
3. Web and Digital Communication
4. Programming and Software Development
9.4.L
Law, Public Safety, Corrections & Security
The Law, Public Safety, Corrections & Security Career Cluster includes occupations and careers in
planning, managing, and providing legal, public safety, corrections, protective services and
1. Correction Services
2. Emergency and Fire Management Services
3. Security and Protective Services
homeland security, including professional and technical support.
4. Law Enforcement Services
5. Legal Services
9.4.M
Manufacturing
The Manufacturing Career Cluster includes occupations and careers in planning, managing, and
performing the processing of materials into intermediate or final products and related professional
and technical support activities such as production planning and control, maintenance and
manufacturing / process engineering.
1. Manufacturing Production Process Development
2. Production
3. Maintenance, Installation and Repair
4. Quality Assurance
5. Logistics and Inventory Control
6. Health, Safety, and Environmental Assurance
22
9.4.N
Marketing, Sales & Service
The Marketing, Sales & Service Career Cluster includes occupations and careers in planning,
managing, and performing marketing activities to reach organizational objectives.
1. Marketing Communications
2. Marketing Management
3. Marketing Research
4. Management and Entrepreneurship
5. Merchandising
6. Professional Sales and Marketing
9.4.O
Science, Technology, Engineering & Mathematics
The Science, Technology, Engineering & Mathematics Career Cluster includes occupations and
careers in planning, managing, and providing scientific research and professional and technical
services (e.g., physical science, social science, engineering) including laboratory and testing services,
and research and development services.
1. Engineering and Technology
2. Science and Mathematics
9.4.P
Transportation, Distribution & Logistics
The Transportation, Distribution & Logistics Career Cluster includes occupations and careers in
planning, management, and movement of people, materials, and goods by road, pipeline, air,
1. Transportation Operations
2. Logistics Planning and Management Services
3. Warehousing and Distribution Center Operations
rail, and water and related professional and technical support services such as transportation
infrastructure planning and management, logistics services, mobile equipment and facility
maintenance.
4. Facility and Mobile Equipment Maintenance
5. Transportation Systems / Infrastructure Planning, Management, and Regulation
6. Health, Safety and Environmental Management
7. Sales and Service
23
8.1 COMPUTER AND INFORMATION LITERACY – NJTAP GENERAL RUBRIC
STRAND A: BASIC COMPUTER SKILLS AND TOOLS
Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient
SCORE 3 2 1
NOTE: 8.1.8.A.1: Use appropriate technology vocabulary
Vocabulary will be assessed as part of each of the various skills noted below A.2 – A.12
8.1.8.A.2: Use common features of an operating system
(e.g., creating and organizing files and folders)
Create/ customize common
features of an operating system
(e.g., shortcuts)
Independently use common features
of an operating system (e.g.,
creating and organizing files and
folders and creating, organizing and
manipulating shortcuts)
With assistance, use common
features of an operating system (e.g.,
creating and organizing files and
folders and creating, organizing and
manipulating shortcuts) 8.1.8.A.12: Create, organize and manipulate shortcuts
8.1.8.A.3: Effective, accurate and uses proper techniques
when inputting text and data, using touch keyboarding
Able to model effective, accurate
and proper techniques to others
how to effectively input text and
data, using touch keyboarding
while completing a specific task in
a specific core curriculum content
area
Effective, accurate and uses proper
techniques when inputting text and
data, using touch keyboarding
With assistance input text and data,
using touch keyboarding
8.1.8.A.5: Create documents with advanced text formatting
and graphics using word processing
Able to create a multi-page
document with citations using
word processing software in
conjunction with other tools that
demonstrates the ability to format,
edit and print in a specific core
curriculum content area
Create word processing documents
independently that include
advanced text-formatting and
graphics
With assistance, create documents
with advanced text formatting and
graphics using word processing
8.1.8.A.6: Create a file containing customized information
by merging documents
Independently create two or more
documents to create a merged
document in a specific core
curriculum content area
Independently use two or more
existing documents to create a
merged document
With assistance, create a file
containing customized information
by merging documents
24
8.1.8.A.7: Construct a simple spreadsheet, enter data,
and interpret the information
Able to create a spreadsheet, enter
data, use mathematical or logical
functions to manipulate and
process data, generate charts and
graphs, and interpret the results in a
specific core curriculum content
area
Independently construct a
spreadsheet by entering data and
interpreting information
With assistance, construct a simple
spreadsheet, enter data, and interpret
the information
8.1.8.A.8: Design and produce a basic multimedia
project
Independently create and produce
an original multimedia project
using and importing text, graphics,
moving images and sound in a
specific core curriculum content
area
Independently design and produce a
basic multimedia project
With assistance, design and produce
a basic multimedia project
8.1.8.A.9: Plan and create a simple database, define
fields, input data, and produce a report using sort and query
Create a database, define fields,
input data from multiple records,
produce a report using sort and
query, and interpret the data in an
original task-specific core
curriculum content area
Independently create and produce a
report by sorting and querying a
database file
With assistance, plan and create a
simple database, define fields, input
data, and produce a report using sort
and query
8.1.8.A.10: Use network resources for storing and
retrieving data
Able to model and assist others
with managing and organizing
network resources for storing and
retrieving data
Independently use network
resources to store and retrieve data
With assistance, use network
resources for storing and retrieving
data
8.1.8.A.11: Choose appropriate electronic graphic
organizers to create, construct, or design a document
Use the appropriate electronic
graphic organizer in an
independent and original task in a
specific core curriculum content
area
Choose the appropriate electronic
graphic organizer to create,
construct or design a document
With assistance, use an electronic
graphic organizer to create,
construct, or design a document
25
STRAND B: APPLICATION OF PRODUCTIVITY TOOLS Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient
SCORE 3 2 1
8.1.8.B.2: Exhibit legal and ethical
behaviors when using information and
technology, and discuss consequences of
misuse
Exhibit legal and ethical behavior when
using information and technology in an
independent and original task in a specific
core curriculum content area
Exhibit legal and ethical behavior when
using information and technology as
evidenced by using copyright fair-use
laws as part of an assignment in a specific
core curriculum content area
Verbalize an understanding between
appropriate and inappropriate behavior
related to legal and ethical issues as
defined in the copyright fair-use laws
8.1.8.B.3: Explain the purpose of an
Acceptable Use Policy and the
consequences of the inappropriate use of
technology
Distinguish safe and appropriate use and
misuse of technology according to the
AUP when making choices while working
independently
Exhibit an understanding of the district’s
AUP by the safe and appropriate use of
technology in all core curriculum content
areas
Verbalizes an understanding of safe and
appropriate use and misuse of technology
according to the approved district
Acceptable Use Policy (AUP) and knows
the consequences of misuse but needs
assistance to follow procedures for citing
sources 8.1.8.B.4: Describe and practice safe
Internet usage
8.1.8.B.5: Describe and practice
“etiquette” when using the Internet
and electronic mail
8.1.8.B.6: Choose appropriate
tools and information resources to
support research and solve real world
problems, including but not limited to:
• On-line resources and databases
• Search engines and subject directories
Able to effectively and efficiently use
Boolean logic for research
Independently choose appropriate tools
and information resources (online
resources and databases, search engines
and subject directories)
With assistance, choose appropriate tools
and information resources to support
research and solve real world problems,
including but not limited to:
• On-line resources and databases
• Search engines and subject directories
8.1.8.B.7: Evaluate the accuracy,
relevance, and appropriateness
of print and non-print electronic
information sources
Able to cite and support information
sources using credible (accurate, relevant
and appropriate) print and non-print
electronic information sources
Independently evaluate information
sources for credibility of print and non-
print electronic information sources based
on a predetermined criteria list
With assistance, evaluate the accuracy,
relevance, and appropriateness of print
and non-print electronic information
sources
26
8.1.8.B.8: Use computer applications to
modify information independently
and/or collaboratively to solve problems
Consistently demonstrates the ability to create
and manipulate information independently
and/or collaboratively to solve problems and
to design and develop products in a specific
core curriculum content area
Independently and collaboratively use
computer applications to modify
information to solve problems
With direct instruction use computer
applications to modify, gather and sort
information independently and/or
collaboratively to solve problems
8.1.8.B.9: Identify basic hardware
problems and demonstrate the ability to
solve common problems
Identify, diagnose and suggest solutions
for non-functioning technology systems
Identify basic hardware problems and
demonstrate the ability to solve common
problems without assistance
Given basic hardware problems,
demonstrate the ability to solve common
problems with assistance
8.1.8.B.10: Determine when technology
tools are appropriate to solve a problem
and make a decision
Identify a problem in a content area and
formulate a strategy to solve the problem
using the appropriate technology tool(s),
if applicable
Determine when technology tools are
appropriate to solve a problem and make a
decision
Given a problem, select the appropriate
technology tool, if applicable, to solve the
problem from a given set of solutions
27
V) METHODOLOGY
1. Teachers should use a variety of instructional techniques, including, but not limited to the following:
testing materials
computer software
DVD & CD’s
transparencies
Internet sites & databases
2. Teachers select / develop activities that encourage students to develop the ability to locate information used in answering
questions; use appropriate tools, equipment, and experiences to extend their senses; gather, analyze, assess, and interpret data
and performance; construct reasonable explanations and communicate their findings about investigations; demonstrate basic
motor skills; achieve lifelong wellness skills through knowledge, skills, attitudes, and practices. These activities include, but
are not limited to the following:
role-playing
writing activities
internet websites (including district e-board sites)
cooperative learning groups
teacher developed activities
teacher developed graphic organizers
PowerPoint presentations
demonstrations
student projects
cooperative games
student interviews
peer interaction
rhythmic activities
3. Students will be able to demonstrate their knowledge of these content units and process skills through a variety of assessment
formats. These activities include, but are not limited to the following:
Rubrics
content assessments
28
skills assessments
student projects, products and presentations
student reports
teacher observation
teacher anecdotal records
written evaluation
student notebooks
29
STRAND B: APPLICATION OF PRODUCTIVITY TOOLS Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient
SCORE 3 2 1
8.1.8.B.2: Exhibit legal and ethical
behaviors when using information and
technology, and discuss consequences of
misuse
Exhibit legal and ethical behavior when
using information and technology in an
independent and original task in a specific
core curriculum content area
Exhibit legal and ethical behavior when
using information and technology as
evidenced by using copyright fair-use
laws as part of an assignment in a specific
core curriculum content area
Verbalize an understanding between
appropriate and inappropriate behavior
related to legal and ethical issues as
defined in the copyright fair-use laws
8.1.8.B.3: Explain the purpose of an
Acceptable Use Policy and the
consequences of the inappropriate use of
technology
Distinguish safe and appropriate use and
misuse of technology according to the
AUP when making choices while working
independently
Exhibit an understanding of the district’s
AUP by the safe and appropriate use of
technology in all core curriculum content
areas
Verbalizes an understanding of safe and
appropriate use and misuse of technology
according to the approved district
Acceptable Use Policy (AUP) and knows
the consequences of misuse but needs
assistance to follow procedures for citing
sources 8.1.8.B.4: Describe and practice safe
Internet usage
8.1.8.B.5: Describe and practice
“etiquette” when using the Internet
and electronic mail
8.1.8.B.6: Choose appropriate
tools and information resources to
support research and solve real world
problems, including but not limited to:
• On-line resources and databases
• Search engines and subject directories
Able to effectively and efficiently use
Boolean logic for research
Independently choose appropriate tools
and information resources (online
resources and databases, search engines
and subject directories)
With assistance, choose appropriate tools
and information resources to support
research and solve real world problems,
including but not limited to:
• On-line resources and databases
• Search engines and subject directories
8.1.8.B.7: Evaluate the accuracy,
relevance, and appropriateness
of print and non-print electronic
information sources
Able to cite and support information
sources using credible (accurate, relevant
and appropriate) print and non-print
electronic information sources
Independently evaluate information
sources for credibility of print and non-
print electronic information sources based
on a predetermined criteria list
With assistance, evaluate the accuracy,
relevance, and appropriateness of print
and non-print electronic information
sources
30
8.1.8.B.8: Use computer applications to
modify information independently
and/or collaboratively to solve problems
Consistently demonstrates the ability to create
and manipulate information independently
and/or collaboratively to solve problems and
to design and develop products in a specific
core curriculum content area
Independently and collaboratively use
computer applications to modify
information to solve problems
With direct instruction use computer
applications to modify, gather and sort
information independently and/or
collaboratively to solve problems
8.1.8.B.9: Identify basic hardware
problems and demonstrate the ability to
solve common problems
Identify, diagnose and suggest solutions
for non-functioning technology systems
Identify basic hardware problems and
demonstrate the ability to solve common
problems without assistance
Given basic hardware problems,
demonstrate the ability to solve common
problems with assistance
8.1.8.B.10: Determine when technology
tools are appropriate to solve a problem
and make a decision
Identify a problem in a content area and
formulate a strategy to solve the problem
using the appropriate technology tool(s),
if applicable
Determine when technology tools are
appropriate to solve a problem and make a
decision
Given a problem, select the appropriate
technology tool, if applicable, to solve the
problem from a given set of solutions
31
ENRICHMENT UNITS
COURSE DESCRIPTIONS
Kindergarten: Students will learn about work-related activities in the home, school, and community.
