GIFTED & TALENTED UNIT PLAN -...

Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016

GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation

Created by: L. Robertson

Title of Unit: Australia Grade Level: 6th

Curriculum Area: Gifted English/Social Studies Time Frame: (50 minute periods)

STANDARDS/ELEMENTS:

SS6G12 The student will be able to locate selected features of Australia.

a.Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.

SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

a. Describe how Australia’s location, climate, and natural resources have affected where people live.

b. Describe how Australia’s location, climate, and natural resources impact trade.

SS6G14 The student will describe the cultural characteristics of people who live in Australia.

a. Explain the impact of English colonization on the language and religion of Australia.

b. Evaluate how the literacy rate affects the standard of living.

SS6CG6 The student will compare and contrast various forms of government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.

b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.

c. Describe the two predominate forms of democratic governments: parliamentary and presidential.

SS6CG7 The student will explain the structure of the national government of Australia.

a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and

personal freedoms.

SS6E8 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.

b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.

c. Describe the economic system used in Australia.

SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia.

a. Explain how specialization makes trade possible between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos.

c. Explain why international trade requires a system for exchanging currency between nations.

SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia.

a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).

b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP).

c. Describe the role of natural resources in a country’s economy.

d. Describe the role of entrepreneurship.

SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.

a. Describe the origins and culture of the Aborigines.

SS6H9 The student will explain the impact European exploration and colonization had on Australia.

a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.

b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.


Common Core Literacy Standards in Social Studies:

Key Ideas and Details

L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.

Craft and Structure

L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally).

L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text.

L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Standards for Writing in Social Studies:

Text Types and Purposes

L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and

examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

L6-8WHST3: (See note; not applicable as a separate requirement)

L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach, focusing on how well purpose and audience have been addressed.

L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

PRODUCTION, CONSUMPTION, and DISTRIBUTION: The student will understand that the production, distribution, and consumption of goods/services

produced by the society are affected by the location, customs, beliefs, and laws of the society.

How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce?

How do most countries strike a balance between having a pure market and pure command economy?

What is the economic system used in Australia?

How does specialization enhance Australia’s ability to trade with other countries?

How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries?


Why is it necessary to exchange currencies for nations to trade?

What is the relationship between human capital, capital investment, and gross domestic product (GDP)?

How does the unequal distribution of resources affect Australia?

What is an entrepreneur?

MOVEMENT / MIGRATION: The student will understand that the movement or migration of people and ideas affects all societies involved.

How did Aborigines migrate to Australia?

What impact did the migration of the Aborigines have on the development of society and culture in Australia?

Why did the British colonize Australia, and what was the impact of British colonization on Australia’s indigenous peoples?

TIME, CHANGE, and CONTINUITY: The student will understand that while change occurs over time, there is continuity to the basic structure of that society.

How are the origins of the Aborigine people explained?

How have the traditions and beliefs of the Aborigine people shaped their cultures over time?

INSTRUCTIONAL

STRATEGIES

Direct Instruction

Compare and Contrast

Reading for Meaning

- Association

- Summarizing

- Context Connections

Teams – Games – Tournament

Task Rotation

Literacy Integration

� Graphic Organizers � Short answer response � Analyzing and interpreting literature � Note-

taking � Reading comprehension (finding main idea, key terms/concepts)

Technology Integration

Promethean Board Classroom Desktop Computers LCD Projector

Classroom Laptop Computers Video Clips www.BrainPOP.com

www.unitedstreaming.com www.youtube.com iPad/Tablets

Performance Task(s): - Presentation

- Visualization - Student-created choice

Writing Focus:

Production and Distribution of Writing

ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

http://www.brainpop.com/

http://www.unitedstreaming.com/

http://www.youtube.com/


Reading Focus:

Range of Reading and Level of Text Complexity

ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band

independently and proficiently

Academic & Content Vocabulary:

VOCABULARY: Great Barrier Reef Coral Sea Ayers Rock Great Victoria Desert colonization standard of living literacy rate Australia indigenous Aborigines political-physical map location climate distribution of natural resources population distribution unitary confederation federal citizen participation autocratic oligarchic democratic parliamentary presidential constitutional monarchy parliamentary democracy federation voting personal freedoms economic systems continuum pure market


pure command economic questions: (1) what to produce, (2) how to produce, and (3) for whom to produce voluntary trade buyers sellers specialization trade barriers tariffs quotas embargoes currencies economic growth human capital (education and training) gross domestic product (GDP) capital goods (factories, machinery, and technology) natural resources entrepreneurship literacy rate standard of living investment traditional mixed economy


How Will Learning Be Extended Or Remediated?

If Learning Does Not Occur (Intervention):

Re-teaching of topics.

Extended time and correction of unit assignments.

Tutorial

Extension Activities:

Daily Lesson: [MC] = Media Center [LG] = Large Group [IND] = Independent [SG] = Small Group [Ps] = Pairs [NH] = Numbered Heads [TU/TD] = Thumbs

Up/Down [TPS] = Think/Pair/Share [HOA] = Hands-on Activity [LC] = Learning Center [PR] = Partner Reading [CL] = Computer Lab [PP] Power Point

Presentation {Time}

Resources Unit Checklist * See for

Assignments/Activities

Textbook, UnitedStreaming, Graphic Organizers

CONTENT RESOURCES: Teachers can find detailed Teacher Notes on this unit at https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf. There is detailed information about individual European countries in this document.

Materials Needed:

Graphic Organizer

Performance task

and rubrics

Film clip (optional)

Internet/Web

Access

MS Word or other

word processing

program

INTERNET RESOURCES: CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) and the State Department’s Background Notes (http://www.state.gov/r/pa/ei/bgn/)

Literacy Integration Resources (Print Materials)

Title Author Corresponding

Standard(s)

http://www.bbc.co.uk/news/uk-england-21206359

BBC SS6G9

http://www.npr.org/templates/transcript/transcript.php?storyId=5355810

NPR SS6G9

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-

power.htm

Discovery.com SS6G9

http://ga.water.usgs.gov/edu/acidrain.html

USGS SS6G9

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf

https://www.cia.gov/library/publications/the-world-factbook/

http://www.state.gov/r/pa/ei/bgn/

http://www.bbc.co.uk/news/uk-england-21206359

http://www.npr.org/templates/transcript/transcript.php?storyId=5355810

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-power.htm

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-power.htm

http://ga.water.usgs.gov/edu/acidrain.html


Unit: Australia Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.

Materials/

Resources:

Videos: CNN Student News

History/: www.unitedstreaming.com

Unit Checklists – (class set)

Activity: UnitedStreaming

BrainPOP Answer Cards (class set)

Students’ Learning Logs

CCGPS:

APS Gifted

Standards:

Advanced Communication Skills: (ACS)

Formulates and poses questions to engage others in meaningful discussion and reflection.

Objectives:

STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia.

The student will explain the impact of location, climate, distribution of natural resources, and

population distribution on Australia.

The student will describe the cultural characteristics of people who live in Australia.

The student will compare and contrast various forms of government.

The student will explain the structure of the national government of Australia.

The student will analyze different economic systems.

The student will give examples of how voluntary trade benefits buyers and sellers in Australia.

The student will describe factors that influence economic growth and examine their presence or

absence in Australia.

The student will describe the culture and development of Australia prior to contact with Europeans.

The student will explain the impact European exploration and colonization had on Australia.

Opening:

Starter:

Daily Starter[LG] {5}

Enduring

Understanding:

PRODUCTION, CONSUMPTION, and DISTRIBUTION: The student will understand that the

production, distribution, and consumption of goods/services produced by the society are affected by

the location, customs, beliefs, and laws of the society.

