Center for Gifted Youth 2016-2017

CENTER FOR GIFTED YOUTH 2016-2017

SATURDAY PROGRAMS Fall: October 8 – December 17, 2016 Spring: January 28 – April 22, 2017 SUMMER PROGRAM July 3-28, 2017 Dear Friends,

Welcome to the 2016 -2017 program at the LIU Center for Gifted Youth. The Center is designed to create an educational environment which nurtures the gifted child’s cognitive, social, and emotional development. The Center fosters a the love of learning in an atmosphere defined by exchanges with well-informed adults and the companionship of other children with similar capacities, interests, and communication skills.

Technology has been integrated to enrich our creative learning opportunities, and we are offering new interdisciplinary courses.

I look forward to meeting you at orientation on the first day of each semester. Please call, write, or e-mail me, if you have any questions regarding our program.

Sincerely,

Dr. Lynne Manouvrier Director LIU Post Center for Gifted Youth 720 Northern Blvd. Brookville, NY 11548 [email protected] Phone: 516-299-2160 Fax: 516-299-3323 CENTER FOR GIFTED YOUTH

LIU POST College of Education, Information and Technology 720 Northern Boulevard, Brookville, New York 11548-1300 516-299-2160 I Fax 516-299-3323 I liu.edu/post/giftedyouth Email [email protected] I [email protected] Dr. Lynne Manouvrier, Director I Mr. Henry Mazer, Headmaster Saturday Classes (Grades K-8) October 8 - December 17, 2016 I January 28 - April 22, 2017 Summer Program (Entering Grades 2-8) July 3 - 28, 2017 2 LIU and the Gifted Child The LIU program for gifted children was established in 1980 in response to the increasing recognition of society’s special responsibilities for children with demonstrably superior intellectual ability.

The Long Island University Center for Gifted Youth brings together two important elements of education for the gifted: extraordinary teachers recruited from leading high schools, middle schools and elementary schools in the metropolitan area and university-level facilities. These two factors, combined with an administrative and psychological team schooled in the needs of gifted children, give the program at LIU Post unique strengths in producing positive benefits for young people admitted to the program.

The Center for Gifted Youth’s underlying philosophy is the development of the intellectual potential of each child. Its purpose is to provide learning experiences for children with superior intellectual ability that will deepen and extend their intellectual interests, as well as develop the skills of independent learning. Objectives of the LIU Center for Gifted Youth: 1. To provide activities at appropriate levels and pace. 2. To provide opportunities for gifted students to relate to each other intellectually and socially. 3. To maximize problem solving and creative thinking experiences. 4. To focus on leadership development. 5. To increase self-awareness by promoting realization and acceptance of one’s capacities and an understanding of one’s needs and interests. 6. To stimulate aspirations and pursuit of higher-level goals. 7. To provide exposure to and interaction with stimulating and interesting adults. 3 Technology Infusion Plan For gifted students, 21st century learning presents unique challenges. To ensure that students in the CGY are well-prepared for these challenges, we have updated our curriculum offerings. Our technology infrastructure offers students stimulating opportunities to experience cutting edge resources.

Among these resources will be media tools, including SMART Boards, new laptops and iPads. Many courses will be Internet-based and include such applications as a customized Google search tool, graphing calculators and software animation programs from MIT. Our goal is to infuse technology within the framework of our program in order to provide a more challenging, meaningful and appropriate educational experiences for our gifted students preparing them for diverse leadership roles in the 21st century. The Role of Parents The LIU Center for Gifted Youth is acutely aware of the role parents take in the success of their children. To help parents with this task, a number of services are offered.

Parents may enroll in a variety of workshops, which are scheduled to run concurrently with their child’s classes. The Center for Gifted Youth has a psychologist on staff who leads the workshops, which are designed to allow an exchange of information and perceptions about the responsibilities, challenges and joys of raising gifted children. Past meetings have included such topics as the social and emotional factors of being gifted, school problems, sibling rivalry, and enrichment alternatives. Participation in all workshops and meetings is voluntary and provided at no extra fee. The psychologist is also available to meet with parents on an individual basis to discuss specific concerns. Classroom observations by the psychologist and input from the instructional staff are a useful part of this process.

