Lesson Plans

K-2 TAG Units 2009-2010

Unit One: Georgia

 

 

TAG Learning Objectives: Higher Order/Critical Thinking Skills and Advanced Communication Skills

Description: Students will study Georgia’s geography, literature, government, famous people, history, literature, native plants and animals, economics, and culture.

 

 

 

 

 

 

 

 

 

Unit Two: Nature Myths

 

TAG Learning Objectives: Advanced Research Skills and Advanced Communication Skills

Description: Students will study nature myths, write an independent research paper on a self-selected animal, make a Power Point technology presentation to accompany the report, and give a formal presentation. In addition, the students will participate in a variety of lessons, such as brainstorming, mystery, and inquiry.

 

 

Unit Three: Pilgrim’s Challenge

 

TAG Learning Objectives:

Creative Thinking/Creative Problem Solving Skills and Advanced Communication Skills

Description: Students will get a closer look at the struggle that was part of everyday life in Plymouth Colony. They will vicariously experience the hardships of life in the New World as they make decisions and face consequences just as the Pilgrims did nearly 400 years ago. They will establish colonies in the New World and try to do a better job of it.

 

·        Lesson Two:  Why was the trip across the Atlantic hard for the Pilgrims?

o       Mystery Lesson

o       Navigation is discussed.

o       The beginning of a government is started.

·        Lesson Three: Why do you think the Pilgrims decided to build the kind of houses they knew?  Was this a good decision?

o       Compare Contrast Lesson

·        Lesson Four:  What problems did the Pilgrims face during their first few months away from England and how can we solve these problems?

o       Creative Problem Solving Lesson

·        Lesson Five:  How did life change when the Pilgrims made friends with the Indians?

o       Food tasting

·        Lesson Six:  Why was trading so important to the Pilgrims?

o       Creative Problem Solving Lesson

·        Lesson Seven: Determine results to see who beat the Pilgrims and practice skits, make props etc.

·        Lesson Eight: Presentation

 

Third Grade TAG Units 2009-2010

Unit One: American Footprints

 

TAG Learning Objectives: Creative Thinking/Creative Problem Solving Skills and Advanced Communication Skills

Description: Students will find a problem within their school environment and solve it as well as learn about several historical figures who were problem solvers. They saw a problem, learned all they could about the problem, and found a solution. Students will explore how the solution affects us today.

 

·        Lesson One: Introduction

o       Inductive, Inquiry- What do all of these things have in common? 

o       Students will become experts on various inventors/inventions. They will then take the role of a reporter and interview other inventors and create a newspaper.

·        Lesson Two: Founding Fathers

o       How have historical figures in America worked to establish a national government which provides for the life, liberty, and pursuit of happiness for all its citizens? 

o       Compare/Contrast, perform plays, learn songs, play games about the Constitution and the Bill of Rights and how our laws are still based on this document today

·        Lesson 3: George Washington Carver

o       What is crop rotation and how do we benefit from it today? 

o       Hands-on experiments with a variety of soils. Students learn and apply the steps of the Scientific Method as they create a new product from peanut butter/yogurt/salad dressing/or jelly. 

o       They will begin the process of inventing a new product from peanuts.

·        Lesson Four: Eli Whitney

o       How did the invention of the cotton gin change the way we live today? 

o       Peanut Invention presentations. 

o       Guided Imagery 

o       Picking Cotton, Simulation of cleaning cotton 

o       Compare and Contrast Carver and Whitney 

·        Lesson Five: Ben Franklin

o       How did the Franklin stove change the way we heat and cool our houses today? 

o       Inquiry - What is this a picture of and what is it used for? 

o       Students will participate in experiments as they explore radiation, convection and conduction of heat.  

o       CPS from Jason's New House Mess.

·        Lesson Six: Thomas Edison

o       Compare and Contrast technology in the early 1900's with technology today. 

o       Guest speaker from Georgia Power will give a presentation called PowerTown where students will learn how power is made and delivered to our houses. 

o       CPS - How might we make a circuit that will light the flashlight bulb?

·        Lesson Seven: Henry Ford

o       Assembly line simulation 

o       Analogies - making a sandwich like an assembly line, themselves to a Model T 

o       Synectics (divergent/convergent thinking) using the word automobile

o       Compare and contrast  modern cars with the Model T 

o       Introduce the class CPS lesson with observation

·        Lessons Eight-Twelve:

o       Students will practice flexibility, originality, fluency, and elaboration through a variety of activities.  They will find a number of problems within their school environment.  They will participate in two decision making lessons to narrow the problem down to one and to determine which solution they will implement.  They will use their Advanced Communication Skills and CPS skills in solving the problem and implementing the solution.

