Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Collaborative Curriculum Projects
2002-2003 Summaries
This is one of the many publications available through the Bureau of Instructional Support
and Community Services, Florida Department of Education, designed to assist school dis
tricts, state agencies which support educational programs, and parents in the provision of
special programs. For additional information on this publication, or for a list of available
publications, contact the Clearinghouse Information Center, Bureau of Instructional Support
and Community Services, Florida Department of Education, Room 622 Turlington Bldg.,
Tallahassee, Florida 32399-0400.
telephone: (850) 488-1879
FAX: (850) 487-2679
Suncom: 278-1879
e-mail: cicbiscs@mail.doe.state.fl.us
website: http://www.firn.edu/doe/commhome/
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Challenge Grant for the Gifted
Collaborative Curriculum Projects
2001-2002 Summaries
Bureau of Instructional Support and Community Services
Florida Department of Education
2002
Table of Contents
Introduction ........................................................................................................................... 1
Dade County,
Riverworks .....................................................................................................
3
Hendry County,
In Search of the Ancient Ones ...................................................................
9
Hillsborough County,
It’s All Greek to Me .........................................................................
15
Jackson County,
Excursions: On the Road with Venture ...................................................
21
Nassau County,
Gifted by Nature II ................................................................................... 25
St. Lucie County,
History Alive! .........................................................................................
33
Volusia County,
C3-PO .......................................................................................................
37
iii
Intr oduction
�he Challenge �rant �rogra� �or the �i�ted �as established in 19�1 to
encourage �ublic schools to i��le�ent e�e��lary �rogra�s that challenge
gi�ted students. �ro�ects �unded under this �rogra� are designed to
i��ro�e the �uality o� e�isting �rogra�s, initiate a �odel or de�onstra?
tion �rogra�, or e��and student �artici�ation in e�isting �rogra�s.
�ro�ect acti�ities su��ort the i��ro�e�ent and �urther de�elo��ent o�
�ro�isions �or gi�ted students in a school, district, or grou� o� districts.
Since 1981, the annual Challenge Grant appropriation has been awarded
on a competitive basis for local district projects that address identified
priority areas. The purpose of this funding method was to support
innovation in individual districts to meet the instructional needs of gifted
students. In previous years, Challenge Grant funds have been concentra?
ted on a few major statewide projects designed for statewide application.
However, beginning in 1998, a portion of the Challenge Grant appropria?
tion has supported classroom based curriculum projects. The 1998
Challenge Grant: Collaborative Curriculum Project supported innovative
curriculum projects aimed at the classroom or school level to
•?
meet the academic needs and interests of gifted students through
attention to a significant problem or issue
•
support the redesign of instruction
•?
support collaboration between students, teachers, and community
members to enhance instruction
Two initiatives in Florida have given rise to these objectives. First, the
Sunshine State Standards identify more complex classroom objectives that
require a redesign of instruction to ensure that the objectives are being met
effectively.
Furthermore, gifted students often have deeper interest in a
topic that may go beyond traditional classroom instruction or resources.
Second, the revised funding model for exceptional student education
supports a more integrated service delivery model that provides expanded
opportunities for collaboration.
The Collaborative Curriculum Projects are intended to enhance the
academic achievement of gifted students through the innovative redesign
of instruction and collaboration. Collaboration is defined by The
American Heritage Dictionary (1985, 2nd edition) as working together in a
joint intellectual effort. This requires intellectual engagement beyond
audience participation. It is expected that this collaboration will enhance
instruction and thus the academic performance of the students by
introducing new information, skills, talents, and perspectives to the
instruction. It is expected that collaboration will go beyond traditional
classroom methodologies such as pairing gifted students for research
projects.
The Collaborative
Curriculum Pr oject
Grants ar e intended to
promote the academic
achievement of
students who are
gifted through an
innovative redesign of
instruction and
collaboration.
Collaboration may be coordinated with
•
general education classrooms
•
classrooms for students with disabilities
•
other schools or school districts
•
professionals in a particular field who are willing to become mentors and share expertise
•
colleges or universities
•
museums
•
laboratories
These collaborative projects may involve face-to-face interaction or coordination through the use of
technology such as the Internet.
Funds are provided primarily for curriculum development, instructional planning, and the implemen?
tation of redesigned curricula. However, funds may also be used for professional development
(including release time for planning or training in an innovative or exemplary program) and
resources not currently provided by the school district that are necessary to meet instructional
objectives.
Grants of up to $10,000 were awarded for eleven projects. Participation in this project is open to all
school districts in the State of Florida. Funding is competitive and based on the recommendations of
a review team. Consideration is given to geographical distribution throughout the state, with 20% of
the funds allocated to school districts served by the Institute for Small and Rural Districts (ISRD)
Project.
The purposes of this publication are to provide information to Florida school district administrators
and teachers about the grant opportunity and information about the grant projects that have been
funded in the past.
Information about each project was submitted by each project director and is presented in the
following format:
I.
Project Goals and Rationale
II.?
Project Implementation—who participated
A.
Project Activities—what participants did
B.
Curriculum Content Focus—what was studied
C.
Sunshine State Standards Addressed°
D.
Instructional Methodology Used°
E.
Nature of the Collaboration—a description of the collaborative activities and their purpose°
III. Evaluation
A.
Assessment of Student Performance
B.
Project Evaluation
IV. Budget
V.
Contact Person
For further information about the Challenge Grants Collaborative Curriculum Projects, please
contact the Florida Department of Education, Bureau of Instructional Support and Community
Services, Program Development and Services, 601 Turlington Building, 325 W. Gaines Street,
Tallahassee, Florida 32399, 850-488-1106, Suncom 278-1106, Fax 850-922-7088.
2
Dade County School District
Banyan Elementary
Project Title: Riverworks
Experiencing the Past, Present, and Future of Miami
Project Goals and Rationale
The goal of this project was to provide opportunities for advanced levels
of achievement by students, for selecting areas of their own interest, and
for interacting with the community. The project also intended to provide
opportunities to gather information from the community, working in
partnership with various public organizations and resources. Our primary
goals were to increase the knowledge of our students and their families
about the history of the Miami River, its multicultural roots, geography,
environment, commerce, and architecture by
•?
using the community and its resources to gather historic and
current information about the Miami River and the multicultural
communities that converge at its banks
•?
teaching research skills including the gathering and documenting
of relevant data
•?
developing creative thinking by developing a school site Miami
River Museum to share with the school population and the
Riverworks was a
year-long, thematic
unit surrounding the
history of the Miami
River and its
surrounding
multicultural
community.
community
Project Implementation
Participants°
gifted students°
general education students°
students with disabilities°
administrators°
community members°
gifted teachers°
general education teachers°
teachers of students with disabilities°
parents°
total number of participants°
Project Activities
Students
•
became researchers
•
kept field journals
•
went on a variety of field trips
Number
105
221
22
5
37
3
12
4
197
606
•
completed a resource questionnaire
•
met with people in the community under study
•
gathered information from guest speakers
•
kept a captioned photo journal of their field experiences
•
kept an organized book of tests, quizzes, notes, and other important papers
•
used the internet and other sources of information
•
discovered Miami’
s historical past and constructed timelines
•
visited historical sites in the Miami area
•?
learned about important historical people and places and how they have impacted our city
today
•?
learned the importance of our natural resources, what they meant to early settlers and today’
s
population
•?
learned about the delicate balance of nature between the land, people, and animals that live
there
•
participated in a three day camp experience at Biscayne National Park
•
studied the architectural styles of Miami, viewed different examples, kept a field notebook
•
learned about bridge structures and built some bridges of their own
•
learned of the impact of growth and development on our city
•
studied tourism and commerce of the area, visited local establishments
•
dined at a riverside restaurant and visited a family-run fishery
•
created a family vacation plan in the Miami area
•
took a boat tour on the Miami River and took part in a river scavenger hunt
•?
selected a topic of interest from their year-long studies and created a display with information
and a three-dimensional representation for a Riverworks Museum open to the whole school, parents,
and the larger community
Curriculum Content Focus
The project presented was a year-long, thematic unit covering the history of the Miami River and its
surrounding multicultural community. The strands and benchmarks of the Sunshine State Standards
involved the four academic areas of language arts, mathematics, science, and social studies. Some
examples of what was taught in each academic area included:
•
gathering and documenting information from community resources
•
using a variety of methods and sources to understand history
•
creating an understanding of the consequences of limited resources
•
creating and conducting interviews
•?
understanding the concept of community encompassing multiculturalism, history, commerce,
architecture, natural and man-made environments
Sunshine State Standards Addressed
Social Studies
SS.A.1.2.1
understands how individuals, ideas, decisions, and events can influence history
SS.A.1.2.2?
uses a variety of methods and sources to understand history (such as interpreting
diaries, letters, newspapers; and reading maps and graphs) and knows the difference
between primary and secondary sources
SS.A.1.2.3
understands broad categories of time in years, decades, and centuries
SS.A.2.2.3?
understands various aspects of family life, structures, and roles in different cultures
and in many eras (e.g., pastoral and agrarian families of early civilizations, families
of ancient times, and medieval families)
4
Science
SC.D.2.2.1?
