Leesa Parker

DID Model
EDIT 704
Part 1: Getting This group of students have all been identified as Gifted and Talented (GT) by the
to Know the standards set by the state of South Carolina. This lesson will be used with two
Learners schools, and both 3rd and 4th grade students. Students have not been exposed to
the specific topic of archaeology. However, rising 4th graders know about items left
behind from Native Americans through their study of South Carolina History
standards. This was not an in-depth study of archaeology, and key concepts and/or
vocabulary may have been left out. They should be able to draw conclusions about
being able to draw conclusions about how people lived based on what was left
behind. Rising 3rd graders have not been exposed to archaeology concepts through
SC’s standards.

The data obtained on these students comes from the GIFT program, state software
that gathers data points such as age, race, qualification, etc. Demographics are as
follows:

Total Students: 42

Number Percentage
Male 18 43%
Females 24 57%
White 32 76%
Black 2 5%
Asian 2 5%
Hispanic 5 12%
Mixed Race 1 2%
3rd Grade 20 48%
4th Grade 22 52%

Four students speak Spanish at home.

The state of South Carolina identifies gifted and talented students through several
testing processes, which result in separate categories, or dimensions. These
dimensions give teachers important information about students’ strengths and how
they qualified. Our district also provided a nonverbal test, called the Nagilieri (not
required) in addition to the required state tests to qualify them. Measures of
Academic Progress (MAP) testing is also a metric our district uses in Dimension B
(achievement). The following are the three dimensions students may qualify in.
Within these dimensions, there are subsections that may show a students’
strength.

Dimension A Dimension B Dimension C

Aptitude Achievement Performance

Total Verbal Quantitative Nonverbal Reading Math Verbal Nonverbal
 When students’ scores are given, teachers may be able to determine strengths (and
weaknesses) of the gifted students. The following chart shows the different
strengths (a student must have had a qualifying score in the particular area to be
considered a strength). Quantitative refers to math (see chart above).

Area of Strength Percentage of Students

Total Battery (Dimension A)* 26%
Verbal 14%
Quantitative 12%
Nonverbal + Reading 10%
Nonverbal + Quantitative 7%
Combination Verbal + Quantitative 31%

*Total Battery refers to a student who has qualified with an overall score in the 96th
percentile and above on the CogAT. These students require no further testing and
other data may also be used to determined strengths and weaknesses. In general,
students who qualify with this data point is high in most areas.

How this affects instructional planning: The mere fact that these students are all GT means that the
plan must be above grade level and at the level that would provide acceleration and enrichment.
Looking at the data, it is important that the lesson provides opportunities for students to work within
their strengths, but also to practice within their area of weakness at a higher level. Not noted, but
extremely important, is the fact that within the data, there are four students with glaring
discrepancies within test scores. The discrepancies are so wide, that these students may severely
struggle in a particular area, and I must stay aware in my classroom to communicate a possible
learning disability.

Part 2: Performance Objectives and Lesson Plan Bloom’s Level

• Students will define the terms archaeology and archeologist Knowledge/Remembering

with 100% accuracy

• Students will meet 4 out of 5 criteria on a rubric on collecting Knowledge/Remembering

data within an unfamiliar setting

• Students will develop a hypothesis based on artifacts found Evaluation/Creating

within a classroom using a checklist 100% accurately

• Students will compare and contrast their findings with other Synthesis/Evaluating
students with 90% accuracy

• Students will analyze a picture and create a narrative based on Analysis/Analyzing

the artifacts in the picture, meeting 5 out of 7 criteria of a
rubric
 Our district does not require any specific form of lesson plans. For this reason, I searched online
sources for those that closely match what I include in mine. The following plan is based on the 5-E
Lesson Plan Model: Objective-Driven Lesson Plans.

Grade: 3-4 Gifted and Talented Topic: Archaeology Lesson # 1 Intro (2-3 periods)
Brief Lesson Description: Students will learn what archaeology is and how we can make inferences just as
archaeologists do.
Narrative / Background Information
Prior Student Knowledge:
4th Graders have studied Native American cultures in South Carolina in 3rd grade from a historical perspective,
but not from an archaeological point of view. The same can be said about pictures and documents found in
text.