Unit Two: Our National Treasures

 

TAG Learning Objectives: Higher Order/Critical Thinking Skills and Advanced Communication Skills

Description: Students will participate in leading a tour of the USA's national treasures, sharing their arguments about whether certain national and state treasures should be preserved and protected.

 

·        Lesson One: Inquiry Lesson 

o       How do parks' systems help to protect fragile ecosystems? How do humans positively and negatively impact the environment?

·        Lesson Two: Inductive Reasoning

o       How do national / state parks and other protected areas represent a variety of our nation's treasures?

·        Lesson Three: Compare/Contrast Lesson

o       How do humans positively and negatively impact the environment?

·        Lesson Four: Review concepts and Introduce Performance Task

o       Who defines and is responsible for protecting and preserving our national treasures? Why are natural resources located in parks cause for public and political debate? Should our national treasures be protected and preserved?

o       Teacher reads aloud National Parks and/or The National Parks: Shaping the System

o       Introduce Performance Task

o       Share Steps for Completing the Task and Performance Assessment Rubric. Share Park Ranger Information and Presentation Sheet. Students should use this time for Q & A about expectations.

·        Lesson Five:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Review the Steps of Research at http://www.crlsresearchguide.org/

o       Explain to students that in order to use critical thinking skills required to support debates/arguments, they must first gather and synthesize information about their topic.

o       Performance Task may begin, using Park Ranger Information and Presentation Facts Sheet as a guide.

·        Lesson Six:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students work from Internet sources, library books, and other media sources to complete Park Ranger Information and  Presentation Facts Sheet

·        Lesson Seven:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students work from Internet sources, library books, and other media sources to complete Park Ranger Presentation Facts Sheet

·        Lesson Eight:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students work from Internet sources, library books, and other media sources to determine Annual Costs sheet. Students should report information using a graphic organizer.

·        Lesson Nine: 

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students identify and evaluate at least two problems of preserving/maintaining their assigned park or other protected place. Students may begin production on computer generated brochure, with visuals, which culminates all findings.

·        Lesson Ten:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students identify and evaluate at least two problems of preserving/maintaining their assigned park or other protected place (continued). Students should create and send invitations out to "tourists" for lesson twelve.

·        Lesson Eleven:

o       Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved?

o       Continue with Performance Task. Students complete production on brochures and displays, and practice oral presentations through peer evaluations.

·        Lesson Twelve: Why is the location of natural resources in parks and other protected places cause for public and political issues and debates? Should our national treasures be protected and preserved? 

o       Teacher assesses Performance Tasks as students present arguments for or against preservation through oral presentation with visuals in front of live audience.

 

Unit Three: American Heroes

 

TAG Learning Objectives: Advanced Research Skills and Advanced Communication Skills

Description: Students will focus on the characteristics that American heroes exhibit while researching one historical figure and explaining how this person's characteristics led him/ her to become an American hero.

 

·        Lesson One:

o       Metaphorical Strategy Lesson:  How is a hero like a giraffe?

·        Lesson Two:

o       Decision Making Strategy Lesson:  What personality traits attract or repel one another?

·        Lesson Three:

o       High Level Questioning Strategy Lesson:  What makes a lasting hero?

·        Lesson Four:          

o       Compare/Contrast Strategy Lesson:  What happens when history meets Hollywood?

o       Begin Performance Task

·        Lesson Five:

o       Decision Making Strategy Lesson:  How can one person make a difference?

o       Continue with Performance Task.

·        Lesson Six:

o       Mystery Strategy Lesson:  What rights should all people have? 

o       Continue with Performance Task.

·        Lesson Seven:

o       High Level Questioning Strategy Lesson:  What makes a human being get involved in a heroic act? 

o       Continue with Performance Task.

·        Lessons Eight-Nine:

o       How might we create products and compose written presentations that communicate expertise to an authentic audience? 

o       Continue with Performance Task.

·        Lesson Ten: 

o       How will we deliver to the authentic audience our nomination for induction into the American Hero Hall of Fame and how will we defend our findings?   

o       American Hero Hall of Fame.

 

Fourth Grade TAG Units 2009-2010

 

TAG Learning Objectives: Higher Order/Critical Thinking Skills and Advanced Communication Skills

Description: Students will utilize a variety of strategies and skills to explore the ways in which scientific processes played a role in the survival of Native Americans, develop their own ideas about survival and what it means to be a survivor, and explore how scientific processes impact our own ability to survive.

