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CCATS CLASS - Staying Connected!
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Forms and Letters

7 months ago

By Christina Purdy

Supply List

WELCOME BACK TO A NEW CCATS YEAR!!

I am excited about this year’s gifted units of study.  Gifted students in grades 3-5 will attend classes 3 hours every week. 

Fairfax 4th Grade will be bussed to Huguley.

Huguley students will be served at Huguley.

 

Supply List for CCATS

Pencil Pouch – no boxes please

Scissors

3 glue sticks

1 bottle of liquid glue (no glitter)

1 small pack of colored pencils

1 small pack of fine tip markers                                               

2 black sharpies- fine tip

Pencils- only a few  

Boys – paper towels

Girls – hand sanitizer

All supplies will remain in the CCATS classroom for the school year.

 

Also, in an effort to continue to improve communication, I will be using REMIND again this year. I hope this will allow you to receive information in a timely manner. I will send reminders, class changes, and tidbits about class lessons.

 

I will once again be using ClassDojo as a behavior management system. It allows you to see how great your child is in class and when they have a rough day. I will comment on your child after each class. The information explaining how to sign up by computer or phone is attached. This is a valuable tool that keeps us all in sync!

 

For photos of class events, please like the CCATS Class Facebook group!

 

You may also contact me through school email purdycm@chambersk12.org or by calling 334-710-2802 during school hours.

 

I look forward to a fantastic year!

 

Sincerely,

Christina Purdy


 

 


Gifted education plan (GEP) grades 3-5


GIFTED EDUCATION PLAN

Chambers County Gifted Program

 

 Implementation Grades:  from 3rd grade  to  5th grade

 

 

Placement Options for Gifted Services (check any that apply)

            

[    ]  general education classroom                                                        [  X ] resource room pull out program

          (see curricular options)                                                      

                                               (see program description)

                                                                                                                                       

[    ]  cluster grouping in the general education classroom                  [    ] content area class taught by gifted

         (see curricular options)                                                                                specialist        (see program description)

                                                    

[    ]  advanced class(es) taught by general education teacher(s)          ___ Number of hours of service provided outside the general education classroom 

          (see curricular options)                                                                                                            

 

 

___ Number of advanced classes taught by general education teacher(s)                                                                                           

Curricular Options For General Education Classroom If Applicable               

[    ] subject acceleration                     [    ] advanced regular curriculum          [   ] other:   ____________        

                                                                                                                                                        

[     ] compacting                                  [    ] independent study

[    ] contract                                                   [    ] center activities (higher order thinking skills)                        

           

Program Description For Gifted Classroom If Applicable

It is a proven fact that successful people have several characteristics in common. Our goal for your child is to develop these characteristics to their fullest to insure their success in school and later in life.

                                    Successful people can:

                                                Work in groups

                                                Classify and organize

                                                Work independently

                                                Select important ideas

                                                Express their ideas

 

Throughout the school year, we will study different topics, but all of the activities are developed with these goals in mind.

 

Unit Theme – Exploration

Exploration requires recognizing purpose and responding to it.

Exploration may result in new findings or the confirmation of old findings.

Exploration confronts the “unknown”.

 

Using this theme, we will study various units to develop essential understandings between the units and the theme.

Critical Thinking

Students will complete activities concerning critical thinking skills. Students will learn the steps for critical thinking and apply them in various situations and projects. Students will work independently and as small groups in applying the skills they have learned.

  

 

 

 

            Web Resources/Computer Skills

Students will learn techniques to search for and locate information needed. They will apply knowledge to locate various web sites while learning to determine whether the web site is reliable or not. Students will learn to locate important data from an abundance of information. Students will also learn various computer program skills including PowerPoint and Word.

 

Daily Activities/Foreign Language

Students will participate in daily activities concerning current events, computer skills, and logic/reasoning development. Students will, as individuals and/or groups, participate in researching and practicing written and oral foreign languages.

 

THIRD GRADE          

Chess

Students will research the history, origin, and rules of playing chess. They will apply their skills during chess matches. Students will become familiar with individual chess players, chess groups, and a chess institution. They will practice their skills and culminate with a chess tournament.

