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Gloucester Township Public Schools

Course Title IMPACT! Program

Grade level(s) 2-5

Course Description Students who are identified as Gifted and Talented engage in the IMPACT!program. The curriculum was designed with activities which promotecritical thinking and community leadership. Instructors give students theopportunity to explore STEM and humanities challenges and projects. Thecore of the curriculum includes the design process, critical thinking,problem solving, communication, leadership, and ethics.

Standards 2020 NJSLS – Career Readiness, Life Literacies, and Key Skills

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UNIT/PACING GUIDE

Time Frame UNIT A UNIT BGrade 2 Logic: The Great

Chocolate CaperSTEM ChallengesObservation

Grade 3 ScienceInvestigations

Renewable/AlternativeEnergy

Grade 4 Mission to Mars Mock Trial/DebateGrade 5 Robotics EntrepreneurshipALLGRADES

Various STEM challenges, coding, seasonalactivities, logic and problem solving, andcommunity leadership projects.

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Grade 2 Unit A Curriculum MapThe Great Chocolate Caper

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

Unit FocusStandards

RI.4.1. Refer to details and examples in a text and make relevantconnections when explaining what the text says explicitly and whendrawing inferences from the text.

Topics Learning Target Activities Assessment

#1 - How ischocolateproduced?

1. Use working memoryto explain the process ofproducing chocolate.

-YouTubehttps://youtu.be/iC-EnTZrddkhttps://youtu.be/zJdeQABAc_w

Draw a poster toexplain the process ofproducing chocolate.Use a comic stripformat to showprogression of steps.

#2 - Evidence atthe Crime Scene

1.Rank the informationfrom the crime scene todetermine what is asignificant clue and whatis no longer needed..

Students will read anewspaper report aboutthe crime. Who wouldsteal a recipe and why?

Students look at the crimescene and reason as towhy those items are foundat the crime scene.

Students learn new factsabout the items found atthe crime scene andevaluate their originalassumptions to determineif they were false or valid.

Lesson 2.1 -Students will classifyimportant informationfrom details.

Lesson 2.2 - usingassociative recalldetermines arelationship ofevidence.

Lesson 2.3 - Based onthe assumptions fromthe last lesson,logically reason as towhich assumptionswere valid or false.

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Students continue togather more facts aboutthe crime. Students willuse the information todeductively reason theimportant factors of thecrime.

Lesson 2.4 - As morefacts are revealed,students will continueto logically reason theimportant facts of thecase, such as who,what, when, where,why and how.

#3 -Motives Compile a list of suspectsMake valid assumptions.Understanding the termmotive and how it relatesto possible suspects.Rank possible suspects ingroups of what theirmotive would be forstealing the recipe andwhy.

Students will read aboutthe relationship eachsuspect has with the victimand relate to how thatperson may feel about thevictim.

Lesson 3.1 - Usingperspectival thinking,students will imaginehow the suspects feelabout theirinteractions with thevictim.

#4- Fingerprints Identify basic fingerprintpatternsAnalyze and matchfingerprints

Students will learn aboutfingerprints and howscience uses them todetermine where asuspect has left a print.Students will then matchfingerprints to a suspect.

Students will place theirfingertips on an ink padand press onto paper tosee the pattern of theirprint. Students will thencompare and contrast theirprints with other membersof the class.

Lesson 4.1 - Studentswill focus on a groupof unidentifiedfingerprints andmatch them to oursuspects.

Lesson 4.2 - Studentswill examine their ownfingerprints andclassify the commoncharacteristicsbetween theirpersonal prints andother students.

#5 - MakingGeneralizations

Identify generalizations,distinguish between avalid conclusion and ageneralization, writeconclusions andgeneralizations.

Students will read threefacts and make anevaluative statement oftruth pertaining to thosethree suspects. Write aconclusion and ageneralization that canexplain the three facts.

Lesson 5.1 - Analyzestatements todetermine if the truthof the statement issupported with facts.Then write anincorrectgeneralization to

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Students will read similarstatements about threesuspects. Students willthen determine how towrite a correct conclusionstatement and an incorrectgeneralization.

demonstrate logicalreasoning.Lesson 5.2 - Form andwrite conclusionsabout each set ofthree facts. Thenusing those samethree facts again, formand write ageneralization thatwould not be true.

#6 - Alibis Define the term alibi.Identify each suspect’salibi.Use a syllogism todetermine holes in alibis.To identify falsepremises.

