As the first project in the series, Pet Parade immediately engages students in the Envision program by being as much fun as it is educational. Each student is challenged to discover what he or she would most enjoy in a pet and find the pet that most closely fits his or her life.
Students will first research to create descriptions of possible pets. Student will make a pet picture chart that displays and describes different pet choices, use the computer to make two “recipes” for desirable pets, create an adjective wheel to evaluate different characteristics of pets, and illustrate pets’ life cycles. Using this information, students will select a final pet choice. They will then write a song and a cinquain poem about their final pet choice, make a table of pet supplies, design a comic strip about entertaining their pet, make a chart of chores related to pet care, design an artistic display of their pet’s name, make a suitable toy for their pet, and create a commercial about their pet.
Each student will design and create an exhibit that captures and conveys the highlights of his or her Pet Parade project. The exhibit will include a portfolio of printed materials, the picture chart, monthly pet care schedule, pet name art, pet toy, and any other items the student chooses to illustrate his or her pet choice. Students will also present their projects to the class and participate in a project exposition.
The second Envision project for third grade is designed to develop a level of awareness about others and their needs, as well as an interest in giving and in doing work that enables personal generosity. Each student will conduct thoughtful research about the needs of others and choose to work for a gift to give someone in need. The student will then develop a plan that will imaginarily enable him or her to purchase the gift.
Each student will develop a Giving Journey portfolio to contain a gift choice comparison summary, a retail options table, a computer-generated menu of services, a service plan, a list of options for making change, a greeting card for the gift recipient, and a fable about the gift, the giver, and the gift recipient.
The project exhibit will showcase the portfolio, a set of benefits and ranking hearts, a special person collage, a fictional flyer to advertise the student’s service, an earnings thermometer, and a picture of the gift, as well as any other items the student would like to use to illustrate the project.
The third Envision project is designed to develop a budding interest in science as well as habits of close observation and record keeping. Each student will carefully plan, perform, and record the results of an experiment of his or her choice. Students will also learn some of the fundamental terms of scientific experiments.
Each student will develop a portfolio and lab book to contain the observations and results of the project. Students will make a topic tree, record observations and inquiries about their topic ideas, and use this information to make a list of possible experiment questions and variables from which they will choose their final experiment question. Students will perform some preliminary research on the topic of their experiment in topic study then write a hypothesis statement. They will plan their experiments by writing a computer-generated procedure and a materials list. They will conduct the experiment, then record their observations, data, and photos in a lab book. Students will make graphs to display their experiment results, write a summary and a conclusion, and record real-world applications for their experiment and its results.
Students will present their findings with a project exhibit that includes their portfolio, lab book, photos, graphs, conclusion, and any other items the student would like to use to illustrate the project.
The fourth project, Curiosity Expedition, engages students in the joy of research for knowledge. Students will select and thoroughly research a topic in which they are interested.
Students will brainstorm topic ideas, evaluate their ideas, and select a final topic choice by making topic train cars and a topic train. Students will analyze their chosen topic by questioning and creating a question ice cream cone. As students research, they will record information and generate a list of sources using the computer. Students will then use the information to create a non-fiction picture book, an informational bookmark, and a learning center about their topic. Students will also create a “break the code” activity, an acrostic poem, and an information bag based on their research.
Each student will design and create a project exhibit that includes a display board, portfolio, and items such as their topic train, non-fiction picture book, learning center, and information bag. Students will also include additional items, such as photos, that relate to their project.
As the first project in the series, Backyard Getaway immediately engages students in the Envision program by being as much fun as it is educational. Students are challenged to design a complete personal backyard getaway using one acre of land.
Students will research and make decisions in order to create and develop five specific areas within their Backyard Getaways: a relaxation area, a recreation area, a water habitat, a flower or food garden, and a state or country tribute area. Each student will create a table, maps, a personal reflection, safety signs, a watercolor, a food chain, a poem, a t-chart, and a fictional story. All of these written materials will be collected in a portfolio.
Each student will then design and create an exhibit that captures and conveys the highlights of his or her backyard. The exhibit will include a relaxation area diorama, a flower or food garden flipbook, a state or country miniature museum, and a Backyard Getaway model. Students will also present their projects to the class and participate in the project expo.
The second Envision project is designed to create a deep awareness about a state or national environmental issue and to allow students a voice in the matter. Each student will have the opportunity to research environmental issues and choose a specific issue on which to focus. In the project portfolio, each student will create a crossword puzzle, a line graph, an actions card, a mailing list, a persuasive letter, a bumper sticker, and an illustration.