Students will identify skills, abilities, and responsibilities associated with various careers.
First Grades: Students will explore his/her five senses. In hands-on activities the students will make
observations in relation to the concepts and sense of sight, hearing, smell, touch, and taste. Students
will appreciate that people with disabilities can communicate by using other senses.
Second Grade: Students will study the human body and five of its major systems (Skeletal,
Muscular, Circulatory, Digestive, and Nervous). This unit will focus on how these systems are
interrelated and work together in a healthy body.
GIFTED AND TALENTED
COURSE DESCRIPTIONS
Third Grades: Students will explore traditions, customs, folklore, and ecological aspects of
countries around the world. Experiential learning is an integral component of our ―Discovering Your
World‖ unit. ―Multicultural Storytelling Techniques‖ introduces students to the history of storytelling
and the influence it has on social values.
Fourth Grades: Our ―Risk Takers‖ theme stimulates an interest and sense of admiration for people
of achievement. Adventure requires risk-taking and sacrifice, but can create an opportunity for
discovery, growth, and change. The ―American Folk Art‖ unit illustrates the history of American life,
and helps students to understand some of the ideas and customs of the time in which it was made.
Fifth Grades: Students will be introduced to the history of architecture, and they will recognize
architects as creators who are influenced by the time period in which they live. ―US Government‖ is a
unit on the values and principles of our democracy. Students will demonstrate an understanding of
the balance of power in our government by participating in group activities.
Sixth Grade: Students will analyze the traits of creative people, creative processes or creative
products with specific focus on inventors and their inventions. These individuals are visionaries who
take risks to fill a need in our society. This unit will allow for a meaningful synthesis of both content
and process, for significant in-depth learning, and for the development of worthwhile student
products. In ―Space and the Solar System‖ students will explore, identify, and describe the concepts
defined as space. ―Use of Art Forms in Society‖ recognizes art as an integral part of our society.
Students will study artists who are creators, influenced by the time in which they live.
32
Seventh Grade: – Students will learn about global challenges, cultures, and connections through
studying Australia, Japan, and Italy and their relationships with the United States. In the second unit
for the year, students will learn about money management in order to make critical financial
decisions that affect their lives.
Eighth Grade: – Students will learn how to write a research report after selecting a topic of their
choice with instructor approval. A research paper and PowerPoint presentation will serve as
culminating activities. Students will learn about self and personal relationships and the role each
individual assumes in society. Through developmental and historical perspectives the learner will
build an understanding of psychology as a field of science. In the Mock Trial unit, students will
participate in Mock Trials to learn about the U.S. legal system.
33
ARTICULATION
Articulation meetings are periodically held to address programmatic directions in Gifted and
Talented. Monthly meetings are attended with members of the Shore Consortium for the Gifted and
Talented.
34
Unit Title: Career Education Grade Level: Kindergarten
Subject/Topic Areas: English Language Arts; Social Studies; Science, Health, Technology, Math,
Career Education
Key Words: Jobs, careers, skills, work, volunteer, community, responsibility
Unit Designer/s: GT Curriculum Committee Time Frame: 6 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER Career
Education
Kindergarten PAGE
RL.K.1-RL.K.3 Key Ideas and Details
RL.K.7 & RL.K9 Integration of Knowledge and Ideas
K.CC.4-K.CC.5: Counting & Cardinality
K.MD.1 Describe & Compare measurable attributes
1.3.2.C.1: Visual & Performing Arts: Theatre
1.3.2.D.1: Visual & Performing Arts: Visual Art
8.2.2.B.1: Technology: Design Process
8.2.2.C.1: Nature of Technology
9.1.4.A.1 21st Century Life Skills: Critical Thinking & Problem Solving
9.1.4.B.1 21st Century Life Skills: Creativity & Innovation
9.1 (Career and Technical Education) All students will develop career awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be
functional members of society.
The students will understand that everyone has special skills and talents that are used in
different ways. They will develop awareness that what they are doing now at home and
school will have an impact on their future. Students will appreciate the many kinds of work
done at school, home and in the community.
35
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Career Education: Kindergarten
Choices we make affect
ourselves and others.
Jobs and careers require
special skills, talents, and
equipment.
Careers require variety of
experiences and education.
How will what we do now
impact our future?
Why do I need to be
accountable?
How are work, learning, and
play related?
Students will understand:
We all have special
abilities, interests and
talents.
Each job, career and
professions has a set of
requirements.
Work habits in school will
help prepare for a career.
How will what you do each day
in kindergarten help you in the
future?
What special jobs are done in
our community, and how do
people prepare for these jobs?
How do family, school, and
community influence us?
36
What evidence will show that students understand that everybody works in different ways?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Career Education: Kindergarten
Teacher generated handouts
Graphic organizers
Pantomime
Music and song
Performance Skills
Literature Appreciation
Engineering Product
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
37
Task Title: Dog Biscuit Delivery Approximate Time Frame: 2 lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Career Education: Kindergarten
Each job has a standard set of preparation requirements. Effective communication skills are necessary to
convey meaning and understanding to others.
K.MD.1 Describe & Compare measurable attributes
8.2.2.B.1: Technology: Design Process
9.1.4.A.1 21st Century Life Skills: Critical Thinking & Problem Solving
9.1.4.B.1 21st Century Life Skills: Creativity & Innovation
Students will be able to:
Follow 5 steps of engineering design process.
Follow directions in order to complete a task.
Design and create a carrier for a dog biscuit using recycled materials.
Class participation Original Product Oral Presentation
Teacher observation, checklist, peer evaluation, self-assessment
38
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
Selected Response
X Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Career Education: Kindergarten
Describe the assessments and state the prompts: The students will be able to name a
variety of occupations and to identify the tools and skills needed for each of these jobs.
Students will respond orally to text and illustrations. Students will understand good
work habits in school will prepare them for future job employment. Students will work
collaboratively as packaging engineers to create and design a dog biscuit carrier for
Clifford.
39
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Career Education: Kindergarten
How
1. Introduce unit to students using children’s literature.
2. Role-play using pantomime; act out jobs and describe what they are doing.
3. Critical Thinking Skills: Listen to clues to determine individual’s occupation
4. Draw and write about a family member’s job.
5. Present props to enable students to identify jobs & careers
6. Invite resource people, such as community helpers or school employees, to
discuss abilities, skills and tools associated with their career choice.
7. Using puppets dressed as community helpers, students will sing along to
identify each worker
8. Select a job and ―fill‖ a backpack with the tools needed to do the job
properly.
9. Create a product using recycled materials and personal skills of students.
Students will need to know…
Jobs people do
Skills & tools needed for
employment
Good work habits and
positive attitudes in
school will be beneficial
in future work.
Students will be able to …
Identify a variety of jobs
Match tools and skills to
specific careers
Describe how current
learning relates to work.
40
Books: Career Day, by Anne Rockwell
Dumpy La Rue by Elizabeth Winthrop
Night Shift by Jessie Hartland
Clifford’s Family, by Norman Bridwell
The Top Job by Elizabeth Cody Kimmel
Manuals: N/A
SUPPLEMENTAL RESOURCES
Suggested Student Reading: When I Grow Up by Tina Louise
The Underwear Salesman: and other jobs for better or verse
by Patrick J. Lewis
Curious George Takes a Job by H.A. Rey
41
Other References:
Web References:
http://www.scholastic.com
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Exploring Communities and Its Workers (DVD)
What I Want to Be (DVD)
Understanding by Design, Grant Wiggins, 2005.
42
Unit Title: The Five Senses Grade Level: 1
Subject/Topic Areas: Science, Health, Math, English Language Arts,
Key Words: Senses, Seeing, hearing, smelling, touching, and tasting, Braille, Sign Language, eyes,
ears, nose, disability
Unit Designer/s: GT Curriculum Committee Time Frame: 6 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER The Five
Senses
Grade 1 PAGE
RL.1.1-RL.1.3: Key Ideas & Details
RL.1.4: Craft & Structure
W.1.5: Production of Writing
SL.1.1: Comprehension & Collaboration
1.MD.4: Measurement & Data
2.1.2.A.1-2.1.2.A.2: Health & Physical Education-Personal Growth & Development
5.1.4.D.1: Science Practices
5.3.2.E.2: Life Science
9.1.4.A.1-9.1.4.A.5: 21st Century Life & Career Skills-- Critical Thinking & Problem Solving
9.1.4.C. 1: 21st Century Life & Career Skills-Collaboration, Teamwork and Leadership
The students will explore his/her five senses in this unit. In hands-on activities, the
students will make observations in relation to the concepts and sense of seeing,
hearing, smelling, touching, and tasting. The students will appreciate that people with
disabilities can communicate by using other senses.
43
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
The Five Senses Grade 1
Our five senses are used to
learn about our world.
The senses are related to
specific body parts.
People with disabilities use
functional senses to get
information.
What are the five senses?
What parts of our body do we
use when we are using our five
senses?
How do people with disabilities
overcome loss of a sense?
Students will understand:
Our five senses are sight,
hearing, smell, taste and
touch.
The parts of our body that
use the 5 senses are our
eyes, ears, nose, tongue, and
fingers.
People can overcome
disabilities by using braille,
sign language, service
animals, and hearing aids.
What body parts do we use
when we are using our senses?
How do our five senses help us
do?
How can a disabled person get
information about the world
around them?
44
What evidence will show that students understand that our five senses are related to specific
body parts?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
The Five Senses Grade 1
Comprehend non-fiction and fiction picture books to learn about 5 senses.
Identify five senses and their body parts.
Complete a poem about our five senses and draw an illustration.
Identify the parts of the eye and complete a model
Write their name using braille alphabet
Hands-on experiments using senses of touch and smell to engage in
mathematical and tactile explorations
Graphic organizers to discuss and chart what their senses can do
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
45
Task Title: Eye Poster Approximate Time Frame: One Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
The Five Senses Grade 1
Students will understand the importance of our eyes and our sense of sight. Students will identify the eyelashes, tear ducts, eyelid, pupil and iris as the parts of the eye, and state important eye safety tips.
