TAG

1. TAG Talented and Gifted State Bridge Crossing Elementary School

2. TAG Teachers • Mrs. April Adriansen has been teaching for twelve years now. Her first three years were teaching third grade here at State Bridge. This is her ninth year teaching TAG. • Mrs. Erin Bridges is in her thirteenth year of teaching. She spent 5 years teaching 5th and 6th grades in Texas, this will be her eighth year at SBCE. She taught 5th grade for three years, and this is her fifth year teaching TAG. • Mrs. Patsy Kendrix has been an educator with Fulton County Schools for 30+ years - as a classroom teacher, CST, and TAG teacher. She’ll be teaching 4th and 5th grade TAG on Wednesdays and Thursdays this year. This is her third year teaching TAG at SBCE.

3. TAG in Elementary School • Students are served one day per week • Class size is limited to 21 students • Program includes challenging units linked to science and social studies • Assignments in general classes are modified or eliminated depending on the student’s academic strengths

4. Program Overview • Provide enriching learning experiences for the intellectually advanced and the exceptionally creative student. • The TAG curriculum is differentiated to challenge the gifted learner by focusing on interdisciplinary enrichment and extension. • Gifted students need choices. • Gifted students need their work to bevalidated.

5. Program Goals Students work to: • develop advanced research methods and independent learning • develop and practice creative thinking and creative problem-solving skills • develop higher order and critical thinking skills • develop advanced communication skills (collaboration and technological literacy)

6. Creativity in Students “Many people assume that creativity is an inborn talent that their kids either do or do not have… But actually, creativity is more skill than inborn talent, and it is a skill parents can help their kids develop.” We encourage risk taking through activities by focusing on four aspects of creativity- originality, fluency, flexibility, and elaboration. http://greatergood.berkeley.edu/raising_happiness/post/7_ways_to_foster_creativity_in_your_kids/

7. TAG Strategies • Decision Making • Creative Problem Solving • Inquiry/ Mystery Lessons • Deductive/ Inductive Reasoning • Metaphorical Expression (Analogies) • Comparing/Contrasting • Question Generating • Brainstorming

8. Evaluation of Student Performance • A Unit Assessment is given at the end of each TAG unit. • The TAG Progress Checklist is provided at the end of each unit. • A parent-teacher conference is held at the end of each year to discuss the student’s progress. • If a student has difficulty in the gifted or general education program, a conference is held with the parent to discuss continuation options, such as probation or dismissal.

9. TAG Units

10. First Grade and Second Grade

11. Zoo-ology Essential Questions: • What are an animal’s basic needs? • How are animals adapted to meet their needs in their native environments? • How are their needs met in an artificial zoo environment? • How are mammals, birds, reptiles, and amphibians alike and different? In this unit, the students will… • Research four types of vertebrates within the animal kingdom: mammals, birds, reptiles, and amphibians • Learn about different note taking strategies, compare/ contrast graphic organizers, and how to do basic research • Create a PowerPoint and Photostory • Write a written report and speech • Write, act out , and film an interview • Compare and contrast the different vertebrates to see how they are alike and different • Participate in a decision making lesson by analyzing and determining the best applicant for a job at the zoo.

12. Nature Myths • Essential Questions: • How do different cultures explain mysterious natural occurrences? • Are there common characteristics of myths from different cultures? • How does science explain naturally occurring mysteries? • In this unit, the students will… • Read independently and listen to myths from around the world • Write their own myths explaining the world around them • Participate in “Quick Brainstorm” group activities: • Brainstorm “Things found in the sky” • Categorize all ideas • Give each category a title • Museum Walk • Participate in SCAMPER activities • Research about an animal of their choosing and create a PowerPoint showing what they have learned

13. Where in the world, Mr. Magoo? Essential Questions- • How does the geography (climate & terrain) of a country affect its culture and economy? • How does the climate of Vietnam determine what they grow and eat? • How does Australia’s unique location and oceanic community impact Australia’s economy? • How does the physical landscape of Kenya affect its peoples’ ability to satisfy their wants and needs? • Why is the small country of France such a rich and highly industrialized country? • How has the Panama Canal influenced the world economy? • Where in the world would you like to live? In this unit, students will be… • Learning about France, Panama, Vietnam, Australia, and Kenya • Participating in several daily Inquiry lessons • Participating in a creative problem solving lesson and decision making lesson • Comparing and contrasting the countries • Analogizing the landscapes of Kenya with its people

14. Third Grade

15. Greece Essential Questions: • What was life like in ancient Greece? • How did the world of the Ancient Greeks differ from our own? • In what ways has ancient Greek civilization impacted our lives today? In this unit, the students will- • Participate in a debate of whether or not the ancient Spartan warlike society was the best way to live • Research ancient Greek architecture, sports, and government and then compare them to modern day America • Compare and contrast the Minoan and Mycenaean societies of ancient Greece • Analyze ancient Greek artifacts through a weekly mystery lesson and then create their own mystery artifact lesson • Explore Greek mythology such as Pandora, Athena, and Heracles • Participate in an end of the unit symposium, just like ancient Greek philosophers , pondering the questions of life such as: What makes one truly happy? What is beauty? What is the meaning of life? while trying traditional Greek foods like pomegranates, figs, boiled barley, and olives

