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Perkins Gifted Program 2008 - 09 George Potts
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Program Information 2008 - 09
I. Curriculum Rationale / Scope & Sequence
I. Curriculum :
George Potts
Perkins Magnet, 2008 - 09
Pinelllas County Schools
Grade Levels 1-5
LifeSmarts Jr.
( Consumer Education & Career Awareness )
A differientiated Elementary school version of :
National Consumer League " LifeSmarts " @ 2000
2007 Consumer Action Handbook @ www.pueblo.gsa.gov
Florida DOE Workforce Development " Career Cruiser "
American Careers for Kids @ 1998 Career Communications, Inc.
Schedule : TBA
Monday - Gr.2 , Tuesday- Gr.3 , Wednesday - Gr.4 ,
Thursday - Gr.5 , Friday - Gr. 1
10 Gifted Student Competencies
Gifted students will have the ability to function as:
Information managers
Effective Communicators
Numeric Problem Solvers
Perceptive Multicultural Citizens
Efficient Resource Administrators
Information System Organizers
Cooperative Learners
Creative and Complex Thinkers
Effective Leaders
Responsible Self-Directed Learners and Quality Goal Setters.
Blueprint 2000 Gifted Competencies and Outcomes:
__X__ Standard #1: Use of Information, Concepts and Ideas
Florida gifted students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files, in order to perform tasks and/or for enjoyment.
__X__ Standard #2: Communication of Information, Concepts and Ideas
Florida gifted students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer based programs.
__X__ Standard #3: Use of Numeric Procedures, Concepts & Information
Florida gifted students use numeric operations and concepts to describe analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems.
__X__ Standard #4: Use of Creative Thinking Skills
Florida gifted students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
__X__ Standard #5: Use of Appropriate and
Effective Personal Qualities
Florida gifted students display responsibility, self-esteem, sociability,self-management, integrity, and honesty.
__X__ Standard #6: Resource Allocation
Florida gifted students will appropriately allocate time, money, materials, and other resources.
__X__ Standard #8: Cooperative Learning and Teaching
Florida gifted students work cooperatively to successfully complete a project of activity successfully.
__X__ Standard #10: Multicultural Perspectives
Florida gifted students appreciate their own culture and the culture of others, understand the perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds while completing individual and group projects.
Issue of Significance:
Today the United States is experiencing a slow down in our economy and citizens are experiencing more demands of their money and resources.
It is important to teach young adults the skills of personal development, understanding how to make well thought out decisions and become aware of different consume choices and occupations to function more effectively in today's fast-paced, dynamic market place.
Research shows that elementary students need competencies such as developing skills to locate, evaluate, and interpret career information and demonstrating how interests, abilities, and achievement relate to achieving personal, social, educational, and career goals.
Gifted students also face unique challenges as research shows the path from education to career is not always smooth. [ ERIC EC Digest #E492 Author: Barbara Kerr 1990 ED 321497 ]
Two areas of note are: " multipoteniality " or the ability to select and develop many career options could complicate a career decision by the student, and " early emergence " where children show extremely focused / passionate career interests at the expense of a balanced
and open mind about the future.
Guiding Questions:
What do the students already Know about the topic?
A. Elementary students have a limited knowledge of methods to make decisions about their money and future career aspirations.
B. They have a some understanding about how money is used and the purpose of work.
C. They know that their lifestyle is dependent on their parent's income derived from their
choice of career.
What do the students Need to know about the topic?
1. How do I go about planning for my future ?
2. How do I make the right choices in my life decisions ?
3. How do I make, spend and save my money wisely ?
4. How will my job affect my happiness in life ?
5. How do I become a productive citizen ?
What do students need to do (Learn) to find a solution?
1. Provide realistic exposure to the world of work and consumerism through authentic tasks.
2. Be encouraged about career futures through dress-up and plays.
3. Use focusing activities such as class projects which require goal setting and follow-through.
4. Use biographies of eminent people as primary career and consumer education material.
5. As teachers, carefully evaluate skills, talents, and interests and provide awareness of
career choices and good consumer decision making.
6. Provide opportunities to learn about eminent people in the talent area (attend a concert; visit an inventor's workshop; attend a math professor's class).