SL.1.1: Comprehension & Collaboration
2.1.2.A.1-2.1.2.A.2: Health & Physical Education-Personal Growth & Development
5.3.2.E.2: Life Science
9.1.4.C. 1: 21st Century Life & Career Skills-Collaboration, Teamwork and Leadership
Students will be able to:
Identify the parts of the eye and care of our eyes.
Design an eye poster.
Participate in an eye experiment.
Student created eye poster
Partner eye experiment
Class participation
Teacher observation, checklist, peer evaluation, self-assessment
46
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
The Five Senses Grade 1
Describe the assessments and state the prompts: Students will use a combination of
drawing, dictating, and writing to provide details about what they learned. The students
will be able to identify and differentiate the different body parts that use the five senses
by their attributes.
47
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
The Five Senses Grade 1
How
1. Prompt students to share what they already know about their five senses by
making connections to real life experiences
2. Introduce vocabulary by reading aloud to whole group.
3. Identify & differentiate between the different body parts and the sense they
use.
4. Detective thinking: Animals’ use of senses to discover world
5. Interaction with authentic data Collection: Use graphic organizer, mystery
bags, and plastic eggs to collect data on senses of touch and hearing
6. Popcorn Activity: Utilize all senses as we learn about a kernel of popcorn
and what happens to it when it is heated.
7. Use descriptive words to describe the five senses as they relate to popped
corn.
Students will need to know…
The five senses
Sense receptors
How people with
disabilities use other
senses to help
themselves
Students will be able to …
Relate each sense to the
correct body part
Identify objects and sounds
with loss of one sense.
Write their names using
Braille alphabet.
48
Books:
Arthur’s Eyes by Marc Brown
Noisy Nora by Rosemary Wells
You Can Smell a Flower With Your Ear by Joanna Cole
My Five Senses by Aliki (Big Book)
Magenta Gets Glasses. By Deborah Reber
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
The Town Mouse and the Country Mouse
We’re Going on a Bear Hunt by Michael Rosen
The Magic School Bus Explores the Senses by Joanna Cole/Bruce Degan
Cam Jensen series by David Adler
Did you hear that? Animals with super hearing. By Caroline Arnold
Manuals: N/A
49
Other References:
Web References: Destiny’s WebPath Express
http://www.enchantedlearning.com/themes/asl.shtml
http://www.kidcyber.com.au/topics/body_senses.htm
http://www.kidcyber.com.au/topics/hearingimpair.htm
SUPPLEMENTAL RESOURCES
Computer Software: N/A
Understanding by Design, Grant Wiggins, 2005.
50
Unit Title: The Human Body Grade Level: 2
Subject/Topic Areas: Science, Health, Math, English Language Arts
Key Words: Skeletal, Muscular, Digestive, Circulatory, and Nervous Systems
Unit Designer/s: GT Curriculum Committee Time Frame: 6 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER The Human
Body
Grade 2 PAGE
RI.2.5: Craft & Structure
RI.2.7: Integration of Knowledge & Ideas
W.2.3: Text Types & Purposes
SL.2.1: Comprehension & Collaboration
2.MD.9: Represent & Interpret data
1.1.2.A.1 & 1.1.2.A.4: Visual & Performing Arts-Dance
2.1.2.A.1-2.1.2.A.2: Health & Physical Education-Personal Growth & Development
5.3.2.A.1: Life Science-Organization & Development
8.2.2.D.1: Technology-Research & Information Fluency
9.1.4.C. 1: 21st Century Life & Career Skills-Collaboration, Teamwork and Leadership
This unit will introduce the students to five of the major systems in the human anatomy. Students
will acquire skills to support a healthy, active lifestyle.
51
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Dy
IDENTIFY DESIRED
RESULTS
The Human Body Grade 2
All body systems work together to
support body function.
Body organs benefit from a high
level of fitness and nutrition.
Health-enhancing behaviors lead to
wellness.
All living things share common
characteristics.
What are the systems of the
human body?
How does each system keep the
body healthy and working well?
What healthy habits will help
you take care of your body?
What are some similarities and
differences in the growth &
development of various species?
Students will understand:
The skeletal, muscular,
circulatory, digestive, and
nervous systems each have
a vital job that keeps the
body healthy.
Exercise and a balanced diet
will help body growth and
repair.
Staying healthy is a lifelong
process.
Humans share important
characteristics with other
mammals.
Name the primary function
of each body system.
What must you do to keep
your body healthy?
Why are exercising and
eating nutritional foods
necessary to keep your body
healthy?
What characteristics do
humans have in common
with other living species?
52
What evidence will show that students understand the functions of the human body?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
The Human Body Grade 2
Teacher generated handouts
Creative writing assignment
Models of the body systems
Hands-on experiments
Simulated activities
Reader’s Theater
Participation in Fitness Cruise
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
53
Task Title: Digestion Game Approximate Time Frame: One Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
The Human Body Grade 2
The students will understand that our digestive system is made up of many organs. Each organ has a function in our digestive system.
RI.2.7: Integration of Knowledge & Ideas
SL.2.1: Comprehension & Collaboration
1.1.2.A.1 & 1.1.2.A.4: Visual & Performing Arts-Dance
2.1.2.A.1-2.1.2.A.2: Health & Physical Education-Personal Growth & Development
9.1.4.C. 1: 21st Century Life & Career Skills-Collaboration, Teamwork and Leadership
Students will be able to:
Identify the organs of the digestive system.
Use props and signs to line up in the correct order of the digestive system
organs.
Class participation Line formation Simulation of organ
functions
Informal teacher observation, peer evaluation, self-assessment
54
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
The Human Body Grade 2
Describe the assessments and state the prompts: The students will be able to respond to teacher
created materials and oral discussions applicable to the theme of the human body. Students will
participate in hands-on activities, simulation exercises, and performances to apply new
vocabulary and deliver presentation about our body systems to a specified audience.
55
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
The Human Body Grade 2
1. Dance and movement exercises to introduce interconnectedness of body
systems.
2. Introduce each body system and its function
3. Use print, nonprint, and digital resources to examine living things.
4. Teacher prepared materials.
5. Performance exercises for the muscular system
6. Readers Theater: skits on body systems
7. Interpreting Figurative Language
8. Make cross-curricular connections
9. Participate in district-wide culminating activity
Students will need to know…
Five different body systems
and their functions
Self-care practices that support
wellness
Interconnectedness of living
things.
Students will be able to …
Identify the major systems in the
human body
Create a healthy meal and physical
activity plan using Kids Activity
Pyramid
Compare similarities & differences
of various living species
56
Books:
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Cole, Joanna. The Magic School Bus Inside the Human Body. Seuling, Barbara. You Blink 12 Times a Minute: and other freaky facts about the Human Body,
Arnold, Tedd. Parts and More Parts.
Avison, Brigid. I Wonder Why I Blink and Other Questions About my Body.
Manuals: Carson-Dellosa Publishing Co. Human Body Fun Activities, Experiments, Investigations
and Observations! Grades 2-3, 2003.
57
http://www.kidcyber.com.au/topics/bodybrain.htm
http://yucky.discovery.com
http://www.fitness.gov
SUPPLEMENTAL RESOURCES
Computer Software: N/A
Other References:
Human Body Undercover: A World Within Us. GeoSafari Undercover Series. TN:
Educational Insight, 2001.
World Book’s Human Body Works
Understanding by Design, Grant Wiggins, 2005.
Web References: Destiny’s WebPath Express
58
Unit Title: Discovering Your World Grade Level: 3
Subject/Topic Areas: Geography, history, and culture of countries around the world.
Key Words: World community, civilization, culture, physical characteristics, human characteristics,
population, elevation, equator, prime meridian, and hemisphere
Unit Designer/s: G/T Curriculum Committee Time Frame: One marking period
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit:
UNIT
COVER Discovering
Your World
Grade 3 PAGE
This unit will provide students with the opportunity to explore the historical, social, geographic and economic
characteristics of world cultures. This unit presents a study of countries around the world. The areas are rich in
folklore, customs, and ecological aspects. Experiential learning is an integral component of this unit.
1.1.5.D.1: Visual & Performing Arts-Visual Art
1.2.5.A.1: Visual & Performing Arts-History of the Arts & Culture
RL3.1-3: Key Ideas & Details
RL3.9: Integration of Knowledge & Ideas
RI3.5: Craft & Structure
RI3.9: Integration of Knowledge & Ideas
3.MD.4: Represent & Interpret Data
6.1.4.B, 6.1.4.C, 6.1.4.D: US History: America In the World
7.1.NM.A: World Languages
8.1.4.A: Technology-Technological Operations & Concepts
8.1.4.D: Technology-Digital Citizenship
8.1.4.E: Technology-Research & Information Literacy
9.1.4.A-D: 21st Century Life & Career Skills
59
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Discovering Your
World: Grade 3
People make decisions based on
needs, wants and availability of
resources
Culture is a way of life for people
who share similar beliefs and
customs.
Global societies are diverse
Environmental and geographic
factors influence world cultures
What do we learn by studying
other cultures?
How do climate, geography,
and natural resources affect the
way people work and live?
Why do people live together
and form societies?
How does geography influence
lifestyles?
Students will understand:
People make choices due to
resources.
World cultures are shared
through various forms of
communication
World communities differ
from place to place.
Geography influences
needs, culture, interests, and
choices of people.
What do other cultures teach
us?
What are the benefits &
challenges of a diverse society?
What common characteristics
are found in communities
around the world?
What are the economic, social,
cultural, and political
similarities and differences in
world communities?
IDENTIFY DESIRED
RESULTS
60
What evidence will show that students understand the distinct social, economic, and customs of
countries in different areas of the world?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Discovering Your World Grade 3
Teacher generated handouts
Passports
Oral Presentations
Journey Around the World
Brochure
Develop product using digital tools
International Games
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Teacher Observation
Checklists
Rubrics
61
Task Title: Joyous Journey Approximate Time Frame: 3 periods
What desired understanding/content standards will be assessed through this task?
1.2.
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Discovering Your World
Grade 3
Our earth is a global community of many countries and varied cultures. Many cultural traditions and heritages contribute to our nation’s diversity.
1.2.5.A.1: Visual & Performing Arts-History of the Arts & Culture
RI3.5: Craft & Structure
RI3.9: Integration of Knowledge & Ideas
3.MD.4: Represent & Interpret Data
8.1.4.A: Technology-Technological Operations & Concepts
8.1.4.D: Technology-Digital Citizenship
8.1.4.E: Technology-Research & Information Literacy
9.1.4.A-D: 21st Century Life & Career Skills
Students will: make a passport, form an animal using tangrams, solve a Sudoku
math puzzle, create a cartouche using hieroglyphics, construct a 10‖ leaning
tower, write a story using Australian words, create a unique Carnival mask, and
use math skills to increase a recipe.
Passport, mask, tower Totem Pole, cartouche Digital Slides
Teacher observation, checklist, peer evaluation, self-assessment
62
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other: Presentation
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Discovering Your World Grade 3
Students will construct products celebrating the contributions of diverse cultures of
people to the whole of society. Students will build a unique country with a profile that
includes elements from different cultures to present at a World Summit Meeting.
63
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Discovering Your World Grade 3
1. Building background with discussion
2. Introduce vocabulary
3. Use print and non-print resources to locate countries on maps
4. Use digital tools to take a virtual trip visiting countries on each continent.
5. Present findings in a new and creative way.
Students will need to know…
Target vocabulary
Geographic location of
countries
Culture of people
Students will be able to …
Locate countries on a world
map
Identify geographic features
and landmarks in different
countries
Compare and contrast
different cultures
64
Books: Reference Books
Nonfiction books
Glass slipper, gold sandal : a worldwide Cinderella
Cinderella stories from around the world
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Folktales from around the World
Ryan, Pam Munoz. Mice and Beans. New York: Scholastic, 2001.
