EX.P.A.N.D.

1. EX.P.A.N.D.

2. STAFF Debra Garling – G&T District Coordinator Carolyn McAteer– Depart.Admin. Assistant EXPAND Teachers: Nathanial Peterson (PT) Katie Oppelt(NM) Debra Garling (CV) Renee Pearce (MS)

3. Exceptional • Pupils • Adding • New • Dimensions

4. Objectives • Identify and nurture students’ exceptional performance in one or more talent areas in order to: • 1) enhance each student’s self-esteem • 2) share his/her talents with others • 3) increase each student’s learning potential

5. How do students qualify? • Specific Academic ability • Creative ability • Leadership ability • Visual/Performing Arts ability

6. Major Program Components Critical Thinking Creative Thinking

7. The program • Addresses cognitive & affective needs • Students work individually & collective • We provide a variety of independent & group activities • Students expand intellectually & emotionally • Students specialize in areas of strength & interest • Students share ideas/feelings with other gifted learners in order to discover abilities & interests different from their own

8. Expectations of Program • Attendance: buddy system when absent • Supplies needed for class: writing tool, marble notebook – bound composition, folder • Active participation • Efforts: 85% mastery

9. EXPAND Grade 3

10. Grade 3 Format: I.5 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder

11. Grade 3 Unit 1-Thinking Skills • Convergent vs. Divergent Thinking - Which do you prefer?  • Creative Thinking  • Simple Machines & Complex Contraptions • S.C.A.M.P.E.R. - Invent, innovate, create!!

12. Grade 3 Unit 2 – Independent Inquiry • In-depth learning of topics that are of interest to the student • Active testing of skills necessary to achieve goals

13. EXPAND Grade 4 Mrs. Oppelt

14. Grade 4&5 Format: 2 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder

15. Grade 4 Unit 1 – Transformational Thinking • No "Tunnel Vision" • There's more than one way to think • Observing the Obvious • Loupe Analogies - Up Close and personal examinations of everyday objects.

16. Meet a Grade 4 EXPANDER Sophia’s Tellagami

17. Grade 4 Unit 2 – Surveys • Develop survey questions which generate quantifiable results • Choose topics/issues, collect data, prepare a report ~ Share results

18. Grade 4 Unit 3 - Independent Inquiry • In-depth learning of topics that are of interest to the student • Active testing of skills necessary to achieve goals

19. EXPAND Grade 5 Mr. Peterson

20. Grade 5 Format: 2 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder

21. Grade 5 Unit 1 – FUTURE STUDIES • What will world be like in 30 – 50 years? • What issues will we face? • Opportunity to explore science, social studies & technology • Collaborative work on interdisciplinary project.

22. Grade 5 Unit 2 – “Architectural Adventures” • Exploration and hands-on activities • Tasks include drafting, designing and creating structures

23. Grade 5 Unit 3 – Independent Inquiry • In-depth learning of topics that are of interest to the student • Active testing of skills necessary to achieve goals

24. INDEPENDENT INQUIRY • 10 weeks long • Independent Inquiry packet • Final Project due in May

25. Grades 3-5 Evaluation/Conferences Report Cards (January, June) Parent / Teacher Conference dates: • November 18th (evening) • November 20th (evening) • November 26th (day) • March 11th (day) • March 19th (day) • March 27th (day)

26. Questions??

27. EXPAND Grade 6 Mrs. Pearce

28. Grade 6 Format: 40-minute periods 2 times per 4 day cycle, during flex period Class size is typically 12-14 students Material: Notebook, folder Writing implement

29. Curriculum: Wall-E: Conservation & the Future of Our Planet Description:Using the movie Wall-E as a starting point, this unit centers on the destructive direction of humans.  Flatlands: The Third Dimension & Beyond Description:Trying to perceive a dimension that is not present in our current world, this unit requires creative thinking, an open mind and endless possibilities. 