 

            Inventions and Innovations

This unit is grounded in a constructivist approach that uses collaborative and problems-based learning to integrate and support cross-curriculum content. Inventive thinking has been identified as a twenty-first century skill. Students will study six simple machines used to create an abundance of everyday objects we use. Through critical and creative thinking and problem solving, ideas become reality as students create inventive solutions, illustrate their ideas, and make models of Rube Goldberg machines.

 

 

Essential Understandings

Exploration requires recognizing purpose and responding to it.

Exploration may result in new findings or the confirmation of old findings.

Unit on Critical Thinking

There are five steps in the critical thinking process.

Critical thinking can be applied to all areas.

Critical thinking must be learned and practiced.

Unit on Chess

Chess is an exploration of critical thinking skills.

Students may explore the structure of different chess groups and clubs that they may participate in.

Unit on Inventors/Inventions

Students will explore creative and critical thinking aspects of the invention process.

Students will understand how ordinary people invent out of necessity.

Students will understand the patent system which allows inventors the opportunity to profit from their labors.

 

Guiding Questions

How can critical thinking help in all areas?

How do you practice critical thinking?

How can you explore the structure of chess organizations?

Where did chess originate?

How do the chess pieces move?

Why should people create new inventions?

How are inventors protected?

What are the steps in the invention process?

 

 

 

 

 

FOURTH GRADE

Marine Biology/Oceanography

The ocean is a vast, complex, watery engine that drives Planet Earth. It is responsible for global climate, creates continental as well as oceanic weather, and ultimately controls all biological productivity on Earth. Without the ocean, the water planet would cease to exist. All life would vanish. The best place to begin to

inform people about the ocean is in school, where eager students can become the ocean-minded generation. But the size and complexity of the ocean are so great that we need focal points through which to introduce students to the sea, to spark their attention and interest and to secure their dedication to learning.

           

Independent Study

Give students choice of another biome to explore. (Desert, polar regions, tundra, taiga, rainforest, deciduous forest, boreal forest, etc.) Students will be guided by the same essential questions that guided our ocean explorations. They will use resource books and web research. They may choose to build a model, create a display board, a booklet, or a PowerPoint presentation. When complete, students will exhibit their biome displays in the schools.

 

           

Essential Understandings

Organisms are interdependent.

Organisms adapt to their environment.

Environmental factors determine whether organisms can survive, thrive, and reproduce.

Organisms impact their environment. Human impact can often be negative.

Humans have a responsibility for the environment.

 

Guiding Questions

Why should we care about the ocean?

How does the ocean benefit us?

What impact have humans had on the ocean?

How are ocean organisms interdependent?

How do organisms adapt to their environment?

How do environmental factors determine whether an organism can survive, thrive, and reproduce?

 

FIFTH GRADE

Washington, D. C.

Our Nation’s capital is an exciting and intriguing place. This unit will allow students an opportunity to enhance their knowledge about Washington, D. C. and a few of the many historical landmarks that make it one of the most beautiful cities in the world. Students will use critical thinking and research skills to discover elements of historical features in our Nation’s capital.

 

            Criminology

Students use critical thinking skills and clues to solve mysteries and crime scenes. Students will learn about forensics, careers, criminal justice, law enforcement, and chemistry in an effort to understand investigations and real world mysteries. Students will become crime scene investigators through exciting lessons and activities. Students will observe, record, and organize data, think critically, and conduct tests to solve crimes.

 

           

Essential Understandings

Exploration requires a purpose.

Exploration confronts something “unknown” to the explorer.

Exploration should result in findings that may be new to the explorer or confirm old findings.

Unit on Criminology

By exploring the clues, the unknown crime can be solved.

Proof of evidence is required for acceptance of information.

Discovering new techniques and methods is required for advancement.

Unit on Washington, D. C.

Monuments and memorials are representative of important people and events in our Nation.

The central design of our Nation’s capital was purposeful.

 

Guiding Questions

How does exploring clues help solve unknown crime scenes?

What can be used as proof of evidence for acceptance of information?

Why are new techniques and methods needed for advancements?

What process was used for choosing the initial design of our Nation’s capital?

How do the present day buildings reflect the duties and powers of our country?

What elements do Americans consider when debating the best way to honor important citizens?

What makes the buildings in Washington, D.C. “symbolically” important?

What events in American history have affected the structures within the city?