EPSE 408 Unit Plan OVERVIEW & BIG IDEA This mini-unit plan is designed for teaching one

of the big ideas in BCs proposed Science 8 curriculum (the kinetic molecular theory explains the behavior of matter). In order to make this unit accessible to all learners, including highly able learners, I have followed the principles of Understanding by Designthat is, by first identifying the big idea for the unit, then determining the evidence for student understanding and then planning learning activities to facilitate and help develop the big idea. EVIDENCE OF UNDERSTANDING The culminating activity for this unit, and the assessment of learning, is a simulated performance task in which highly able learners develop an alternative to helium balloons. Performance Task for Gifted Learners: Ernest P. Arty, owner and manager of small business Parties R Us recently read an article on the growing scarcity of helium (http://www.theguardian.com/science/2012/mar/18/helium-party-balloons-squandered). Concerned over his companys practice of releasing helium balloons at childrens birthday parties, Arty is seeking your assistance to develop an alternative. He requests that you design, create and test a colorful, free floating object that would appeal to children. Any material may be used, provided it is not poisonous or hazardous. You must be able to explain the science behind your object movements. Performance Task for Learners: Ernest P. Arty, owner and manager of small business Parties R Us recently read an article on the growing scarcity of helium (http://www.theguardian.com/science/2012/mar/18/helium-party-balloons-squandered). Concerned over his companys practice of releasing helium balloons at childrens birthday parties, Arty sought help in developing an alternative to birthday party balloons. Pleased with the results but unable to answer childrens questions on how the object floats in the air, Arty is seeking your assistance. Help Arty by developing a child friendly explanation of the science behind the objects movement. LESSON SEQUENCE Day 1 Learning Intention We can observe three types of matter: solids, liquids and gases Lesson Sequence Introduction to essential question: Can behavior (of matter) be explained? Class Discussion: What is matter? Assessment Pre-assessment (Formative) Differentiated for Gifted Students Pre-assessment will be used in order to determine which students already have mastery of the material to be covered. The students that are able to demonstrate mastery of one or more learning outcomes will be allowed to accelerate

Lesson: Making qualitative observations Activity: Make and record qualitative observations of solids, liquids and gases

We can measure the mass and volume of matter

Lesson: Measuring Mass & Volume Activity: Measure mass and volume of solids, liquids and gases from last period

Learning Log (Formative)

We can measure the density of matter

Lesson: Measuring Density Practice: Density Calculations Activity: Measure density of solids, liquids and gases from last period Lesson: KMT Activity: Write and perform skits explaining 3

Calculations Worksheet (Formative) Learning Log (Formative)

The KMT explains the behavior of matter

Learning Log (Formative)

through the learning activities at a quicker pace than the other students. For instance, if a student has demonstrated that they are competent at measuring mass/volume, there is no need for them to take part in a lesson on measuring mass/volume. During these periods, gifted students will work on a problem based learning activity that will challenge them to think creatively about the big idea of this unit. While all students will keep a learning journal to record their observations and thoughts during the activities in this unit, individual students will have the opportunity to accelerate through the learning journals and activities. While regular students will take three classes to record their observations of matter, gifted students may only take one. Any extra class time that a gifted student has may be dedicated towards working on the extended final performance task. During times like these, gifted students may choose to work individually or with peers. The teacher will check with each student at least once per class to clarify expectations and check on individual progress. All students will complete a density calculations worksheet. Once a student has correctly answered 5 questions in a row, he/she is free to move on to the next activity. This allows students who need extra practice to have it, and students who have mastered the skill to move on to more challenging activities. In the skit activity, gifted students will work in cooperative groups with their same-grade peers. This hands-on, interactive, creative activity will

key points from the KMT 5 Temperature and pressure effect how matter behaves Lesson: Measuring temperature and pressure Activity: Heat and cooling balloons Learning Log (Formative)

The behavior of a floating object can be explained by the KMT

Activity: Performance Task

Performance Task (Summative)

appeal to learners who have talents across the social and kinesthetic domain. Because of the accelerated pace at which gifted students may be progressing through the activities in this unit, gifted students will likely have completed all of the units learning activities. In this class, gifted students will present their designs for the performance task to other gifted students. Each student will have an opportunity to both explain and defend the reasoning and science behind their design. Students will provide each other with feedback and work constructively to improve their designs. In this class, gifted students put together their final products while other students develop their explanations. All students collect and record qualitative and quantitative observations.