Students will learn aboutthe suspect’s statement asto where they werelocated during the time ofthe crime.

Students will deductivelyreason as to whether theinformation is valid or not.

Students will deductivelyreason as to whichstatement is incorrect andidentify the statement.

Lesson 6.1 -Brainstorm who cansubstantiate asuspect’s alibi. Makea list of possiblewitnesses to find thesuspect innocent.

Lesson 6.2 - Using asyllogism sentencehelps to classify ifinformation isincorrect and/ormissing.

Lesson 6.3 -Determine whichstatement is not truebased on theinformation learnedup to this point.

#7 - Corroboratingan alibi

Learn to use clues tocomplete matrix puzzlesand eliminate suspects.

Read and complete 37-39Analyze alibis of eachsuspect.

Discussion withstudents to determineunderstanding.Complete p. 37-39 todetermine our mostlikely suspects.

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Grade 2 Unit B Curriculum MapSTEAM Challenges

Used for Grade 2 and beyond

Unit FocusStandards

K-2-ETS1-1. Ask questions, make observations, and gather informationabout a situation people want to change to define a simple problemthat can be solved through the development of a new or improvedobject or tool.K-2-ETS1-2. Develop a simple sketch, drawing, or physical model toillustrate how the shape of an object helps it function as needed tosolve a given problem.K-2-ETS1-3. Analyze data from tests of two objects designed to solvethe same problem to compare the strengths and weaknesses of howeach performs.3-5-ETS1-1. Define a simple design problem reflecting a need or a wantthat includes specified criteria for success and constraints on materials,time, or cost.3-5-ETS1-2. Generate and compare multiple possible solutions to aproblem based on how well each is likely to meet the criteria andconstraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests inwhich variables are controlled and failure points are considered toidentify aspects of a model or prototype that can be improved.

Topics Learning Target Activities Assessment

MarshmallowChallenge

Follow the engineeringdesign process tocomplete a teamchallenge.Develop collaboration,innovation, and creativity

Build the tallest free-standing structure withinthe constraints of thechallenge.

STEAM rubric

Homopolar motor Use principles ofelectromagnetism tomake a simple motor

Learn about Faraday'sdiscoveries andconstruction of a motor.

Design and construct ahomopolar motor

Teacher Observation

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Grow Crystals Use natural phenomenasuch as crystals to make

Compare differingstructures of matter

Mix solutions and growcrystals. Makeobservations. Altervariables to see how itaffects crystal growth.

STEAM rubric

Bird SpeciesObservation

Compare bird speciesCreate a model thatdescribes changes in birdspecies throughout theseasons

Observe and identify birdspecies

Predict bird feedingpatterns based on beaks

Observation Chart

Chess/Strategy Learn and apply thestrategy and rules ofchess.Practice analyticalthinking, problemsolving, and logic andreasoning skills throughchess games.

Engage in games of chesswith classmates.

Explain strategy behindmoves

Makey Makey Utilize principles ofelectricity

Craft simple circuits

Build sensorsSupermarket Orchestra

STEAM rubric

STEM ProblemSolving Kits

Varies by kit Varies by kit Varies by kit

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Grade 3 Unit A Curriculum MapRenewable/Alternative Energy

Unit FocusStandards

• 9.4.2.CT.1: Gather information about an issue, such as climate change,and collaboratively

Topics Learning Target Activities Assessment

What is EnergyWhat is Energy

Explore specific energytypes and practicalenergy sources (Intro)

-What is Energy? Threeshort demos-Energy Detective

Learning AboutEnergyFossil Fuels

Explain the discovery anduse of fossil fuels

Model Earth Core Samples:Whats down there?

Teamwork rubricProblem Solving rubric

Solar PowerSolar Power

Explore solar energy as arenewable energy source

-Stations of Light-Capturing the Sun’sWarmth-Make A solar cooker-Solar Cell STEM KIT

Teamwork rubricProblem Solving rubric

Wind PowerWind Power

Explore wind as arenewable energy source

-Build an Anemometer tomeasure wind speed-Wind Energy: Making &testing pinwheels to modelwind turbines

Data CollectionsTeamwork rubricProblem Solving rubric

Hydro electric(water)Water Power

Explore water as arenewable energy source

-Falling Water-Waterwheel Work-Water Power

Teamwork rubricProblem Solving rubric

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Grade 3 Unit B Curriculum MapScience Investigations

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.(Critical Thinking and Problem Solving)• 9.4.2.CT.1: Gather information about an issue, such as climate change,and collaborativelybrainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).• 9.4.2.CT.2: Identify possible approaches and resources to execute aplan (e.g., 1.2.2.CR1b,8.2.2.ED.3).• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

Unit FocusStandards

Topics Learning Target Activities Assessment

MicroscopeAnalysis

Use a microscope toconduct scientificresearch

.Analyze fingerprints, hair,and pond water samples.