7. Relate necessary basic skills to the area of interest.
8. Provide opportunities to socialize with children with similar, intense interests through various activities.
9. Strike a careful balance between encouragement and laissez-faire;
provide support for their strong interest along with freedom to
change direction.
Do not become so invested in the child's talent or interest that
you fail to notice that the child has changed interests.
Key Question:
Can elementary students use higher level thinking skills (such as logic and reasoning )in the gifted classroom to address career development competencies and aquire better decision-making consumer skills to become smart and responsible citizens ?
Can elementary gifted students be prepared to make choices about how they plan to make a living in their adult lives ?
Pinellas County School Student Expectations:
Content Mapping Tool:
Reading/Language Arts:
READING- use technology and print resources for personal reports.
WRITING- writes informational text and notes for comments.
LISTENING, VIEW, SPEAKING- use critical thinking skills for presentations.
LANGUAGE- uses appropriate vocab, grammar and punctuation in student work.
LITERATURE- Reads and responds to a wide variety of literature.
Wall chart of Vocabulary words, library materials for reports, computer applications to
create slide shows and presentations, word processor to write summaries of weekly topics,
word searches, crossword puzzles, reading famous biographies of successful people,
use appropriate vocabulary and grammar in work, read and respond to a variety of
literature.
Social Studies:
CULTURE- describes how values and beliefs influence choices.
RESPONSIBILITY- explains importance or good decision making.
CHANGE- discusses that exchanges of ideas may lead to change.
SCARCITY- demonstrates various economic concepts and applies them.
CONFLICT- uses strategies in making decisions that show productive results.
INTERDEPENDENCE- demonstrates knowledge of money for goods/services.
PERSPECTIVE- discusses and describes changes in America since 1900's.
Guest speakers, work related topics, behind the scenes of job related tasks,
research why people choose certain careers, how jobs relate to the US and
world economics and Biographies of sucessful career people.
Science:
NATURE OF MATTER- uses metric and other systems and statistics.
NATURE OF SCIENCE- understands the importance of accurate data.
Ue technology to reasearch and create projects, use technology to show
personal skill development, organize and use current research on career
future prospects, investigate various health related jobs and the needed
trainning.
Fine Arts:
Diagram and illustrate various concepts, create charts etc. about given topics,
use music and art related activities to demonstrate mastery of content.
Process Skills:
GIFTED MODIFICATIONS-emphasis on higher level thinking skills of metacognition,synthesis, application, elaboration, originality, critical thinking, problem-based learning,flexibility, fluency and enrichment.
Evaluate and decide the best consumer purchase and best suited career possibility.
Use CORT and 6 Hats to evaluate content to make decisions.
Identify and resolve problems using good logic and reasoning.
Use critical thinking skills for presentations to audiences.
Florida Sunshine State Standards
Florida Department of Education
STANDARD 1: USE OF INFORMATION, CONCEPTS, AND IDEAS 1:1, 1:2
STANDARD 2: USE OF RESOURCE ALLOCATION 6:1, 6:2
STANDARD 3: COOPERATIVE LEARNING AND TEACHING 8:1, 8:2
Activities:
Monthly Parent Career presentations to students.
Career / Consumer Fair presentation at end of year for all Perkins.
Field trips to local job sites.
Assessments:
Each student will maintain a Notebook with all their work periodically checked by the teacher. and shared with parents at the end of the school year in a Student-Led conference.
Various quizzes and homework assignments to reinforce new and learned concepts.
Pre and Post Test for Consumer and Career unit of study.
Students will plan, create, research and present a Consumer Fair project board.
Resources:
http://www.ikeepbookmarks.com/perkinsgifted Websites
Math, Science, Reading, Writing and Art related supplemental materials. Worknet $1,000 grant for career unit.
I. Scope and Sequence
" LifeSmarts Jr. "
( Consumer Education & Career Awarness)
* These two (2) curriculum will run concurent each week !
Week / Date:
1) 8 / 25 Classroom Expectations /Orientation
Career / Consumer PreTests !!