knows that reusing, recycling, and reducing the use of natural resources improve and
protect the quality of life
SC.G.2.2.1?
knows that all living things must compete for Earth’
s limited resources; organisms
best adapted to compete for the available resources will be successful and pass their
adaptations (traits) to their offspring
SC.H.1.2.2?
knows that a successful method to explore the natural world is to observe and record,
and then analyze and communicate the results
SC.H.1.2.3?
knows that to work collaboratively, all team members should be free to reach,
explain, and justify their own individual conclusions
SC.H.1.2.5?
knows that a model of something is different from the real thing but can be used to
learn something about the real thing
Language Arts
LA.A.2.2.5?
reads and organizes information for a variety of purposes, including making a report,
conducting interviews, taking a test, and performing an authentic task
LA.A.2.2.8?
selects and uses a variety of appropriate reference materials, including multiple
representations of information such as maps, charts, and photos, to gather
information for research projects
LA.B.1.2.3?
produces final documents that have been edited for correct spelling; correct use of
punctuation, including commas in a series, dates, addresses, and beginning and
ending quotation marks; correct capitalization of proper nouns; correct paragraph
indentation; correct usage of subject/verb agreement, verb and noun forms, and
sentence structure; and correct formatting according to instructions
LA.C.1.2.1?
listens and responds to a variety of oral presentations, such as stories, poems, skits,
songs, personal accounts, informational speeches
Mathematics
MA.B.1.2.1?
uses concrete and graphic models to develop procedures for solving problems related
to measurement including length, weight, time, temperature, perimeter, area, volume,
and angle
MA.E.1.2.1?
solves problems by generating, collecting, organizing, displaying, and analyzing data
using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts
MA.E.3.2.1?
designs experiments to answer class or personal questions, collects information, and
interprets the results using statistics (range, mean, median, and mode) and
pictographs, charts, bar graphs, circle graphs, and line graphs
Instructional Methodology Used
Our students encountered an interesting but relatively unknown part of South Florida. Class studies,
field trips, and local experts exposed them to the rich history of the Miami River, its important
historical figures, and how the river and its surroundings have helped shape the Miami community.
Our students developed their data-collecting and recording skills, honed their organizational and
research skills, and created projects representative of the Miami River and its natural and human
communities. Our year-long course of study incorporated nine different units, allowing students to
select areas of interest.
These units included architecture, future planning, river transportation,
5
trade, tourism, ecosystems, geography, and local history. A major component was the connection to
our community and developing an appreciation for its resources.
Nature of the Collaboration
Teachers collaborated with many people throughout the community, including library personnel,°
businessmen, national and community parks personnel, authors, workers in the marine and fishing°
industries, museum personnel, local historians, Florida folk artists, department of tourism staff,°
school administrative staff, and members of the construction industry to name a few.°
Each of the above were consulted and made familiar with our curriculum. In turn, they were able to°
provide information and educational experiences such as assistance with research; tours of°
businesses on the river; educational activities in several of our parks; and in-house and field°
presentations that were commercial, historical, and cultural in nature. Collaborators provided°
information and materials for use by the students. Folk artists helped to integrate the arts into the°
curriculum. Collaboration with representatives of the construction industry provided tools and°
hands-on experience for our students.°
The purpose was to expand our students’ concept of community by enabling them to experience and°
study extensively outside and inside the classroom.°
Evaluation?
Assessment of Student Performance?
1. completion of bi-weekly unit tests
2. documentation of year-long experiences
in a Riverworks Journal, including a
captioned photo journal
3. students/group production of interview
questions
4. E.P. evaluations
Project Evaluation
survey disseminated to the parents/students
measuring attitudes and opinions of the impact
the unit had
project pre- and post-tests
parent attendance at school events
parent attendance on field trips, museum
80% or more of students received°
satisfactory scores°
95% of students scored a minimum of 8 out°
of 11 on rubrics°
100% included questions in the Riverworks°
Journals°
conducted by teachers as scheduled°
99% of parents marked 80% or more with°
positive responses. 97% of students marked°
80% or more with positive responses.°
grade 3
59% increase°
grade 4
66% increase°
grade 5
70% increase°
documented by sign-in sheets – 109°
88°
6
Budget
Item°
purchased services°
supplies°
library books°
non-capitalized AV materials°
non-capitalized software°
field trips°
total°
Contact Person(s)
Name(s):?
Joan Carrington,
Stella Summers
James Veber
Cost
$ 2,575.26
$ 3,695.61
$
296.46
$
39.98
$
497.96
$ 2,163.00
$9,268.27
Position:
Gifted Resource Facilitators°
Phone:
305-221-4011 Extension 155°
Address:
3060 S.W. 85th Avenue, Miami, Florida 33155°
Fax:
305-222-8994°
E-mail:
joanie@hotmail.com,°
marks8888@go.com,
jveber@aol.com
7
Hendry County School District
Clewiston Middle School
Project Title: In Search of the Ancient Ones
Project Goals and Rationale
Rural gifted students of Clewiston Middle School live in an economically
disadvantaged area and have minimal opportunities to directly explore the
diversity of cultures and environments. Living 60 miles from the nearest
urban and cultural resources has limited their exposure to life beyond an
isolated agricultural community. To become young leaders of the future
requires discovery in the larger world. By developing a learning
expedition across the continent and into the past,
“In Search of the Ancient Ones”
provided a unique combination of an
educational experience to research the ruins of the prehistoric Anasazi
civilization of 1,000 years ago and work with gifted middle school
students in the Four Corners region of the southwest United States.
An enduring learning portal connected students in a collaboration to link
the past with the present by immersing them in this fact-finding mission.
Broadening their realm of experience beyond the familiar Florida
background to this vivid landscape and rich Native American community
was an adventure to last a lifetime and build a foundation for a passion for
learning.
Rural gifted students began to build a foundation as global learners by
being information managers to a diverse culture both ancient and modern
and experiencing a unique physical environment. The students directly
applied an in-field inquiry of the scientific process at ancestral Puebloan
archaeological sites. In executing this bridge of understanding, the
students
•?
collaborated with gifted students and adult experts in the Four
Corners region of New Mexico to research the Anasazi culture
•?
used archaeological terminology and techniques to observe and
investigate Native American sites
•?
applied experiential knowledge to interpret understanding of this
ancient culture by producing a web-site and a video presentation
In Search of the
Ancient Ones” utilized
the interdisciplinary
brain-compatible
learning approach.
Both Simulation
Learning of immersing
students in an
authentic experience
and project learning
of active participation
in high-interest
involvement were key
elements.
Project Implementation
Participants°
gifted students°
general education students°
gifted teachers°
general education teachers°
parents°
total number of participants°
Number
28
4
1
2
3
39
Project Activities
Students
•
researched Anasazi culture using various resource materials in the media center/computer lab
•
developed a trip planner, organizing transportation, funding costs, and agenda
•?
utilized research options in creating individual research journals and an independent study
topic
•?
used a replica artifact trunk to handle, study, observe, and identify artifacts such as tools,
weaponry, and ethnobotany
•?
accurately measured, sketched, and identified materials and usage of authentic Anasazi
artifacts
•
researched fundamentals of archaeological processes and vocabulary in the classroom
•
investigated preserved Anasazi structures in New Mexico and Colorado
•?
participated in Anasazi lifeway methods such as grinding corn, weaving, identifying masonry
styles, identifying water sources, and fire starting
•?
utilized web-sites to become familiar with the interdisciplinary field of Anasazi excavation
archaeology
•?
studied technologies, customs, trade, architecture, cultural innovations, geographic factors,
and social relations of Anasazi at working archaeological sites under supervision of experts
•?
applied knowledge of chronology sequence, strata interpretation, petroglyphs, plant
identification, artifact analogy, and study of lifeways while exploring ruins
•
reinforced goal setting and responsibility regularly
•
developed effective interpersonal skills in working with diverse, multi-cultural/age groups
•?
practiced acceptance, appreciation, and conflict resolution throughout the duration of the
project
•
compared and contrasted Chacoan and Mesa Verdean cultures
•?
created a web-site documenting basic information gained, including links to additional
Anasazi information sites
•?
edited video and still photography for a multi-media presentation to the Hendry County
School Board and audience
Individual students had responsibilities as
•
cameraman preparing still/ video photographic equipment and documenting project
•
navigator preparing and maintaining accurate maps and daily navigation
•
food meister-surveying dietary needs and assisting in daily meal planning
•
transportation captain arranging luggage identification, loading, and daily travel concerns
Curriculum Content Focus
“In Search of the Ancient Ones”
utilized the interdisciplinary brain-compatible learning approach.
Both Simulation Learning of immersing students in an authentic experience and Project Learning of
active participation in high-interest involvement were key elements.
Being provided the opportunity to view archaeological ruins and work cooperatively with gifted
students of New Mexico involved the disciplines of math, science, social studies, and language arts
expectations as well as those for gifted learners. The 12 accomplished practices of world class
education were part of this brain-compatible learning model and helped design this classroom
learning without borders.
