61. Depth & Complexity
Content Universal
Imperatives Concepts
water primary
shaping force of
landscapes
heat moves from
warmer objects to
cooler objects
movement of plates
Sayings, Proverbs, & Quotes
62. Depth & Complexity
Content Universal
Imperatives Concepts
water primary
shaping force of
landscapes
Power
heat moves from
warmer objects to
cooler objects Change
movement of plates
Sayings, Proverbs, & Quotes
64. Social Studies, Grade
4(a) Introduction.
1) In Grade 4, students examine the
history of Texas from the early
beginnings to the present…Historical
content focuses on Texas history
including the Texas revolution,
establishment of the Republic of
Texas, and subsequent annexation
to the United States…
65. (2) History. The student
understands the causes and
effects of European
exploration and colonization
of Texas and the Western
Hemisphere. The student is
expected to…
67. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
Sayings, Proverbs, & Quotes
68. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
Sayings, Proverbs, & Quotes
69. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
Sayings, Proverbs, & Quotes
70. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
Sayings, Proverbs, & Quotes
71. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
Sayings, Proverbs, & Quotes
72. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Sayings, Proverbs, & Quotes
73. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Sayings, Proverbs, & Quotes
74. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Sayings, Proverbs, & Quotes
75. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Sayings, Proverbs, & Quotes
76. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Sayings, Proverbs, & Quotes
77. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution Change
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Conflict
Sayings, Proverbs, & Quotes
78. Depth & Complexity
Content Universal
Imperatives Concepts
similarities/differences of Native-American groups
causes/effects of European exploration/colonization…
causes/effects of the Texas Revolution Change
political, economic, and social changes in Texas
contributions of people of various racial/ethnic/religious groups
people organized governments in different ways
Texas, the United States, and other parts of the world
are economically interdependent
Conflict
Causes lead to
unexpected effects. Expect the
unexpected.
Sayings, Proverbs, & Quotes
120. 6.1.2. Identify locations of
communities that populated
the regions of the world.
Describe how humans
adapted to a variety of
environments and shelter.
121. Civilization begins with order, grows
with liberty, and dies in chaos.
What is the What is the How did
effect of origin of tools in geography and
geography on your civilization? technology
your civilization? converge to
create a
surplus in your
civilization?
6.1.2. Identify locations of communities that populated the regions
of the world. Describe how humans adapted to a variety of
environments and shelter.
122. Civilization begins with order, grows
with liberty, and dies in chaos.
What is the What is the How did
effect of origin of tools in geography and
geography on your civilization? technology
your civilization? converge to
create a
surplus in your
civilization?
6.1.2. Identify locations of communities that populated the regions
of the world. Describe how humans adapted to a variety of
environments and shelter.
123. What is the effect of geography
on your civilization?
Since we are located near
the coast, Byrdonians have
come to depend on fishing
for food and boats for travel.
124. What is the effect of geography
on your civilization?
Since we are located near
the coast, Byrdonians have
come to depend on fishing
for food and boats for travel.
125. What is the origin of tools in
your civilization?
Because of our dependence
on the ocean for food, we
developed fishing tools using
reeds and bones from fish
for hooks. .
126. What is the origin of tools in
your civilization?
Because of our dependence
on the ocean for food, we
developed fishing tools using
reeds and bones from fish
for hooks. .
127. How did geography and
technology converge to create
a surplus in your civilization?
In Byrdonia, we developed a surplus
by utilizing tools provided by our
coastal civilization to improve the
efficiency of our fishing and farming.
128. How did geography and
technology converge to create
a surplus in your civilization?
In Byrdonia, we developed a surplus
by utilizing tools provided by our
coastal civilization to improve the
efficiency of our fishing and farming.
130. (3) History. The student understands the
events that led from the Articles of
Confederation to the creation of the U.S.
Constitution and the government it
established. The student is expected to:
★ (A) identify the contributions of
individuals including James Madison
and Roger Sherman who helped
create the U.S. Constitution; and
★ (B) summarize the events that led to
the creation of the U.S. Constitution.
133. (2) History. The student understands the causes
and effects of European exploration and
colonization of Texas and the Western
Hemisphere. The student is expected to:
• (A) summarize reasons for European
exploration and settlement of Texas and the
Western Hemisphere;
136. (1) History. The student understands the
historical significance of landmarks and
celebrations in the community, state, and
nation. The student is expected to:
★ (A) explain the significance of various
community, state, and national
celebrations such as Memorial Day,
Independence Day, and Thanksgiving
★ (B) identify and explain the significance of
various community, state, and national
landmarks such as the county courthouse
and state and national capitol buildings.
139. 4th Grade Science
The students know that Earth consists of
useful resources and its surface is constantly
changing.
observe & identify slow changes to Earth's surface caused by
weathering, erosion, and deposition from water, wind, and ice
140. 2nd Grade Science
(10) Science concepts. The student knows
that the natural world includes rocks, soil,
water, and gases of the atmosphere. The
student is expected to:
(A) describe and illustrate the water cycle;
and
(B) identify uses of natural resources.
141.
