Change:

An Interdisciplinary
Curriculum Project for
4
th
& 5
th
Grade
Gifted Students
Created by Kristen Tibbetts
University of Nebraska at Kearney
Description of District Population
The Papillion La Vista School District is comprised
of 13 elementary schools, two junior high schools,
two high schools, and an alternative school.
Serving 8,096 students, it is the fifth largest district in
Nebraska.
Students who are eligible for free/reduced lunch
district-wide comprise 16.47% of the total district
population.
English language learners account for 1.22% of
district enrollment.
Description of School & Classroom
Portal Elementary School, which opened in fall of 2003, is a K-6
elementary school. It is located on the west side of La Vista.
Four hundred sixty students are enrolled for school year 2008-
2009a big increase from its first year when enrollment was 176
students.
Free and reduced lunch percentages remain steady at approximately
five percent.
English language learners comprise 0.59% of the student population.
Ethnic diversity rates are 89% white/Caucasian, 2% African
American, 2% Hispanic, 1% Asian, 0.5% American Indian, and
5.5% other races.
Portal Elementary serves the local neighborhoods within 3 square
miles of the school. Because of this, nearly all of the student
population comes from middle to middle-upper class households.
This curriculum is designed for my 4
th
/5
th
grade multiage class. Of
my 23 students, 13 are in fifth grade and 10 are in fourth grade.
Thirteen of 23 students are identified as High Ability Learners,
with three more on the watch list.
Curriculum Design
This curriculum is designed in alignment with the District HAL
philosophy and the current methods of instructional delivery.
The Program Models used to guide the Gifted and Talented
Program and this curriculum include:
The Schoolwide Enrichment Model
Problem-Based Learning
The Autonomous Learner Model
Blooms Taxonomy of Educational Objectives Cognitive
Domain.
All models require learners to create their own understanding
through higher levels of exploration, questioning, analysis, and
synthesis.
Student evaluation takes place in the form of self-assessment and
teacher-assessment of student progress using a common rubric.
Philosophy
The mission of the High Ability Learner Program
(HAL) in Papillion La Vista Schools is to assist
students in attaining the highest level of achievement
possible in their unique talent area and to enhance the
their social responsibility and adjustment.
This mission statement matches my own belief about
gifted learners, and the services we should provide
for these students, because it addresses their unique
area of giftedness as well as their special affective
needs.
Generalizations & Principles
Change is the conceptual theme for this
curriculum.
Generalizations and principles that
support student learning of change include
these four understandings:
1. Change is all around us.
2. History illustrates change.
3. Change can be difficult.
4. Change promotes progress.
Change is all around us.
In this central principle, students explore to
realize that many systemsscientific, literary,
historical, and mathematicalchange and
evolve. Underlying themes for this generalization
include [life] cycles, genre, languages, number
systems, and geography.
Supporting quote: (Author unknown, commonly
misattributed to Charles Darwin): It is not the
strongest of the species that survive, nor the most
intelligent, but the one most responsive to
change.
History illustrates change.
Students explore the history of civilizations, governments,
and processes to gain perspectives into why certain things
undergo change.
Central questions include How do historical events create
further change? and What are the consequences of
ignoring the lessons of history?
Supporting quotes:
THUCYDIDES: History is Philosophy teaching by examples.
GEORGE SANTAYANA: Those who cannot learn from history are
doomed to repeat it.
JOAN WALLACH SCOT: Those who expect moments of change to
be comfortable and free of conflict have not learned their history.
DWIGHT D. EISENHOWER: Neither a wise man nor a brave man
lies down on the tracks of history to wait for the train of the future to
run over him.
Change can be difficult.
This principle analyzes the hardships that living and
non-living systems undergo for the promise of change.
Supporting quotes:
Author Unknown: God grant me the serenity to
accept the people I cannot change, the courage to
change the one I can, and the wisdom to know it's
me.
KURT LEWIN: If you want to truly understand
something, try to change it.
Change promotes progress.
This generalization requires extensive research and
analysis into the effects of change. Students will
develop perspective on the importance of automatic
and purposeful changes in our lives.
SUPPORTING QUOTES:
ERIC HOFFER: In times of change, learners inherit the
Earth, while the learned find themselves beautifully
equipped to deal with a world that no longer exists.
HENRY STEELE COMMAGER: Change does not
necessarily assure progress, but progress implacably
requires change. Education is essential to change, for
education creates both new wants and the ability to satisfy
them.
CHANGE
Quarter 1:
Change is
all around
us.
Quarter 2:
History
illustrates
change.
Quarter 3:
Change
can be
difficult.
Quarter 4:
Change
promotes
progress.
4
th
grade
4
th
grade
4
th
grade
4
th
grade
5
th
grade
5
th
grade
5
th
grade
5
th
grade
Language Arts:
Writing genre--narrative
& expository
Reading Textsscience
and SS non-fiction to
support concepts;
literatureWalk Two
Moons by Sharon Creech
& Hatchet by Gary
Paulsen(5
th
) .
Math:
Number Sense
standard &
expanded
notation from
billionths to
billions; decimal
& fraction
equivalents
Social Science: Geography
land formations, Earths
evolution, boundaries, North
American regions
Science:
Animal/Life
Cycles; Water
Cycle; States of
Matter
Language Arts:
Writing genre--
narrative &
expository.
Reading
Textsscience
non-fiction to
support
science & SS
curriculum;
literature--
StarGirl by Jerry
Spinelli &
Brians Winter
by Gary
Paulsen (4
th
)
Science: Plants/Life
Cycles; Water Cycle;
States of Energy
Social Science:
Geographyland
formations, Earths
evolution,
boundaries, United
States geography
Math:
Number
Sense
standard &
expanded
notation;
numbers
from ten
thousandths
to hundred
thousands
Social Science:
Causes for
geographic
boundaries and
early government
systems of the
colonies/states;
focus on state
history (Nebraska)
Language Arts:
Study of Greek & Latin roots & how derivations change
with history (30 roots/quarter);Writing genresfiction &
poetry using cultural perspective; Textsstudy stylistic
changes of poetry & fiction throughout early American
history: example--Louisa May Allcott vs. Gary Soto.
Math:
Computation with all operations; equations with
one missing variable; fact families; customary
measurementin the early U.S. vs. now
Science:
Adaptation
of plants;
biomes
4
th
& 5
th
Grades (Quarters 1 & 4):
Artsand painting & picture writing;
European influences;
Affectiveadapting to a new
environment; making friends; confidence
& risk-taking.
MusicNative American chants; European
influences on music in America; jazz;
rhythm & blues.
Math:
Computation with all
operations; equations;
exponents; order of
operations; customary
vs. metric
measurement systems
& their conversions
Social Science:
Causes for geographic
boundaries and early
government systems
of North America;
focus on U.S. history
Math:
Fraction
concepts:
conversions,
equivalents,
number
operations;
spatial
geometry.
Social Science:
Battles for land
in the United
States;
geographic
boundaries; state
government;
focus on
struggles of
equality: Native
American.
Science:
Simple
Machines &
Inventions
Language Arts:
Greek & Latin roots & their derivations to English
(30 roots/quarter);
Writing genrememoirs (4
th
= Native American
perspective; 5
th
= African American perspective;
TextsHenrys Freedom Book by Ellen LeVine
(4/5), The Well and Roll of Thunder, Hear My Cry
by Mildred Taylor (5th), Navajo Long Walk by
Dzn Yzh Naazbaa (4
th
)
Science:
Adaptations of
animals;
environmental
changes.
4
th
& 5
th
Grades (Quarters 2 & 3):
Music & Artresistance to artistic
differences; cultural inflection;
changes in musical and artistic
styles/preferences in early
America.
Affectivecoping strategies;
learning from mistakes; peer
relationships.
Science:
Forces & Motion;
Electricity
Math:
Fractional parts;
+/- w/like
denominators;
plane geometry.
Social Science:
Separate but equal
concepts
Declaration of
Independence;
Constitution,
American Revolution
& Civil War; Focus on
struggles of equality-
-African American.
Math:
Transformations with
geometry; surface area;
integers; 4-quadrant
coordinate planes; pre-
algebraic equations.
Math:
Intro. to
variables;
1-quadrant
coordinate
planes;
symmetry,
rotation,
perimeter,
area.
Social Science:
Westward
expansion in
Nebraska; Simple
economics
supply/demand;/
barter/trade;
Focus: state
industry.
Social Science:
Westward expansion to
California & the Gold
Rush; Economics in a free
enterprise; Focus:
national economy &
branches of government.
Science:
Technology &
Resources
Science:
The impact of
technology;
computer
systems & code
Language Arts:
Greek & Latin roots & their derivations to English (30
roots/quarter); Impact of communication on economics
(personal, government, international).Reading & writing genre
biographies(4
th
= famous Nebraskans; 5
th
= American leaders;
TextsThe Longest Season by Cal Ripken, Jr. (4/5), Four
American Leaders by Charles William Eliot (5
th
); Nationally
Distinguished Nebraskans: A Brief Bio-Bibliography of 900
Individuals E. A. Kral (4
th
).
Scope & Sequence Example: Change is all around us.
Fourth Grade Fifth Grade
Reading
Non-fiction books related to science and
social science topics; literature will
include Star Girl by Jerry Spinelli and
Brians Winter by Gary Paulsen
Non-fiction books related to science and
social science topics; literature will
include Walk Two Moons by Sharon
Creech and Hatchet by Gary Paulsen.
Writing & Language
Personal narrative (1
st
person) about
adapting to a new environment;
Expository essay on the
benefits/consequences of risk-taking
(change).
Fictional Narrative (3
rd
person) about a
child who must adapt to a new
environment by himself; Expository essay
on how not to change oneself for the
purposes of fitting-in with peers.
Math
Number sense: changing numbers from
standard to expanded forms; identifying
and converting numbers from ten
thousandths to hundred thousands.
Number sense: changing numbers from
standard to expanded forms using positive
and negative integers; identifying and
converting numbers from billionths to
billions; equivalent numbers using
decimals and fractions.
Science
The many changing cycles of science,
focusing on life cycles (specifically the
animal kingdom), beginning
understanding of the water cycle, and the
states of matter.
The changing cycles of science, focusing
on the life cycle (plant kingdom), deeper
investigations of the water cycle to
include weather forecasting, and the states
of energy.
Social Studies
Geographical formations and boundaries:
how the Earth has evolved over time (plate
tectonics) and what land formations create
our planet; United States geography
states and capital cities.
Geographical formations and boundaries:
how the Earth has evolved over time (land
forms, cultural boundaries of nations);
North American geographyCanadian
provinces and capital cities, United States
major cities, and Mexican regions and
capital cities.
Example of Content Goal 1 (C.1):
Students will understand the concept of
change exists in all content areas.