10
•
assessment
•
communication
•
continuous improvement
•
critical thinking
•
diversity
•
ethics
•
human development and learning
•
knowledge of subject matter
•
learning environment
•
planning
•
role of the teacher
•
technology
Sunshine State Standards Addressed
Social Studies
SS.A.1
understands historical chronology and the historical perspective°
SS.B.2
understands the interactions of people and the physical environment°
SS.D.1
understands how scarcity requires individuals and institutions to make choices about how°
to use resources
Math
MA.A.1
understands the different ways numbers are represented and used in the real world
MA.B.1
measures quantities in the real world and uses the measures to solve problems
Language Arts
LA.B.1
uses writing processes effectively°
LA.B.2
writes to communicate ideas and information effectively°
LA.C.1
uses listening strategies effectively°
LA.C.2
uses viewing strategies effectively°
Science
SC.G.2
understands the consequences of using limited natural resources°
SC.H.1
uses the scientific processes and habits of mind to solve problems°
SC.H.3
understands that science, technology, and society are interwoven and interdependent°
Instructional Methodology
Brain-compatible learning was planned so students saw relevance and connection and were engaged
in multi-sensory experiences that were challenging.
The simulation model created a real-life situation where understanding and skills were directly
applied. Content from the classroom and rehearsed skills were put into action in New Mexico and
Colorado. Project learning required the students to become stakeholders with a high level of
involvement.
11
To accomplish this task successfully, instruction for students included
•
an authentic environment
•
rubric/ checklist creation and self-assessment
•
field studies in the basics of archaeological skills
•
direct instruction and practice in goal setting and evaluation
•
data collection and integrated knowledge
•
investigative research, including the Internet
•
reflection journals
•
cooperative work teams and independent study
•
practical application
•
scientific inquiry, applied in-field interacting with experts
•
allocation and analyzing itinerary, personnel, and funding in the creation of a trip planner
•
video program production and web-site design.
Nature of the Collaboration
•?
Seventh and eighth grade gifted students of Clewiston Middle School involved gifted/Native
American students of Mesa View Middle School in Farmington, New Mexico in this joint
venture.
•?
Teacher of the gifted at Mesa View assisted with curriculum materials and local
coordination.
•?
Educators, interpreters, archaeology assistants, rangers, and staff of Mesa Verde National
Park, Anasazi Heritage Center, Chaco Culture National Historic Park, and Aztec Ruins
National Monument helped facilitate this project.
•
Student-developed web-site allows other schools globally to learn from us.
Evaluation
Student Evaluation
•?
K-W-L strategy was part of initial and on-going evaluation of student knowledge base.
Knowledge improved from basic understanding to an outstanding level of information of the
Anasazi culture for all students.
•?
Pre- and post-assessments of student knowledge was incorporated to adjust students’
educational plans.
•
Teacher-prepared assessment checklist enabled individual and team tasks to remain focused.
•
Group/class shared vision discussions allowed for regular feedback.
•?
Research journals documented cognitive knowledge acquired as well as archaeological skills
and techniques acquired. Terminology, sketches, historical data, and specific details were
accurately recorded.
•?
Teacher- and student-designed process rubrics monitored progress. All students demon?
strated above-average understanding of material.
•?
Traditional testing showed all students scoring above average in comprehension of
archaeological terminology and Anasazi concepts.
•?
National Park Service assessments indicated all students acquired extensive knowledge and
were able to process and apply new material.
•?
Student-planned inventory and budget preparation were integral parts of the trip planner
accurately finalized by student groups and edited by a teacher.
•
Students with designated leadership roles accurately handled assignments.
•?
Reflection journals showed behavioral changes in student perceptions, maturity, and
understanding.
12
•?
Correlation between Anasazi and Medieval fortifications were determined by student
observations.
•?
Multi-media presentation in video format was used for summation of the project with an
overwhelmingly positive response from the school board and community.
•
After 6 months, students still retained a huge knowledge base.
Project Evaluation
•?
Teacher-monitored and studied activity outcomes regularly to adjust progress of project
specifics.
•?
Immediate and continual assessment included adapting to individual student learning modes,
assuring active student engagement.
•
Teacher-designed process and product rubrics evaluated proficiency obtained.
•?
Final video and web-site products show adequate acquired knowledge throughout the
disciplines and effectively communicated attained objectives.
•?
Feedback from professionals on-site indicated that students were highly knowledgeable on
topics and were able to synthesize and process newly acquired knowledge.
•?
Students demonstrated a high degree of interaction, confidence, and participation with adult
experts in the field. Park visitors that were part of our group activities verbally commented
on the depth of awareness, maturity, and high degree of information the students possessed.
•?
Student presentation for the school board was impressive, and they fielded questions
accurately and with a high level of confidence in the subject matter.
•?
Written assignments and tests demonstrated an increase in learning, understanding, and
concepts.
•
Web design continues.
•
Video production showed basic knowledge in editing skills acquired.
•?
Parent comments have been very positive, noting increased interest in learning, social
awareness, growth in responsibility, and interactive skills.
Our trip to the Southwest was postponed from a September 15th departure to September 28th. The
events of September 11th limited the number of students participating in the on-site portion of the
project. There was a high confidence level for those students going, and other than necessary
changes in itinerary, the trip was highly successful.
Budget
“In Search of the Ancient Ones” necessitated funding primarily for air/land transportation to and
food/ lodging in the Four Corners region. Implementation of the entire project easily utilized existing
materials, resources, and personnel. Due to events of September 11, 2001, modifications in plans had
to be made, still with success. A total of 11 students and 2 adults participated in the actual trip to the
Southwest, with 5 additional adults covering their own expenses as chaperones. Roundtrip airline
tickets were purchased as a youth group, from Orlando, Florida to Albuquerque, New Mexico from
September 28 to October 4, 2001. Rental of three minivans provided ground transportation from
Albuquerque to sites surrounding Farmington, the Navajo Nation Reservation, and Durango,
Colorado.
13
food for 8 days, with groceries bought for most lunches.
$1939.84
motel expenses for 7 nights
$2758.18
transportation: air, ground, tolls, gas
$5020.08
lodging
$4698.02
miscellaneous: cooler/journals/postage/walkie talkies/snacks/first aid
$ 281.90
total
$10,000.00
Contact Person
Name:
Jeanie Powell°
Position:
teacher of the gifted°
Phone:
850-747-5854°
Address:
Clewiston Middle School, 601 West Pasadena Avenue, Clewiston, Florida 33440°
Fax:
863-983-1541°
E-mail:
gbpowell@gate.net°
14
Hillsborough County School District
Project Title: It’
s All Greek to Me
Project Goals and Rationale
Goals
The goals for this project were
•?
to increase students’ academic understanding of the Greek and
Roman mythology unit
•
to improve community bonds, while creating new ones
•?
to design new curriculum enhancement activities for the seventh
grade mythology unit
•
to provide opportunities for student-centered learning
Rationale
The seventh grade curriculum introduces seventh graders, many for the
first time, to the world of mythology. However, the textbook and
supplemental materials only whet their appetite. Something is needed to
enhance the curriculum. Through the use of a mock Olympic games,
Greek plays, and other kinesthetic/hands-on activities, students yearn for
more. An added trip to the Tampa Museum of Art supplements curriculum,
but students are unable to experience the culture through the exhibit. Also,
this trip is the only option given to teachers. Our area houses an
abundance of enhancement activities and resources that are not prepared or
available to deal with the needs of middle school students. Through the
use of such resources as The Ringling Museum of Art, The Tampa
Museum of Art, and Tarpon Springs, students can increase their
understanding and knowledge of ancient civilizations and an appreciation
for cultures is also gained. The culminating activity of this newfound
information would provide students a useful resource at the Ringling
Museum of Art, as well as for Hillsborough County’
s classrooms.
Building strong community bonds, as well as engaging students in higher
level activities, such as seminars and working with local professors and
community leaders, can only benefit our children. Through partnerships
with the community, this plan could be duplicated for any and all
museums in the area. Students benefit by listening to tapes and videos
created by and for school aged children.
Through the use of
such resources as The
Ringling Museum of
Art, The Tampa
Museum of Art, and
Tarpon Springs,
students were given
the opportunity to
increase their
understanding and
knowledge of ancient
civilizations and an
appreciation for
cultures.
Project Implementation
Participants°
gifted students°
general education students°
administrators°
community members°
gifted teachers°
general education teachers°
parents°
other participants°
total number of participants°
Project Activities
Number
14
8
2
7
10
5
8
2
56
•?
Gifted and regular education teachers introduced Greek and Roman mythological concepts to
the students.
•?
Gifted teachers contacted community resources such as local museums, businesses, etc. that
helped support the pre-stated goals.
•?
Community members gave our students access to museum pieces and to activities related to
Greek and Roman mythologies and traditions.
•?
Gifted and general education teachers reviewed the final curriculum for content and
adaptability, as well as gave suggestions for activities to be used in this curriculum.
•?
Students demonstrated an understanding of key components of lessons and created new
curriculum to be used countywide.
•?
Parents were called upon endlessly to volunteer in chaperoning trips and car pooling to
destinations.