( How to find a job, Health Science jobs )
2) 9 / 1 Intro to US Dept. of Education
16 Career Clusters
( Housing, Education jobs )
3) 9 / 8 Intro to LifeSmarts Jr. [Consumer Education]
( Travel, Agriculture jobs )
4) 9 / 15 ( Getting results you want, Finance jobs )
5) 9 / 22 ( Education, Science & Engineering jobs )
6) 9 / 29 ( Food, Government jobs )
7) 11 / 6 ( Shopping from home, Arts & Communication jobs )
8) 10 / 13 ( Telemarking/Junk mail, Retail jobs )
9) 10 / 20 ( Banking, Information technology jobs )
10) 10 / 27 ( Cars, Law & Public Safety jobs )
11) 11 / 3 ( Internet access, Transportation & Distribution jobs )
12) 11 / 10 ( Privacy, Business & Administration jobs )
13) 11 / 17 ( Investing, Architecture & Construction jobs )
14) 11 / 24 * Thanksgiving Holiday
15) 12 / 1 ( Utilities & shopping at stores, Human Services and Hospitality jobs )
16) 12 / 8 ( Legal matters, Manufacturing jobs )
First Semester Report Card
17) 12 / 15 ( Credit, Health Science jobs )
18) 12 / 22-31 No school
19) * 2 wks. Xmas Holiday
20) 1 / 5 / 2009 ( Health/ Kids toys/ Marriage, Education/Agriculture and Finance jobs )
21) 1 / 12 ( Budgeting your money, Science & Engineering jobs )
22) 1 / 19 ( Insurance, Government jobs )
23) 1 / 26 ( Entertainment, Arts & Communication jobs )
24) 2 / 2 ( Wills & Estates, Retail jobs )
25) 2 / 9 ( Savings, Information & Technology jobs )
26) 2 / 16 ( Phone, Law & Public Safety )
27) 2 / 23 ( Spending money on others, Transportation jobs )
28) 3 / 2 ( Your kid's college fund, Business jobs )
29) 3 / 9 ( Colleting valuable items, Architecture & Construction jobs )
30) 3 / 16 ( TV, Human Services jobs )
31) 3 / 23 ( The value of money, Hospitality & Tourism jobs )
32) 3 / 30 / * Spring Break 1 week
33) 4 / 6 ( Elder parent care/ Inheriting money, Maufacturing & Health Science jobs )
34) 4 / 13 ( Cash for unexpected events, Education jobs )
35) 4 / 20 ( Bankruptcy, Agriculture jobs )
36) 4 / 27 ( ID theft, Finance jobs )
37) 5 / 4 ( Student-Led Conferences, Consumer Fair Projects start )
38) 5 /11 Consumer and Career Awareness Post Test !!
Consumer Fair Projects
39 ) 5 / 18 Final Report Card
Consumer Fair Projects
Choice of Centers
40) 5 / 25 School-wide Consumer Fair
Last day Socials
41) June 2 ( last day stus )
Classroom Expectations of Gifted Students
1) Maintain a Notebook of all student work for Student Led_Conference.
2) Attend class each day prepared to learn and participate in Center tasks.
3) Homework will be assigned to reinforce curriculum concepts.
4) Gifted Report Cards will evaluate student progress each semester.
5) Individual & Team projects throughout the year to show mastery of curriculum.
Gifted Classroom Issues
Attendance :
(Monday Gr.2 , Tues. Gr.3 , Wed. Gr.4 , Thurs, Gr.5, Fri. Gr. 1 )
Lunch / Arts / Instrumental & P.E. schedules for Gifted day will be incorporated.
Positive Behavioral expectations meet, will be rewarded with incentives.
Regular Classroom conflicts that may arise will be negotiated
Creativity, Imagination, Effort and FUN are encouraged and fostered !
Each day students read, write, apply math, and problem solve in a differentiated curriculum.
Mr. Potts uses 5_6 Learning centers daily to address academic needs and the yearly unit.
A typical small group at each center is four to five students.
Student work independently, with a partner or with their small group to complete the tasks.
*Each day one center is used for direct instruction by Mr. Potts, and this is where the Essential Learning for reading, math and science can be covered.
Another Potts Gifted website
Send E-Mail to: pottsg@pcsb.org
Copyright © 2008 George Potts. All Rights Reserved