Manuals:
Aspen_Baxter, Linda. Continents Teacher Resource. New York: Weigl Publishers, 2007.
65
Understanding by Design, Grant Wiggins, 2005.
www.nationalgeographic.com/mapmachine
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Web References:
www.thinkquest.org
http://www.xe.com/ucc/
http://www.flags.net
http://www.imagiverse.org/activities/postcards/
www.si.edu
66
Unit Title: Multicultural Storytelling Techniques Grade Level: 3
Subject/Topic Areas: Visual Arts, English Language Arts
Key Words: Design, culture, hieroglyphics, forms, methods, storytelling, folktales, legends, folklore
and fables
Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER Multicultural
Storytelling
Techniques
Grade 3 PAGE
1.1.5.A,C,D: Visual & Performing Arts
1.2.5.A: History of Arts & Culture
RL.3.1-3.2: Reading Literature-Key Ideas & Details
W.3.4: Production of Writing
W.3.7: Research to Build & Present Knowledge
SL.3.4: Presentation & Knowledge of Ideas
6.1.4: US History
7.1.NM.A: World Language
8.1.4.A,D,E: Technology
Students will understand the history of storytelling through the ages and its influence
on understanding social values.
67
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Multicultural Storytelling Techniques Grade 3
Vocabulary
Storytelling is a creative and
inventive art form that
reflects societal values and
beliefs.
Storytelling can use many
forms and methods.
What are some of the art forms
used in storytelling?
What creative and inventive
methods are used to help us
understand other cultures?
How is the history of a culture
passed down through
storytelling?
Students will understand:
Vocabulary: design, culture,
hieroglyphics, forms,
methods, storytelling
Storytellers help us
understand other cultures.
Puppets, masks, murals,
quilts, and clothing can be
used to tell a story.
What can an African mask tell
us about the Ethiopian culture?
What story does this quilt tell
us?
Why did Aesop use animals in
his fables?
IDENTIFY DESIRED
RESULTS
68
What evidence will show that students understand that storytellers were influenced by the time
in which they lived?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Multicultural Storytelling Techniques Grade 3
Teacher generated handouts
Comprehension sheets
Oral Presentations
Create a story and a puppet using a multicultural theme
Design and create a multicultural mask, a cave painting mural, an African
story banner, and a Plains Indian Buffalo Robe
Critique various storytelling techniques
Write and illustrate a myth
Create an Egyptian hieroglyphic and drawing mural
Create a clothing line using computers
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
Rubrics
69
Task Title: Multicultural Mask Approximate Time Frame: Three Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Multicultural Storytelling Techniques Grade 3
We can learn about a culture through its art forms. African art forms have a great deal of
symbolism. Masks are different and unique to the area where they are made.
1.1.5.A,C,D: Visual & Performing Arts
1.2.5.A: History of Arts & Culture
RL.3.1-3.2: Reading Literature-Key Ideas & Details
W.3.4: Production of Writing
W.3.7: Research to Build & Present Knowledge
SL.3.4: Presentation & Knowledge of Ideas
The students will be able to:
Research multicultural masks
Create an original mask and a story of its personality
Student created projects
and story Research multicultural
masks Oral presentation
Teacher observation, peer evaluation, self-assessment
70
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Multicultural Storytelling Techniques Grade 3
Describe the assessments and state the prompts: The students will be able to research
multicultural masks, design and create original projects, and write a story about its
personality.
71
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Multicultural Storytelling Techniques Grade 3
1. Build background with discussion
2. Use print and non-print resources to introduce multicultural storytelling
techniques
3. Design and create works of art
4. Evaluate and respond to various storytelling techniques
5. Describe societal implications of storytelling
6. Make Cross Curriculum Connections
Students will need to know…
Multicultural
storytelling techniques
How storytelling has
evolved through the
ages
Students will be able to …
Design and create works of
art
Retell stories from around
the world
72
Books:
Watts, Linda S. Encyclopedia of American Folklore. NYC: Facts on File, Inc., 2007.
Erickson, Mary. Stories of Art. AZ: Crizmac Art & Cultural Education Materials Inc., 2002.
Pilling, Ann. The Kingfisher Treasury of Myths & Legends. Boston: Houghton Mifflin, 2003.
Rump, Nan. Puppets & Masks. MA: Davis Publications, 1996.
Multicultural Fables and Fairy Tales, by Tara McCarthy
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Fa Mulan, by Robert D. SanSouci
Abiyoyo, by Pete Seeger
Tattercoats, by Joseph Jacobs
The Sleeping Bread, by Stefan Czernecki & Timothy Rhodes
Koala Lou, by Mem Fox
Manuals: N/A
73
―Masks from Many Cultures‖. IL: Crystal Productions, 1993. (videotape)
Understanding by Design, Grant Wiggins, 2005.
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Web References:
http://www.getty.edu/
http://library.thinkquest.org/J001779/index.html
74
Unit Title: Risk Takers Grade Level: 4
Subject/Topic Areas: Social Studies/Science/English Language Arts/People of Achievement
Key Words: Risk, hero, achievement, occupations, trailblazer, explorer, character traits
Unit Designer/s: G/T Curriculum Committee Time Frame: One marking period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
UNIT COVER
Risk Takers
Grade 4
PAGE
RL.4.2-4.3: Reading: Literature
RI.4.9: Reading Informational Text
SL.4.1-SL.4.3: Speaking & Listening
6.1.4.B, 6.1.4.C, 6.1.4.D: US History: America In the World
8.1.4.A: Technology-Technological Operations & Concepts
8.1.4.D: Technology-Digital Citizenship
8.1.4.E: Technology-Research & Information Literacy
9.1.4.A-D: 21st Century Life & Career Skills
The students will develop an interest and sense of admiration for people of achievement.
Opportunities will be provided for students to plan and engage in independent and group projects
related to risk takers.
75
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Risk Takers Grade 4
Knowledge of the past helps one
understand the present and make
decisions about the future.
Individuals have a profound impact
on history.
People respond to and resolve
problems in a variety of ways.
How can individuals make a
difference in history?
What motivates people to
explore and take risks?
Who are some historical and
current risk takers?
Students will understand:
Risk takers are ordinary
people who have taken a
risk to make a difference.
Individuals will take risks to
make important discoveries
that affect the lives of
others.
Many obstacles stood in the
way of these adventurers,
trailblazers, and captive
people.
What drives people to take a
stand for what they believe
in?
How has your life changed
or made different because
of the accomplishment of
another person’s life?
What are the characteristics
of risk takers?
76
What evidence will show that students understand the characteristics of risk takers and/or
people of achievement?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Risk Takers Grade 4
Teacher generated handouts
Comprehension sheets
Oral Presentations
Timelines
Brag Books
Webquests
Acrostics
Collage
Rubrics
Checklists
Teacher observations
Peer feedback
Notebook organization
Classroom Participation
Partner dialogue
Checklists
Rubrics
77
Task Title: Dinner With a Famous Person Approximate Time Frame: Two lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric x Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Risk Takers Grade 4
Knowledge of the past helps one understand the present and make decisions about the future. Effective communication skills are necessary to convey meaning and understanding others.
RL.4.2.1 Reading: Literature
RI.4.9: Reading Informational Text
SL.4.1-SL.4.3: Speaking & Listening
8.1.4.A: Technology-Technological Operations & Concepts
8.1.4.E: Technology-Research & Information Literacy
9.1.4.B.1: 21st Century Life & Career Skills-Creativity & Innovation
9.1.4.D.1: 21st Century Life & Career Skills-Cross-Cultural Understanding
Students will pretend to have dinner with a famous person from the past or
present. They will report with whom they dined, where they dined, what was
eaten, and what was discussed.
Question and answers Student created menu Oral presentation
Informal teacher observation, holistic scoring, peer evaluation, self-assessment.
78
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other: Rubric
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Risk Takers Grade 4
Describe the assessments and state the prompts: The students will be able to respond to teacher
created and published materials, oral response questions, and discussions applicable to each
theme. Students will utilize technology in their assignments/projects; they will create and share
their Brag Books.
79
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Risk Takers Grade 4
1. Target vocabulary
2. Introduce people, past & present, who have taken risks.
3. Search online catalog to locate a biography on a risk taker.
4. Research individual using print and non-print resources.
5. Oral presentation on ―Dinner with a Famous Person‖
6. Peer interaction
7. Brag Book
8. Projects and presentations
Students will need to know…
Target vocabulary
Characteristics of
people of achievement
Difference between a
hero and a famous
person.
Students will be able to …
Identify individuals who
impacted US history
Distinguish between heroes
and people of achievement
State the problems faced by
those who risk their lives for
a positive change.
80
Books:
Selection of biographies from library collections
Ryan, Pam Munoz. Amelia and Eleanor go for a Ride. New York: Scholastic Press: 1999.
Barefoot, by Pamela Edwards
An Apple for Harriet Tubman
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Individual and collective biographies
Johnny Appleseed, by Steven Kellogg
Wilma Unlimited, by Kathleen Krull
Manuals: N/A
81
Understanding by Design, Grant Wiggins, 2005.
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Web References: Destiny’s WebPath Express
EBSCO databases
www.scholastic.com
www.thinkquest.org
82
Unit Title: American Folk Art Grade Level: 4
Subject/Topic Areas: Visual Arts/English Language Arts
Key Words: Scrimshaw, folk art, technique, fraktur, decoy, quilt making
Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Periods
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Examine a
Brief Summary of Unit
UNIT
COVER American
Folk Art
Grade 4
PAGE
1.1: Visual & Performing Arts—Creative Process
1.2: Visual & Performing Arts—History of the Arts
RI.3.1-3.5: Reading-Informational Text
SL.3.4: Speaking & Listening
6.1.4.B-D: Social Studies-US History: America in the World
8.1 Educational Technology
9.1.4.A-C: 21st Century Life & Career Skills
The unit will illustrate the history of American Folk Art and the customs and ideas surrounding
the techniques.
83
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS American Folk Art
Grade 4
Storytelling
Techniques Grades 3
& 4
The impact of American Folk Art in
history.
Be familiar with the ideas and
customs of the times in which the
artwork was created.
What are the influences of folk
art in America?
How does art reflect a nation’s
culture?
Students will understand:
The influence of cultures on
today’s world.
The differences between
functional and decorative
folk art.
What evidence of the
Pennsylvania Dutch’s
influence do we find in
America?
How does quilt making tell
stories of life in America?
84
What evidence will show that folk art illustrates the history of American life?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
American Folk Art Grade 4
Teacher generated handouts
Comprehension sheets
Oral Presentations
Create a piece of scrimshaw
Design and create a Pennsylvania Dutch Fraktur
Make a decoy duck
Report on the history of quilt making
Design a simple weathervane
Rubrics
Checklists
Teacher observations
Peer feedback
Notebook organization
Classroom Participation
Checklists
Rubrics
85
Task Title: Scrimshaw Design Approximate Time Frame: Three Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
American Folk Art
Grade 4
An understanding of the elements of art is essential to the creative process. Students will understand and appreciate some of the skills necessary to do scrimshaw.
1.1: Visual & Performing Arts—Creative Process
1.2: Visual & Performing Arts—History of the Arts
SL.3.4: Speaking & Listening
8.1 Educational Technology
9.1.4.D.1: 21st Century Life & Career Skills: Presentation Skills
The students will be able to:
Research the history and techniques of scrimshaw.
Create an original piece of scrimshaw.
Write a story about the artwork and present it to the class.
Research scrimshaw Student created projects
and story. Class participation
Teacher observation, peer evaluation, self-assessment.
86
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
American Folk Art
Grade 4
Describe the assessments and state the prompts: The students will be
able to research American Folk Art, design and create original projects,
and understand the techniques used throughout history. They will learn
to recognize the differences between functional and decorative folk art.