•?
Our immediate supervisor, the school principal, and the area supervisor from the county
office checked the usefulness and thoroughness of the newly created curriculum. The area
supervisor also provided opportunities for the curriculum to be shared with other educators
through workshops and meetings.
•?
Local librarians were relied upon to help locate research materials and rooms to meet with
parents and students during the field work stages.
Curriculum Content Focus
The newly created curriculum is an example of what happens when the true middle school concept is
utilized. This project allowed every area of our school to work together in creating a thematic unit
that helped the student learn.
From the four core subjects—language arts, math, social studies and
science—to the elective subjects—music, physical education, reading, drama, and arts—all played a
part in the curriculum creation. In its current, first-edition state, the thematic curriculum gives
middle school teachers activities for twenty-five days. It is broken down into five different subject
areas, the four core and related elective classes with overlapping activities. These suggested activities
build on one another so that throughout the day students would be given a little piece in each class.
16
Sunshine State Standards Addressed
Language Arts
LA.A.1.3.3?
demonstrates consistent and effective use of interpersonal and academic vocabularies
in reading, writing, listening, and speaking
LA.A.1.3.4?
uses strategies to clarify meaning, such as rereading, note taking, summarizing,
outlining, and writing a grade-level appropriate report
LA.A.2.3.1?
determines the main idea or essential message in a text and identifies relevant details
and facts and patterns of organization
LA.A.2.3.5?
locates, organizes, and interprets written information for a variety of purposes,
including classroom research, collaborative decision making, and performing a
school or real-world task
LA.C.3.3.2?
asks questions and makes comments and observations that reflect understanding and
application of content, processes, and experiences
LA.C.3.3.3?
speaks for various occasions, audiences, and purposes, including conversations;
Discussions; projects; and informational, persuasive, or technical presentations
Social Studies
SS.A.1.4.2?
identifies and understands themes in history that cross scientific, economic, and
cultural boundaries
SS.A.2.3.1?
understands how language, ideas, and institutions of one culture can influence other
cultures (e.g., through trade, exploration, and immigration)
SS.A.2.3.4?
understands the impact of geographical factors on the historical development of
civilizations
SS.A.2.3.7?
knows significant achievements in art and architecture in various urban areas and
communities to the time of the Renaissance (e.g., the Hanging Gardens of Babylon,
pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient
Rome, changes in European art and architecture between the Middle Ages and the
High Renaissance
SS.A.2.4.3?
understands the emergence of civilization in China, southwest Asia, and the
Mediterranean basin
SS.A.2.4.4?
understands significant aspects of the economic, political, and social systems of
ancient Greece and the cultural contributions of that civilization
SS.A.2.4.5?
understands the significant features of the political, economic, and social systems of
ancient Rome and the cultural legacy of that civilization
Instructional Methodology Used
•
small and whole group learning
•
independent learning
•
research and design
•
computer research
•
hands-on creation
•
field work and field trips
•
oral and written presentations
•
Internet sites
•
community resources, used as experts
17
Nature of the Collaboration
Throughout this program, students, faculty and community members worked collaboratively to
create the new curriculum. The final product is a curriculum that spans all disciplines. Other forms
of collaboration were found in the introduction of our students involved in the grant with community
resources. Local museums, such as The Ringling Museum of Art and Tampa Museum of Art, gave
students access to key information and exhibits. Finally, the gifted and non-gifted participants
presented this project to teachers at a teachers’
professional day. These presentations served two
purposes: teachers saw students excited with learning, and it allowed students and teachers to work
cooperatively.
Evaluation
Assessment of Student Performance
The first part of the assessment was a direct comparison of scores. Two groups were compared who
were taught the information. First, the group of students who worked on this project took a pre- and
post-test. These scores showed considerable improvement of about 25%. The second comparison
was made between last year’
s group of gifted/advanced learners and this year’
s group. It is important
to clarify that both groups scored similarly on state assessments. This year’
s group, as a whole, who
were taught the new curriculum, scored higher than last year’
s group, who were taught the subject
matter using the old curriculum.
Project Evaluation
The teachers, who were given the curriculum at the teachers’
professional day, where it was
previewed, evaluated the project. After teachers were presented with the curriculum, shown student
created examples and projects, and given time for questions and answers, they were asked to
complete an evaluation form about the curriculum. Teachers’
comments were positive and the
majority of those present were excited about using the new curriculum. The curriculum was also
evaluated, prior to printing, by Mr. Max Hutto, Supervisor of Secondary English for the Hillsborough
County School District.
Budget
Item°
printing°
binders/dividers°
salaries°
field trip°
solar system projector°
digital camera°
MOSI exhibit°
curriculum books°
miscellaneous expenses°
total°
Cost
$980.00
$136.49
$2440.00
$211.00
$65.25
$432.70
$500.00
$650.00
$385.00
$5800.44
18
Contact Person
Name:
James Washington°
Position:
teacher°
Phone:
813-984-6245°
Address:
5120 E. Chilkoot Ave., Tampa, Florida
33617°
e-mail:
james.washington@sdhc.k12.fl.us°
19
Jackson County School District
Project Title—Excursions: On the Road with
Venture
Project Goals and Rationale
Goals
•?
Gifted students effectively used research skills to complete a
project or activity.
•?
Gifted students used technologies to develop and complete
collaborative projects and activities.
•?
Gifted students demonstrated the use of higher thought processes
through active participation in designing, writing, and presenting a
county wide mobile electronic reading library.
•
Gifted students demonstrated growth in creative thinking.
Rationale
The rationale behind “Excursions: On the Road with Venture” was to give
the gifted learner the opportunity to produce a multimedia presentation
using PowerPoint and to share these presentations with other county
students. Being able to perform research was imperative for the success of
the project. Research capabilities have been enhanced as a result of this
project. The gifted students, through Internet access, were able to identify
and locate information to be included in a creative electronic short story.
The project, a mobile library, was disseminated throughout the county
elementary schools. A center-based learning approach allowed students to
have ample hands-on experiences to develop, research, design, and create
“Excursions: On the
Road with Venture” is
a student-centered,
center-based unit of
study in language arts
and integrated
technology as students
produced a
PowerPoint
multimedia production
which was
disseminated
throughout the county
elementary schools.
their short stories.
Project Implementation
Participants
gifted students
administrators
gifted teachers
parents
other participants
total number of participants
Project Activities
Number
138
3
2
2
6
151
•?
Students collaborated with teachers to develop a theme for the
electronic reading library.
•?
Students investigated the World Wide Web on-line encyclopedias
for information needed for the storyline within projects.
•?
Students developed higher thought processes for the creating and writing of the short stories
for the electronic library.
•?
Individually or in small groups, students utilized a variety of creative media, using
PowerPoint to create, write, and illustrate their electronic short stories
•?
Students presented their short stories before their peers and teachers for editing and
refinement.
•
Students created comprehension questions included with their presentations.
•?
Students collaborated with technology coordinators and teachers to burn CD-ROMS of their
electronic short stories.
•
Students collaborated to design and create a logo for the electronic reading library.
•?
Students collaborated to develop a presentation to introduce the electronic reading library to
the participating schools.
•?
Students distributed the electronic reading libraries to participating schools through skits
they designed and developed.
Curriculum Content Focus
“Excursions: On the Road with Venture” focused on the following curriculum content:
•
student-directed, center-based unit of study in language arts and integrated technology
•?
skills in writing, speaking, research, and the use of technology while adhering to the Florida
Sunshine State Standards
•
a variety of learning and creativity modalities
Sunshine State Standards Addressed
Language Arts
LA.A.2.3.5?
locates, organizes, and interprets written information for a variety of purposes,
including classroom research, collaborative decision making, and performing of a
school or real-world task
LA.B.1.1.2?
drafts and revises simple sentences and passages, stories, letters, and simple
explanations that express ideas clearly; show an awareness of topic and audience;
have a beginning, middle, and ending; effectively use common words; have
supporting detail; and are in legible printing
LA.B.1.2.1?
prepares for writing by recording thoughts, focusing on a central idea, grouping
related ideas, and identifying the purpose for writing
LA.B.2.3.4?
uses electronic technology including databases and software to gather information
and communicate new knowledge
LA.C.3.3
uses speaking strategies effectively
LA.E.2.3
responds critically to fiction, nonfiction, poetry, and drama
Science
SC.H.3.3.6?
knows that no matter who does science and mathematics or invents things, or when
or where they do it, the knowledge and technology that result can eventually become
available to everyone
SC.H.3.3.7?
knows that computers speed up and extend people’
s ability to collect, sort, and
analyze data; prepare research reports; and share data and ideas with others
22
Visual Arts
VA.B.1.3.2?
knows how the qualities and characteristics of art media, techniques, and
processes can be used to enhance communication of experiences and ideas
Instructional Methodology Used
The overall design of “Excursions” was the center approach, both student- and teacher-directed.
Students were divided into collaborative teams rotating throughout the various excursions.
•
Creative Thinking Excursion: used research to create and write their short stories
•?
Production Excursion: utilized computers and software to create PowerPoint short stories,
including graphics and illustrations
•?