 

·        Lesson One:

o       Focus Question: What are the characteristics of a survivor?

·        Lesson Two:

o       KWL

o       Focus Questions: Who were some of the Early Native Americans that settled throughout North America and in what regions did they settle?

·        Lesson Three:

o       Compare and Contrast Lesson

o       Focus Question: How did the geographic region in which a particular tribe lived impact their way of life?

·        Lesson Three:

o       Data Analysis

o       Focus Question: How are patterns and cycles used in predicting weather?

·        Lesson Four:

o       Focus Questions: How does our knowledge about the weather impact our ability to survive? How did the Native Americans use patterns and cycles to make predictions about the weather?

·        Lesson Five:

o       Focus Question: How are patterns and cycles used in astronomy?

·        Lesson Six:

o       Focus Question: How did Native Americans use folklore to explain scientific processes and occurrences?

·        Lesson Seven:

o       Decision-Making Lesson

o       Focus Question: What factors would you consider when deciding on an area of land to settle in?

·        Lesson Eight:

o       Focus Question: Do you have what it takes to survive in a world without modern technology?

·        Lesson Nine:

o       Assessment: Performance Task

 

Unit Two: Grasping Governments

TAG Learning Objectives: Advanced Research Skills and Advanced Communication Skills

Description: Students will learn about different structures of government, how governments create structure and consistency in society, how systems adapt to change, and how various government systems and their society's values are interdependent.

 

·        Lesson One: How does government create structure and consistency in society?

o       Play No Rules game

o       Inductive Lesson

·        Lesson Two: How do systems adapt to change?  How are various government systems and their societies values interdependent?

o       The Thicket Game

o       Compare/Contrast Lesson

·        Lesson Three: How does government create structure and consistency in society?

o       Democracy vs. Republic

o       Ticket out the door



 

·        Lesson Four: How does government create structure and consistency in society?      

o       Dictator for a Day  

o       Big Six Research Method

o       Wrap Around                      

·        Lesson Five: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?

o       Big Six Research Method

o       Mystery Lesson- Communism

o       Activity:  PowerPoint Life Under Communist Russia

·        Lesson Six: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?

o       Communism

o       Big Six Research Method

o       Research Paper Rubric

·        Lesson Seven: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?

o       Big Six Research Method

o       Monarchies

·        Lesson Eight: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?  

o       Big Six Research Method

o       Decision Making Lesson: Choosing a product

o       Oral Presentation Rubric.

·        Lesson Nine: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?  

o       Big Six Research Method

o       Product/visual aid.

o       Presentation preparation

·        Lesson Ten: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?  

o       Written research paper due.

o       Students complete product/visual aid.

o       Oral presentations.

·        Lesson Eleven: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?  

o       Presentations  

o       Grasping the Governments Culmination

·        Lesson Twelve: How does government create structure and consistency in society? How are various government systems and their societies values interdependent?  

o       Performance Task- Authentic assessment

Unit Three: Mind You Own Business

TAG Learning Objectives: Creative Thinking/Creative Problem Solving Skills and Advanced Communication Skills

Description: Students will develop and produce a prototype of an original game or toy and recognize the difference between fads and timeless concepts as well as the factors that impact a business/product's success or failure.

 

 

 

 

Fifth Grade TAG Units 2009-2010

Unit One: Research Contract

TAG Learning Objectives: Directed Study/Advanced Research Skills and Advanced Communication Skills

Description: Students will choose a topic of interest to them and will work independently to research the topic and type a research paper.  Students will also create an original product of their choice to supplement the project.

 

Unit Two: Conflict & Cooperation

TAG Learning Objectives: Creative Thinking/Creative Problem Solving Skills and Advanced Communication Skills

Description: Students will study World War I, the Roaring 20s, the Great Depression and Dust Bowl, World War II, and the Cold War.  Students will also share an oral history that they gathered from friends and family.

 

 

 

 

Unit Three: Stock Market

TAG Learning Objectives: Higher Order/Critical Thinking Skills and Advanced Communication Skills

Description: Students will participate in lessons to learn about how the stock market works.  They will be broken up into teams in order to compete with other teams in the state of Georgia and in Fulton County in the Stock Market Game on–line.  Each student will create an original business plan and will present his/her ideas through a Power Point presentation.  Students will also play Cashflow games and other Stock Market board games in order to get out of the “rat race.”

·        Lesson Seven

o       Do This is Your Life activity

o       Play Stock Market board games

o       Work on Power Point Business Plans

·        Lesson Eight

o       Make Stock Market Board games

o       Play Stock Market board games

o       Work on Power Point Business Plans