BLUEPRINT FOR OTHER
EVIDENCE
87
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
American Folk Art
Grade 4
1. Build background with discussion
2. Use print and non-print resources to introduce folk art
3. Design and create works of original folk art
4. Recognize differences between functional and decorative folk art
5. Make Cross-Curricular Connections
Students will need to know…
The history of
American Folk Art
Customs of studied
cultures
Students will be able to …
Design and create works of
art
Relate folk art to various
customs in America
88
Books:
American Folk Art for Kids. Chicago, Illinois: Chicago Review Press, 2004.
Totems, Decoys and Covered Wagons. New York, New York: Lothrop, Lee & Shepard Company,
1976.
SUPPLEMENTAL RESOURCES
Suggested Student Reading: N/A
Manuals: N/A
89
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Understanding by Design, Grant Wiggins, 2005.
Crafting an American Style, THE EAST, Rubicon Productions, 2003. (videotape)
Web References: http://www.nativetech.org/
http://www.callducks.net/history.htm
http://www.scrimshaw.com/
http://www.weathervane.com/
http://www.genealogymagazine.com/frakturs.html
90
Unit Title: Architecture Grade Level: 5
Subject/Topic Areas: Visual Arts, History, Science, Math, Engineering and Technology
Key Words: Architecture, Environmental design, Classical, Eclectic, Structural, Aesthetic appeal,
Symbolism, Elements, Design
Unit Designer/s: G/T Curriculum Committee Time Frame: One marking period
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
PAGE
Architecture
Grades
5
COVER
RL.5.2-5.3: Reading: Literature
RI.5.9: Reading Informational Text
SL.5.43: Speaking & Listening
W.5.1-2: Writing
5.1.8.A.2-3: Science Practices
5.G.1-2: Mathematics: Geometry
6.1.8: US History: America In the World
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
In this unit students will explore the history of architecture through the ages. Students will
understand the complexity and importance of infrastructure development, aesthetic appeal, and
environmental responsibility.
91
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Architecture Grade 5
Architecture is experienced by
everyone on a daily basis.
Architectural designs make a
significant difference in our
environment and lives.
Creative process is basic to
design.
What are the key
architectural elements?
How has ancient
architecture influenced
modern day design?
What is the influence that
architects have had on the
world around us?
Students will understand:
Principles of good design.
Past, present, and future
technologies influence
design structures.
There is not one right answer
when dealing with creative
problem solving.
What are some major architectural
styles used today?
How have famous architects
influenced modern architecture?
What elements of ancient
architecture can you identify in our
school building?
92
What evidence will show that students understand the elements and design of architecture?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Architecture Grade 5
Teacher generated handouts
Oral Presentations
Students performing a play (Tale of How Cities Began)
Choose appropriate tools and information sources to support research and
solve problems (Architectural designs in society, American houses,
lighthouses, and/or covered bridges
Construct Straw Towers
Design and build a model of a bridge
Design a capitol building for a specific country
Design a stained glass window
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
Rubrics
93
Task Title: Straw Tower Building Challenge Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Architecture Grade 5
The design process is fundamental to technology and engineering. All technological activities include materials, information, capital, time, energy and people.
1.1.5.A: Visual Arts
SL.5.43: Speaking & Listening
5.G.1-2: Mathematics: Geometry
8.2.8: Technology-Engineering & Design
9.1.8.A.1-5: 21st Century Life & Career Skills-Critical Thinking& Problem Solving
9.1.8.B.1-2: 21st Century Life & Career Skills-Creativity &Innovation
Students will construct the tallest free-standing structure, on the smallest budget.
Question and answers,
partner dialogue
Oral Presentation Teacher observation
Informal teacher observation, holistic scoring, peer evaluation, self-assessment.
94
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other: Presentation
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Architecture Grade 5
Describe the assessments and state the prompts: The students will be able to name prominent
architects in history, identify key architectural elements used in design, and create a model using
one of the techniques.
95
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Architecture Grade 5
1. Build background with discussion.
2. Use appropriate tools and information resources to research architecture.
3. Choose appropriate electronic graphic organizers to create, construct, or
design a document.
4. Design and create architectural models.
5. Recognize similarities and differences in architectural designs.
6. Make cross-curricular connections.
Students will need to know…
History and principles
of Architecture
Elements of Design
Design Engineering
Process
Understand the various
components of a city’s
infrastructure
Students will be able to …
Identify historical influences
related to the arts
Name architectural elements
in building design and
construction
Design, plan, and purchase
materials for an architectural
structure.
96
Books:
Thorne-Thompsen, Kathleen. Frank Lloyd Wright for Kids. Chicago: Chicago Review
Press, Inc. 1994.
Winters, Nathan. Architecture is Elementary. Gibbs Smith, 2005.
Reichold, Klaus. Buildings that Changed the World. Prestel, 1999.
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Curlee, Lynn. Brooklyn Bridge, NY: Atheneum Books, 2001.
Sturges, Philemon. Bridges are to Cross. NY: G.P. Putnam’s Sons, 1998.
Zaunders, Bo. The Great Bridge-Building Contest. NY: Harry N. Abrams, 2004.
Manuals: N/A
97
Destiny’s WebPath Express
http://www.historyforkids.org/learn/architecture/
http://www.pbs.org/wgbh/buildingbig/bridge/index.html
http://pbskids.org/bigapplehistory/building/topic8.html
http://architectstudio3d.org/AS3d/design_studio3d.html
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Sim City software
Other References:
―Architect Career Opportunities for Young People‖.2003. (videotape)
Understanding by Design, Grant Wiggins, 2005.
Web References:
98
Unit Title: US Government Grade Level: 5
Subject/Topic Areas: Social Studies, ELA, Civics, Science
Key Words: Constitution, Bill of Rights, Founding Fathers, Amendment, Delegate, House Chamber,
Electoral College, Ratify, Suffrage, Veto, Constitutional Convention
Unit Designer/s: G/T Curriculum Committee Time Frame: One marking period
School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
PAGE
United States
Government
Grade 5
COVER
1.1: Visual & Performing Arts-Creative Process
RL.5.1-5.4: Reading Literature
RI.5.9: Reading Informational Text
SL.5.1-5.6: Speaking & Listening
W.5.1-2: Writing
6.1.8: US History: America In the World
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
In this unit students will explore our country’s primary law doctrines, the three branches of our
government, and our legal system. Students will understand the central ideas of American
constitutional government and the importance of Americans sharing certain values, beliefs, and
principals of democracy.
99
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
United States Government: Grade 5
The Constitution and The Bill of
Rights are our country’s two
primary law doctrines.
There are exclusive and shared
powers in both state and federal
government.
In US democracy, fairness is
assured by the constitutional
provision for a balance of
power.
Our primary law doctrines
are over 200 years old; Why
are they still relevant today?
How is power distributed in
our government?
How does our system of
checks and balances prevent
one branch from gaining too
much power?
Students will understand: The fundamental values and
principles of American
democracy.
Importance of law in the American
constitutional system and the
protection of individual rights.
Our government has a system of
checks and balances to ensure that
no branch becomes too powerful.
Why do we have laws?
How were the values of the framers
of the Constitution incorporated into
the doctrine?
Name the three branches of
government and explain how they
are connected to each other.
100
What evidence will show that students understand the foundation of our government?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
United States Government: Grade 5
Teacher generated handouts
Reader’s Theater performance of John, Paul, George & Ben
Choose appropriate tools and information resources to research individuals
in US history
Use calligraphy to write one of Ben Franklin’s proverbs
Define colonial terms
Interpret a reproduction of George Washington Crossing the Delaware
Analyze the lyrics to ―Yankee Doodle‖
Simulation activity: City Council Meeting.
Prepare opening and closing statements for trial
Role-play and participate in a mock-trial using proper judicial model.
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
Rubrics
101
Task Title: The Power to Decide: City Council Meeting Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
United States Government: Grade 5
Societies require rules, laws, and government. It is the responsibility of citizens to actively participate in the government. Protecting the common good may require individual sacrifices.
1.1: Visual & Performing Arts-Creative Process
SL.5.1-5.6: Speaking & Listening
6.1.8: US History: America In the World
9.1.8.A-D: 21st Century Life & Career Skills
Students will participate in a simulation where the power to make decisions is in the
hands of more than one person. Students will understand the balance of power as they
participate in group decision-making.
Question and answers,
partner dialogue
Oral Presentation Teacher observation
Informal teacher observation, holistic scoring, peer evaluation, self-assessment.
102
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other: Presentation
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
United States Government: Grade 5
Describe the assessments and state the prompts: Students will be able to respond to teacher
created materials, published materials, oral response questions and contribute to class discussions.
Students will use technology skills for information access and to create documents.
103
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
United States Government: Grade 5
1. Building background with group discussion.
2. Introduce vocabulary.
3. In-class activities
4. Guided discussion
5. Information access using computers
6. Introduction to Mock Trials using teacher-prepared Power Point presentation
7. Links to literature
8. Cross-curricular connections
Students will need to know…
Target Vocabulary
3 Branches of Government
The basis of American
Law is founded in the
Constitution and Bill of
Rights
Framework of a criminal
trial
Students will be able to …
Demonstrate understanding of
balance of power
Identify at least 5 amendments
in the Bill of Rights
Justify why people are
innocent until proven guilty
Write statements and questions
for mock trial performance.
104
Books:
Luce, Pat & Holly Joyner. How a Bill Becomes a Law. NY: Scholastic, 2008.
Henson, Ted. The Bill of Rights in Today’s World. MI: Instructional Fair, 2000.
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
Smith, Lane. John, Paul, George & Ben. NY: Hyperion Books for Children, 2006.
Scieszka, Jon. True Story of the 3 Little Pigs. NY: Viking Destrel, 1989.
Catrow, David. We the Kids: The Preamble to the Constitution of the United States. NY: Dial
Books, 2002.
Manuals:
105
http://www.congressforkids.net/
http://kids.clerk.house.gov/grade-school/lesson.html?intID=17
http://www.factmonster.com/ipka/A0777336.html
http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm
http://www.socialstudiesforkids.com/articles/ushistory/benjaminfranklinquotes.htm
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Understanding by Design, Grant Wiggins, 2005.
Web References:
106
Unit Title: Space and the Solar System Grade Level: 6
Subject/Topic Areas: Earth & Space Science
Key Words: Light-year, black hole, universe, constellation, supernova, red giant, Doppler effect,
cluster, galaxy, Team Concepts (navigation, life support, communication, data, isolation, and
medical)
Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER Space and the
Solar System
Grade 6
PAGE
RL.5.1-5.4: Reading Literature
RI.5.9: Reading Informational Text
SL.5.1-5.6: Speaking & Listening
W.5.1-2: Writing
5.1.8: Science Practices
5.2.6: Physical Science
5.4.6: Earth Systems Science
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
Students will:
Explore, identify, and describe the concepts defined as space.
Study the planet Earth and its relationship to the rest of the universe.
Research history of exploration of space and modern day space travel.
107
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Space and the Solar System Grade 6
Space exploration requires
recognizing purpose and responding
to it.
Knowledge of the Earth and how its
systems work have been achieved
by astronomers.
Atmosphere and its health can
impact on human beings.
In what form is space
exploration present?
How are present conditions
applied to the past, and past
conditions applied to the
present?
How does the atmosphere
impact our life on earth?
Students will understand:
Space exploration may
result in new findings, or
the confirmation of old
findings.
Earth is a unique part of the
universe.
Maintaining a healthy
atmosphere affects the
future of our environment.
What is daily life like
aboard the International
Space Station?
How can present and past
conditions impact our
future?