Research Excursion: used computer lab (Internet sites) to thoroughly examine the topic for
their short story
•
Problem Solving Excursion: edited and enhanced short stories
•
Group Dynamics Excursion: developed overall theme and artistic character for stories
Instructional activities and methodologies included teacher directed
•
lectures
•
Internet research
•
software instruction on PowerPoint, Word, Publisher
•
short story development (webbing)
•
writing and editing skills
Nature of the Collaboration
The gifted students worked collaboratively with the teachers of the gifted to design the subject matter
theme and character to flow throughout the stories. The teachers of the gifted collaborated to design
a center-based model of instruction for guiding students into the creation of the electronic Reading
Library. Teachers and students collaborated with the school technology coordinator to acquire
technology skills needed for project completion.
Evaluation
Assessment of Student Performance
Student assessment was ongoing throughout the project using the following:
•
ongoing teacher observation
•
portfolio of student work°
•
open-ended questioning in small and large group settings°
•
self and peer assessment°
•
journal: “On the Road with Venture”°
•
presentation by students at the editing sessions°
•?
presentation by students to the administrators and media specialists of participating home-
based schools
23
Project Evaluation
“Excursions: On the Road with Venture” was evaluated through the following methods:
•
project completion (student productivity)
•?
student rating instrument addressing interest level, skills learned, technology use, and an
overall rating of the project
All of the participating students completed the product with 95% of them rating the project
outstanding. Project dissemination in May 2002 to the home-based schools delays an evaluation by
those media specialists until school year 2002-2003. Feedback from parents showed their high
interest in the use of advanced technology with their children. Parents comments were
overwhelmingly positive.
Budget
Item °
materials and supplies°
capital outlay equipment°
total°
Contact Person(s)
Name(s):
Anneke Large
Judy Redmon
Position:
teachers of the gifted
Phone:
(850) 482-9607
Cost
$404.90
$4595.10
$5000.00
Address:
4258 Second Avenue, Marianna, Florida 32446°
Fax:
(850) 482-1203°
E-mail:
not available°
24
Nassau County School District
Project Title: Gifted by Nature II
Project Goals and Rationale
Goals
The primary goal of this project was to meet the academic needs and
interests of all Yulee and Fernandina Beach gifted primary and elementary
students through an appreciation for the natural environment and extend
the “best practices” of successful gifted educators into a local environmen?
tal education program to include designing appropriate investigations,
service-learning projects, and effectively using performance-based
assessment. To meet this goal, “Gifted by Nature II”
•?
increased higher-order thinking skills of identified gifted students
who participated in the “Gifted by Nature II” project
•?
increased collaborative efforts between gifted students in Yulee
and Fernandina Beach, their gifted teachers, parents, regular
education students, classroom teachers, mentors, and local com?
munity volunteers
•?
expanded the existing science-based JOEL’S P
AD (Journey On
Earth’
s Land: Seek, Predict, Analyze, Discover) Curriculum Guide
(K-5) to include more stimulating material across disciplines
related to the interests and experiences of the rural gifted students
using higher level critical thinking activities
Rationale
The “Gifted by Nature II” project was based on the need to preserve and
develop two of the nation’
s most precious natural resources: the gift of
nature and our youth with special talents and great potential. When we
squander either of these, we waste America’
s future.
Dr. Gerald A. Lieberman and Linda L. Hoody address the use of the
environment as an integrating context (EIC) for learning in
Closing the Achievement Gap
(1998). This nationwide study used the
following domains for their research project: knowledge of content,
concept, and principles; skills in application to real world situations;
retention of what was learned; and attitudes towards engagement,
enthusiasm, and interest. Observed benefits of the EIC based programs
are both broad ranging and encouraging as stated in
Closing the
Achievement Gap
. Evidence gathered from 40 EIC study schools indicates
students learn to read, write, and do mathematics more effectively within
an environment-based context than within a traditional educational
framework. EIC uses a school’
s local surroundings to engage students in
schoolwork that they perceive as relevant to their daily lives, thus
increasing their motivation for learning and academic achievement. This
perspective of learning benefits any at-risk students, whether gifted,
regular, or Title I.
The “Gifted by Nature
II” project was based
on the need to pre-
serve and develop two
of the nation’
s most
precious natural
resources: the gift of
nature and our youth
with special talents
and great potential.
When we squander
either of these, we
waste America’
s
future.
The Nassau County gifted program enrollment showed a disparity between the coastal Fernandina
Beach area schools and the rural western areas of the county. Nassau schools serve over 10,300
students—1.54% identified as gifted. Most gifted students are from the more af
fluent coastal area of
Fernandina Beach. County demographics show that residents of the rural areas have a lower per
capita income ($12,232 average) than the Fernandina residents ($17,692). This project proposed to
recognize those gifts of nature and our youth and continue the “rescue” of both a seriously degraded
schoolyard environment and the potentially talented and gifted students in Yulee, Florida.
Recent research (Ross, P.O. 1993,
National Excellence: A Case for Developing America’
s Talent,
U.S. DOE) shows the need for comprehensive, integrated educational projects to help the bored and
underachieving gifted/talented students succeed in the regular classroom. The project generated an
interest in real world issues that concern many of the students in this primarily rural area.
Ultimately, this effort to strengthen the education of gifted and talented students was a way to
recognize the natural talents of all students and help them develop higher order critical thinking
skills. The “Gifted by Nature” II project offered students rigorous content and hands-on experiential
education and investigative activities based on Sunshine State Standards and Bloom’
s
Taxonomy of
Cognitive Skills
.
This project enabled the Fernandina Beach/Yulee K-5 gifted teacher to collaborate with regular
classroom teachers, parents, and community members to better meet the academic needs and
interests of the county’
s diverse student population. This grant provided needed in-service training
using the environment as an integrating context when developing curriculum. This curriculum
provided opportunities for gifted students to conduct in-depth research and apply subject matter
skills and knowledge. Students’ critical questioning skills were developed through their own
investigations, which connect their environment to their rural community.
Project Implementation
Participants°
gifted students°
general education students°
students with disabilities°
administrators°
community members°
gifted teachers°
general education teachers°
teachers of students with disabilities°
parents°
other participants°
total number of participants°
Project Activities
Number
67
1340
127
4
16
1
63
16
42
6
1784
•?
Summer workshop training was held by SEER, Dr. and Mrs. Gerald Lieberman for gifted
and regular teachers and parents.
•?
Project team, parents, and community experts expanded the existing science-based JOEL’S
PAD Curriculum Guide (K-5) to include stimulating material across disciplines based on the
importance of water and the wetlands in our area. The activities developed included in-depth
26
research, application of subject matter skills and knowledge, critical questioning skills
developed through students’ own investigations connecting their environment to their rural
community, culminating in gifted students using higher level critical thinking skills in
service-learning projects through collaboration with gifted and regular teachers, parents,
local experts, and regular and disabled students in Nassau County.
•?
Project team attended Florida Learn and Serve Conference: Project Wet; Project Wild;
Florida Education of Technology Conference (FETC).
•
Gifted teacher attended CompuMaster PowerPoint training.
•
KWL charts made about water and local wetlands.
•
Students made EIC systems map for water and local wetlands.
•?
Students completed activities offered in St. Johns Water Management curriculum that
integrated the curriculum with the environment to include creative writing, critical thinking
activities, hands-on math activities, science experiments to include aquifer, watershed,
runoff, erosion, wetlands, and estuaries.
•?
Gifted students (grades 2-5) researched information focusing on preserving our wetlands in
collaboration with the Florida Learn and Serve Grant received by the project team and
presented PowerPoint presentations to Yulee Primary, Southside Elementary, and Emma
Love Hardee Elementary.
•?
Sixteen hundred (1600) regular and ESE student-made posters in the form of placemats
depicting knowledge of the importance, characteristics, and preservation of local wetlands
and watersheds to educate the local community and tourists were placed in community
restaurants.
•?
Gifted students gave tours in environmental center to regular and disabled students at
Southside Elementary (PreK-1 and PMH) culminating in individual art projects by each
student that when put together simulated the environmental center for the Callahan County
Fair where it won 2nd place.
•?
Gifted students gave tours, including a scavenger hunt, in environmental center to regular
and disabled students at Yulee Primary.
•?
Gifted students (including four from Fernandina Beach Middle School), gifted teacher,
regular students, teachers, and parents spent several afternoons after school enlarging the
butterfly gardens using plants they had grown in the environmental center greenhouse.
•?
Students collaborated with St. Johns Water Management District demonstrating by model the
importance and function of wetlands to students and faculty at Yulee Primary School.
•?
Students took a field trip to Egan’
s Creek in October to determine water quality, investigate
wetland plants and animals, and determine wetland viability after salt-water introduction.
•?
An expert on wetlands, specifically for Nassau County, advised students as to the past,
current, and future of these particular wetlands.
•?
Students took a field trip to Fernandina Beach’
s Water Plant in October, led by the manager,
to facilitate student learning in Fernandina Beach’
s watershed, aquifer, and purification
system.
•?
