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Flying to New Horizons

A Unit of work for a Year 2 class with a gifted cluster

Please note: Pre-testing needs to occur because in this case, there may be students who have high potential and high interest in this subject, but who may not be identified through current school procedures or programs. Pre-testing only needs one of two questions e.g., draw a picture representing someone pushing something and someone pulling something. Draw an arrow to show direction of movement. The second question could ask how planes fly.


A ’contract’ located at the end of this unit will extend the learning content, processes and products. This could be embedded into the classroom literacy program.

 

Unit designed for a Year 2 class with a gifted cluster


Content description

  • (General) A push or a pull affects how an object moves (ACSSU033 - Scootle)
  • (Extended) A push or a pull, as well as gravity, thrust, lift and drag affects how an object moves

 

Elaboration

  • Exploring objects that move in the air


Critical and Creative Thinking

  • Inquiring – identifying, exploring, organising, processing and clarifying information and ideas


Strategies for Aboriginal and Torres Strait Islander learning

  • Inclusion of Aboriginal games to identify the push/pull force
  • Community links: How will this information benefit me, my family, my community -my mob?
  • Story-sharing
  • Kites in Aboriginal culture
  • Principles of flight using boomerangs and spears
  • The design of an airport as a learning map for Aboriginal students

 

Lesson 1

Content: What is meant by Push? Pull? Motion? Force? Using ‘push/pull’ as a force, how does an object move on land and in the water?

Process: Define using a dictionary. Discuss.

Product: Set up (choice) science stations so students can play and explore using these forces

 e.g., skittles, in pairs pushing and pulling large cardboard boxes at the same time, balls using push passing, toy cars, toy wheelbarrows, pushing & pulling up/down, using ropes to tow objects, crane toys, relevant water play. Include Aboriginal games -https://www.sportaus.gov.au/yulunga

Differentiation: Choice.

                           Questioning: What direction do objects move when pushed or pulled?

                                                Discuss push, pull, motion and force from their play explorations?

                                                What objects do you push and pull during the day? (Making connections)


Lesson 2

Content: Properties of air

Process: Pre-test class on the properties of air. (Air takes up space, is made of gases, has mass and weight, exerts pressure, can be compressed, and is affected by altitude and temperature). Students who gain 50% or more in the pre-test would have an understanding of the properties of air work, so they can work in a separate (extension) group. Students conduct a variety of experiments, which can be found in many resources. The extension group work on self-designed experiments to compare the mass and strength of different materials (student selected) and how they may be moved in the wind. Predict first.
Product: Students write up conclusions to their experiment using questions: Which property of air did you demonstrate? How did your experiment explain this property? Extension group report back to the class using the same questions as well as explaining their findings regarding the various materials.

Differentiation: Grouping

                           Problem solving

                           Questioning: How is the air different on the top of a mountain than at ground level?

                                                Using ‘push/pull’ as a force, how does an object move in the air?

                                                What if one of the properties of air was missing? How would that change our world?

                                                How could the knowledge of the properties of air benefit me, my family and my community?

Lesson 3

Content: Wind is moving air and can blow from different directions and at different speeds.

Process: Students share stories about their experiences with wind – why it happened, what happened and what was the result? Design a way to record the direction of wind. Draw design and list materials.

Product: Provide materials that were deemed suitable during the last lesson e.g., paper and paper products, dowel, light fabric, lace, ribbon, feathers etc. Design and make an instrument that measures wind direction. Test and modify if necessary. Use compasses to determine wind direction over a period of weeks and record.

Differentiation: Students choose personal working arrangements – singly, pairs or small groups

                  Inquiry-based learning

                  Questioning: Why is it important to measure wind direction and speed?     

                                        How might weather be affected by wind direction and wind speed?

                                        Why might this information important for pilots?


Lesson 4

Content: Why is air necessary to fly a kite?

Process: Investigate different kite designs from different cultures – Aboriginal, Japan, Afghanistan, China etc. Use books, Internet, real kites. Investigate cultures, which practise kite flying for festivals and for leisure. Remembering previous studies and experiments on air and materials, students establish the assessment criteria for a successful kite. 