4 Gifted Parent Network The mission of the Gifted Parent Network is to facilitate a social and informational network for families participating in programs at the LIU Center for Gifted Youth. The goals include encouraging social interactions between families and providing a forum for sharing experiences and challenges. Entrance Requirements The Center admits children who have shown evidence of academic and intellectual promise. While guidelines are not fixed, gifted children are usually identified by high scores on standardized I.Q. tests, strong personal interests and superior school performance. Students accepted into the program in past semesters have usually shared most or all of the following characteristics: scores of 130 or higher on I.Q. tests, high scores on achievement tests, and exceptional school performance (pupils in grades 4 through 8 are generally working a minimum of two years above grade level). Application Procedures New students are accepted into the Center throughout the year for entry the following semester. Applications on behalf of students may be made directly by parents, as well as by elementary and middle schools. Appropriate forms are provided at the back of this brochure.

Because of the limited number of openings for new students, as well as the time it takes to review applications, parents are urged to apply as soon as possible before the start of a new term. There is no deadline for applications, because we accept applications on a rolling basis. 5 Applications will be reviewed by the admissions committee when all of the following materials have been received:

1. FORM 1: A completed application form (to be filled out by the child’s parent or legal guardian).

2. FORM 2: A recommendation by the principal or guidance counselor of the applicant’s school including the results of standardized intelligence and achievement tests. Parents must notify schools of their permission to release these scores.

3. FORM 3: A recommendation by the applicant’s teacher or appropriate school guidance counselor. We also require a brief narrative focusing on the child’s social and emotional maturity, as well as the child’s classroom performance.

4. A non-refundable $25 application fee must be submitted with the application. Checks should be made out to “LONG ISLAND UNIVERSITY” and include the applicant’s name at the bottom.

FORMS 1, 2 and 3 should be mailed directly to the Center’s office: LIU Center for Gifted Youth College of Education, Information and Technology LIU Post 720 Northern Boulevard Brookville, NY 11548-1300

Parents will be notified by mail as to whether their child has been accepted into the program. If accepted, registration materials will follow. Parents of accepted students need not re-apply for admission to the Center for subsequent semesters. 6 Emergency Closing Procedure The Center for Gifted Youth operates under the auspices of LIU Post. Therefore, the Center is not responsible for program closings due to inclement weather or other university emergencies.

Registration Procedures for Accepted Students Once a child is accepted into the LIUCGY, parents will receive registration materials, as well as other information concerning tuition payment and schedules. Registration is separate for each semester and is based on a first-come, first-served basis. Enrollment in our classes is limited in order to maximize learning opportunities for each student. As soon as a course is filled, it will be closed. We cannot guarantee placement. In order to avoid disappointment, it is advisable to register early. We ask you to consider simultaneous enrollment for both the fall and spring semesters. We believe that this will improve the benefits of the program by providing continuity in friendships among students. It will also enable us to plan in advance for the needs of individual students.

Students are the guests of LIU while participating in the gifted youth program and are expected to act appropriately. Misconduct may result in removal from the program. Tuition for Fall and Spring Semesters TUITION AND FEES: tuition is $1,770 for each 10-week semester. The application fee of $25 is non-refundable and is exclusive of the tuition fee. There will also be a $30 lab fee per science class for children enrolled in science courses.

7 Overview of the Saturday Program at the LIU Post Campus 2016 – 2017

The Saturday program commences at 9 a.m. and concludes at 11:55 a.m. Classes in the kindergarten/grade 1 level are self-contained. Beginning in second grade, students may select three one-hour courses offered at their level within the appropriate time frame.

Parents are responsible for the transportation of their children to and from each session. Students are expected to arrive in their first period classroom at 8:55 a.m. Classes begin promptly at 9 a.m.

FALL SPRING

Kindergarten - Grade 1 9 a.m. to Saturday Express: Saturday Express: 11:55 a.m. Science*, Mathematics, Science*, Mathematics, Humanities Humanities

Grades 2-3 9 a.m. to Digital Journalism Investigations in Physical 9:55 a.m. Geology: The Restless Earth* Science* Investigations in Biological Keyboard Kids: Create Your Science * Own Search Engine Mathematical Problem Solving Mathematical Problem Solving The Robot Age: Rise of the Machine*

10 a.m. to Digital Journalism Investigations in Physical 10:55 a.m. Geology: The Restless Earth* Science* Investigations in Biological Keyboard Kids: Create Your Science * Own Search Engine Mathematical Problem Solving Mathematical Problem Solving The Robot Age: Rise of the Machine*

11 a.m. to Digital Journalism Investigations in Physical 11:55 a.m. Geology: The Restless Earth* Science* Investigations in Biological Keyboard Kids: Create Your Science * Own Search Engine Mathematical Problem Solving Mathematical Problem Solving The Robot Age: Rise of the Machine* FALL SPRING