3rd graders have not been exposed to archaeology.

Key concepts and vocabulary relating to the science of archaeology are not in SC’s standards up to the 4th grade.
Science & Engineering Practices: Essential Questions Enduring Understandings
• Analyzing and Interpreting • What is archaeology? UNIT:
Data • Archeology is a
• Obtaining, Evaluating, and • What do the spaces and systematic way to learn
Communicating objects people use and about past cultures
• Asking Questions and leave behind tell us about
Defining Problems the people who used them? • Understanding the past is
essential for
understanding the
present

LESSON: We learn about people

by observing the objects and
spaces they use
Possible Preconceptions/Misconceptions:
• Archeologists study dinosaur bones
• Archeologists search for treasure
• Archaeologists only study ancient things from the past
• Archaeologists study people
LESSON PLAN – 5-E Model
1. Pre-Assess Students will fill out a Microsoft Form answering the questions:

Have you heard of the word archaeology?

What do you think it means? (required to guess)
What do you think an archaeologist does?

Archaeology Survey
 2. ENGAGE: Activity
Description of ENGAGE Opening Activity:
POST ESSENTIAL QUESTION

• Students will be taken to an unfamiliar room in the building (the Occupational and Physical Therapy room)
• They will be told they are going to act as archaeologists
• This is a regular classroom (background knowledge), but the tools and equipment are unfamiliar to them

3. EXPLORE: Other

Activity Description –

• Students will walk around the room, observe, take notes, take pictures of what they see
• They will be asked to hypothesize and write up what they think the equipment is used for
• Students will send photo via airdrop to the teacher

4. EXPLAIN: Concepts Explained and Vocabulary Defined (via Teacher): Digital Presentation

Description: Vocabulary:
• Small group: Compare and contrast our room with the OT/PT room – complete a Venn Diagram
• Revisit the pre-asses responses on Interactive White Board (IWB)and compare to what they did in the
OT/PT room (eliminate “wrong” answers)
• Share photos and discuss thoughts
• Present vocabulary: ARCHAEOLOGY (break down origin) - the scientific study of material remains
(such as tools, pottery, jewelry, stone walls, and monuments) of past human life and activities
• How is visiting the OT/PT room the same/different than the definition of archaeology?
• Revisit pre-asses and evaluate remaining answers

POST ENDURING UNDERSTANDINGS – Keep up until assessments

5. ELABORATE: Applications and Extensions: Homework Assignment/In Class

Description:

• Students will take a picture of their bedroom at home. This can be the entire room, a favorite spot, closet,
wall, etc.
There should be enough “evidence” for people to tell a story
• They will post their picture to Padlet
• During the next class meeting, students will contribute to 3 chosen pictures (other than their own). They will
observe and analyze the objects and create a narrative to each picture they choose
• Finally, students will record a narrative about their bedroom photo, and the class can listen to each recording
on the Padlet to compare their answers
 Padlet Post

Video – Students watch a video explaining archaeology and its importance in science and history
Examples: SciGirls, Schmoop, Bill Nye, Magic School Bus (my preference because they stress hypothesizing)

Introduce archaeological finds (artifacts, dwellings, cities) and apply analyzing skills. This can be done in a small
group and recorded on chart paper. Hang around the room for students to revise throughout the unit.
6. EVALUATE: Rubric
Lesson: Students’ responses on the Padlet will be scored via rubric. Also, students will take the pre-assessment as
a post-assessment.

UNIT:
Formative Monitoring (Questioning / Discussion): Teacher observation, rubrics for writing, Kahoots quizes

Summative Assessment (Quiz / Project / Report): This will be a teacher created test presented at the end of the
unit

Elaborate Further / Reflect: Enrichment:

Student research an archaeological site and create a Thing-Link to share with the class focusing on the artifacts
found and what they tell us about the people using them

Play online game: Web Rangers: Arctic Artifacts

Make connections to South Carolina history (work with 3rd grade teachers) and have students present to 3rd
grade classrooms (authentic activity)