How does maintaining a
healthy atmosphere affect the
future of our environment?
108
What evidence will show that students understand the relationship between space and our solar
system?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Space and the Solar System Grade 6
Teacher generated handouts
Comprehension sheets
Oral Presentations
Brochures
Creative Writing
Models
Cookie mining activity
Design a space suit
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Student Folders
Checklists
Rubrics
109
Task Title: Mission Patch Approximate Time Frame: Two weeks
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric X Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Space and the Solar System Grade 6
Technology enables us to better understand Earth’s systems. Technology advancements are based on the needs and wants of society.
RI.5.9: Reading Informational Text
SL.5.1-5.6: Speaking & Listening
W.5.1-2: Writing
5.4.6: Earth Systems Science
8.1.8: Educational Technology
9.1.8.A-D: 21st Century Life & Career Skills
Students will design a crew patch identifying their mission to the moon goals
Students will write a description of their attributes, by briefly pointing out what
each symbol represents.
Patch Design Written description of
patch Oral presentations
Informal teacher observation, peer evaluation, self-assessment, journal entry
110
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other: Rubric
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Space and the Solar System Grade 6
Describe the assessments and state the prompts: The students will be able to
respond to teacher created materials, published materials, oral response
questions and discussions applicable to space theme. Utilize technology in
their assignments/projects. Students will actively participate in experiments
and group activities.
111
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Space and the Solar System Grade 6
1. Target Vocabulary
2. Build background with discussion
3. Research planets, space, and space exploration
4. Utilize star maps
5. Peer interaction: Living in Space activities
6. Design space suit
7. Cookie Mining Activity
8. Buehler Mission Patch
9. Preparatory lessons for mission to the moon
a. Airplane Task Cards
b. Craters
c. Survivor (Crash Landing)
d. Job Bots
10. Science Experiments
Students will need to know… Target vocabulary
Solar System is composed
of objects that have their
own unique properties.
Space exploration changes
with technological
advancements.
Students will be able to … Identify changes that have
occurred to the Earth over time.
Create a travel brochure for an
existing planet
Design a space suit with all
supplies needed to travel in space
112
Books:
World Book’s Solar System & Space Exploration library
Nonfiction Titles
SUPPLEMENTAL RESOURCES
Suggested Student Reading:
The Amazing International Space Station, Toronto, ON: Kids Can Press, 2003.
Constellations for Every Kid, by Janice VanCleave
Space Station Science:Life in Free Fall, by Marianne J. Dyson
Manuals: N/A
113
www.nasa.gov
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Understanding by Design, Grant Wiggins, 2005.
Web References: http://olc.spsd.sk.ca/de/webquests/planetwq/webquest2.html
http://users.tellurian.com/teach/space/
Destiny’s WebPath Express
114
Unit Title: Inventions and Inventors Grade Level: 6
Subject/Topic Areas: Science/Social Studies
Key Words: Inventive thinking, creation, design, evolution, brainstorm, imagination, hypothesize,
investigate, discovery
Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER Inventions
and Inventors
Grade 6
PAGE
1.1.8: Visual Arts-Creative Process
RL.6.2: Reading Literature
RI.6.4-6.7: Reading Informational Text
SL.6.1: Speaking & Listening
W.6.7-6.8: Research to Build & Present Knowledge
W.6.10: Range of Writing
5.1.8.A.1 & 5.1.8.C.3: Science Practices
6.G.2: Mathematics-Geometry
6.1.8.C: U.S. History-Economics, Innovation, & Technology
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
In this unit students will study the lives of inventors, the inventive process, describe
characteristics of inventive thinking, and demonstrate creative, critical thinking, collaborative and
problem solving skills to invent a new product.
115
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Inventions and Inventors Grade 6
Inventors are visionaries who take
risks to fill needs.
An invention is the result of a
process that has taken place by
coincidence or design.
Inventions and discoveries have
transformed the way we do things
and the way we think.
What is inventive thinking?
What is the goal of an
invention?
What work needs to be
completed before an invention
is patented?
Students will understand:
Inventors are people who
solve problems, take risks,
and invent devices to make
our lives easier.
Basic inventions,
discovered through
creativity and curiosity,
have impacted our world
and changed the course of
history.
Technological changes
impact the environment.
Compare & contrast
invention and discovery. Is
there a connecting link
between the two?
How do creativity and
innovation affect our
lifestyles?
How do human activity and
environment affect each
other?
116
What evidence will show that students understand inventors and the inventive thinking
process?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Inventions and Inventors Grade 6
Teacher generated handouts
Comprehension sheets
Internet research
Visual Organizer and/or concept map
Oral Presentations
Journals
Project
Rubrics
Checklists
Teacher observations
Student notebooks
Peer feedback
Notebook organization
Classroom Participation
Partner dialogue
Checklists
Rubrics
117
Task Title: Traveling Board Game Approximate Time Frame: Two weeks
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric X Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Inventions and Inventors Grade 6
The design process is fundamental to technology and engineering. Package engineers use both scientific and engineering principles to develop and produce packages.
1.1.8: Visual Arts-Creative Process
SL.6.1: Speaking & Listening
W.6.10: Range of Writing
6.G.2: Mathematics-Geometry
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
Design and model a developmentally appropriate traveling board game to keep
two or more children occupied while traveling in a vehicle.
Question and answers,
Partner interviews
Student created projects
Oral presentation
Informal teacher observation, peer evaluation, self-assessment.
118
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
Other: Project
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Inventions and Inventors Grade 6
Describe the assessments and state the prompts: The students will be able to demonstrate
knowledge of the inventing process as work that is marked by many failures before success is
reached toward a specific goal.
119
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Inventions and Inventors Grade 6
1. Guided classroom discussion on characteristics of risk takers and
inventors
2. Targeted vocabulary
3. Literature Appreciation: biographies on inventors
4. Internet Research
5. Breakfast of Inventors: Presentation of the lives of inventors, designers,
and engineers
6. Use imagination and creativity to brainstorm ideas
7. Design a traveling board game
8. Create & design a new package for the Fluffy Popcorn Company
9. Maintain an inventor’s journal of problems and failures during creation
of new product.
10. Student projects
Students will need to know…
Target vocabulary
Characteristics of
inventive thinking
Basic inventions and
their inventors
Students will be able to …
Research and present the
lives of inventors
Discuss the concepts of
inventing, designing and
making a product.
Create a new product
120
Books: A to Z of Inventions and Inventors
Brain Power: What’s the Big Idea? 2,400,000 Years of Inventions
Communication Inventions: from Hieroglyphics to DVDs
SUPPLEMENTAL RESOURCES
Suggested Student Reading: Individual and Collective Biographies
The Kids’ Invention Book, by Arlene Erlbach
Small Inventions that Make a Big Difference, National Geographic
Inventions: FAQ, Frequently Asked Questions, by Valerie Wyatt
Mistakes That Worked, by Charlotte Foltz Jones
Manuals: N/A
121
Understanding by Design, Grant Wiggins, 2005.
Destiny’s WebPath Express
www.uspto.gov
http://inventors.about.com/od/tstartinventions/a/Toy_Inventions.htm
http://www.ideafinder.com/home.htm
http://library.thinkquest.org/J0111766/accidents.html
http://schoolwaxtv.com/nasascifiles-invention-process
http://www.eduplace.com/science/invention/overview.html#learning
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Web References:
122
Unit Title: Art Forms in Society Grade Level: Grade 6
Subject/Topic Areas: Visual Arts, English Language Arts, History, Technology
Key Words: Advertising, design, elements, principles, marketing
Unit Designer/s: G/T Curriculum Committee Time Frame: One Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Art Forms in
Society
Grade 6
PAGE
1.1.8: Visual Arts-Creative Process
RI.6.4-6.7: Reading Informational Text
SL.6.1: Speaking & Listening
W.6.7-6.8: Research to Build & Present Knowledge
W.6.10: Range of Writing
5.1.8.A.1 & 5.1.8.C.3: Science Practices
6.G.2: Mathematics-Geometry
6.1.8.C: U.S. History-Economics, Innovation, & Technology
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
The students will explore the influence that art has on society. Students will become familiar
with the key elements and principles of design.
123
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Art Forms in Society Grade 6
Art can sell a product or
communicate an idea
Artists are individuals who are
influenced by the time in which they
live.
Creativity is an essential component
of our work force.
What are the key elements and
principles of art?
What influence has art had on
society?
What are some careers in art?
Students will understand:
Art is an integral part of our
society
Artists create fine and
commercial art
The Arts enable personal
expression beyond the
limits of language.
How did the artist use the
elements of ―line‖ and
―shape‖ on the Egyptian
mummy case?
Compare effectiveness of
different mediums of
advertisement. Why would
an advertiser choose one
medium over another?
Can you identify five art
careers which influence
children?
IDENTIFY DESIRED
RESULTS
124
What evidence will show that students understand the influence of art on our society?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Art Forms in Society Grade 6
Teacher generated handouts, on-line resources and databases.
Choose appropriate tools and information resources to research forms of
social commentary
Collect examples of social commentary in print & digital media
Design & create a poster to sell a product bearing your name
Research a career in a design field
Find examples of advertising schemes that attract attention
Create a digital advertisement for a charitable organization
Create a collage showing examples of good & poor design
Design a net pattern that will be used to create a prototype
Rubrics
Checklists
Teacher observations
Peer feedback
Classroom Participation
Partner dialogue
Checklists
Rubrics
125
Task Title: Fluffy Popcorn Approximate Time Frame: Two weeks
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Art Forms in Society Grade 6
The design process is fundamental to technology and engineering. Package engineers use both scientific and engineering principles to develop and produce packages.
1.1.8: Visual Arts-Creative Process
SL.6.1: Speaking & Listening
W.6.10: Range of Writing
6.G.2: Mathematics-Geometry
8.1.8: Educational Technology
8.2.8: Technology-Engineering & Design
9.1.8.A-D: 21st Century Life & Career Skills
Students will identify and explain the role of packaging engineers. Students will use
5 steps of engineering design process to design, create, and test a container that holds
exactly 2 cups of popped popcorn. Students will decorate container to market
product and communicate nutritional information.
Teacher observation Student created projects
Oral presentation
Informal teacher observation, , holistic scoring, peer evaluation, self-assessment.
126
What other evidence will be collected during this unit?
What will be assessed? X Performance Skill X Understanding X List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Art Forms in Society Grade 6
Describe the assessments and state the prompts: The students will be able to increase knowledge
about careers in the arts. Students will comprehend that one needs a diverse background in many
academic areas and they will discover what interests him/her in the arts. The arts enable self-
expression beyond the limits of language.
127
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Art Forms in Society Grade 6
1. Partner dialogue
2. Build background with discussion
3. Choose appropriate tools and on-line resources to introduce art forms in
society
4. Introduce vocabulary
5. Guided discussions
6. Cross-curricular connections
7. Design and create various products
8. Create words and images in an editorial cartoon to make a single point
Students will need to know… Key elements and principles of
design are evident in everyday
life.
Art is an integral part of our
society.
Design process is a systemic approach to solving problems.
Students will be able to … Identify art elements that contribute
to the aesthetic value of a particular
work
Name various facets of art in
society (advertising, political
cartooning, photography,
animation, fashion design. . .)
Design a prototype.
128
Books:
Understanding Advertising. Dandy Lion Publications. 2000.
Butko, Brian and Sarah. Roadside Giants. PA: Stackpole Books, 2005.
Suggested Student Reading:
Scieszka, Jon and Lane Smith. Seen Art? Viking, 2005.
Reeves, Diane Lindsey. Career Ideas for Kids who like ART. NY: Checkmark
Books, 1998.