8 FALL SPRING Grades 4-6 9 a.m. to Creative Chemistry* Explore Your Inner Genius: 9:55 a.m. Down From Olympus: Physics in The Greco-Roman, Writing Mythology Renaissance and Modern Age * Explore Your Inner Genius: Art Explore Your Inner Genius: Explore Your Inner Genius: Art in The Greco-Roman, Physics* Renaissance and Modern Age Forensic Law Chemical Exploration* Writing Your Great Adventure Speech and Debate: Communicating in the 21st Century

10 a.m. to Advanced Math Problem Solving Explore Your Inner Genius: 10:55 a.m. Forensic Law Science in The Greco-Roman, Creative Chemistry* Renaissance and Modern Age * Explore Your Inner Genius: Explore Your Inner Genius: Biology* Art in The Greco-Roman, Explore Your Inner Genius: Art Renaissance and Modern Age Chemical Exploration* Advanced Math Problem Solving Speech and Debate: Communicating in the 21st Century

11 a.m. to Advanced Math Problem Solving Explore Your Inner Genius: 11:55 a.m. Forensic Law Physics in The Greco-Roman, Down From Olympus: Writing Renaissance and Modern Age * Mythology Explore Your Inner Genius: Explore Your Inner Genius: Science in The Greco-Roman, Biology* Renaissance and Modern Age * Explore Your inner Genius: Physics* Writing Your Great Adventure Advanced Math Problem Solving Speech and Debate: Communicating in the 21st Century Grades 6-8 9 a.m. to Think Like A Genius: Biology* Algebraic Expressions & Equations 9:55 a.m. The Art of Problem Solving Think Like a Genius: Science in The Greco-Roman, Renaissance and Modern Age*

10 a.m. to Think Like a Genius: Physics* Compelling Characters in 10:55 a.m. The Greek Hero and Classical Adventure Stories Mythology Think Like a Genius: Physics in The Greco-Roman, Renaissance and Modern Age*

11 a.m. to Think Like a Genius Art: Advanced Chemical Explorations* 11:55 a.m. Leonardo Da Vinci, Escher, Mendel Think Like A Genius: Art in the Organic Chemistry* Greco-Roman, Renaissance and Modern Age* * Science lab fees apply. 9 SATURDAY COURSE DESCRIPTIONS Please note that different topics are explored each semester (fall, spring, and summer), even though the course titles and academic areas may be similar.

SATURDAY EXPRESS: GRADES K-1 I FALL Science, Mathematics, Humanities

The Saturday Express is a program of exploration and discovery in science, mathematics, and the humanities. Students will be exposed to challenging ideas and concepts rarely introduced or explored at the early childhood level. They will be provided with hands-on learning experiences by expert instructors in their field at a depth and pace appropriate to gifted children.

One class will emphasize mathematical thinking. Students will be encouraged to problem solve while having fun with shapes and numbers, and will also learn a variety of mathematical concepts. Another class will highlight the exploration of individual thematic units in science. The third class will emphasize the humanities, integrating literature, social studies, and the cultural arts in interdisciplinary study. Maximum attention is provided to each child in a setting that encourages risk-taking and independent thought and action. Children are also given many opportunities to interact both intellectually and socially. These courses are designed so that students can participate for four consecutive semesters without repeating content.

Different materials are introduced and different topics are explored each semester. The use of Roman numeral designations does not indicate levels of difficulty; they merely indicate different learning experiences. There are no prerequisites for any of these courses.

10 Fall 2016 I COURSE DESCRIPTIONS

GRADES 2-3 Computers and Humanities

DIGITAL JOURNALISM This course is designed to introduce students to the role of the news reporter. Under the guidance of the instructor and using the computer facilities of the University, students will work independently or in collaborative pairs to investigate people, places, and international events. Student will learn techniques of news, features, sports, writing and producing.

Mathematics MATHEMATICAL PROBLEM SOLVING This course will focus on developing effective mathematical problem solving techniques. Students will learn to identify key words, find pertinent information, and select an appropriate strategy for solving problems. They will also learn to use diagrams, models and charts to organize information. Classroom lessons will include short presentations on the various techniques used in problem solving followed by individualized, challenging exercises which will allow students to practice and improve their problem-solving abilities. Special care will be given to provide a variety of problems to meet the needs, interests, and abilities of each student. New problems are presented each semester.

Science GEOLOGY: THE RESTLESS EARTH In this course, students will explore the movements inside our restless earth and their relationship to volcanoes and earthquakes. Students will learn what is deep inside our earth as they take an imaginary journey to its center. A “hands-on” approach will be used as students build models of the earth’s layers and volcanoes. Students will learn about the different types of volcanoes, the ring of fire, plate tectonic theory, and tips for surviving an earthquake or volcanic eruption. They will also explore what Earth was like 250 million years ago when the continents formed one super-continent, Pangaea.

