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Weekly Objectives

PRESENTING PROJECTS:





5.2.1.1:  The learner will offer and accept constructive feedback.

5.2.1.3:  The learner will deal positively with praise, setbacks, and criticism.
5.3.2.6:  The learner will develop skills necessary for self learning.

5.4.1.4:  The learner will participate in activities that develop effective leadership roles.

5.6.1.2:  The learner will manage time and projects effectively.

5.6.1.5:  The learner will present oneself professionally and with proper etiquette.

5.6.1.6:  The learner will be held accountable for results. 




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How GATE works

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What is GATE?

The Gifted and Talented Education (GATE) Program provides enrichment and advanced learning opportunities in an ongoing process through which we develop the emerging strengths of each identified student in intellect, motivation, creativity, and leadership.  By offering differentiated learning opportunities, we provide a rigorous academic environment to meet the educational needs of our advanced learners.

Teachers

 GATE TEACHERS

Susan Etzkorn   
setzkorn@fortsmithschools.org
Elementary GATE Coordinator
*Fairview
Orr
Pike

Ruth Brewer   
rbrewer@fortsmithschools.org
*Woods
Ballman
Cavanaugh
Morrison

Lorie Horn   
lhorn@fortsmithschools.org
*Euper Lane
Barling
Carnall
Sunnymede

Tammy Irons  
tirons@fortsmithschools.org
*Cook
Beard
Bonneville
Tilles

Rhonda Moore   
rmoore@fortsmithschools.org
*Sutton
Howard
Spradling
Trusty



Supervisor of GATE Program

Mary Bellah
mbellah@fortsmithschools.org

Supervisor of Special Programs
Parker Center

Office: 479-784-8182 ext. 3514

Qualifying for GATE

Formal identification of gifted students begins at the end of second grade. The identification process begins with nominations from teachers, parents, students' peers and community members, as well as, student self-nominations. Nominations for students in grades 2-6 are accepted throughout the school year. Testing is done in the fall and in the spring.

A referral packet is sent home with the student being referred. Once the paperwork is complete, the student will be tested. Several testing instruments are used to determine a student's qualification for the program. The building level review team will analyze the data to determine placement decisions.

Once it is determined that a student qualifies for the GATE program, they will begin attending GATE the following semester.

OBJECTIVES

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BREAKOUT BOXES

Critical Thinking & Problem Solving 2.4.1.1 recognize a problem 2.4.1.2 define the problem 2.4.1.5 identify underlying and sub-problems State Standard W.3-6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Solve different kinds on non-familiar problems in both conventional and innovative ways.

Artist Cards

1.1.3.1 Create unique products or ideas by combining, organizing, or redesigning 1.1.4.2 Use detail to embellish or enhance objects, concepts or questions Extend vocabulary of the disciplines

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READER'S THEATER

READER's THEATER


Collaborate withothers:
3.2.1.1 The learner will accept the limitations of group members and adjust accordingly.


Creativity:
1.1.3.5 The learner will reorganize a body of information and make original additions to it.

Communication:
3.1.1.4 The learner will present material to an appropriate audience using oral communication.

3.1.4.1 The learner will identify and demonstrate various skills of listening (such as eye-contact, observation, attentiveness, etc.)

3.1.4.2 The learner will identify and demonstrate effective body language while listening.


I will collaborate with others to present material (Readers’ Theater) and effectively listen to material using oral communication and effective body language.

VIDEOS

VIDEOS


1.1.4.3

The learner will recognize and use detail appropriately to embellish or enhance objects, concepts, or questions.

4.2.1.1

The learner will use various media sources (such as computers, videos, and other electronic devices, etc).

4.3.2.1

The learner will understand and utilize the most appropriate media creation tools, characteristics and conventions. 



*I will recognize and use detail appropriately to embellish a storyboard for the use of a commercial.

*I will use media sources to explore concept of filming.






Coding Time:

4.2.1.1 The learner will use various media sources.

4.2.1.2 The learner will develop data into illustrative form for appropriate media.

 I can use coding techniques.

DUOLINGO

Duolingo:  

3.1.1.4 The learner will present material to an appropriate audience using oral communication.

3.1.7.3 The learner will communicate effectively in a multi-linguasetting.

* I will independently learn a different language.

STEM Challenges

STEM CHALLENGES:

1.1.3.1The learner will create unique products or ideas by combining, rearranging, redesigning, reversing or substituting unusual concepts or materials.

1.1.1.1 The learner will generate many alternatives in problem finding and problem solving.

1.1.1.2 The learner will utilize brainstorming techniques.

1.1.2.1 The learner will utilize new and different approaches to problems.

11.2.5 The learner will apply a principle or concept to different areas.

* I will brainstorm and use problem finding and solving skills to create an unique product.