Manuals: N/A
SUPPLEMENTAL RESOURCES
129
Understanding by Design, Grant Wiggins, 2005.
http://kids.nationalgeographic.com/kids/stories/wackystories/food-that-fools-you/
http://library.duke.edu/digitalcollections/eaa/
http://pbskids.org/dontbuyit/buyingsmart/question.html
http://www.factmonster.com/ipka/A0881985.html
SUPPLEMENTAL RESOURCES
Computer Software: Microsoft Office
Other References:
Web References: Destiny’s WebPath Express
130
________________________________________________________________________
Unit Title: Journey of the World Grade Level/s: 7
Subject/Topic Areas: Areas of the World – Australia, Japan, and Italy
Key Words: Culture, Connections, Customs, Ecology, Folklore, Geography, Global Challenges
Unit Designer/s: Gifted & Talented Committee Time Frame: 14 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Journey of
the World
Grade 7 PAGE
7.1 & 7.5: Speaking and Listening Standards 6-12
7.2, 7.6, 7.7, 7.8: Writing Standards 6-12
7.1-7.3: Language Standards 6-12
6.1.4.B.1 & 6.2.8.B.2: Social Studies Standards
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
In this unit, students will learn about global challenges, cultures, and
connections through studying Australia, Japan, and Italy and their
relationships with the United States.
131
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Journey of the World
Grade 7
Folklore from each
designated area
Unique environmental
factors
Ecological issues
The contribution of the
native people to the world
Relationships with the
United States
What kind of legends, folktales,
traditions, and rituals arise from
each area? (culture)
What are the ecological dangers
that may affect these areas?
How do the native people of
each area contribute to the
diverse cultures of the world?
What is the impact of the United
States on these countries?
Students will understand:
How ecosystems function
locally and globally.
How and why people
cooperate or engage in
conflict.
Examples of global
interdependence.
What are the natural
characteristics of each region
(Australia, Japan, and Italy)?
How do physical environments
affect life in these regions?
What are the human
characteristics of Australia,
Japan, and Italy?
What is the significance of
major cities in these regions?
IDENTIFY DESIRED
RESULTS
132
What evidence will show that students understand information about Australia, Japan, and
Italy?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Journey of the World – Grade 7
These tasks may be completed using a variety of in-class activities. Videos,
DVDs, etc. may be used as presentation methods if appropriate
Quiz on basic facts about each region (Australia, Japan, and Italy) as it is
studied.
Teacher observation
notes
Knowledge of basic facts
about each region
Ability to analyze,
synthesize, and present
what they’ve learned in
oral or in written format
133
Task Title: Journey of the World Approximate Time Frame: 14 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? X Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Journey of the World – Grade 7
7.1 & 7.5: Speaking and Listening Standards 6-12
7.2, 7.6, 7.7, 7.8: Writing Standards 6-12
7.1-7.3: Language Standards 6-12
6.1.4.B.1 & 6.2.8.B.2: Social Studies Standards
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
The students will be able to:
Explain key facts about each region and its relationship to the United States.
Participation in class
discussion
Location map
worksheet
Final group project.
Informal teacher assessment, quizzes, and presentation rubric.
134
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Journey of the World
Grade 7
Describe the assessments and state the prompts: The students will be
able to identify key distinguishing characteristics of each region. The
student will synthesize this information and create a final project.
135
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Journey of the World
Grade 7
Students will need to know… Students will need to be able to…
Basic facts about each region –
ecology, culture, geography, major
cities.
Synthesize information to create a class
project.
How to find information in the media
center.
Locate information in the media center.
1. Building background with discussion
2. Introduce key information about each region
3. Explain rules and procedures
4. Demonstrate how to access information
5. Introduce inquiry method
6. Engage students in a related activity
7. Make cross-curriculum connections
136
Chertok, Bobbi, Goody Hirshfeld, and Marilyn Rosh. Meet the Masterpieces:
Strategies Activities, and Posters to Explore Great Works of Art. New York:
Scholastic Professional Books, 1992. Print.
Green, Yuko. Japanese Word Book. Honolulu, Hawaii: The Bess Press, 1989.
Print.
Colletti, Sharon & Corr, Kendra. Oceania. Atlanta, GA: InspirEd Educators, 2008.
Print.
Henrich, Jean. Renaissance: Fun Projects for World History. Culver City, CA:
Social Studies School Service, 2006. Print.
Henrich, Jean. Ancient Japan: Fun Projects for World History. Culver City, CA:
Social Studies School Service, 2006. Print.
McAleese, David and Evagelelis, Irene. Australia: World Continents Series. San
Diego, CA: Classroom Complete Press, 2007. Print.
Reid, William. Great Craft Projects from Around the World. Portland, ME: J.
Weston Walch, 2000. Print.
SUPPLEMENTAL RESOURCES
Books: Books from the collection. Many titles have been purchased to support
exploration in this unit.
Suggested Student Reading: In-class materials as provided, MLA Format 7th
Edition
Manuals:
137
SUPPLEMENTAL RESOURCES
Computer Software: Destiny (Online Public Access Catalog)
Other References:
Understanding by Design, Grant Wiggins, 2005.
Web References:
7-8 Library eBoard
Favorites Destiny
138
________________________________________________________________________
Unit Title: Financial Resources Grade Level/s: 7
Subject/Topic Areas: How to Use Money Wisely
Key Words: Budget, Checking, Credit Cards, Entrepreneurship, Interest, Salary, Savings, Spending,
Stocks
Unit Designer/s: Gifted & Talented Committee Time Frame: 14 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Financial
Resources
Grade 7 PAGE
7.1 & 7.5: Speaking and Listening Standards 6-12
7.2, 7.6, 7.7, 7.8: Writing Standards 6-12
7.1-7.3: Language Standards 6-12
7.NS: The Number System
7.EE: Expressions and Equations
8.1.8: Educational Technology
9.1.8.A-E, 9.2.8, 9.3: 21st Century Life & Career Skills
In this unit, students will learn about money management in order to make
critical financial decisions that affect their lives.
139
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Financial Resources
Grade 7
How a budget is established
and how it is used
How to make informed
financial decisions that
impact your life
How will I budget my future
financial resources?
How will I deal with scarcity,
choices, and decisions regarding
trade-offs and compromises in
the context of a budget?
How can I save my money and
make it grow?
Is investing in the stock market
a smart financial decision?
What is the secret to becoming
a millionaire?
Students will understand:
What a budget is and how it is used
What compromises need to be made
if you don’t have enough money to
cover your expenses
That the choice of a career impacts
your earnings potential.
The difference between saving and
investing
The use of credit in today’s world
The basics of the stock market and
how it functions
Entrepreneurship
What are the components of a
budget and how do I establish
one?
What trade-offs and
compromises might I have to
make regarding financial
decisions?
How does the choice of a career
impact my life?
What is saving? How does this
practice affect my life?
What is credit?
How does the stock market
work?
What are other options for
generating income?
140
What evidence will show that students understand financial resources?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Financial Resources – Grade 7
These tasks will be accomplished through in-class exercises and using
activities on the eBoard.
Quiz on financial concepts including essay questions.
Teacher observation notes
Quizzes
Completion of class activities
Ability to complete
assignments based
on comprehension
of material
141
Task Title: Financial Resources Approximate Time Frame: 14 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Financial Resources
Grade 7
7.1 & 7.5: Speaking and Listening Standards 6-12
7.2, 7.6, 7.7, 7.8: Writing Standards 6-12
7.1-7.3: Language Standards 6-12
7.NS: The Number System
7.EE: Expressions and Equations
8.1.8: Educational Technology
9.1.8.A-E, 9.2.8, 9.3: 21st Century Life & Career Skills
The students will be able to:
Complete activities demonstrating comprehension of concepts
Contribute to class discussions based on life experiences
Participation in class
discussion Worksheets
Demonstrate comprehension in
testing environment
Informal teacher assessment and quizzes.
142
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Financial Resources
Grade 7
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of information covered in the unit.
143
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Financial Resources
Grade 7
Students will need to know… Students will need to be able to…
• The key elements of a budget • Create a budget based on the salary of
their anticipated career
• Key concepts regarding credit, checking,
saving, stocks, and entrepreneurship
• Participate in class activities regarding
credit, checking and savings, stocks,
entrepreneurship
1. Building background with discussion
2. Introduce vocabulary
3. Explain the purpose and function of budgeting, credit, saving, spending,
etc.
4. Engage students in a related activities
5. Make cross-curriculum connections
144
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: In-class materials as provided
Manuals:
Bank of America. Student Financial Handbook: An Easy-to-Use Guide to Managing
Your Money. Bank of America, 2006. Print.
Draze, Dianne. The Stock Market Game: A Simulation of Stock Market Trading.
Waco, Texas: Prufrock Press, 2005. Print.
Howe, Katherine and Judith Edelstein. Money Matters: How to Become a
Smart Consumer. San Luis Obispo, CA: Dandy Lion Publications, 2000. Print.
145
SUPPLEMENTAL RESOURCES
Computer Software: Destiny (Online Public Access Catalog)
Other References: N/A
Web References:
7-8 eBoard
Favorite- Destiny
Foundation for Investor Education. The Stock Market Game ™. n.d. Web. 13 September
2012, <http://www.stockmarketgame.com/>.
United States. Department of the Treasury. ―Money Math: Lessons for Life.‖ TreasuryDirect.
26 February 2008. Web. 13 September 2012.
<http://www.treasurydirect.gov/indiv/tools/tools_moneymath.htm>.
146
________________________________________________________________________ Unit Title: Independent Study Grade Level/s: 8
Subject/Topic Areas: Research, Writing, and Presenting an Independent Study Project
Key Words: Inspiration™, Notetaking, Outlining, PowerPoint, Synthesizing, Works Cited, Writing
Unit Designer/s: Gifted & Talented Committee Time Frame: 12 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Independent
Study
Grade 8 PAGE
8.1 & 8.5: Speaking and Listening Standards 6-12
8.1, 8.2, 8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.4: Language Standards 6-12
6-8.1, 6-8.2, 6-8.8, 6-8.9: Reading Standards for Literacy in Science and Technical Subjects 6-12
6-8.4, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
In this unit, students will learn how to write a research report after selecting a topic of
their choice with instructor approval. A research paper and PowerPoint presentation
will serve as culminating activities.
.
147
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Independent Study Project
Grade 8
Mechanics of writing a research
paper including brainstorming and
organization
How you research and take notes
The purpose of a Works Cited page
How to summarize and present key
findings
How do I write a research paper?
What topic should I select?
What questions should I ask /
answer?
How do I take notes?
How do I put the paper together?
How do I summarize the research
I’ve done to create a
presentation?
Students will understand:
The process involved in
producing a research
paper
The role of notetaking in
the research / writing
process
How to properly capture
and cite your research
How to summarize and
present key findings
How do I organize my
thoughts?
What is the process for writing
a research paper?
How do I capture information
from the materials I read?
What are the components of a
research paper?
How do I write a Works Cited
page?
How do I note key information
and create a PowerPoint
presentation?
148
What evidence will show that students understand how to write a research paper?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Independent Study – Grade 8
These tasks will be completed using Inspiration™, Microsoft Word, and
PowerPoint. Final projects will include a 3 page research paper and a
PowerPoint presentation. In class worksheets, videos, and DVDs will also be
used.
Rubrics will be used to grade each component of the research paper, the
final product, and the PowerPoint presentation.
Teacher observation notes
Production of a
research paper and
PowerPoint
presentation
149
Task Title: Independent Study Project Approximate Time Frame: 12 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
onstrate understanding?
What student products/performances will provide evidence of desired understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Independent Study – Grade 8
8.1 & 8.5: Speaking and Listening Standards 6-12
8.1, 8.2, 8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.4: Language Standards 6-12
6-8.1, 6-8.2, 6-8.8, 6-8.9: Reading Standards for Literacy in Science and Technical Subjects 6-12
6-8.4, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
The students will be able to:
Produce a research paper and related PowerPoint presentation.