Students took a field trip to Waycross, Georgia’
s Okefenokee Swamp Park in May to observe
natural habitat of wetland environment and understand the importance of this specific
wetland environment which is the starting point of both the Suwannee River and the St.
Mary’
s River and is one of the largest watersheds completely sustained by rain water.
•?
The Okefenokee Swamp Park field trip educated students regarding the importance of
natural fires in the wetlands.
•?
Students produced pop-up books demonstrating how the wetlands are a necessity to the
present environment.
27
•?
Students (grade 2-5) produced PowerPoint presentations at shown at Fernandina Beach and
Yulee elementary schools to exhibit student knowledge of the importance, characteristics,
and preservation of local wetlands and watersheds.
•?
Gifted students shared individual PowerPoint presentations with parents of Southside
Elementary students on wetlands, demonstrating research and technology techniques in the
Students as Teachers, Parents as Partners
after-school program
•?
A play was performed by Yulee gifted students to educate Yulee primary students about the
importance, characteristics, and need for preservation for local wetlands and watersheds
Curriculum Content Focus
Curriculum content focus included an integrated curriculum that used the environment to increase
engagement in school projects. Students participated in higher-level activities across the disciplines
using in-depth research, problem solving, critical thinking and communication skills.
Sunshine State Standards Addressed
Language Arts
LA.B.1.1.1
makes a plan for writing that includes a central idea and related ideas
LA.B.1.2.1
prepares for writing by recording thoughts, focusing on a central idea, grouping
related ideas, and identifying the purpose for writing
LA.B.2.1.1
writes questions and observations about familiar topics, stories, or new experiences
LA.B.2.2.1
writes notes, comments, and observations that reflect comprehension of content and
experiences from a variety of media
LA.C.3.1.1
speaks clearly and at a volume audible in large or small group settings
LA.C.3.2.1
speaks clearly at an understandable rate and uses appropriate volume
Math
MA.B.1.1
measures quantities in the real world and uses the measures to solve problems
MA.D.2.1
uses expressions, equations, inequalities, graphs, and formulas to represent and
interpret situations
MA.E.1.2.3?
analyzes real-world data to recognize patterns and relationships of the measures of
central tendency using tables, charts, histograms, bar graphs, line graphs,
pictographs, and circle graphs generated by appropriate technology, including
calculators and computers
MA.E.2.2
identifies patterns and makes predictions from an orderly display of data using
concepts of probability and statistics
MA.E.3.2
uses statistical methods to make inferences and valid arguments about real-world
situations
Science
SC.D.2.1.1
understands that people influence the quality of life of those around them
SC.D.2.2.1
knows that reusing, recycling, and reducing the use of natural resources improve and
protect the quality of life
SC.G.2.1.2
knows that the activities of humans affect plants and animals in many ways
28
SC.G.2.2.1?
knows that all living things must compete for Earth’
s limited resources; organisms
best adapted to compete for the available resources will be successful and pass their
adaptations (traits) to their offspring
SC.G.2.2.3
understands that changes in the habitat of an organism may be beneficial or harmful
SC.H.1.1.3?
knows that, in doing science, it is often helpful to work with a team and to share
findings with others
SC.H.1.1.5?
uses the senses, tools, and instruments to obtain information from his or her
surroundings
SC.H.1.2.2?
knows that a successful method to explore the natural world is to observe and record
and then analyze and communicate the results
SC.H.1.2.3?
knows that to work collaboratively, all team members should be free to reach,
explain, and justify their own individual conclusions
SC.H.1.2.5?
knows that a model of something is different from the real thing but can be used to
learn something about the real thing
Social Studies
SS.A.1.1.1?
compares everyday life in different places and times and understands that people,
places, and things change over time
SS.A.1.2.1
understands how individuals, ideas, decisions, and events can influence history
SS.A.6.2.2?
understands the influence of geography on the history of Florida, (specifically
Nassau County)
Instructional Methodology Used
•
EIC curriculum
•
self-directed learning using systems map
•
service learning
•
KWL charts
•
Internet research
•
collaboration with experts
•
interviews
•
PowerPoint presentations
•
dramatic presentations
•
creative writing
•
artistic representations
•
hands-on learning experiences
•
individual, small group, and whole group instruction
•
independent study/team project
•
oral and written presentations
•
field trips/field experience
•
students as mentors and teachers
Nature of the Collaboration
•?
SEER (State Education and Environment Roundtable)—collaboration and training which
provided strategies that encourage high-order thinking while integrating the curriculum with
the environment culminating in service-learning projects
•
revision of JOEL’S P
AD curriculum supporting EIC and service-learning activities
29
•?
FETC (Florida Education Technology Conference)—enhancement of student use of
technology
•?
Learn and Serve Conference—enhancement and importance of student involvement in
community service
•?
CompuMaster PowerPoint training—provided strategies for producing state of the art
PowerPoint presentations
•?
collaboration with St. Johns Water Management District including demonstration models,
expert advice, and curriculum enhancement
•?
expert/manager of Fernandina Beach Water Tower resulting in hands-on learning regarding
Fernandina Beach’
s watershed, aquifer, and purification system
•?
expert on native wetlands/tour of Egan’
s Creek Greenway resulting in knowledge of impact
of industry and development on wetlands, wetland viability, history, and future of Egan’
s
Creek Greenway wetlands
Evaluation
Assessment of Student Performance
Student evaluation was determined by teacher/student-made rubrics, measuring success on
PowerPoint presentations, peer teaching, original student creative plays, and other gifted class
projects. The rubrics included the following criteria:
•
organization for research
100% of the gifted students (grades 2-5)
•
criteria for project specifications
98%
•
time management criteria
98%
•
criteria for quality work
100%
•
SEER recommended methodology
100%
Project Evaluation
The project evaluation was based on the following:
1.
quantitative site use
•?
number of gifted students from Yulee Primary, Southside Elementary, Emma Love
Hardee Elementary and Fernandina Beach private schools who participated in the
project—100%
•?
number of regular education students who collaborated with gifted students—1467
students—80% of three schools’ population)
•?
number of gifted teachers who used integrated-interdisciplinary instruction based on
SEER methodology—1—25%
2.
qualitative site use
•?
results of student projects (rubrics)—of the 63 elementary gifted students that
participated, 62 made 100%
•?
teacher evaluations of student projects based on higher-level thinking matrixes—100%
of 62 out of 63 students
•?
comparison of standardized and teacher-generated test scores for participating
students—standardized test scores unavailable at this time
30
Budget
Item°
EIC training by SEER°
G4:Mac°
Epson C80 printer°
USB cable°
Canon scanner°
Canon digital camcorder°
Canon stereo microphone°
Canon light attachment°
stipends/retirement/social security°
transportation:°
Water Tower/Egan’
s Creek
Quantity°
8°
1°
1°
1°
1°
1°
1°
1°
3°
Cost
$5000.00
$1799.00
$174.00
$14.95
$149.00
$629.25
$125.00
$39.69
$1071.78
$54.47
$11.77
$900.00
$9998.91
PPT presentation at Emma Love
Okefenokee Swamp Park—student admission
total
Contact Person
Name:
Mary Martha Embry°
Position:
ESE teacher of gifted education/ project director°
Phone:
904-261-0464 (h)
904-321-5870 (w)°
Address:
1812 Highland Drive, Fernandina Beach, FL
32034°
Fax:
904-261-2773°
E-mail:
mary.embry@nassau.k12.fl.us°
31
St. Lucie County School District
Forest Grove Middle School
Project Title: History Alive!
100 Years of Fort Pierce History
Project Goals and Rationale
The “History Alive!” project gave gifted students from Forest Grove
Middle School the opportunity to use sophisticated technology, participate
in authentic historical research, and contribute to their community by
creating a CD-ROM and museum exhibit that documents the history of
Fort Pierce from the perspective of groups not currently represented in the
local historical museum. Through the project, students engaged in colla?
borations with community members and other students to create the
historical pieces. All students involved in the project participated in off-
campus learning activities that contributed to their knowledge and under-
standing of the history of Fort Pierce and their place in it.
Because most of the gifted students and other student participants in the
“History Alive!” project come to Forest Grove Middle School from
backgrounds where socio-economic factors limit their exposure to
museums, higher education, and the wealth of resources usually associated
with traditional gifted programs, the “History Alive!” project aimed to
immerse our gifted students in a rich inquiry learning environment.
The” History Alive!”
project gave students
the opportunity to use
sophisticated techno-
logy, participate in
authentic historical
research, and contri?
bute to their commun?
ity by creating a CD-
ROM and museum
exhibit that documents
the history of Fort
Pierce.
Project Implementation
Participants°
gifted students°
general education students°
community members°
gifted teachers°
parents°
total number of participants°
Project Activities
Number
25
51
25
4
10
115
Students participated in field trips to the St. Lucie Historical Society
Museum for research and an archeological dig with the Southeast Florida
Archeological Society. They traveled to the Abbie Jean Russell Nursing
Home to collect oral histories from long-time Fort Pierce residents, and
they visited the St. Lucie County Library main branch in downtown Fort
Pierce to search through newspaper clippings and primary source docu?
ments for names and other information on possible interview subjects.