ANSWERS TO ASSIGNMENT QUESTIONS 1. Describe how your curriculum unit responds to specific characteristics and needs of gifted learners According to Gross, Macleod & Pretorius (2007), gifted learners have unique needs and characteristics. With a heightened level of curiosity and a wide variety of interests, it is beneficial to allow gifted students to engage in open-ended tasks and creative and critical thinking. Having a long attention span and the ability to think flexibly means that gifted learners are capable of handling and excelling at long term, critical and creative thinking activities. Because they are fast learners, they benefit from acceleration through curriculum compacting. As independent learners, they are also capable of working individually and sustaining their attention for long periods of time. It is drawing on these characteristics that I have chosen my lesson activities and product for highly able learners. Most of my lessons are centered on students being able to progress through the lessons in which they need to, and accelerate through the lessons in which they have already mastered the skill or content. When accelerating, gifted students utilize their time by working on an individual, long term activity in which they are forced to think critically and creatively. They move through this project at an individual pace with teacher guidance.

2. Incorporate recommended strategies for differentiating content, process, product and learning environment for gifted learners Content: The content in this unit is differentiated through the product. Gifted students will go above and beyond the content set out in the proposed curriculum when they develop their models for the performance based project. Process: Each student is not required to complete all of the learning activities or lessons. If a student has demonstrated mastery on the preassessment, he/she is able to engage in the learning process in a different manner. In most cases, this means the student will work on their performance based project. In this project, students will gain information and knowledge through a variety of sourcesweb, teacher, peer, book, etc. Product: This is one of the most significant areas of differentiation. Gifted students will create a free floating object while other students will assess a free floating object. Learning Environment: Gifted students are both integrated and removed from the learning environment throughout this unit. In much of the performance based project work, gifted students work individually or with like ability groupings. During this time, students are also free to access the computer and library resources. 3. Adhere to the premises of gifted programming (see Module 1) I believe this unit adheres to the premises of gifted programming as per Module 1. See the Differentiated for Gifted Students column within the unit plan for details. 4. Describe the context and groupings in which the unit will be taught In this unit, student groupings will vary. Cluster and ability grouping will be used when gifted students work on their performance task, as other students in the class will be working on a different performance task. Mixed-ability grouping is only used in one situation because it draws upon a different set of domains. 5. Include the criteria for student assessment The basis for student assessment centers on their understanding of the big idea. In both versions of the performance task, students need to draw upon their understanding of buoyancy, density, mass and volume to explain how an object can remain suspended in the air. The same assessment rubric can be used to assess both performance tasks.

Mastery of the Big Idea

Fully Meeting Expectations (5) The student can explain the behavior of the object using science vocabulary words learned in this unit. They can connect the observed behavior to the principles of the KMT. The student is able to measure mass, volume and density with the given equipment accurately and precisely. The student clearly reports all qualitative and quantitative measurements in a neat and organized manner

Measuring Data

Reporting Data

Meeting Expectations (3) The student can explain the behavior of the object, but lacks precise science vocabulary. It is clear that the student knows the KMT is related to the objects behavior, but the student is unable to explain the connection in detail. The student is able to measure mass, volume and density but the measurements are not accurate and precise The student reports qualitative and quantitative measurements, but the method for doing so may not be clear and organized

Minimally Meeting Expectations(1) The student can explain the behavior of the object, but does not use scientific vocabulary. They are unable to explain how the KMT is related to the objects behavior.

The student is not able to measure mass, volume or density.

The student does not report qualitative or quantitative measurements.

REFERENCES https://curriculum.gov.bc.ca/curriculum/Science/8 http://www.theguardian.com/science/2012/mar/18/helium-party-balloons-squandered http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-12%20programming%20standards.pdf Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). Introduction. In Colangelo, N., Assouline, S.G., & Gross, M.U.M (Eds.), A nation deceived: How schools hold back America's brightest, Volume II. Iowa City: University of Iowa..1 Gross, M.U.M., MacLeod, B. &Pretorius, M. (2007). Gifted students in secondary schools: Differentiating the curriculum. Sydney: A Gerric Publication Johnsen, S.K., Coleman, M.R. & Hughes, C.E. (2013) Overview of response to intervention and its application to students with gifts and talents. In M.R Coleman & S.K. Johnsen (Eds.) Implementing RtI with gifted students (pp. 3-19). Waco, TX: Prufrock Press.