30. Curriculum Continued: Jabberwocky: The Interpretation Description:This unit centers on Lewis Carroll’s famous poem taken from Through the Looking Glass. Students will experience “Jabberwocky” as it skates on the thin edge of being understood and being nonsense Create- A- World: Jabberwocky World Unit Description:Students will create a fictional culture based on their knowledge of the world and lessons that have taken place during the year. They will analyze, synthesize and evaluate current data and issues to create a new and improved “world”. This comprehensive unit centers on problem solving and decision-making and includes both group and individual project components

31. Journal “Reflection is the heart of learning.” Students must bring their JOURNAL to each class. • The purpose of the journal is twofold: • It is an official record of the time & activity spent on a project or assignment. • It is a means used to foster communications between student, teacher and peers.

32. Assessment: “Pass” or a “Fail”- 85% • Attendance • Active Participation/Journal • Classwork/ Homework • Completion group & individual culminating products.

33. EXPAND Grades 7/8

34. Grade 7/8 Format: 40-minute periods Everyday for an entire quarter Class size is typically 10-12 students Material: Notebook, folder Writing implement

35. Curriculum: • On years that are odd in September (e.g. 13-14) the in-school 7/8 grade EXPAND proudly offers an interactive course in Philosophy & Debate. • On years that are even in September (e.g. 14-15) the in-school 7/8 EXPAND proudly offers a course in Contraption-eering.

36. Curriculum Continued: • Contraption-eering:This quarter long unit provides students the opportunity to explore engineering and build machines. This unit dovetails nicely with earlier learning experiences in the EXPAND program, while taking engineering to a whole new level. Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class. • Philosophy & Debate:
Thisquarter long unit will include introductions to renowned philosophers and his/her thoughts on the four branches of philosophy. Students will then apply tools of public speaking, logic and philosophy material to participate in a debate, which requires students to develop poise, concentration, and the ability to analyze, evaluate, and refute arguments. 

37. Assessment: “Pass” or a “Fail”- 85% • Attendance • Active Participation • Completion & Attendance of culminating product: research, visual, note cards, presentation. • Homework

38. MSEvaluation/Conferences • Progress Reports (mid quarter, as needed) • Report Cards (Quarterly) • Parent / Teacher Conference dates: • November 11th(evening) • November 24th (evening) • November 26th (day) • March 11th (day) • March 19th (day) • March 27th (day)

39. End of Year CELEBRATION! Tuesday, June 9th Monroe-Woodbury High School 6:00-8:00pm (Students are responsible for transporting their individual inquiry term project to the High School)

40. Questions??

41. ADDITIONAL ENRICHMENT OPPORTUNITIES

42. MW S.T.E.A.M. A Critical Thinking/Problem Solving Approach to Learning

43. WHAT is STEAM? An interdisciplinary approach to problem solving with real world application. “As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital.” ~JeevanVasagar

44. WHY STEAM? Collaboration Communication Research Problem Solving Critical Thinking Creativity

45. Grade 3 STEAM Students will collect data and ideas through a series of smaller trial and error experiments. They will apply their newfound knowledge to the challenge. All final aid drop packages will be tested. Reflection and redesign. CHALLENGE: Engineer an aid drop package that won’t break and is easy to find.

46. Grade 5 STEAM • Explore Friction, Torque, Speed, and Momentum • Experiments with forces that act on vehicles and passengers • Examine relationship of Speed and Momentum • Identify mathematicalrelationships to project results CHALLENGE: Launch projectilesusing the forward momentum of vehicles and cargo.

47. 6th GRADE: STEAM Components Jabberwocky: The Interpretation: iMovie Flatlands: The Third Dimension & Beyond: Architectural Drawings Wall-E: Conservation & the Future of Our Planet: Audio project Create- A- World: Jabberwocky World Unit: “Jabber-lution” (Students will create machines based on the Industrial Revolution.) 7/8 GRADE: ”Contraption-eering”:Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class.

48. Bottom Line STEAM provides students the opportunity to explore problems and collaborate on solutions. The STEAM workshops are designed to provide students with time to make discoveries and arrive at conclusions through their research. Ultimately, the opportunities afforded by the STEAM curriculum serve to assist the students in becoming self-motivated thinkers, learners, and problem solvers.

49. Johns Hopkins CTY • National Talent Search • Optional opportunity for interested students • ≥95th percentile • Parent Nominations with waiver For more information visit: www.cty.jhu.edu