16. Endangered Species: Where is the Dodo Bird? Essential Questions: • Why are so many of our animals threatened/endangered? • Why is it important to save endangered animals? • How can we become care keepers of our environment? • What impact does extinction of animals have on our world? In this unit, students will- • Participate in an inductive activity • Research why animals become endangered and create a product showing what they have learned • Participate in a Creative Problem Solving lesson about the Bee Crisis • Participate in several SCAMPER activities • Research global warming and create a product teaching others about it • Participate in several metaphorical expression • activities

17. American Heroes • Essential Questions: • What is a hero? • What personality traits attract or repel people to/from each other? • What makes a lasting hero? • What happens when history meets Hollywood? • How can one person make a difference? • What makes a human being become involved in a heroic act? In this unit, the students will participate in: • Carousel brainstorming activities • Metaphorical Expression lessons • Decision Making lessons • Research and create a Fakebook page • Compare and contrast American historical figures • Alternative Decision Making lesson • Research, create, and present a PowerPoint on a chosen hero

18. Fourth Grade

19. Museum4th Grade Essential Questions- • What is art? • How does art impact your world? • How would life be different if art did not exist? • What impact do current events have on art? • How does the past impact the present? In this unit, the students will- • Participate in carousel brainstorming activities • Generate questions to guide their research about a modern era artist • Learn about various note taking strategies, Boolean code, etc. to conduct research and write a formal research paper • Create several pieces of artwork that represent different art periods such as the ancient art period, Renaissance, Early American , and Impressionist movement. • Participate in a Creative Problem Solving lesson

20. Robotics/ Space • Essential Questions- • How do we build and program a robot? • How do light, sound, ultrasonic, touch, and rotation sensors work? • How can light, sound, ultrasonic, touch and rotation sensors be used to program a robot to complete simple tasks? • How are robotics used in space exploration? • What are the similarities and differences between Earth and Mars? • Is it feasible to send people to Mars?

21. Camp Interdependence • Essential Questions: • What does it mean to be interdependent? • What is the difference between dependence and interdependence? • How did western expansion lead to the establishment of National Parks? • How does the establishment of National Parks illustrate interdependence amongst people? • How do destructive forces play a role in interdependence? • In this unit, the students will: • Participate in decision making lessons • Research national parks and create electronic products • Compare and contrast national parks/ landmarks • Participate in metaphorical expression lessons

22. Fifth Grade

23. Flight Essential Questions- • How have discoveries and inventions related to flight impacted the history of the United States? • How might we prepare for future air travel problems, including increasing demand for air travel and space tourism? In this unit, the students will- • Participate in a carousel brainstorming activity • Analyze primary sources • Analyze how birds fly and design their own bird • Discover the four forces of flight though hands on investigations • Participate in a Creative Problem Solving lesson about modern aviation • Design their own paper airplanes for a competition • Research a famous aviator and write a formal research paper • Generate questions to guide research

24. The Brain Essential Questions- • What is learning?  • Why are neurons called the basic building blocks of the nervous system? • How does the brain control the body? • What is the difference between the right brain and the left brain? In this unit, the students will- • Participate in an inquiry lesson, SCAMPER activity, and several carousel brainstorming analogy activities • Take several surveys determining their learning style, left/right brain, multiple intelligences, optimist/ pessimist, introvert/extrovert • Research historical figures from their SS curriculum and determine if their figure is left or right brained, etc. • Create models of the brain • Create a metaphorical diagram of a neuron • Research in depth one of the five senses and create a novel product teaching the class about that sense • Participate in an Animal Testing Creative Problem Solving lesson with the end product being a debate

25. The Stock Market Game • Essential Questions: • How do people effectively manage their money? • For this unit, the students will: • Learn about several types of investing vehicles • Research several companies to determine how they would like to invest their virtual $100,000 • Track their stocks on a weekly basis noting their gains/losses using Microsoft Excel

26. 9th Annual Technology Fair • 3D Modeling • Robotics • Digital Video Editing • Multimedia • Non-multimedia • Digital Photography • Project Programming • Web Applications • Animated Graphic Design • Non-animated graphic design • Video Game Design • Mobile App Design See Registration Forms online now!

27. What does our day look like? • Specials • Lunch • Recess • Reflection

28. TAG day? With whom? When’s lunch?

29. TAG Supplies • ALL TAG Students- • ½” inch binder (Not a one inch binder!) • Pack of dividers • Black and white composition book (new students only) • 3rd-5th Graders- Flash drive • Mrs. Adriansen’s and Mrs. Bridges’ Students ONLY- • All- package of glue sticks (any size) • 1st/2nd grade: scissors • 3rd grade: pack of 8 markers • 4th grade: sanitizing wipes • 5th grade: 1 pack of 3X5 index cards *First day of TAG will be the week of Aug. 18th **Please have supplies by the first day of TAG.

30. Fulton County Supporters of the Gifted (FCSG) An information and support group for parents, teachers and advocates of gifted children in Fulton County • www.fultongifted.org • www.gagc.org • www.nagc.org

31. We look forward to working with your child and with you throughout this year! Thank you for joining us today! TAG Website http://sbcetag.weebly.com Our contact information is: adriansen@fultonschools.org bridgesel@fultonschools.org kendrix@fultonschools.org S.B.C.E. 770-497-3850