Workbook pages

DNA Net Compare DNA Workbook pages

To Code or Not toCode

Interpet message writtenin code

Students apply themethods of scientificinquiry to decipher andcreate codes

Workbook pages

Corroded Cans Use data to makerelationships betweenevidence andexplanation

Students investigate todetermine who is at faultfor a corrosive substancefound in a soft drink can

Workbook pages

Pharaohs Femur Use data to construct areasoned explanation

Determine the height ofa person using skeletalratios

Students investigatemummified remains toidentify a Pharaoh

Workbook pages

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Guilty of Graffitti Separate the colors ofwater soluble inks

use chromatography asan investigative tool

Conduct chromatographyexperiments to solvegraffiti, vandalism, orforgery mysteries.

Workbook pages

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Grade 4 Unit A Curriculum Map

Space Exploration: A Mission to Mars

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.(Criti 9.4.2.CT.1: Gather information about an issue, such as climatechange, and collaborativelycal Thinking and Problem Solving)•brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).• 9.4.2.CT.2: Identify possible approaches and resources to execute aplan (e.g., 1.2.2.CR1b,8.2.2.ED.3).• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

ContentStandards

MS-PS3-3.Apply scientific principles to design, construct, and test adevice that either minimizes or maximizes thermal energy transfer.*

MS-PS Plan an investigation to determine the relationships among theenergy transferred, the type of matter, the mass, and the change in theaverage kinetic energy of the particles as measured by the temperatureof the sample.

Topics Learning Target Activities Assessment

Learn About MarsLearn About Mars

Compare Earth, Mars,and other solar systemplanets

Learn facts about Mars/Solarsystem/universe

KWL

Plan Your MissionPlan Your Mission

Engage in the EDP toplan a mission to Mars

What Tools would you Take toMarsFeel the HeatCalculating Launch Windows

Design YourSpaceCraft

Design a prototypewith a goal in mind

Robotic Arm ChallengePaper Mars helicopterPasta Rover Design Challenge

Design ChallengeRubric

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Design YourSpacecraft

within parameters andwith constraints

Design Robotic Insect

Launch YourMissionLaunch YourMission

Apply concepts of forceand Newton’s 3rd law

Soda Straw RocketSimple Rocket Science

Data Log and DataAnalysis

Landing on MarsLand on Mars

Use the EDP to designlanding systems thatenable their spacecraftto land safely on Marssurface.

Shock Absorbing SystemParachute DesignOn Target

Engineering DesignChallenge Rubric

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Grade 4 Unit B Curriculum MapLaw & Justice

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.(Critical Thinking and Problem Solving)• 9.4.2.CT.1: Gather information about an issue, such as climate change,and collaborativelybrainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).• 9.4.2.CT.2: Identify possible approaches and resources to execute aplan (e.g., 1.2.2.CR1b,8.2.2.ED.3).• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

Unit FocusStandards

• 6.1.5.CivicsHR.1: Describe how fundamental rights guaranteed by theUnited States Constitution and the Bill of Rights contribute to theimprovement of American democracy (i.e., freedom of expression,freedom of religion, freedom of the press, freedom of assembly,freedom of petition, the right to vote, and the right to due process).

Topics Learning Target Activities Assessment

#1 - Civicresponsibility

to understand that beinga member of acommunity hasresponsibilities and rights

What is your civicresponsibility as a student?What is your civicresponsibility in yourneighborhood, your town,your city, your state, etc.

Discussion withstudents to determineunderstanding.

#2 - What isjustice?

determine a solutionthat is fair when there isa conflict

Scenarios of conflicts thatare applicable to 4thgraders and determine thefair solution.

Discussion withstudents to determineunderstanding.