Participation in class
discussion
Completion of in-class
assignments
Research paper
PowerPoint presentation
Informal teacher assessment and rubrics.
150
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Independent Study
Grade 8
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the mechanics in producing a
research paper and a summative PowerPoint presentation.
151
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Independent Study
Grade 8
Students will need to know… Students will need to be able to…
• Techniques for successful research and
writing
• Listen and follow directions
• How to take notes and cite references • Be able to locate information on the
topic of their choice
• How to compile a works cited page • Read and synthesize information
• How to summarize and present their
research
• Write in an organized and logical
manner
• Present research in a PowerPoint
presentation
of contents
• Apply new vocabulary
1. Building background with discussion
2. Make cross curricular connections
3. Pick a topic
4. Identify 3 or more questions about the topic
5. Introduce research techniques, notetaking, citing references
6. Introduce building a web through Inspiration™
7. Provide guidance on writing the paper
8. Explain how to compile a works cited page
9. Summarize and present findings in a PowerPoint presentation
152
SUPPLEMENTAL RESOURCES
Books: Books from the collection.
Suggested Student Reading: In-class materials as provided.
Manuals: N/A
153
SUPPLEMENTAL RESOURCES
Computer Software: Inspiration™, Microsoft Word, PowerPoint
Other References: N/A
Web References:
7-8 Library eBoard
The Internet
Favorites- Destiny
154
________________________________________________________________________
Unit Title: Psychology Grade Level/s: 8
Subject/Topic Areas: Psychology
Key Words: Behavior, Brain, Conditioning, Emotions, Heredity, Learning, Moods, Philosophers, Psychologists,
Psychology, Relationships, Skills, Stimulus-Response, Traits
Unit Designer/s: Gifted & Talented Committee Time Frame: 6 Weeks
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Psychology
Grade 8
PAGE
8.1 & 8.5: Speaking and Listening Standards 6-12
8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.3: Language Standards 6-12
6-8.1: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
5.3.8.D1-3: Science Standards
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
In this unit, students will learn about self and personal relationships and the role
each individual assumes in society. Through developmental and historical
perspectives the learner will build an understanding of psychology as a field of
science.
155
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Psychology – Grade 8
An understanding of the field of
psychology as a science
How famous philosophers and
psychologists contributed to the
development of psychology
The role heredity plays in our
development
Characteristics of the right and left
side of the brain
How emotions and reactions affect
us throughout our lives
What kinds of traits are inherited?
How do you determine cultural patterns
in your community?
How did famous philosophers and
psychologists influence the field of
psychology?
What are the characteristic functions of
the right and left side of the brain?
How do individual’s emotions and
reactions affect moods, behavior, and
experiences throughout his or her life?
Students will understand:
Psychology as a field of science
and its importance to human
beings
The development of psychology
The influence of heredity
That much of our behavior is
learned behavior
That emotions and reactions are
experienced by each individual
What do you know about
psychology?
How did psychology evolve as
a field of science?
What do you know about
heredity?
What is learned behavior?
What do you know about
emotions and reactions?
How are all these things related
in the field of psychology?
156
What evidence will show that students understand concepts about psychology?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Psychology – Grade 8
These tasks may be completed using in-class exercises. Videos, DVDs, etc.
may be used as presentation methods if appropriate.
Quiz on vocabulary and concept presented to students.
Teacher observation notes
Class participation
Completion of in-
class activities
(self-inventories)
Knowledge of
concepts in
psychology
157
Task Title: Psychology Approximate Time Frame: 6 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
onstrate understanding?
What student products/performances will provide evidence of desired understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric X Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Psychology – Grade 8
8.1 & 8.5: Speaking and Listening Standards 6-12
8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.3: Language Standards 6-12
6-8.1: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
5.3.8.D1-3: Science Standards
8.1.8: Educational Technology
9.1.8.A-E: 21st Century Life & Career Skills
The students will be able to:
Explain basic concepts in psychology and provide examples
Demonstrate understanding of material through completion of in-class activities
Participation in class
discussion
Vocabulary worksheets Explain understanding of
concepts in psychology
Informal teacher assessment, written assignments, and quizzes.
158
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Psychology – Grade 8
Describe the assessments and state the prompts: The students will be
able to identify and explain concepts in psychology including but not
limited to heredity, emotions, and behavior.
159
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Psychology – Grade 8
Students will need to know… Students will need to be able to…
• How to listen critically and respond to
questions
• Participate in class discussions
• How to synthesize information and
relate it to their own life situation
• Ask and answer relevant questions
• Apply new vocabulary (e.g. – learned
behavior, stimulus response, etc.)
1. Building background with discussion
2. Introduce vocabulary
3. In-class activities
4. Ask question about readings or activities
5. Guided discussion
6. Make cross-curriculum connections
160
SUPPLEMENTAL RESOURCES
Books: Books from the collection.
Suggested Student Reading: In-class materials as provided.
Manuals:
Kincher, Jonni. Psychology for Kids, Volume 1. Waco, Texas: Prufrock Press, 2001. Print.
Kincher, Jonni. Psychology for Kids, Volume 2. Waco, Texas: Prufrock Press, 2001. Print.
White, David. A. Philosophy for Kids. Waco, Texas: Prufrock Press, 2001. Print.
Barber, Jacqueline et al. Learning About Learning. Berkeley, CA: LHS GEMS, 1996. Print.
161
SUPPLEMENTAL RESOURCES
Computer Software: Destiny (Online Public Access Catalog)
Other References: Library books
Web References:
7-8 Library eBoard
Favorites- Destiny
162
________________________________________________________________________ Unit Title: Mock Trial Grade Level/s: 8
Subject/Topic Areas: American Legal System, United States Judicial Process
Key Words: Civil Trial, Defendant, Judge, Judicial Process, Juror, Jury, Negligence, Plaintiff, Rights, Responsibilities,
Witness
Unit Designer/s: Gifted & Talented Committee Time Frame: 8 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Mock Trial
Grade 8
PAGE
8.1 & 8.5: Speaking and Listening Standards 6-12
8.1, 8.2, 8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.4: Language Standards 6-12
6-8.1, 6-8.2, 6-8.4, 6-8.5, 6-8.6, 6-8.8: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
6.2.8.D: Social Studies Standards
8.1.8: Educational Technology
9.1.8.A-E, 9.4.L: 21st Century Life & Career Skills
In this unit, students will participate in a Mock Trial to learn about the U.S. legal system.
163
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Mock Trial
Grade 8
How the U.S. legal system
works in cases of negligence
The role of the people in the
court system
The role of the people on the
jury
How a mock trial is used to
simulate the judicial process
Who developed the American legal
system?
What are the parties that make up a
civil trial and what are their
responsibilities?
What is negligence and how does it
affect a trial?
What is a juror’s duty?
What is a mock trial?
Students will understand:
How the American legal
system works
The purpose of a mock
trial
The purpose of an
attorney in legal
proceedings
The role of the parties in a
trial
How did the American
legal system develop?
What is judicial process?
What is a mock trial?
What is legal research?
What is the role of an
attorney in legal
proceedings?
What are the roles of the
plaintiff, defendant,
witness, juror, jury, and
judge?
164
What evidence will show that students understand the purpose of a civil trial?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Mock Trial – Grade 8
These tasks may be completed using worksheets to be completed in class.
Videos, DVDs, etc. may be used as presentation methods if appropriate.
Quiz on vocabulary. Written opening statements, written summary of key
points.
Teacher observation notes
Review of worksheets
Knowledge of
key legal
vocabulary
Overview of how
a civil trial works
165
Task Title: Mock Trial Approximate Time Frame: 6 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate understanding?
onstrate understanding?
What student products/performances will provide evidence of desired understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Mock Trial – Grade 8
8.1 & 8.5: Speaking and Listening Standards 6-12
8.1, 8.2, 8.6, 8.7, 8.8: Writing Standards 6-12
8.1-8.4: Language Standards 6-12
6-8.1, 6-8.2, 6-8.4, 6-8.5, 6-8.6, 6-8.8: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
6.2.8.D: Social Studies Standards
8.1.8: Educational Technology
9.1.8.A-E, 9.4.L: 21st Century Life & Career Skills
The students will be able to:
Explain key legal vocabulary.
Research, analyze, and synthesize key arguments for each side of the case and present them
appropriately.
Participation in class
discussion
Worksheets on preparing
mock trials
State facts gathered during
research
Informal teacher assessment and quizzes.
166
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Mock Trial – Grade 8
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of each type of reference source.
167
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Mock Trial
Grade 8
Students will need to know… Students will need to be able to…
• Key legal vocabulary • Identify key issues in the case
• The mock trial presentation format • Formulate arguments to represent either
defendant or plaintiff
• Present case in mock trial format
1. Building background with discussion
2. Introduce vocabulary
3. Introduce mock trial format
4. Introduce reference sources for legal research
5. Engage students in research activity
6. Make cross-curriculum connections
168
SUPPLEMENTAL RESOURCES
Books: Books from the collection.
Suggested Student Reading: In-class materials as provided.
Manuals:
See, Betty M. Jury Trials in the Classroom. Waco, Texas: Prufrock Press, 2006. Print.
See, Betty M. More Jury Trials in the Classroom. Waco, Texas: Prufrock Press, 2008. Print.
169
SUPPLEMENTAL RESOURCES
Computer Software: Online (Internet) reference sources
Other References: N/A
Web References:
7-8 Library eBoard
Favorite-Destiny
New Jersey Bar Foundation. Educators & Students. n.d. Web. 13 September 2012
< http://www.njsbf.org/educators-and-students.html>.
170
APPENDIX
171
Gifted and Talented Identification Matrix Grades 2 - 8
Student: _______________________________ Date: ______________ School: ________________________________ Grade: ____________ Assessment 5 4 3 2 1
InView 140+ 139-
135
134-
130
129-
125
124-
120
NJPASS
Literacy
40+ 39-37 36-34 33-31 30-28
NJPASS
Math
38+ 37-35 34-32 31-29 28-25
NJASK
Literacy
261+ 260-
251
250-
241
240-
231
230-
221
NJASK
Math
261+ 260-
251
250-
241
240-
231
230-
221
Grades (all
except specials)
ALL
A’s/O’s
A’s & B’s
O’s & VG’s
ALL
B’s & VG’s
B’s & C’s
VG’s/G’s
ALL
C’s/G’s
Classroom
Teacher
Evaluation
75-
71
70-
66
65-
61
60-
56
55-
51
Column Tally
Weight x5 x4 x3 x2 x1
Add Across + + + + +
Total Score
09-11
172
Gifted and Talented Re-evaluation Identification Matrix Grades 2 - 8
Student: _______________________________ Date: ______________ School: ________________________________ Grade: ____________ Assessment 5 4 3 2 1
InView 140+ 139-
135
134-
130
129-
125
124-
120
NJASK
Literacy
261+ 260-
251
250-
241
240-
231
230-
221
NJASK
Math
261+ 260-
251
250-
241
240-
231
230-
221
Grades (all
except specials)
ALL
A’s/O’s
A’s & B’s
O’s & VG’s
ALL
B’s & VG’s
B’s & G’s
VG’s/G’s
ALL
C’s/G’s
Classroom
Teacher
Evaluation
75-
71
70-
66
65-
61
60-
56
55-
51
A/T Teacher
Evaluation
75-
71
70-
66
65-
61
60-
56
55-
51
Column Tally
Weight x5 x4 x3 x2 x1
Add Across + + + + +
Total Score
Re-evaluation
03/09