INVESTIGATIONS IN BIOLOGICAL SCIENCE This course is designed to provide a variety of learning experiences about living things. Students will conduct investigations that show how different plants and animals are able to carry out their activities and complete their life cycles. Selected topics on the human body and its dependence on plants and animals will be investigated. An understanding of the relationships between living things and the non-living world will be developed and explored. New ideas are presented each semester. There are no prerequisites for these courses.

11 GRADES 4-6 I FALL Humanities

DOWN FROM OLYMPUS: WRTING MYTHOLOGY How does classical mythology continue to inspire modern fantasy and adventure stories? We will first learn of the legends of such gods as Zeus, Poseidon, and Hades, as portrayed in Rich Riordan’s celebrated The Lightning Thief. Students will also be introduced to the Bullfinch anthology of such classics as Juno and her rivals, the Trojan War, and Medea. They will consider how Greek mythology continues to inform literature and psychology, and will dramatize these myths in stories, plays, and poems within a contemporary setting.

EXPLORE YOUR INNER GENIUS: ART This ten-week program is part of a series of classes emphasizing the connection between art, science, and math. In art, students will explore and experience hands-on projects related to the “geniuses” and the “masters” in the art world. Students will discover the worlds of Leonardo Da Vinci, Maurits Cornelis Escher, and Gregor Mendel. Students will create portraits, render the anatomy, one point perspective, etc.

FORENSIC LAW Students will learn how scientists have become involved in analyzing crime scenes and helping the police and their detectives solve crimes. Topics to be presented include fingerprinting, DNA analysis, ballistics, and crime scene preservation. Students will attempt to solve crimes and analyze/evaluate simple crime scenes. Participants will engage in evidence gathering and learn how to preserve evidence for presentation in court. 12 Mathematics

ADVANCED MATHEMATICAL PROBLEM SOLVING Students will participate in activities to help them develop and enhance their problem-solving abilities. They will learn to analyze and solve unique mathematical problems, identify key words, and use diagrams and tables. They will also look for patterns and develop estimation and deductive reasoning skills. Weekly activities include short teacher presentations on key techniques followed by small group and individual practice sets designed to challenge students and improve their critical thinking skills. Special attention will be provided to meet the needs, interests, experience, and ability of each student; however, students should already have a strong background in mathematics. New problems are presented each semester. The use of letter designations does not indicate level of difficulty; merely different learning experiences. There are no prerequisites for these courses.

SCIENCE Science courses are designed so that students can participate for four consecutive semesters without repeating content. Different materials are introduced and different topics are explored each semester. There are no prerequisites for any of these courses.

CREATIVE CHEMISTRY Have you ever wanted to create chemiluminescent chemical reactions in the laboratory? Students will have an opportunity to participate in this exploratory activity as well as others, and delve into topics such as acids and bases, chemical and physical properties of matter, the periodic table, ionic and covalent bonding, and qualitative analysis. Proper chemistry laboratory skills and techniques will be stressed.

EXPLORE YOUR INNER GENIUS: BIOLOGY Please join us for a 10-week course where we will delve into a world where artists, mathematicians and scientists come together. We will begin our study with Escher, who was well known for his studies in black and white images where two objects are put together in opposing colors. We will study how the brain works and how it is often fooled into seeing objects differently. We will study different types of learning and behavior. Next, we will study the work of Mendel and his concepts in genetics. We will study the major concepts in genetics such as complete and incomplete dominance, co-dominance, genetic diseases, and population genetics. We will finish our study with the works of Da Vinci. Come study the anatomy that so fascinated Da Vinci, including the circulatory, skeletal and muscular systems. Students will experience a scientific world that has been influenced by the work of different geniuses.

EXPLORE YOUR INNER GENIUS: PHYSICS Da Vinci, Mendel and Escher will be studied for their contributions from a scientific and mathematical perspective and for their insights into the future. There will be 13 both building and testing of some of Da Vinci’s ideas and inventions. Time will be spent learning the insights of these great minds against the historical world in which they lived.

GRADES 6-8 I FALL

THE ART OF PROBLEM SOLVING Students will participate in activities that will help them develop advanced problem solving skills. They will explore mathematical problems involving volume, and graph points in the first quadrant of the coordinate plane, interpreting those coordinate values in the context of the situation. Students will solve word problems involving distances intervals of time, liquid volume, and masses of objects, decimals, and money. Finally, they will represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Lastly, they will understand ratio concepts and use ratio reasoning to solve complex problems.