Product: Design and make a kite. Fly kite and modify as necessary. ¨

Differentiation: Gifted cluster students add list of specifications to their design. 

                          Encourage them to use accurate measurements and quantities.

                          Evaluate design and product using negotiated criteria.

                          Questioning: Describe how your kite is the same and is different from kites from different cultures - or your friend’s kite.

                                               What properties of air enable your kite to fly? 

                                               How does a kite use a push/pull force?

                                               Introduce the terms thrust, lift, gravity and drag. How does a kite use thrust, lift, gravity and drag?


Lesson 5

Content: How do planes fly? How do planes use push/pull? How do other flying objects fly e.g., boomerangs, Aboriginal spears, birds, insects, hot air balloons, helicopters? How do flying objects use push/pull as well as thrust, lift, drag and gravity.

Process: Study aeroplane parts and their functions. Investigate how each of the parts contribute to flight? Using mnemonics, the students work out a way to teach the parts of a plane and functions to their classmates. The gifted cluster group, with their peers, investigate the push/pull force in jet engines and propellor planes using computers or other devices. Discuss search terms. Share findings with class.

Product: Design own flying craft in singles or pairs. Diagram should show how the flying craft utilises the four - six forces and other principles of flight. Make a selection of flying craft from various materials (paper, card, polystyrene, straws, balloons, blu-tac, paper clips etc).  Test by setting up obstacle courses for flying craft e.g., under desk, over chair etc. Time aloft with a stopwatch.

Differentiation: Allowing alternative choices.

                          Open-endedness

                          Depth and complexity

                          Questioning: Revisit the questions in the content section.


Lesson 6

Content: What is the purpose of airports? How are they designed and why are they designed that way?

Process: Guided excursion to nearest airport (Alternatively complete a virtual tour of two airports and compare and contrast). Discuss why the airport is in that location. Explore the relevant features of an airport. Where are the runways and what directions do they travel? Why? What do the numbers on runways mean?

Product: Build a model airport in pairs on tabletops. Decide whether airport is to be large or small. Include relevant features. Using a map of the local area students should be able to state location of airport and why it is in that place. 

Differentiation: Depth and complexity

                          Gifted cluster group assign runway numbers determined by magnetic direction of runway

                          Questioning: How is an airport like a map?

                                               How are airports connected to each other?

                                               What examples of push/pull did you see in action at the airport(s) and

                                               What roles did you see that relate to science? 


Lesson 7

Content: Aeroplanes always try to take off and land into the wind.

Process: Use a compass to draw a wind rose at the student’s airport site. Using model from Lesson 3 as a windsock, set up a small electric fan to represent wind direction. Use the information from the windsock to decide which student runway to use. Choose a ‘student pilot’ to simulate the inaugural take-off and landing from the new airport using a model aeroplane (either the flying craft from Lesson 5 or a model aeroplane from a kitset). Choose another student to fly their flying craft at the same time. What are the dangers? What happens in real life to prevent these dangers e.g., radio communications, flight paths.

Product: Students fly their aircraft after establishing how they will communicate and how they will establish flight paths. Experiment with the student constructed aircraft flying from one ‘airport’ to another.  (At any point where further discussion is needed, bring class back together).

Differentiation: Real world applications

                          Evaluate the experience

                          Guest speakers – pilot (private or commercial), air traffic controller etc

                          Questioning: Why do you think you need to be learning about forces/aircraft and airports?

                                               If you could do a project on this subject, what area would you choose and why?

                                               Aircraft contribute to greenhouse gases in quite a large way.

                                               What could be some creative solutions to this problem?


Appendix 1 

FLYING TO NEW HORIZONS

CONTRACT USING BLOOMS TAXONOMY

 

Students are to complete two activities of own choice from list below. Students must only choose one from each section. The students from the gifted cluster must select their activities from the Blue, Yellow and Green sections.

