Students will experience force and speed by constructing model cars in cooperative groups. The students will explore ways to move their cars at different speeds. Each group will create a PhotoStory describing their cars.

This activity for gifted learners might serve as part of a larger poetry unit. Students will take part in close readings of a variety of poems throughout the unit.  This research project should be assigned to students who demonstrate solid understanding of poetry (figurative language, structure, meaning) and are ready for a challenge as they work individually, or with a partner, to close read “Something Told the Wild Geese” by Rachel Field and then investigate…What is the “something”?  Using the information they discover in their research, they will create a complementary poem to “Something Told the Wild Geese,” explaining the scientific principal behind each stanza in verse which they will read to the class.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this comprehensive lesson, students work collaboratively to learn about the eight planets. They will research a planet's size, its comparison to other planets and its characteristics and use the information they find to publish an acrostic poem to share with their classmates. They will also produce a poster and create a technology presentation such as a Prezi or a PowerPoint.

Water covers 71% of the earth?s surface?does it get the instructional time it deserves in your busy curriculum? Students wade right in to the study of bodies of water as they read and discuss science trade books and work together to develop Readers Theater scripts based on selected titles.

This activity for gifted learners follows close reading of Sarah, Plain and Tall by Patricia MacLachlan.  At the end of the reading of Sarah, Plain and Tall, all students will complete a timeline of events & characters throughout the novel that is differentiated based on readiness.  This project should be assigned to students who not only demonstrate a solid understanding of the novel, but also show keen insight into the main characters’ development (traits, motivations, feelings, etc.) throughout the novel.  Students will analyze the characters’ development through the lens of the American frontier/pioneer period in our nation’s history, determining possible relationships between events during this time period and character development in the novel, through both research and careful reflection of characters/events in the novel.  This will culminate in the creation of a dual timeline.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

Students prepare a news report that highlights problems facing coastal communities and how climate change might affect coastal populations.

Third grade task cards for all seven MITECS and ISTE Standards for Students

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

This activity for gifted learners might serve as a culminating activity as part of a larger unit on fables, folktales, & myths. Students will take part in close readings of a variety of stories throughout the unit (including fables, folktales, & myths).  In this activity, gifted learners would work either individually or with a partner to closely read Amos & Boris by William Steig.  They will then work to decipher the central message(s) of the story and what fable(s) this story can be connected to.  As they read, they will pay special attention to two main details that help to convey the story:  the word choice and illustrations.  Using the central message of the story as an anchor and the saying, “A picture’s worth a thousand words,” they will then argue that the Steig’s word choice and illustration do or do not support the story’s central message in the best possible way by creating an audio/visual presentation that supports their argument.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

Using Wonders Literature Anthology and students Reading/Writing Companion, students will learn “What we know about Earth and its neighbors”.  Students will read about discoveries in space and how we learn more about our solar system.  After reading texts from Wonders using literature anthology and student reading writing companion, students will be placed in 9 groups (representing one planet each) and conduct research on their planet.  Students will create a one pager displaying a drawing or image of their planet with six facts (facts must include size, temperature, and an option of four other facts).  Students will then utilize Makey Makey to conduct an oral presentation of their project by coding and recording facts.  After completion, students will do a Gallery Walk to visit each planet while completing interactive guided note sheet in Google Slides.

This activity for gifted learners might serve as a culminating activity of part of a larger social studies unit or an English language arts unit centered on the concept of culture.  Students will take part in close readings of a variety of fiction (folktales, myths, historical fiction, etc.) and non-fiction (informational books, reference books/materials, maps, magazines articles, original documents, websites, etc.) throughout the unit.   As they read, they will pay attention to the different sections of the books (e.g., - nationalities, religions, languages, etc.) and take notes on what applies to them/where they fit in regard to that topic/category, thus comparing  & contrasting where they stand when considering their place in America & their place in the world. They will then work to create a “self portrait” by crafting their research into a portrait that conveys who they are in America, in the world, and in their own head & heart and present that information to the class.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

 This activity is in place of Research and Inquiry project on page 111 and 121 of student reading / writing companion In this lesson, students can choose from a list of historical figures to create a research project. Students will be asked to create a digital timeline of that person, and include images, audio, and/or video on their timeline that they find throughout their research. Each student will be asked to present their timeline to the rest of the class.

In this lesson, students write an informative/explanatory text and effectively participate in a conversation with their peers.