THE GREEK HERO AND CLASSICAL MYTHOLOGY How does classical mythology continue to inspire modern fantasy and adventure stories? We will first learn about the legend of such Greek gods as Zeus, Poseidon, Aphrodite and Apollo; and read some classical myths such as Pandora’s Box and Theseus and the Minotaur. Students will be introduced to sections of The Odyssey in order to develop an understanding of heroic attributes and personality flaws. Students will discover how Greek mythology continues to inform literature and psychology. The culminating activity will be to dramatize these myths within a contemporary setting or perhaps write an original myth to be shared with the class.

THINK LIKE A GENIUS ART: LEONARDO DA VINCI, ESCHER, MENDEL This 10-week program is part of series of classes emphasizing the connection between, art, science and math. In art, students will explore and experience hands on projects related to the “Geniuses” and the “Masters” in the art world.

14 Students will discover the worlds of Leonardo Da Vinci, Mauritis Cornelis Escher, and Gregor Mendel. Students will create a portrait using a Master’s formula, render the human anatomy, one point perspective, explore infinity, elements of architecture, tessellation sculpture, and a scientific textile design through first hand experiments and observation. Students will discover why these individuals fit into the category of genius, not just through their contributions in art, but also through their contribution to science and mathematics.

ORGANIC CHEMISTRY This challenging new course is designed to engage the learner in the fascinating and dynamic field of organic chemistry. Activities and discussion will center around such topics as structure and bonding, intermolecular forces, chemical reactivity and aromaticity, nomenclature, spectroscopy and biochemistry. Proper chemistry laboratory skills and techniques will be stressed.

THINK LIKE A GENIUS: PHYSICS This course will take the ideas and thoughts of some great thinkers and show the linkage to their genius. It will look at the science of Leonardo Da Vinci and the ideas of Mendel and Escher from a physics approach. The statistical approach of Mendel will be tied into quantum physics, while the art of Escher will be looked at through the optics of physics.

THINK LIKE A GENIUS: BIO Students will delve into the scientific world that has been inspired by the great minds of Leonardo Da Vinci, M.C. Escher, and Gregor Mendel. Students will begin their study with the Vitruvian Man and the human body. Students will study how the muscular and skeletal systems work together to manage movement of the human body. Students will continue their study with an in-depth look at the human nervous system and how optical illusions are interpreted by the human brain. Students will study the anatomy and physiology of a sheep brain and eye to make the connection between the two body parts. They will complete their study with Gregor Mendel and genetics. Students will study fruit flies and their reproductive cycles as well as complex genetic engineering practices. spring 2017 I COURSE DESCRIPTIONS SATURDAY COURSE DESCRIPTIONS Please note that different topics are explored each semester (fall, spring, and summer), even though the course titles and academic areas may be similar.

SATURDAY EXPRESS: GRADES K-1 I SPRING Science, Mathematics, Humanities The Saturday Express is a program of exploration and discovery in science, mathematics, and the humanities. Students will be exposed to challenging ideas

15 and concepts rarely introduced or explored at the early childhood level. They will be provided with hands-on learning experiences by expert instructors in their field at a depth and pace appropriate to gifted children.

One class will emphasize mathematical thinking. Students will be encouraged to problem solve while having fun with shapes and numbers, as well as learn a variety of mathematical concepts. Another class will highlight the exploration of individual thematic units in science. The third class will emphasize the humanities, integrating literature, social studies, and the cultural arts, in interdisciplinary study.

Maximum attention is provided to each child in a setting that encourages risk-taking and independent thought and action. Children are also given many opportunities to interact both intellectually and socially. These courses are designed so that students can participate for four consecutive semesters without repeating content.

GRADES 2-3 Humanities/Computers

KEYBOARD KIDS: CREATE YOUR OWN SEARCH ENGINE Google is one of the great tools of the early 21st century. Google’s mission from its beginning has been “to organize the world’s information and make it universally accessible and useful.” However, the results for younger students are 16 generally not age appropriate. The solution, available through Google, is creating a custom search tool. The students will study search engines, develop their own databases, and join together to make a class search engine that is kid-friendly. The end product is eye-opening and valuable: a custom-made Google search engine that can organize information for the benefit of others.

THE ROBOT AGE: RISE OF THE MACHINE This course is designed to introduce students to the “age of robots,” helping them understand how robots of the 21st century may change the way people live. Robots come in many shapes and sizes and have the potential to perform different tasks. Students will have an opportunity to pretend they are robotic engineers and design blueprints for robots of the future. Students will even imagine robots of the future that replace Mom or Dad’s job!