QUIZ BOWL

Communication & Collaboration

3.1.4.3 Evaluate the benefits of effective listening.

3.1.5.1 Use communication to inform

3..2.1.1 Accept the limitations of group members and adjust accordingly

3.2.3.4 Develop awareness that cooperation and competition are aspects of interpersonal relations

Life & career Skills

5.2.1.3 Deal positively with praise, setbacks and criticism


Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions.

DRAMA CIRCLES

TEAM Building/Drama Circles 

3.2.3.1 The learner will recognize and carry out one’s own role in various groups.

3.2.3.2 The learner will recognize group member’s role in various groups.

3.2.3.3 The learner will assess/reassess obligations in individual and group endeavors to fulfill guidelines established by the learner and/or the teacher/facilitator.

3.2.3.4 The learner will develop awareness that cooperation and competition are aspects of interpersonal relations.

I can be a successful member of a team by carrying out my own role and recognizing the roles of others in my group. I will use interpersonal skills to be part of a successful team.

MI Test

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Space

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Must Read!!!

Planet poetry

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Rockets

3…2…1… Blast OFF!!! What would you do with a million dollars? I know what your GATE student would do with it. Build a rocket!! Students were divided into groups of three, given a budget of one million dollars and the task of designing a rocket that will be launched! The groups had to use their money wisely and keep accurate records of all expenditures. If their money runs out, they will be operating in the “red” and this will count against their team. All the materials for construction must be purchased from a list of subcontractors. We discovered that the subcontractors had very expensive prices. Our rockets are constructed of empty soda cans, 2 liter bottles, cardboard, tag board, and lots and lots of hot glue and duct tape. In January, with weather permitting, students will be able to see if their hard work pays off. With the purchase of fuel and the use of the launch pad, our rockets will be put to the test. Hopefully, we all find success in this endeavor.

Launch success!

The kids did a fabulous job! This activity will be a great memory for the students in GATE and for the students that came to cheer them on! Way to go guys!!!

Space Exploration

In 2004, two Mars Exploration Rovers, Opportunity and Spirit, successfully landed on Mars. They are like large remote-controlled cars that scientists on Earth drive slowly over the planet. But how did these rovers land on Mars successfully and without damage? We put it to the test. GATE students were given the task of designing a protective casing that would withstand the elements of the outdoors and harshness of the scientists by safely landing a rover, aka water balloon, onto the surface of the playground without bursting. Many creative and inventive designs were produced and tested. There were successes and a few failures, but definitely lots of learning! Students have begun to discover that astronauts go through extreme rigorous training to prepare for a mission. They are required to assemble devices and place objects in position as a part of their mission. To get a better understanding of this experience, students trained for a challenge as well. Wearing two pair of protective gloves, students left mission control, traveled to a close satellite, and assembled a simple puzzle, before returning. It was soon discovered that the simple task of working a puzzle was more challenging than expected with protective space gear. To learn more about space exploration, visit www.nasa.gov.

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Moon Phases

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Saturn

Venus

Our Solar System

Jupiter

Mars

Mars dirt

Mercury

Mars Rover

Neptune

Uranus

Pluto

Space dogs

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Belka and Strelka

Rover Landing

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A NASA robotic explorer touched down on the red planet Saturday night, sending a signal home that it survived the risky descent through the Martian atmosphere and bouncing landing. The $400 million rover Spirit, designed to conduct unprecedented geologic and photographic surveys on the Martian surface, transmitted a simple hello to Earth within minutes after landing, which took place just after 11:30 p.m. ET. During the descent, Spirit deployed parachutes and fire retrorockets to decelerate. Seconds before impact, it inflated a protective cocoon of airbags. A series of bounces and rolls probably sent the robot about four stories high and more than a mile from its landing spot, according to mission control scientists at the Jet Propulsion Laboratory in Pasadena. "It sounds like a crazy way to land on Mars, but it's actually tried and tested," said Steven Squyres, a Cornell University geologist in charge of the scientific instruments on Spirit and its identical twin, Opportunity, which will complete the 300 million-mile trip to Mars in the next three weeks. Spirit launched June 10 and Opportunity took off July 7. The airbag bounce method worked well with Pathfinder, NASA's last success on Martian soil. The 1997 mission included a lander, which beamed back thousands of images, and Sojourner, a toy-sized test rover that scurried around the rocks and boulders littering the landing site. The new 400-pound rovers like Spirit and Opportunity, packed with a slew of geology instruments and cameras, have much more mobility and capability than previous missions. Each is built to explore nearly as much territory in one day as Sojourner covered in three months, about 100 yards. Their eight cameras should provide stunning panoramas of the Martian surface, with resolutions so sharp they retain crisp detail when blown up to the size of a movie screen, according to NASA. And their microscopes, spectrometers and drills could uncover history from long, long ago. "It's a cold, dry miserable place today. But we have got these tantalizing clues that, in the past, it used to be warmer and wetter," said Squyres, who exudes a passion for planets like his one-time teacher at Cornell, the late astronomer Carl Sagan.

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