Students also spent a day in the refurbished downtown area to photograph
architecture and historical buildings as part of a downtown walking tour.
As a result of their experiential learning activities, students created portfolios and timelines of
famous or not-so-famous Fort Pierce residents; conducted community-wide surveys; constructed a 3-
dimensional, free-standing exhibit for the Saint Lucie County Historical Society Museum, created a
CD-ROM, and participated in monthly seminars with local community members who shared their
own history of Fort Pierce.
Curriculum Content Focus
The project was primarily focused on the history and language arts content areas through the heavy
research and writing components. Students used a variety of research techniques for data collection
and analysis, with the main methods of data collection involving the use of oral interviews, surveys,
and critical study of primary sources. In the area of technology, students learned to create multimedia
products using Lotus Freelance Graphics, Lotus Smart Suite, and PageMaker.
Sunshine State Standards Addressed
Social Studies
SS.A.1.2.2?
uses a variety of methods and sources to understand history (such as interpreting
diaries, letters, newspapers; and reading maps and graphs) and knows the difference
between primary and secondary sources
SS.A.6.2.1
understands reasons that immigrants came to Florida and the contributions of
immigrants to the state’
s history
SS.A.6.2.2
understands the influence of geography on the history of Florida
SS.A.6.2.3
knows the significant individuals; events; and social, political, and economic
characteristics of different periods in Florida’
s history
SS.A.6.2.5
knows how various cultures contributed to the unique social, cultural, economic, and
political features of Florida
SS.D.1.2.2
understands that scarcity of resources requires choices on many levels, from the
individual to the societal
Language Arts
LA.A.1.3.4?
uses strategies to clarify meaning, such as rereading, note taking, summarizing,
outlining, and writing a grade-level appropriate report
LA.A.2.3.5?
locates, organizes, and interprets written information for a variety of purposes,
including classroom research, collaborative decision-making, and performing a
school or real-world task
LA.A.2.3.6?
uses a variety of reference materials, including indexes, magazines, newspapers, and
journals; and tools, including card catalogs and computer catalogs to gather
information for research topics
LA.A.2.3.7?
synthesizes and separates collected information into useful components using a
variety of techniques, such as source cards, note cards, spreadsheets, and outlines
LA.A.2.3.8?
checks the validity and accuracy of information obtained from research in such ways
as differentiating fact and opinion, identifying strong vs. weak arguments, and
recognizing that personal values influence the conclusions an author draws
LA.B.2.3.1
writes text, notes, outlines, comments, and observations that demonstrate
comprehension of content and experiences from a variety of media
LA.B.2.3.2
organizes information using alphabetical, chronological, and numerical systems
34
LA.B.2.3.4
uses electronic technology including databases and software to gather information
and communicate new knowledge
LA.C.1.3.1
listens and uses information gained for a variety of purposes, such as gaining
information from interviews, following directions, and pursuing a personal interest
LA.C.1.3.4
uses responsive listening skills, including paraphrasing, summarizing, and asking
questions for elaboration and clarification
LA.D.2.3.7
understands that laws exist that govern what can and cannot be done with mass
media
Instructional Methodology Used
Students in the “History Alive!” project participated in a project-based curriculum designed using the
Renzulli Enrichment Triad model. Activities associated with the project were primarily experiential
in nature and included student-led expert seminars and peer teaching, field trips, inquiry projects, and
other Type II and III activities.
Nature of the Collaboration
The “History Alive!” project was a collaboration between our community’
s professional and
volunteer historians, the St. Lucie Historical Society and Museum, the Southeast Florida
Archaeological Society, the St. Lucie County Library System, prominent local families, and our
students and teachers. Once the CD-ROM is distributed and the museum exhibit has its grand
opening in the fall, the collaborative network will expand to include fourth graders in our feeder
pattern and other community members and students who visit the St. Lucie Historical Museum to see
the exhibit.
The collaborations of the “History Alive!” project were essential for our student to experience first
hand the nature of the historical research process from professionals and volunteers in the field. It
also connected our students to their community and its history in a way that they had not been
connected before. The entire community will benefit from the museum exhibit that explores areas
not previously addressed in the museum, such as immigration and migrations, civil rights and the
school system, and the role of women in Fort Pierce history.
Evaluation
Assessment of student performance
Students were assessed in connection with the project using a number of self-created and teacher-
created rubrics for quality work. Students also developed criteria for the CD-ROM presentation and
the museum exhibit.
Project Evaluation
Teachers and students found that throughout the project they needed to readjust their expectations of
what they could and should accomplish. Because the gifted program at Forest Grove Middle School
was new this year, there was a learning curve for both teachers and students new to the school as
well as one teacher new to the community.
35
Students involved in the project successfully completed the museum exhibit and will continue the
project next year when it debuts at the St. Lucie Historical Museum in the fall. Museum curators and
the director of education for the museum asked students to wait to exhibit their display so that they
could have a larger room and maintain the exhibit for a longer period of time in the museum. The
CD-ROM posed numerous difficulties because of some school-wide technology issues. While the
CD-ROM is ready to distribute, teachers and students both feel that they want a version 2.0 of their
History Alive! CD-ROM to make improvements.
Budget
Item°
materials and supplies°
(for projects and exhibits)°
technology equipment and software°
(includes purchase of digital camera, scanner,°
Dazzle Digital Video Creator, VCR, one-step°
cameras, etc.)°
travel (field trips)°
teacher training°
(consultants, conferences, and stipends)
total
Contact Person
Name:
Vicki Carr-Rodriguez
Position:
achievement specialist
Phone:
772- 595-1145
Cost
$510.15
$ 1837.07
$ 1116.50
$ 3120.97
$6584.69
Address:
Forest Grove Middle School, 3201 S. 25th St. Ft. Pierce, Florida 34981°
Fax:
772- 595-1187°
E-mail:
carr-rodriguezV@stlucie.k12.fl.us°
36
Volusia County School District
Pine Trail Elementary
Project Title: C3-PO
Project Goals and Rationale
Goals
•?
The children will value education as a means to achieve real world
goals.
•?
Pre-kindergarten students will benefit from direct interaction with
our intermediate gifted students and their products.
•?
The children will develop in-depth knowledge of math and
language skills, thus raising scores on Florida Writes and FCAT.
•
Students will learn to develop criteria for quality.
•?
Students will gain an understanding that quality products require
more time and effort.
•?
Students will understand that failure is a positive part of the
learning process.
•?
Students will develop cooperative and collaborative skills through
interaction with peers, mentors, teachers, and young children.
Rationale
Recent research concerning gifted students reveals significant gaps within
our current curriculum. In this “
hurry-up, immediate
-
needs
-
gratification
society,
” children need the opportunity to develop the patience and
perseverance required by a master craftsman. Research (Whitmore, 1980)
shows that the perfectionist tendencies of gifted students often prevent the
development of their full potential.
Children need an environment that
removes the negative connotations surrounding failure and replaces that
with the belief that failure is part of the learning process. Gifted students
need opportunities to build social skills and in-depth knowledge by
collaborating with peers and mentors (James & Camp, 1989). Gifted
adults, including Nobel Prize winners, have stated that although their
academic interests were met, their social emotional development was
shortchanged. They lacked the skills to interact with the larger world
(McCowan). Gifted students need the opportunity to see the world from
another’
s point of view.
The academic needs of our fourth and fifth grade gifted students have been
identified through research and statewide testing. Our fifth graders’ scores
on the geometry portion of the FCAT have been among the lowest scoring
subsections for the past four years.
Students met with
master craftsmen to
create prototypes and
blueprints for wood
products, using coping
saws, drills, sandpa?
per, screwdrivers,
hammers, levels,
rulers, wood burners,
and paint to create
projects for pre-
kindergarten and
vocational education
students.
The Trends in International Mathematics and Science Study (TIMSS) findings suggest that American
students are not given the in-depth coverage of a math concept that students in higher scoring
countries enjoy. Research reveals that students need real world application to help them understand
math concepts. Children need to apply language and collaborative skills in meaningful real world
tasks to appreciate the skills’
impact (Frank Smith, 1986; Gallagher and Workman, 1993). Since its
inception, our school’
s scores on the Florida (FCAT) Writes expository essay have been lower than
our school’
s scores on the narrative. Gifted students at our school follow this trend.
Research has shown that language impaired children learn vocabulary more quickly if they are given
examples in their world. Generalizing the word to items outside the child’
s environment should be a
secondary step preceded by first building the schema within the child’
s world.