Mathematics

MATHEMATICAL PROBLEM SOLVING This course will focus on developing good mathematical problem solving techniques. Students will learn to identify key words, find pertinent information, and select an appropriate strategy for solving problems. They will also learn to use diagrams, models, and charts to organize information. Classroom lessons will include short presentations on the various techniques used in problem solving followed by individualized, challenging exercises which will allow students to practice and improve their problem solving abilities. Special care will be given to provide a variety of problems to meet the needs, interests, and abilities of each student. New problems are presented each semester.

Science

INVESTIGATIONS IN PHYSICAL SCIENCE New ideas are presented each semester. There are no prerequisites for these courses. This course is designed to provide a variety of learning experiences that will introduce students to the basic concepts of chemistry and physics. Students will investigate such topics as air pressure, buoyancy, gravity, density of matter, temperature, heat, chemical reactions and electromagnetism. Activities will stress the development of skills and understandings related to the physical sciences.

GRADES 4-6 I SPRING Humanities

EXPLORE YOUR INNER GENIUS: ART IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE This 10-week session is part of a series of classes emphasizing the thematic relationship among art, science and math. In art, students will explore the sculpture and architecture of the Greco-Roman period. In the Renaissance, students will examine Michelangelo’s paintings and the artistic genius of the Sistine Chapel. Dali, Chagall, Magritte, and surrealism will be explored as part of the modern era. 17 SPEECH AND DEBATE: COMMUNICATING IN THE 21st CENTURY What you say and how you say it can make a major difference in your life. Students in this course will learn important techniques in communicating their ideas as they practice how to construct and deliver a speech with poise, confidence, and even humor.

WRITING YOUR GREAT ADVENTURE! The art of adventure story writing will be explored by students in this course. Students will focus on the use of this particular type of story by reading examples of adventure stories and then creating a variety of exciting original pieces.

Mathematics

CHEMICAL EXPLORATIONS This course will present students with opportunities for in-depth study in such areas as chemical changes, calorimetry, chemical composition, chemical reactions, qualitative analysis, behavior of gases, and other related topics. The investigation of these topics will help students develop an enriched understanding of fundamental chemical concepts. Safety procedures in the University’s chemistry laboratory will be emphasized, and the use of proper laboratory techniques will be stressed.

EXPLORE YOUR INNER GENIUS: SCIENCE IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE Science will always look to explain what is happening in the natural world and then test those explanations with evidence, but how that gets done evolves over time. Science is not stagnant or static–it changes over time. In this course we will study the evolution of engineering by looking at Rome’s brilliant architecture, organizational and engineering feats. We will look at the studies of astronomy and medicine of 18 the Renaissance era. We will compare sciences from the Roman, Renaissance, and modern eras to see how science has evolved over time. We will study how modern scientific practices have changed because of increasing knowledge, a changing society with different concerns, and advances in both technology and communication.

EXPLORE YOUR INNER GENIUS: PHYSICS IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE This course will study three great times in the development of physics: the Greco-Roman period and the contributions of Pythagoras, Aristotle, and Archimedes, as well as the development of the Roman arch; the Renaissance and the ideas developed by Tycho Brahe, Kepler and Galileo; and the 1930’s and the coming of age of quantum mechanics. The course is designed to show how great minds developed new ideas in science.

GRADES 6-8 I SPRING

ALGEBRAIC EXPRESSIONS AND EQUATIONS This new mathematics course will apply and extend previous understandings of arithmetic to algebraic expressions. Students will solve one variable expressions and inequalities, and represent and analyze quantitative relationships between dependent and independent variables. They will use properties of operations to generate equivalent expressions in order to solve real-life mathematical problems. Students will work with radicals and integer exponents and understand connections between proportional relationships, lines and linear equations. Finally, they will explore linear functions.

ADVANCED CHEMICAL EXPLORATIONS This course will present students with opportunities for advanced study in redox reactions, chemical thermodynamics, chemical kinetics, stoichiometry, and electro-chemistry. The investigation of these topics will help students develop an enriched understanding of fundamental chemical concepts. Safety procedures in the University’s chemistry laboratory will be emphasized, and the use of proper laboratory techniques will be stressed. 19 COMPELLING CHARACTERS IN ADVENTURE STORIES Learn to write fascinating and engaging adventure stories. Devise tricky plots, twists, and perhaps find yourself on a quest of your own. We will read several classic adventure stories as a backdrop to creating a variety of exciting, original pieces.