The project exhibit will showcase the portfolio and be visually informative by displaying a picture cube geared toward core democratic values, a "do's and don'ts" poster, and visual examples of environmental affects or solutions. Each student will also create a documentary about his or her issue and share it for the classroom presentation and at the expo.
The third Envision project allows students to interact and learn within their community while performing a service. Students have the rewarding experience of evaluating personal interests and talents, creating an academic goal, and forming a partnership with a locality of their choice.
Each student will have the opportunity to work with a community member to discuss the locality's needs and possible solutions. In the portfolio, students will create a service action plan based on solving one or more of the locality's needs, a journal, a post-event personal reflection, a creative thank-you card, a personal challenge, and an inspirational message.
At their project exhibit students will share their portfolios, t-shirt designs, and mobiles of learning. As part of an in-class presentation and the concluding project expo, each student will teach one aspect of an academic goal learned during the process, share a personal challenge that was overcome, and conclude with an inspirational message to inspire others to participate in service learning.
The final project of the year energizes students with the opportunity to cultivate an in-depth awareness of healthy habits to live by.
Students will focus on four main areas of personal health: sleep health, healthy eating, physical health, and a healthy brain. Each student will create a personal sleep log, double-line graph, healthy eating investigation, personal food pyramid, healthy eating regimen, sentence scramble, exercise duration clocks, safety test, homework schedule, and match-up illustration.
For the project exhibit, each student will create a room art piece, an academic activities list, and a one-month master calendar.
With the Envision program, you will be confident that your gifted students are continually being fully challenged at high levels while being enriched with the freedoms of choice and creative expression. Envision will inspire their educational experiences on a daily basis. Your gifted students will look forward to each new Envision learning endeavor and, most importantly, to their own futures.
As the first project in the series, Travel Passport immediately engages students in the Envision program by being as much fun as it is educational. Students have the challenge of planning every aspect of an imaginary trip, to a destination of their choice, while managing a travel budget.
Students will research and make decisions about such matters as where and when to travel, modes of transportation, types of accommodations, and which sites to visit. Students will create a daily travel itinerary, a travel expense chart, and a computer-generated graph showing statistical information related to their destination. After carefully planning their trip, students will imagine they have returned and then write a creative memoir in which they reflect on their journey. All of this written material will be collected in a portfolio.
Each student will then design and create an exhibit that captures and conveys the highlights of his or her trip. The exhibit will include maps, brochures, photos, a self-created postcard, and a three-dimensional visual that represents a particularly memorable aspect of the student's fictitious experience. As part of an in-class presentation and the concluding project expo, each student will dress in clothes that relate to his or her destination.
The second Envision project is designed to enlighten students about where education can lead in life. Students have the opportunity to take a career interest inventory, chose a potential career, research it, and not only select, but investigate the education or training needed to reach this major life goal.
In the project portfolio, students create computer-generated charts, graphs, and a brochure detailing information related to their education or training. The students then research and identify a number of career-related matters, such as salary, on-the-job duties, and contributions to society. In order to enhance the reality of the project, students then interview someone in their chosen career field. The portfolio is finalized once students have sought out an actual job posting and completed a resume, cover letter, and employment application.
The project exhibit will showcase their portfolio and be a visually appealing advertisement for their career and education. Students are encouraged to include brochures, photos, on-the-job tools and any other visuals they gathered over the course of the project. As part of an in-class presentation and the concluding project expo, each student will dress in clothes that relate to his or her career.
The third Envision project educates students on the importance and fundamentals of personal finance. Students have the rewarding experience of formally accepting a job offer from their chosen career field (Career Aspiration) and acquiring the tools necessary to build a financial plan for their future.
Armed with their starting salary and a specified spending amount, students will delve into decision-making skills such as buying vs. renting a home, the use of cash vs. credit, budgeting income vs. outgoing expenses, allotting for savings and investments, and making imaginary purchases for necessities and discretionary items. The rational for all of these decisions will be supported by computer-generated charts, graphs, and written explanation.
In the project exhibit, students will share their portfolio, a floor plan or 3-D model of their future home, and display board that depicts budgeted expenses and purchased items.
The final project of the year energizes students with the opportunity to select and thoroughly analyze any topic of interest that they have the self-driven desire to learn about.
Students will create a semantic map to guide their research and note taking. They will also record a hot list of useful websites, write a bibliography, compose and conduct a survey, and classify their survey results by designing a double bar graph. All of their findings will be reported in a newspaper format that requires a combination of various informational text structures, standard newspaper elements, and computerized text features.
For the project exhibit, students will design a game, create an illustration that predicts the future of their topic, and arrange a display board related to their topic of study. They will also prepare a demonstration that teaches something about their field of study. As part of an in-class presentation and the concluding project expo, each student will dress in clothes that relate to his or her topic.