Project Implementation
Participants°
gifted students°
varying exceptionalities students°
pre-kindergarten, language impaired students°
administrators°
community members°
gifted teachers°
teachers of students with disabilities°
parents°
total number of participants°
Project Activities
Gifted students
•
interviewed pre-kindergarten teachers
Number°
52°
30°
14°
2°
2°
4°
135°
•
met with BellSouth representatives to learn multimedia software program
•
met in teams to create multimedia presentations using Vegas Video
•
returned to pre-k classrooms to take pictures and video
•
visited school personnel and sites to obtain pictures and video
•
met with BellSouth representatives to create and burn a CD for a multimedia program
•
returned to pre-kindergarten classes to present the product and instruct in its usage
•?
met with master craftsmen for instruction in woodworking, including measurement and tool
instruction
•
met with architect to discuss building components
•
met with master craftsmen to create prototypes and blueprints for wood products
•?
used coping saws, drills, sandpaper, screwdrivers, hammers, levels, rulers, wood burners,
and paint to create alphabet and name boards, flower boxes, and picture holders for pre-k and
vocational education students
Curriculum Content Focus
At the beginning of the project, the language content focused on teaching the interview process,
active listening, note taking, and synthesizing information into an expository paper. Throughout the
year, students used the writing process to create a multimedia, pre-k language based program.
Students learned to highlight key information in order to teach teachers and pre-k students how to
38
use a multi-media program. Part of the curriculum included advanced technology skills in the use of
digital camera, video recorders, scanners, audio equipment, and multimedia software.
Throughout the year, the students applied math skills to real world situations. Math instruction
focused on measuring quantities in the real world, planning and constructing that included length,
perimeter, area, and spatial geometric structures in design. A master craftsman taught woodworking
skills. Students learned the elements of art and principles of design, then applied them to wooden
crafts and multimedia projects. Inherent within this process was learning to envision and develop
criteria for a product of high quality.
Specific instruction was given on collaborative skills, goal attainment, and dealing with failure.
Specific lessons were devoted to analyzing what “responsibility” looks and sounds like.
Sunshine State Standards
Social Studies
SS.A.1.2
understands historical chronology and the historical perspective
Health Education
HE.B.3.2.4
know various ways to communicate care, consideration, and acceptance of self and
others (e.g., by cooperating)
HE.B.3.2.5
exhibits attentive listening skills to enhance interpersonal communication
Language Arts
LA.A.2.2.5
reads and organizes information for a variety of purposes, including making a report,
conducting interviews, taking a test, and performing an authentic task
LA.B.1.2
uses the writing processes effectively
LA.B.2.1.3
uses basic computer skills for writing, such as basic word-processing techniques:
keying words, copying, cutting, and pasting; using e-mail; accessing and using basic
educational software for writing
LA.B.2.1.4
composes simple sets of instructions for simple tasks using logical sequencing of
steps
LA.B.2.2
writes to communicate ideas and information effectively
LA.B.2.2.1
writes notes, comments, and observations that reflect comprehension of content and
experiences for a variety of media
LA.B.2.2.2
organizes information using alphabetical and numerical systems
LA.B.2.2.3
writes for a variety of occasions, audiences, and purposes
LA.B.2.2.4
uses electronic technology, including word processing software and electronic
encyclopedias to create, revise, retrieve, and verify information
LA.B.2.2.6
creates expository responses in which ideas and details follow an organizational
pattern and are relevant to the purpose
LA.C.1.2.4
listens attentively to the speaker, including making eye contact and facing the
speaker
LA.C.1.2.5
responds to speakers by asking questions, making contributions, and paraphrasing
what is said
39
LA.C.3.2.2?
asks questions and makes comments and observations to clarify understanding of
content, processes, and experiences
LA.C.3.2.3?
speaks for specific occasions, audiences, and purposes, including conversations,
discussions, projects, and informational or imaginative presentations
LA.C.3.2.5?
participates as a contributor and occasionally acts as a group leader in a group
discussion
LA.D.1.2.2
understands that language formality varies according to situations and audiences
LA.D.2.2.4?
selects and uses appropriate technologies to enhance efficiency and effectiveness of
communication
Mathematics
MA.A.1.2.3?
understands concrete and symbolic representations of whole numbers, fractions,
decimals, and percents
MA.A.3.2.2?
selects the appropriate operation to solve specific problems involving addition,
subtraction, and multiplication of whole numbers, decimals, and fractions, and
division of whole numbers
MA.A.3.2.3?
adds, subtracts, and multiplies whole numbers, decimals, and fractions, including
mixed numbers, and divides whole numbers to solve real world problems, using
appropriate methods of computing, such as mental mathematics, paper and pencil,
and calculator
MA.A.4.2.1?
uses and justifies different estimation strategies in a real world situation and
determines the reasonableness of results of calculations in a given problem situation
MA.B.1.2
measures quantities in the real world and uses the measures to solve problems
MA.B.4.2.?
selects and uses appropriate units and instruments for measurement to achieve the
degree of precision and accuracy required in real world situations
MA.B.4.2.2?
selects and uses appropriate instruments and technology, including scales, rulers,
thermometers, measuring cups, protractors, and gauges, to measure in real-world
situations
MA.C.1.2.1?
given a verbal description, draws and/or models two- and three-dimensional shapes
and uses appropriate geometric vocabulary to write a description of a figure or a
picture composed of geometric figures
MA.C.3.2.1?
represents and applies a variety of strategies and geometric properties and formulas
for two- and three-dimensional shapes to solve real-world and mathematical
problems
MA.C.3.2.2?
identifies and plots positive ordered pairs (whole numbers) in a rectangular
coordinate system (graph)
MA.D.1.2.2?
generalizes a pattern, relation, or function to explain how a change in one quantity
results in a change in another
MA.D.2.2.1?
represents a given simple problem situation using diagrams, models, and symbolic
expressions translated from verbal phrases, or verbal phrases translated from
symbolic expressions, etc.
MA.D.2.2.2?
uses informal methods, such as physical models and graphs, to solve real world
problems involving equations and inequalities
MA.E.1.2.1?
solves problems by generating, collecting, organizing, displaying, and analyzing data
using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts
40
Instructional Methodology Used
•
Gardner’
s multiple intelligence
•
Johnson & Johnson cooperative learning principles
•
Glasser’
s choice theory
•
hands-on real world math experiences
•
mentoring
•
teacher-student lecture demonstration
•
field experiences
•
small group problem activity
•
student presentations
•
independent project creations
•
interdisciplinary integrated curriculum
•
discovery learning
•
students teaching students
•
scaffolding for independent work
•
goal setting
Nature of the Collaboration
•
Fourth and fifth grade teachers collaborated to formulate and implement C3-PO.
•?
Gifted teachers and students collaborated with pre-kindergarten teachers and students to find
their needs.
•?
Gifted teachers, varying exceptionalities teachers, and students collaborated to implement a
portion of the woodworking projects
•
Two local master craftsmen taught students woodworking skills.
•?
BellSouth taught students how to use
Vegas Video
(multimedia program) and assisted them
as they created programs.
•?
Teachers and students collaborated with school administration to procure a portable for the
woodshop, arrange computer lab schedule.
•
Lowes assisted in purchasing wood and tools.
Evaluation
Assessment of Student Performance
•?
The students’
academic knowledge was assessed through teacher-made tests, district tests,
and FCAT. Seventy-five percent of the fourth graders scored a 4 or above on Florida Writes.
Sixty percent of the fifth graders scored in level 5 of the FCAT Math. Teacher-made tests
and district tests showed successful completion of all students on math and language
standards.
•?
The affective goals were assessed through self-reflection, peer evaluation, and teacher/
mentor observation. The students’
high level of enthusiasm helped them to develop the
responsibility and work ethics that were envisioned. All parents, students, and teachers
considered this project a resounding success.
•?
The students’ ability to apply academic knowledge and collaborative skills was shown in the
works in progress and products as evaluated by teachers, mentors, and students.
•?
The quality of the students’ final products was assessed using rubrics created by the students,
teachers, and mentors. Pre-K and varying exceptionality classes successfully used final
products.
41
Product Evaluation
•?
Teachers, students, mentors, and administrators completed appropriate rubrics and surveys
on the implementation of the program. Surveys and rubrics showed that the project was
successful.
•?
Teachers kept a reflective journal on the lessons and activities performed each session.
Journals highlighted successful strategies and provided data for future improvements and
implementation.
•?
Administrators and teachers utilized the Volusia County Teacher Assessment—Alternative
Method, Comprehensive Cycle 3 to evaluate teacher learning and effectiveness. Admini?
strator completed evaluation and deemed the project worthwhile for all involved.
Budget
Items°
woodworking tools°
toolboxes°
CAD software°
screws, nails, sandpaper°
2 IBM Thinkpads°
2 IBM desktops°
HP inkjet printer°
camcorder°
digital camera°
camcorder bags, memory°
service plan for cameras°
firewires°
Vegas Video software°
photo paper, disks, cds, ink°
USB cables°
tripod, film, camera memory°
total°
Contact Person
Name(s):
Becky Pittard
Kip Best
Position:
educators
Phone:
386-676-5300
Cost
$335.00
$ 40.00
$100.00
$ 25.00
$4,292.00
$2,200.00
$100.00
$680.00
$699.00
$120.00
$130.00
$260.00
$200.00
$196.00
$70.00
$110.93
$9,557.00
Address:
300 Airport Road, Ormond Beach, Florida 32174
Fax:
386-676-5308
e-mail:
rjpittar@mail.volusia.k12.fl.us
kdbest@mail.volusia.k12.fl.us
42
Florida Department of Education
ESE 10665
