Our second unit of the fifth grade TAG year is "Epidemic." In this unit, the students will investigate epidemics throughout history and develop a plan to reduce or eliminate the possibility of a flu epidemic in our community during the current flu season. The students will learn about Typhoid Mary and participate in a Socratic Seminar about whether she was a victim or a villain. One of the highlights of the unit will be when the students extract DNA from a strawberry! There are many standards associated with this unit !
5th grade Science
Students will relate how microorganisms benefit or harm larger organisms
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.
5th grade Social Studies
Students will explain how a citizen's rights are protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted by the Bill of Rights.
TAG Critical and Higher Order Thinking Skills
Gifted students will develop and practice higher order and critical thinking skills in an area of study.
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects indepth
knowledge of a topic.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student predicts probable consequences of decisions.
6. The student extrapolates verballinguistic
(e.g., analogies) and visualspatial
patterns (e.g., tessellations) to determine relationships.
7. The student examines an issue from more than one point of view.
8. The student separates one’s own point of view from that of others.
9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others.
10. The student distinguishes between assumptions, inferences, and conclusions.
11. The student draws conclusions based upon relevant information while discarding irrelevant information.
12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness.
13. The student traces the source of any large disparity between estimates and calculated solutions to problems and resolves the disparity.
14. The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing process.
5th grade Science
Students will relate how microorganisms benefit or harm larger organisms
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.
5th grade Social Studies
Students will explain how a citizen's rights are protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted by the Bill of Rights.
TAG Critical and Higher Order Thinking Skills
Gifted students will develop and practice higher order and critical thinking skills in an area of study.
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects indepth
knowledge of a topic.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student predicts probable consequences of decisions.
6. The student extrapolates verballinguistic
(e.g., analogies) and visualspatial
patterns (e.g., tessellations) to determine relationships.
7. The student examines an issue from more than one point of view.
8. The student separates one’s own point of view from that of others.
9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others.
10. The student distinguishes between assumptions, inferences, and conclusions.
11. The student draws conclusions based upon relevant information while discarding irrelevant information.
12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness.
13. The student traces the source of any large disparity between estimates and calculated solutions to problems and resolves the disparity.
14. The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing process.