 

Red (Knowledge and Comprehension)

  1. Locate and explain three news items to do with aviation.
  2. Make an aviation timeline showing the development of aircraft this century.
  3. Describe the Beaufort Scale. 
  4. Make a chart showing the symbols airlines use to represent themselves.

 

Purple (Application)

  1. Show how seeds use flight to reproduce themselves.
  2. Using a series of diagrams show how birds fly. 
  3. Investigate futuristic aircraft on various websites. Note designs and any use of specifications. Choose one to reproduce and include fun facts.
  4. Construct a model airplane from a kitset by following the instructions.


Blue (Analysis)

  1. Compare and contrast an A380 jet with a Piper Chieftain. (You can do this as a report or by using diagrams).
  2. Read the Greek myth of Daedalus and write a paragraph discussing what events in this story would not have happened and why.
  3. What other people are involved in flight – past and present?  e.g., da Vinci, Wright brothers, Lindbergh, Dick Smith, Amy Johnson, Jean Batten, Bernoulli. Choose an ‘aviator’ and research. Dress up as this aviator and prepare a talk on how you have used your gifts and skills to help humans progress.
  4. What is estimation? Prepare a maths sheet showing how you could use estimation to gauge how high a kite is flying.


Yellow (Synthesis)

  1. Examine the shapes of the boomerangs on the display table. Design and make a boomerang of your own. Test for flight.
  2. Investigate the work of the Careflight or Westpac helicopter, then design a fundraising campaign explaining to others why this service warrants their support. Implement your campaign.
  3. Create a toy that uses a push/pull motion.
  4. What is gravity? Design a science experiment that demonstrates gravity, Share with the class.


Green (Evaluation)

  1. Design an airport using Minecraft. Why is this a good design?
  2. Read the safety instructions from passenger airliners. Decide if they are adequate. Give reasons for your answers. What new safety instructions would you suggest?
  3. The Enola Gay, a B52 bomber was used as an instrument for death and destruction when it dropped the world’s first atom bomb on Hiroshima, Japan. Should the Wright brothers have predicted that aeroplanes could be used for evil purposes and kept their invention a secret?  Clarify facts and identify issues. Lead a group discussion and as individuals identify their position that the Wright brothers should have taken, they write 1-2 reasons why. Organise each group to share.
  4. How has the history of flight affected our world? Judge whether these changes are for the better or for the worse. Write an information report.

 

Created by Lynda Lovett

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What can teachers do to ensure gifted students are engaged and learning?