THINK LIKE A GENIUS: ART IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE This 10-week program is part of a series of classes emphasizing the connection between art, science and math. In art, students will explore and experience hands on projects related to the Greco-Roman period, Renaissance and Modern era, and work with “Masters” of the art world. Students will discover the world of Roman and Greek art and architecture, Michelangelo, Monet and Picasso. Students will create two types of sculptures, and will paint in two different styles of painting.

EXPLORE YOUR INNER GENIUS: PHYSICS IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE This course will explore the men and woman who have shaped the ideas of their times. Greco-Roman physics and engineering ideas and discoveries will be examined, as well as the High Renaissance and the contributions of that age. The modern age of physics will be explored historically and experimentally. This course is designed to challenge students and to broaden their understanding of physics within a historical and interdisciplinary construct.

EXPLORE YOUR INNER GENIUS: SCIENCE IN THE GRECO-ROMAN, RENAISSANCE AND MODERN AGE Students will study science through time. We will start with Roman time, work through the Renaissance, and finish with study of modern practices. Students will begin their study of Roman times with a look at windmills and how they were used. We will continue this investigation into modern times with hydroelectric power. We

20 will then move on to the science of agriculture and the scientific method during the Renaissance. Students will learn the methods used to test soil productivity. Student will use this information to make a hypothesis as to which characteristics will allow alfalfa to grow the best. They will test this hypothesis by designing and performing an experiment. Students will continue their study of agriculture along with human population growth. In modern times, human population growth is the cause of many environmental problems. Students will learn the process of cost-benefit analysis and apply it to agricultural production and the environment. They will calculate the amount of agricultural land needed to produce enough food to feed the world population. Students will continue their study of modern science with solar power. They will design and construct a scale model vacation home to explore passive solar building and design techniques. If time allows, students will finish out the semester with a debate on Genetically Modified Organisms (GMOs).

For more information, call or write: LIU Center for Gifted Youth Dr. Lynne Manouvrier College of Education, Information and Technology LIU Post 720 Northern Boulevard Brookville, NY 11548-1300 516-299-2160 [email protected]

Center for Gifted Youth Staff Allan Brimer B.A., LIU Post; M.B.A., Adelphi University; Leadership Math Program, Hofstra University. Mr. Brimer is a math specialist for the Freeport Public Schools. He teaches math courses for the Center for Gifted Youth program.

Lisa Daniels B.S., University of Pittsburgh; M.S., Environmental Science, Long Island University. Ms. Daniels teaches courses for Roslyn High School in Long Island including AP Environmental Science, Honors Biology, and Marine Biology. She has performed biological and environmental science research at Queens College and Princeton University. She is a Woodrow Wilson Fellow at Princeton University. She currently teaches and writes curriculum for the Center for Gifted Youth.

Joanna Del Giudice B.F.A., Art Education, LIU Post; M.A., Studio Art. She received the Art Department award for Excellence in Mixed Media and the LIU Post Sustainability Award. Miss Del Giudice is a guest artist and presenter at various schools across Long Island for her Eco-Art. She was featured on a News 12 “Go Green” segment and was a designer for the 2013 Washington D.C. Fashion Week. Currently, Miss Del Giudice is a permanent substitute teacher in the Jericho School district. At the Center for Gifted Youth she teaches art courses and is the Musical Co-Director. 20 21 Robert Deming B.A., Amherst College; M.A., Ed.D., Teachers College, Columbia University. Dr. Deming teaches computer classes at the Judge Charles J. Vallone School (P.S. 85) in Long Island City, Queens. In addition, he teaches graduate workshops at Teachers College on how to use computer software to support qualitative research. Dr. Deming writes curriculum and teaches computer courses for the Center for Gifted Youth program.

Steven Hailey B.A., Southwestern College; M.A., Pittsburg State University. Mr. Hailey has taught Language Arts, Speech Communications, and Theatre Arts courses at the elementary, secondary, and collegiate level for nearly 40 years. Currently, he is Dramatic Director for the Sayville Public Schools and Managing Director of the Sayville Young People’s Opera Workshop. He has been associated with the Center for Gifted Youth since 2000 teaching public speaking, debate, drama and improve classes as well as language arts and the occasional webquest and archaeology course.

Patricia Hartman B.A., Molloy College; M.A., Hofstra University, Ms. Hartman teaches sixth grade English language arts in the East Meadow School District. Ms. Hartman teaches computer classes for the Center for the Gifted Youth program.

Jennifer Hook B.S., LIU Post; M.S., LIU Post. Post graduate work in gifted education leading to state certification in Gifted Education. Ms. Hook teaches gifted kindergarten students at P.S. 124 The Core Knowledge Magnet School for Economics and Technology in South Ozone Park, Queens. Ms. Hook also teaches science through a hands-on approach to kindergarten and first grade students for the Center for Gifted Youth.