Objective (C.1.1): Students will investigate how cycles evolve and change in
science.
Activity (C.1.1.1): Students will divide into teams of five students. Each
group will explore the life cycle of a specific class of animals (mammals,
reptiles, amphibians, fish, and birds). Students research will include the
scientific classification of several animals, and how they reproduce and exist.
For the final project, students will create a bulletin board flowchart
displaying how that particular animal group is related and has changed over
time.
Activity (C.1.1.2): Students will research and draw the parts of the water
cycle. A guest speaker/meteorologist will speak to the class about key
components of weather forecasting and satellite/radar maps. Then students
will keep a weather journal for daily local observations of temperature, wind
direction and speed, and cloud cover. At the end of the unit, students will
write an in-depth explanation of how local weather patterns are a result of the
atmospheres interaction with the water cycle.
Evaluation Methods: Teacher observation, cooperative group self-evaluation,
cooperative group team-member evaluation, flow-chart choice of graphics
and written explanation (rubric assessment), weather journal entries.

Example of Process Goal 1 (PS.1):
Students will apply critical reasoning skills
in all content areas.

Objective (PS.1.1): Students will read critically to make
informed opinions.
Activity (PS.1.1.1): Students will read several literature circle novels
on the theme of change. In literature circle response journals, students
will write daily reflections of the novel citing their opinion to a list of
given prompts. Evaluation of understanding will score a students
ability to provide adequate literary support and higher-level
reasoning.
Activity (PS.1.1.2): Students will engage in shared readings of
historical non-fiction and fiction accounts of life as an African
American in the 1800s-1900s. Based on this reading, students will
write a readers theater with three other classmates that reflects the
facts and opinions of the time as seen through the perspective of an
African American.
Evaluation Methods: writing rubric assessing reasoning in writing,
readers theaterwriting and performance, teacher observation.

Example of Product Goal 1 (PD.1):
Students will integrate all content areas to create
products that reflect deep understanding.

Objective (PD.1.2): Students will develop products that solve real-world
problems.
Activity (PD.1.2.1): Students will study simple machines and inventions
that evolved from these early moving mechanisms. Students will research
historical inventors, focusing on those who solved a problem of their time
with the development of their invention. As a final product, students will
observe some real-world problems that people or things experience today,
and then they will decide upon one problem that could be solved with a
new invention. Finally, students will combine at least 4 simple machines
to draw and build a prototype of a new invention that would solve a real-
world problem.
Activity (PD.1.2.2): Students will research a current event that is
considered to be a problem either locally or nationally. Then students will
brainstorm effective solutions to rectify this problem. Using a persuasive
tone, students will write a series of letters to the editor that try to
convince the community to reconsider alternatives. The best work of these
persuasive essays will be mailed to an actual newspaper for potential
publishing.
Evaluation Methods: research, drawings + model of invention prototype,
brainstormed list of solutions, letters to the editor/persuasive writing.
Remaining Goals
I. Ethical Goal (E.1): Students will investigate the
correlation between ethical decision-making and
change.
II. Multicultural Understanding Goal (M.1): Students
will understand how several cultures have
persevered through change.
III. Social Goal (S.1): Students will develop effective
communication skills with peers.
IV. Affective Goal (A.1): Students will become more
self-aware of their strengths and weaknesses.



Justification for Differentiation
Each unit was created using Wiggins and
McTighes Understanding by Design. That is, big
or enduring understandings guided my thinking as
I created the activities. By designing this
curriculum using backwards design, I first
reflected on what I wanted the kids to know and be
able to do. My goal was for students to be able to
take any of the tasks, processes, and content as far
as possible.
During these differentiated activities, students
would be expected to first acquire knowledge, then
apply, explain, interpret, and develop perspective,
empathy, and/or self-knowledge of the content.
My vision for the project was that the
theme, generalization, and evaluation
process would be standardized, but after
that, none of it would be. I wanted students
to use creativity and ingenuity during all
activities in the unit.
Blooms Taxonomy is required for
synthesis and evaluation of content.
Activities are either problem-based, real-
world simulations or higher-order thinking
assignments that require independent
research and innovative projects.

Much of the activities for each
objective require long-term goal-
setting for student success. Project-
based assignments are naturally
differentiated because portfolios show
growth over time.
The final result: Differentiation in this
curriculum gives students ownership
of their learning opportunities.