142. Defense
International Paintings Plate
Studies Tectonics
Technology
Architecture Art Dramas
Poetry Weather
Religion
Travel Brochures
Mythology
Plantlife
Dioramas Music
Biographies Clothing
The plan: BIG PICTURE within our curriculum
1. universal concepts (all subjects)
2. subject specific generalizations (specific to one)
3. parallel history for s.s. motivation (specific to ss)
For gifted learners, an appropriately differentiated classroom will
have material, activities, projects or products, homework, and assessments
that are complex enough, abstract enough, open-ended enough, and multifaceted enough
to cause gifted students to stretch in knowledge, thinking, and production.
We need to jam all the details of subjects into abstract, open-ended, generalizations
We need to jam all the details of subjects into abstract, open-ended, generalizations
We need to jam all the details of subjects into abstract, open-ended, generalizations
We need to jam all the details of subjects into abstract, open-ended, generalizations
We need to jam all the details of subjects into abstract, open-ended, generalizations
We need to jam all the details of subjects into abstract, open-ended, generalizations
This is hard! Our curriclum & texts won’t help us! Find ways to differentiate for our students. One way to promote abstract, open-ended, multifaceted thinking - UNIVERSAL CONCEPTS
List of universal concepts developed by Kaplan and Gould.
BIG ideas. span several disciplines.
let’s take POWER
List of universal concepts developed by Kaplan and Gould.
BIG ideas. span several disciplines.
let’s take POWER
Should go across all disciplines. How do we see power across the disciplines? Math? Science, Social Studs?
Use big idea icon as an organizer to discuss/introduce universal concepts. An example of DEductive reasoning. We go big to small. I hear that in TX people have an accent. I notice details that support this.
Concept can be used in a sentence to form a generalization. More specific, but still abstract and multifaceted.
used/abused - think across disciplines - discuss application. Put in DEDUCTIVE organizer again. Prove this using... sci, math, etc.
taken/given/earned - think across disicplines
Use big idea icon as an organizer to discuss/introduce universal concepts.
when true across disc?
deductive reasoning using one of these generalizatoins. Think about what we could apply it to. A story, a unit in science, all disciplines, P.E.? use artwork to practice going deductive
Develop some “generalizatios” for the various themes using your worksheet”
use artwork to find examples of power...
use an existing generalization, create you own. Add it to the wall!
we’re going to do this using conflict
1. brainstorm ALL conflict... keep going despite silence
2 . now lets categorize - lots of freedom here
3. develop a statement using the labels you cook up.
WHY ever do this? ABSTRACT, OPEN ENDED, creative, useful for later, put on wall and use with activities later in the year.
Conflict statements used throughout Language Arts.
althogh multi-disciplinarian, some apply *very nicely* to a certain subject. In this case, I like to frame the year around that statement. Creating a subject-specific theme.
quote started the idea for me
considering what I want to emphasize in writing throughout the year
directly took from list of generalizations fit PERFECTLY with CA 6th earth science
Why Use A Subject Specific Theme?
Forms A Story - especially in Social Studies
Guides Instruction - helps me plan and prepare. As Tomlinson said “go beyond facts”
Large enough to be used in future study
To Develop A Meaningful, Useful, Standards-friendly Theme?
Rubric: naturally. easy to check this with our standards in text, etc
how do we know BIG IDEA? Check “standards introduction” for subject within grade level, use big standards, use expert knowledge.
how do we know BIG IDEA? Check “standards introduction” for subject within grade level, use big standards, use expert knowledge.
Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
You have packet...
One tool I used is the Standards “introduction” - here is an excerpt from TX Grade 5
Also, the “big” standards are helpful to see a larger picture of what you’re teaching. Natch, use your own expert knowledge.
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
some possible themes to develop around 4th grade social studies
some possible themes to develop around 4th grade social studies
some possible themes to develop around 4th grade social studies
Effect on planning my lessons. Focuses, causes me to see subject through a lens.
Effect on planning my lessons. Focuses, causes me to see subject through a lens.
focused, repeatable... prove HIGH LEVEL thinking
Repetition of theme...
students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
fun. didn’t foresee the rivalries and relationships that would form. puts history at kids viewpoint. FIRST DAY OF school!
creation - higher level thinking skill, far right on bloom
pure creation; incredible what students come up with! encourage use of talents!
great end of unit activity which you’ll see soon
little by little, we’re building an awesome end-of-year project. open house.
In 5th grade, was un rigorous. Dad made me mad with river suggestion.
equip and organize! tried first year. disaster. taken me & colleagues a couple years to org. this long term project. composition books used as record keeping for each student’s “land.”
the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
fun. didn’t foresee the rivalries and relationships that would form. puts history at kids viewpoint. FIRST DAY OF school!
a standard from my first unit. early humans. I want my students to think fluently about the ideas we learned about. what would their origin be like?
my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
my answers for Byrdonia.
my answers for Byrdonia.
the real NUT of what I’m looking for.
what are three questions we might ask to guide our students towards developing a || history of early Texas?
what are three questions we might ask to guide our students towards developing a || history of early Texas?
not beyond the young kids; imagine creating your own holidays and landmarks?
what are three questions we might ask to guide our students towards developing a || history of early Texas?
Across Disciplines - science? - Earth science
Develop landscape, erosion, river for students along with land?
Develop landscape, erosion, river for students along with land?