Part 3: Teaching and *Because I did not present this to a real classroom yet, I will list the activities I
Learning Strategies planned that went along with the pedagogical cycle from figure 3.5 (p.51)
from the text and specific learning styles that may be reached.
Step Activity Learning Style
Because I want students to use critical
thinking to correct their
misconceptions, there will be a pre-
Provide a assessment with open-ended
Preorganizer questions Kinesthetic
Students will engage in an activity in
an unfamiliar location where they will
take pictures and record what they
Use Motivators see Visual, Writing, Kinesthetic
Bridges to Prior They will compare this classroom to
Knowledge their own classroom in Venn Diagram Visual, Writing
Posting Enduring Understanding and
Share Objectives Essential Questions Visual
 Introduce New Breaking down words, watching
Knowledge videos Visual, Auditory
Reinforce Review pre-assessment to revise,
Knowledge writing narrative about objects Visual
Students respond to new student-
Provide Practice relevant pictures Visual, Kinesthetic
Students listen to other’s recordings
Culminating Review to compare their responses online Visual, Auditory, Kinesthetic

Part 4: Present and

Analyze Technology
Technology Intent
This is used in several steps.

The main reason for use of iPad is the fact that we do not have any way to
quickly share photos, files, sites, etc. without it. Students need a digital
camera to take pictures and share them to me via AirDrop. This makes it easy
for me to share on my IWB immediately. If Google Classroom or Office365
was available, Chromebooks or other tablets would be able to be used.

iPads can also be used for individual research (for extension activities) and
creating their ThingLink. They may also use them to respond on the social
assignment on Padlet.

Because the iPad has a microphone, it can also be used for the students to
create their recording directly to their Padlet photo. Once they have uploaded
their recording, they can also use their iPads to listen to others’ recording on
Padlet.

Students can also listen to any assigned videos anywhere in the room with
iPad their earbuds.
Students can use the desktop computers for:
1. Individual research
2. Responding to Padlet through typing
3. Listen to recording on Padlet
4. Watch videos
5. Play archaeology-based games with Flash Player
Computers 6. Create ThingLink
Chromebooks can also be used for individual research (for extension
activities) and creating their ThingLink. They may also use them to respond on
the social assignment on Padlet.

Because Chromebooks have microphones, it can also be used for the students
to create their recording directly to their Padlet photo. Once they have
uploaded their recording, they can also use their Chromebooks to listen to
others’ recording on Padlet.
Chromebooks
 Chromebooks allow educational games to be played that require Flash.

Students can also listen to any assigned videos anywhere in the room with
their earbuds.
Padlet is an online “bulletin board” for teachers and students to collaborate.
Almost anything can be shared, and the teacher has control on what gets
posted and commented on. Because of this, students can read other’s posts,
comment, and learn from each other. Students are able to share their
pictures as a class, record, respond, and listen to each other, like an
Padlet interactive blog.
Because students do not have access to their One Drives and we have all URL
shorteners blocked, they will have to use the QR Code reader to access the
QR Codes pre and post questions about archaeology, videos, and Padlet links.
The Promethean Board is our IWB we have in our room. This will support real-
time demonstration of content for the whole-class lesson. Students’ pictures
will be projected on the IWB for us to practice analyzing and hypothesizing
before they are left on their own. It allows practice and is a great tool for
Promethean Board visual learners.
Games such as Arctic Artifacts, Dirt Detective, and Can You Dig It provide
engaging ways to reinforce concepts students have learned in the lesson or
unit. Many of them are problem-solving games. Video-games are a high
Online Educational interest level for my students, and it will hold the attention of those visual,
Games auditory, and kinesthetic learners.
ThingLink is a tool that can turn an image into an interactive photo. Students
need to use their critical thinking skills as they create buttons that are linked
to various actions. Students can link to websites, games, videos, audio, other
photos, and create their own writing. ThingLink allows students to create a
multimedia presentation in a very small space for other to explore. To make it
more than just a copy and paste sites from a Google Search, a proper rubric
with specific requirements must be presented to students before they finish
their project. This potentially hits all of the learning styles in a classroom and
can be shared with others to learn about the topic. Example of a Random
ThingLink ThingLink