MOVEMENT / MIGRATION: The student will understand that the movement or migration of

people and ideas affects all societies involved.

TIME, CHANGE, and CONTINUITY: The student will understand that while change occurs over

time, there is continuity to the basic structure of that society.

Essential

Question(s):




How do the three types of economic systems (traditional, command, and market economies)

answer the questions of what, how, and for whom to produce?

How do most countries strike a balance between having a pure market and pure command

economy?



How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from

occurring between countries?


What is the relationship between human capital, capital investment, and gross domestic

product (GDP)?






What impact did the migration of the Aborigines have on the development of society and

culture in Australia?

Why did the British colonize Australia, and what was the impact of British colonization on

Australia’s indigenous peoples?




Day 1




Hook:

* CNN Student News discussion linked to daily objective

Work Period/Lesson Framework:

Strategy: New American Lecture

Guided/

Independent

Practice:

[IND/SG/LG] {30}

Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist,

assignments and project choices. [LG] {5}

Learning Experience:

1. Students view the Video: Australia Revealed. The teacher pauses the video to highlight and

discuss key terms.

2. Students will be introduced to the vocabulary for the unit and will be expected to create

vocabulary cards for each term (term, picture).

[LG] {30}

Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5}

Wrap Up: Activity: Essential Question [LG] {5}

Assessment: Informal [IND/LG] {5}

Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:

- Read a Novel (20 mins.)

Select project choices.

Continue to work on Unit (Differentiated)


Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:




Day 2







Essential

Question(s):







economy?







product (GDP)?














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




1. Students will take detailed notes on a video discussing The Great Barrier Reef.

2. Students will continue to be introduced to the vocabulary for the unit and will be expected

to create vocabulary cards for each term (term, picture). Students will be introduced to the

geography of Australia and will discuss how location and climate influence where people

choose to live. Students will work in differentiated groups will work to complete and

analyze the map of Australia (political/physical features).



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:









CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:








Essential

Question(s):







economy?







product (GDP)?














Hook: * CNN Student News discussion linked to daily objective

Day 3




Guided/

Independent

Practice:

[IND/SG/LG] {30}



(2 Days) Learning Experience:


to create vocabulary cards for each term (term, picture).

2. Students will work in differentiated groups on the Australian weekly assignment reading

activities.

[LG] {30}




Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:






Day 4





Essential

Question(s):







economy?







product (GDP)?














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}



(2Days) Learning Experience:



2. Students will work in differentiated groups on the Australian weekly assignment reading

activities.

[LG] {30}




Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/ Videos: CNN Student News


Resources: History/: www.unitedstreaming.com





CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:








Essential

Question(s):







economy?







product (GDP)?














Hook: * CNN Student News discussion linked to daily objective

Day 5





Guided/

Independent

Practice:

[IND/SG/LG] {30}






2. Students will take detailed notes (Cornell) and analyze the video Australia’s Short Stories.

3. Students will take detailed notes (Cornell) on the Geography/History/Government of

Australia. [LG] {30}



Assessment: Informal [IND/LG] {5} Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:




Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.

Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:








Day 6



Essential

Question(s):







economy?







product (GDP)?














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




Students will be issued a Motion Picture Analysis form to fill out during the 2 day presentation of

“Australia”. [LG] {30}

Graphic Organizer: While watching the video, students complete the activity: Motion Picture Analysis activity [IND] {}


Assessment: Informal [IND/LG] {5} Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:






Day 7




CCGPS:

APS Gifted

Standards:



Objectives:













Opening:

Starter:


Enduring

Understanding:








Essential

Question(s):







economy?







product (GDP)?














Hook:





Guided/

Independent

Practice:

[IND/SG/LG] {30}




Students will be issued a Motion Picture Analysis form to fill out during the 2 day presentation of

“Australia”. [LG] {30}

Graphic Organizer: While watching the video, students complete the activity: Motion Picture Analysis activity [IND] {}



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:




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