Students will learn how to use the Internet to find facts about their topic. Students will be searching safe sites that are credible, teaching students that finding accurate information is very important when being an investigator.

Students will use ABCYA Storymaker to create a published writing piece along with a digital artifact that demonstrates learning of a concept.

Popplet is a web based and app based tool that allows students to mind map their ideas with user-friendly functions. Students can create brainstorming webs easily and collaboratively.

As part of a literature unit, the AIG students will be grouped to extend character analysis. They will work collaboratively to create a new character they would add to the selected story, and create a Voki, a digital avatar, to represent their created character. They will determine a specific purpose for the new character and analyze the relationship of the added character to the story's plot and sequence of events. 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.

After the teacher shows students her online timeline she has created of her own life, she will instruct higher level students to create an online timeline of the life of someone famous/historically significant.  If the class is studying famous African-Americans who have contributed to history, the teacher could assign a famous African-American (or if the class is studying U.S. Presidents, a president could be assigned to each student).  Students will research the famous/historically significant person which they are assigned from books and the internet.  Then students will create an online timeline of the person to share with the class in a presentation.  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 lesson, students become familiar with the short /u/ sound as they listen to Taro Yashima’s Caldecott Honor-winning book, Umbrella. Prereading activities build vocabulary and comprehension skills, a read-aloud introduces students to the sounds of the story, and concluding exercises allow students to apply their understanding of phonic elements in other contexts.

Students should begin at a young age to plan out their stories before they write them. There are resources that make the brainstorming task engaging for students so they get in the habit of mind mapping out their story or essay.

Students will use Google Slides to publish a writing piece by typing their story, adding images to their slides, and creating links for readers to navigate their published book.

After the teacher has read books about wants versus needs, managing money to buy wants and needs, bartering, trading, producers and consumers, resources, and scarcity, she will lead a discussion with the whole class about identifying local businesses in the community, how a market economy works, and how businesses both pay out and make money. Then higher level students will work on a R.A.F.T. project. They will assume the “ROLE” of a business owner, a producer, or a consumer, and they will write to a particular “AUDIENCE” (ex. business owner, consumer, producer) with a particular “FORMAT” (business letter, friendly letter, poem) about a given “TOPIC”. 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 is a remix of Animal Research by Amy Hartman.This Remix was modified for a remote learning platform. It contains the research of an animal, completion of a graphic organizer, writing an informative story/paragrpah OR creating a slide presentation.It doe include enrchment activities, as well as differentiated story frames.The attached documents & slide presentation were created on the Google platform. To upload them to this platform they had to be downloaded into Word & Powerpoint. Some changes and alterations may be necessary.

Students will demonstrate learning by designing a slide using a collaborative presentation tool, such as Google Slides. Students may choose to use words, images, GIFS, or a combination of these in order to showcase their understanding of a given topic

After the teacher has read many books to the class about diversity (different cultures, people with disabilities, children of families of divorce, etc.), the whole class will discuss ways that we can show respect and appreciation for differences rather than pretending that there are no differences or taking the easy way out by ignoring the differences and the people with differences.  Next, higher-level students will write skits to demonstrate interactions among people of different cultures, backgrounds, religions, and abilities.  All class members will get to act out the skits.  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.

The Stapleless Book is designed to allow users to create with ease an eight-page book simply by folding and cutting. No tape or staples are required. Students and teachers alike can use the Stapleless Book for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets. Students can choose from seven different layouts for the pages of their books

Children love to tell stories. They will make up something that happened to them just to be able to tell a story. In this lesson students will take a story they have written and publish it using Google Slides or PowerPoint. They will be able to insert pictures and speech bubbles to make their story come to life for their audience.

This task will extend classroom integrated instruction within a science unit on weather, focusing on the sun's energy. AIG students will use synectics, write an opinion piece and create a collaborative digital product. After whole-class instruction on how the sun's energy heats the air, land and water, AIG students will engage in close reading of nonfiction texts about solar energy. They will then work in collaborative pairs to brainstorm and write similes using synectics to compare solar energy with seemingly unrelated items. The pairs will then create a digital product to publish and illustrate their extended similes. 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 four-part lesson allows students to explore the question of how sounds are made. Using wooden rulers, tongue depressors and tuning forks, students will explore and experience sound. Students will use what they have learned to create instruments. Throughout the unit students will use technology to record their thoughts and observations. Students create a multimedia power point and/or newsletter to present what they have learned through the lesson activities.

In this lesson, beginning writers use electronic communication as a tool for literacy learning. E-mail is well-suited to teaching audience awareness—recognizing what readers need to know to understand a reply message and using the reply function as a way to contextualize a reply and help readers make sense of it. Although the lesson states K-2 for appropriate grades, it can be used for grades 3-5.

In this activity, students write an informational piece of writing and read it to their audience on SeeSaw.