By Kylie Bice • January 22, 2025
There is a vast amount of literature related to gifted students and their education. Decades of research has culminated in clear and consistent information about identification, characteristics, underachievement, strategies in the classroom, accelerative options, social/emotional needs, and how to plan appropriately challenging learning programs. Despite this, gifted students remain widely under-served, under-stimulated and demonstrate limited academic growth on school-based, standardised and national testing. Karen Rogers, in her meta-analysis of decades of research in the field of gifted and talented education, identifies five key “lessons” that describe what is consistently known and understood to be key strategies for gifted students. 1. Gifted learners need daily challenge in their specific areas of talent. 2. Opportunities should be provided on a regular basis for gifted learners to be unique and to work independently in their areas of passion and talent. 3. Provide various forms of subject-based & grade-based acceleration to gifted learners as their educational needs require. 4. Provide opportunities for gifted learners to socialise and to learn with like-ability peers (most likely not same-age peers). 5. For specific curriculum areas, instructional delivery must be differentiated in pace, amount of review and practice, and organisation of content presentation. (Rogers, 2007) The “daily challenge” message makes it clear that classroom teachers are the critical ingredient in ensuring gifted students are learning every day, and this message is reiterated within the AITSL Australian Professional Standards for Teachers Standards. Teachers of ability grouped, streamed or mixed-ability classes have strategies available to them as they are planning and implementing differentiated learning for gifted and talented students within their class. Engagement In order to maintain engagement in their education, it is important that gifted students are actually learning when they come to school each day, and see school as a place where their prior learning is recognised and new learning occurs. To ensure this happens on a daily basis, we must: Pre- and formatively assess students to determine prior knowledge and avoid students practicing and repeating skills, knowledge and understandings they have already mastered. Gifted students often experience school as a place where week after week, topic after topic, and year after year, they are asked to unnecessarily practice and repeat skills. It is important to find quick and efficient ways to find out what students know and have mastered, and to plan class and homework that introduces and builds upon new learning. Make sure students are not asked to complete ‘core’ work before they can access the work that is genuinely at their level and will offer challenge. Extension and challenge tasks that are given out after students have finished, fall into this category. A core principle of differentiation is that all students are working at their level from the beginning of a class, rather than having to ‘earn’ the work that they should be able to access from the beginning of a lesson. Gifted students often experience years of being ‘rewarded’ for completing their work by being given more, and over time they become demoralised or learn to avoid the extra work by finding ways to waste time. Avoid asking the strongest students to mentor, coach or teach other students. Teachers often do this with the rationale that this helps both students. In reality, neither the weak nor the strong student benefits from this arrangement. It is important to remember that our brightest students deserve to be learning new material rather than being a substitute teacher, just as other students expect to do every day. Gifted students enjoy and should be able to work with intellectual peers on a daily basis, in order to feel accepted, express their ideas without fear of criticism and to be appropriately challenged. Avoid asking students to catch-up on missed work if they are out of the classroom to access extension work or gifted programming. This is especially true if the missed work includes unnecessary practice and repetition! Whenever students are involved in withdrawal or pull-out programs, it is important to look for ways to assess knowledge and credit learning between the classroom and pull-out program. Gifted students enjoy learning when they can see the big picture and whole-to-part teaching works well to achieve this. Strategies such as introducing an ‘essential question’ or ‘big idea’ at the beginning of a unit of work, can increase student motivation to learn the necessary underlying skills and knowledge, and serve as a reminder to teachers to keep a focus on the high order aspects of the learning. Essential questions or big ideas must be higher order and interest can be increased by making them provocative, ambiguous and/or thought-provoking. Daily challenge There are a number of ways that teachers can offer daily challenge to students as they plan their differentiated success criteria, learning goals, resources, lessons, activities, assessments and programs. Level of abstractness – consider extending the thinking that students do, by increasing the level of abstractness. This can be done through questioning and task design, and can be a simple way to ensure students are thinking about and engaging with learning at a higher level without necessarily changing the activity or resource. Bloom’s Taxonomy (1956) is a good resource to assist with this planning, and research done by Davis and Rimm (2004) found that it is important for gifted and talented students to be working in the top three high order areas (Analysis, Synthesis, Evaluation) the majority of the time. Pace – differentiating the pace at which gifted and talented students are able to access and move through new material is vital to ensuring students are engaged and experiencing daily challenge. In order for teachers to differentiate pace, they need to be pre and formatively assessing to determine what students already know and how quickly they are grasping new knowledge, skills and conceptual understanding, with an aim to reduce the amount of unnecessary repetition and practice. Degree of complexity – making a task more interconnected with other ideas can increase the rigour of the thinking required from students. We extend students when we ask them to think about multiple ideas and the connections between these ideas, rather than asking them to engage with one idea at a time. The SOLO Taxonomy (1982) is a good resource to assist with planning this type of learning, questioning and assessment, and teachers should aim for gifted and talented students to be consistently working in the top two areas (“Relational” and “Extended Abstract”). Accelerative options – Extension, enrichment and the strategies listed above are important ways to plan appropriately challenging learning experiences for gifted and talented students, however accelerative options are equally important, if not more so. Accelerative options are any learning material that offers above-grade material or access to this material. For many gifted and talented students, there is only so much differentiation, extension and enrichment that is possible before they genuinely need to explore and learn above-level material. VanTassel-Baska and Stambaugh (2006) argue that accelerating content must be considered as a priority by teachers when planning learning experiences for gifted and talented students. Learning gain As teachers we need to ask if we have the information we need to measure the learning gain of our gifted students. If we can’t measure learning gain, it is unlikely we are offering them daily challenge and may mean they are not learning at all, even if they seem to be achieving. To ensure we can measure learning gain, we need to design our pre assessments so that we can find out the point at which students do not know material. If a preassessment is too easy and students get every aspect correct, then we have not discovered a baseline from which to plan our teaching and we will not be able to measure learning gain if it occurs. We also need to ensure our summative assessments offer enough difficulty to assess the advanced learning that students have been accessing. Implementing these strategies in no way implies that gifted students deserve more than any other student. Rather, we are endeavouring to level the playing field for these students, to provide the same degree of challenge as other students experience each day at school, to foster the same ability to persevere with tasks that are difficult, to see themselves as learners, and to experience school as a place where learning occurs on a daily basis. References Biggs, J., and Collis, K. (1982). The SOLO Taxonomy. New York: Academic Press. Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: Longmans, Green. Davis, G.A., and Rimm, S,B. (2004). Education of the gifted and talented. University of Michigan: Pearson. Rogers, K.B. (Fall, 2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of the Research on Educational Practice. Gifted Child Quarterly, 51(4), 382-396. VanTassel-Baska, J., and Stambaugh, T. (2006) Comprehensive Curriculum for Gifted and Talented Learners, 3rd Edition. College of William and Mary: Pearson.

