Gifted Grade 1 Description

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  Unit 1: Logic and Reasoning
  
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  Unit 2: Research and Technology Skills
  
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  Unit 3: Scientific Literacy
  
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  Unit 4: Map Skills
  

Unit 1: Logic and Reasoning

The Logic and Reasoning Unit for First Grade begins with modeling of skills in isolated applications in a non-threatening and fun format. As skills develop there will be extensions of this unit to incorporate skills into the research unit, the scientific literacy unit and the map skills unit.

By the end of this unit students will:

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  use linear problem-solving methods to determine accurate outcomes based on logic; eliminating what is not possible through the process of elimination and the application of deductive and inductive reasoning
  
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  transfer these skills from games and activities that work on skills in isolation, to real problems with connections to map skills and scientific literacy, aligned to student interest and performance
  

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  CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts
  
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  CC.1.5.6.B Delineate a speaker’s argument and specific claims by identifying specific reasons and evidence and recognize arguments or claims not supported by factual evidence
  

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  CC.1.2.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
  

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  The only way to be sure I’m right is to check the answer key or have the teacher check my work.
  
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  We can only be accurate and successful in areas in which we have already mastered content and procedures.
  

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  Cause and Effect
  
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  If/Then Statements
  
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  Plausible Outcome using Logic
  
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  Solving a Mystery
  
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  Introduction to Scientific Method
  
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  Collecting and Interpreting Data
  

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  Describe an event using steps in logical sequential order
  
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  Apply logic to determine an accurate outcome
  
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  Begin to verbalize “why” an outcome is correct or incorrect
  

Complete Activities in Skills to Practice:

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  Logical Sequence
  
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  Deductive vs. Inductive Reasoning
  
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  Analogies
  
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  Introduction to Scientific Method
  
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  Collecting and Interpreting Data
  

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  Percentage of Successful Outcomes/Accuracy on isolated skills application activities
  
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  Rubric(s) to assess application of skills to inquiry related to research and map skills and/or scientific literacy
  

Geography and Map Skills

Research and Writing

Technology

Scientific Literacy

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  Logic Games
  
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  Logic Activities
  
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  Lollipop Logic GradeK-2 Prufrock Press
  
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  http://www.prufrock.com/Lollipop-Logic-Critical-Thinking-Activities-Book-1-P185.aspx . (NEED TO PURCHASE)
  
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  Solve a Mystery Activities
  
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  Internet Resources
  

Unit 2: Research and Technology Skills

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  Navigating a Search Engine Effectively
  
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  Locating Pertinent and Reliable Information
  

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  CC.1.2.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
  
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  CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea
  
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  CC.1.4 Writing; Focus on Narrative Writing & Publishing
  
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  CC.8.6.6-8.F Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
  
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  CC.1.4.2.V Participate in individual or shared research and writing projects
  

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  CC.8.6.6-8.G Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
  
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  CC.8.6.6-8.H Draw evidence from informational texts to support analysis reflection, and research
  

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  There is no way to determine a truth unless you can witness an event or rely on others who have done so.
  

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  Create a Written and Sequential Summary of Research
  

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  Use a 12-step modeled process to investigate an area of interest and create written, visual and spoken components using technology to prepare a presentation
  

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  Access reliable information
  
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  Determine what data needs to be collected
  
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  Model opinion formulation through discussion
  

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  Explore a topic of common interest: Apply Logic and Reason with Research to draw Plausible Conclusions to provide model
  
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  Apply to Individual Research Inquiry 4^th Quarter
  

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  Rubric to assess targeted skills of presenting support from reliable research sources to defend conclusion and tech integration
  
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  Rubric to assess targeted skills related to research, creating a sequential and accurate summary, communication skills and tech integration culminating in a formal presentation to audience of peers and adults at an Open House forum
  

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  Science
  
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  Writing
  
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  Communication Arts
  
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  Library Skills
  

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  Web Template and Example
  
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  12 Steps to Completing a Project document
  
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  Checklist for Research Process (Document)
  
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  Books
  
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  Data Collection Templates
  

Unit 3: Scientific Literacy

This unit will be student-driven in defining content, but will be built on a platform of the basic scientific evidence related to the changing Earth over time, incorporating the concepts of the Geologic Time Scale, Continental Drift Theory and Plate Tectonics to investigate a “story” to determine mythology vs. plausible event. This unit is designed with a secondary focus on nurturing skills in discrimination for young students who are susceptible to fantasy and imagination.

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  Application of Scientific Method: Analyze data and draw a conclusion
  
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  Explore the Feasibility of Atlantis. Compare to Evidence on the existence of Easter Island (or substitute similar relevant content)
  
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  Apply reasoning through discussion to determine the plausibility of the location based on facts; climate, history, resources etc.
  

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  CC.3.5.6-8.A Cite specific textual evidence to support analysis of science and technical texts
  

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  CC.1.2.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
  
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  CC.1.4.2.V Participate in individual or shared research and writing projects
  

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  Only experienced scientists can conduct research and determine reliable conclusions.
  

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  Using maps for literal and inferred information to draw conclusions
  
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  Using the Scientific Method to make predictions and analyze data to create reliable outcomes
  

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  Identify and apply Scientific Method
  
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  Using research, data and map skills to determine an outcome related to science
  

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  Complete an Investigation with variables.
  
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  Collect data
  
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  Use data from research to make a written conclusion
  
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  Determine the plausibility of Atlantis vs. Easter Island based upon evidence
  

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  Data collection sheets and a feasible outcome at the conclusion of a modeled scientific inquiry.
  
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  Written paragraph with a premise statement for the plausibility of the existence of Atlantis (or other similar topic) and 3 supporting statements.
  

Geography and Map Skills

Technology

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  Various World Maps, Books and the Internet
  
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  Maps depicting continental drift and location of continents over time
  
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  Watch videos (PBS etc.), Read Atlantis: Fact or Myth?
  
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  Use a graphic organizer to collect evidence and note sources. (Teacher-modeled process.)
  

Unit 4: Map Skills

Use World Maps to locate probable locations for Atlantis. Apply reasoning through discussion to determine the plausibility of the location based on facts; climate, history, resources etc. This unit can be taught in conjunction with the Scientific Literacy unit or as a separate application to a different topic, depending upon time, interest and student productivity.

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  Students will apply reasoning through discussion to determine the plausibility of an event or the existence of a phenomenon.
  
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  Students will make distinctions among states, countries and continents.
  
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  Students will use a compass rose and a map legend to determine information contained on the map.
  

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  CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
  
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  CC 1.2 Reading Informational Text; Focus on Retelling
  

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  CC.1.4.2.V Participate in individual or shared research and writing projects
  
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  CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
  

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  There is nothing we can use to investigate events that happened before reliable written record and technology were available.
  

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  Guided research inquiry to model the process of collecting data
  
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  Use of maps to determine possible locations and draw conclusions based on location, climate and resources to determine plausibility of Easter Island and Atlantis
  
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  Create a short written summary
  

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  Determine useful information from books and articles
  
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  Collect data from videos
  
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  Use collected data to answer questions and form an opinion based on fact
  

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  Use World Maps to locate probable locations for Atlantis
  
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  Apply reasoning through discussion to determine the plausibility of the location based on facts; climate, history, resources etc.
  

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  Rubric designed to assess targeted map and reasoning skills; collecting data and determining logical conclusions
  

Speaking and Listening

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  Videos (PBS, National Geographic Kids, WGBH etc.)
  
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  Graphic organizer to collect evidence and note sources