#3 -The JudicialBranch

understand how thejudicial branch works aswritten into theConstitution.

https://youtu.be/9giPmCWnepU - What is thejudicial branch?https://youtu.be/IkBkc2Fxe3I - Icivics videos

Discussion withstudents to determineunderstanding.

#4 - You, the juror Jury duty is a civicresponsibility.

https://youtu.be/zt_Ev_hcpyU - How to be a juror

Discussion withstudents to determineunderstanding.

#5 - Mock Trial learn how to worktogether as a jury to

Mock trial scripts will bedetermined by the teacher.Mock Trials

Teacher will guidestudents throughdiscrepancies

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determine a verdictabout a mock trial case.

associated with thelaw. Observation ofthe students will yieldthe assessment.

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Grade 5 Unit A Curriculum MapBusiness / Entrepreneurship

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.(Critical Thinking and Problem Solving)• 9.4.2.CT.1: Gather information about an issue, such as climate change,and collaborativelybrainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).• 9.4.2.CT.2: Identify possible approaches and resources to execute aplan (e.g., 1.2.2.CR1b,8.2.2.ED.3).• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

Unit FocusStandards

Topics Learning Target Activities Assessment

Currency -History and progressionof currency-how it haschanged/what hasremained constant?-Whats on our Money?Examining currency forfeatures included andwhy they areimportant/relate tohistory-Money from around theworld and how theycompare to U.S.currency/reflect theirculture

-Compare barter, goldstandard/mercantilism, fiatmoney, and cryptocurrency-Money Scavenger Hunt(use U.S. banknotes andcoins to locate variousfeatures)-World Coolest Banknotes-Apply art elements todesign a school trade faircurrency

Art Project Checklist

Business Basics -Key points to considerbefore starting abusiness.-Understand how supply,demand, price, surplus,scarcity affect businesses

-Auction Activity -showhow demand and supplyimpact price of productsMoney Instructor-nomics

Develop Product /Service

-Focus on demand-fillinga need /want within thecommunity-Develop p/s idea to sellat Business Fair

-Create a prototype-Present business pitch forp/s idea-Write a business plan

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Marketing Examine the importanceof effective marketing toinform consumers

Create a businessadvertisement

Production Demonstrate thatproduction of a qualityproduct/service requirestime, money, andresources.

Create supply of approvedBusiness Fair products /services.

Loan -What is a bank loan andhow does it work-How does a loan profitbanks and those applying

-Calculate expenses andmoney needed to open forbusiness.-Apply for loan

Business Fair Apply economic conceptsto open and run abusiness at the BusinessFair

Business Fair- set up astore and sell approvedproducts / services tovisiting customers.

Business Fair ProjectRubric

Post Business Fair Evaluate the success ofthe Business Fair

-Determine profit/loss-Pay loan-Discuss/evaluate businessdecisions made and whatwas effective/not and why

Reflection

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Grade 5 Unit B Curriculum MapRobotics

21st CenturySkills

The ability to solve problems effectively begins with gathering data,seeking resources, and applying critical thinking skills.(Critical Thinking and Problem Solving)• 9.4.2.CT.1: Gather information about an issue, such as climate change,and collaborativelybrainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).• 9.4.2.CT.2: Identify possible approaches and resources to execute aplan (e.g., 1.2.2.CR1b,8.2.2.ED.3).• 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g.,inductive, deductive).

Unit FocusStandards

Topics Learning Targets Activities Assessment

Coding Student selected an hourof code activities (e.g.Dance Party, Minecraft).https://code.org/hourofcode/overview

Exploration RubricChallenge Rubric

Putting the ‘A” inSTEAM

Draw canvas programbasic robotic functionsuch as movement,distance, direction,speed, and color

Use block coding toprogram roll, delay, andspeak features

Code movement, sound,and light blocks to makea robot speak, sound,spin, and roll

Lessons 1-5PictionaryArt-BotSlam PoetryMy Friend, HueLights! Camera! Action!

Exploration RubricChallenge Rubric

Shapes andNumbers

Lessons 1-5 Exploration RubricChallenge Rubric

Nature Utilize the draw canvas toprogram movement,distance, direction,speed, and color

Lessons 1-5The Tortoise and the HarePollination

Exploration RubricChallenge Rubric

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Utilize block coding toprogram speed, heading,delays, stops, and rolls

Program matrixanimation and the IRsensor so spheros mimica biological lifeform

Journey to the Center ofthe EarthMimicrySchool of Fish