Engaging gifted students in the early years

January 17, 2025
You will have students in your group or class who upon entry, will already know how to read, or have an inherent knowledge of numbers and their patterns. It is vital for you, as a teacher, to understand student mastery of concepts, which is best done through pre-assessment and talking to the student’s parents. This will guide you to plan appropriate adjustments to meet each child’s learning needs. Every student has the right to learn something new every day. A question, that you, as a teacher, can ask yourself is: Am I meeting the needs of ALL my students, or just some of them? While it is vital that teachers know their students and how they learn, this response focuses on the overall classroom learning environment. The learning environment must meet the needs of all students in an inclusive, safe, and accepting way. All student contributions should be valued and respected equally by both teachers and classmates. Play based structures are one way of meeting these needs. Activities, tasks, lessons and enrichment, for this age group, are best done incorporating play, discovery and inquiry. Consider the unit you are currently teaching. Consider the main concept and translate that to ‘big picture’ ideas. Gifted students love ‘big ideas.’ Some examples (F-2) using the Australian Curriculum HASS (Humanities and Social Sciences) units include: My personal world: Key concept Identity How my world is different from the past and can change in the future: Key concept Change Our past and present connections to people and places: Key concept Connections Science-based tasks and activities where creativity abounds, lend themselves beautifully to this ‘key concept’ scenario. This way all students can access the activity, but the gifted students will take it to a deeper level. Observe these students and create annotations, which can be used as just one identification tool. This will provide data for recommending further identification measures. You could have several activities grouped under one theme e.g., Change . Provide the activities as part of play-based choices but extend student thinking by providing provocative questions. These could be written on large cards. This provides the students with choices, which is a strategy to meet the needs of gifted students. Some examples: 1. How can we change plastic bottles so they can grow plants? (Adult supervision will be needed for cutting) Provide : plastic bottles, pictures, plants and other relevant materials. Design: Arrange plants and rocks in a way that people will be able to see them all clearly. Provocative questions: You are making a terrarium. In a terrarium you do not need to water your plants. Where will the plants get their water from? How has changing the bottle to a terrarium helping the environment? What other objects could we make out of plastic bottles? Adjustment to the core curriculum : Complexity 2. How can we change a torch into a communication device? Provide: torches, a dark space and a Morse code chart Design: Choose a word to send to a friend in Morse code Provocative questions : Invent a new method of communication. How will your new method of communication change people’s lives? Adjustment to the core curriculum: Choice 3. How can we change a paper glider to turn left or right or loop the loop? Provide: templates to make paper gliders, cardboard, plasticine, paperclips, sticky tape, scissors Design: Add weight and/or folds to change flight trajectory. Test and modify. Provocative questions: How is the way my glider flies, similar to that of birds? What makes you say that? (Provide a way to observe bird flight e.g., near a window, you tube clip) What other changes could be made to an airplane and why? Adjustment to the core curriculum: Abstraction 4. How have push/pull toys changed over the years? Provide : old and modern push/pull toys, pictures of old push/pull toys and modern push/pull toys, websites that demonstrate the push/pull action, materials to build a toy that moves Design : Invent a toy that moves. Provocative questions: How can your toy be changed to move uphill? How can your toy be changed to carry a load? Adjustment to the core curriculum: Critical and creative thinking These differentiated adjustments to the core curriculum will give you an idea of the strategies that can be employed for young, gifted children. They may be inspired by the provocative questions, or they may come up with their own. Providing open-ended activities will allow each student to shine, swap ideas respectfully and discuss collaboratively. Allow students to share their thinking and encourage their classmates to actively listen. Promote respect and awe by praising and encouraging innovation and invention in student-constructed products. These strategies will create whole class cohesion and a safe space for ALL students to thrive.

Giftedness testing and levels of giftedness

January 16, 2025
Identification of giftedness can help schools and parents determine their child’s academic and social emotional needs. Educators in the field of gifted education recommend multiple assessment strategies be used in the classroom to determine giftedness. However formal identification showing levels of giftedness, can only be administered by a registered professional. These can include school psychologists and private educational and clinical psychologists. Commonly used assessments in Australia include: Wechsler Intelligence Scale for Children WISC-V (Age 6 -16) Wechsler Preschool and Primary Scale of Intelligence WPPSI-IV (Age 2 -7.7) Stanford-Binet V (Age 2 - 85+). Educational psychologists consider a gifted IQ to be 130 or higher (98th percentile) on any of these three tests. The IQ scores and levels of giftedness however, have different meanings when comparing the WISC or WPPSI with the Stanford-Binet. If you need to compare two different tests, you can look at the percentile score, rather than the IQ number. For example, a profoundly gifted student whose IQ is at the 99.9 percentile will score a full-scale IQ of 145+ on the WISC-V and WPPSI-IV. However, they will score 180+ if administered the Stanford-Binet V. Levels of giftedness on the WISC-V and WPPSI-IV are as follows: Level 1 (terms superior to moderately gifted on IQ tests) have IQ scores of around 117 to 129 Level 2 (terms moderately to highly gifted on IQ tests) have IQ scores of around 125-135 Level 3 (terms highly to exceptionally gifted on IQ tests) have IQ scores of around 130 to 140 Level 4 (terms exceptionally to profoundly gifted on IQ tests) have IQ scores of around 135-141+ (or 145+ on either a verbal or nonverbal domain of the test) Level 5 (term profoundly gifted on IQ tests and generally score at the 99.9th percentile), have IQ scores of around 145+. IQ and levels of giftedness on the Stanford-Binet V are as follows: Mildly gifted, IQ range 115-129 (prevalence > 1:4) Moderately gifted, IQ range 130-144 (prevalence 1:40 - 1:100) Highly gifted, IQ range 145-159 (prevalence 1:1000 - 1:10 00) Exceptionally gifted, IQ range 160-179 (prevalence 1:10 000 - 1:1 million) Profoundly gifted, IQ 180+ (prevalence < 1:1 million). The challenges in administering these tests vary. They take several hours to administer and score, which makes them expensive. The verbal component scores may be impacted by culturally or linguistically diverse student groups and so they can be less effective in these individuals. They also do not measure other forms of giftedness, such as creative giftedness The strengths of these tests are that they are written for targeted age groups. They also have rigor in standardisation, rigor in the medium of measurement and consistency in administration requirements. These tests, therefore, are reliable, valid, and objective. The assessments have a long history based on large normative samples and validity has been established in multiple countries.  These instruments measure both verbal and non-verbal reasoning. They are administered individually, and the reports not only give a test score but also observations about behaviours during the testing process such as levels of attention and emotional dependence. This individual administration may also reduce anxiety levels for the student.

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