Henry Mazer B.A. Political Science, Queens College; M.A. Guidance and Counseling, New York University; P.D. Administration and Supervision, St. John’s University. Mr. Mazer is retired from the position of Principal of the Shaw Avenue School in Valley Stream. Mr. Mazer is the Headmaster for the Center for Gifted Youth.

Leslie Marti-Munoz B.A., Queens College in Fine Arts: M.A., Queens College in Secondary Art Education; LIU Post, Certificate of Advanced Studies in Educational Leadership. Mrs. Marti-Munoz is the Design Pathway Coordinator and teaches various art disciplines for Richmond Hill High School in Queens. In addition, she serves as a member of the Student Assessment Team coordinating periodic assessments, grades and evaluating performance. Mrs. Marti-Munoz teaches art courses and writes curriculum for the Center for Gifted Youth.

Lynne Manouvrier B.A., SUNY at Albany; M.A. SUNY at Albany; SAS, SDA, LIU Post; Ed.D. in Interdisciplinary Educational Studies, LIU Post. Dr. Lynne Manouvrier is a retired

22 Assistant Superintendent for Curriculum and Instruction from the East Meadow School District, where she also facilitated gifted and talented programs. She is an adjunct professor at LIU Post in Special Education and Literacy and served as a field supervisor for student teachers at SUNY at Old Westbury. Dr. Manouvrier has taught college courses in multi-cultural education, literacy, the philosophy of education, and curriculum design. Additionally, she was past president of Phi Delta Kappa and the recipient of the R. Gerald Melton scholarship from PDK. Dr. Manouvrier is the Director for the Center for Gifted Youth.

Carole Miller B.A., Adelphi University; M.A., Ph.D., Hofstra University; Adelphi Post Doctoral Certification. Dr. Miller is in private practice in Great Neck. She is the chief psychologist for the Center for Gifted Youth program. Dr. Miller runs workshops for the parents whose children attend CGY, where topics pertinent to gifted youth are discussed.

Joseph Piro B.A., St. Francis College; M.S., Fordham University; M.A., Queens College; Ph.D., Columbia University. Dr. Piro is an Associate Professor in the Department of Curriculum and Instruction at LIU Post. He has worked with schools in designing instructional programs and curriculum studies for gifted students. Dr. Piro works as a curriculum consultant for the Center for Gifted Youth program and served as the Interim Director for the 2011-2012 year.

Lisa Scully B.A. from the University at Albany and an MBA from Baruch College. After seven years in the field of advertising, she went back to school to earn a M.A. in Education from Adelphi University and a degree in school administration from LIU Post. Lisa has been an employee of the East Meadow School District for the past twenty-three years, teaching English, and as a chairperson and administrator for fifteen years. In addition, Lisa is an adjunct professor at SUNY Old Westbury teaching education courses.

Timothy Strout B.S., Southampton College in Marine Science; M.S. in Biology Education, LIU Post; M.S. in Environmental Studies, LIU Post. Mr. Strout teaches chemistry and AP environmental science at Jericho High School. He is also an adjunct professor of oceanography in the physics and chemistry department at SUNY College at Old Westbury. He has also conducted research at Brookhaven National Laboratory, Woods Hole Oceanographic Institute, and the State of Maine Department of Marine Resources. He was a Woodrow Wilson Fellow at the American Museum of Natural History in Biodiversity. He received grants to study climate change and start a conservation project here on Long Island. Mr. Strout also assisted Dr. Andy Friedland in editing, his new textbook on Environmental Science He is currently conducting research in estuarine benthic ecology. Mr. Strout teaches biology courses for the Center for Gifted Youth program.

23 John Young B.S., Saint Francis College; M.S. Earth Science, LIU Post. Mr. Young is currently finishing another M.S. in Physics Education and Information Technology at Stony Brook University. He teaches physics at both the regents and advanced placement levels at Walter G. O’Connell Copiague High School. Mr. Young is a former industrial engineer with a major transportation carrier and has been teaching SAT preparations in mathematics for several years at both Garden City and Mineola High Schools. Mr. Young was awarded the Distinguished Teacher of the Year Award from the Harvard Club of Long Island, as well as the Harvard Club of Long Island Scholarship Award in 2010. He teaches and writes curriculum for the sciences for the Center for Gifted Youth program. Sources of Information on the Gifted Organizations for the Gifted and Talented

Advocacy Association for Gifted and Talented Education (AGATE) in New York State agatenewyork.org

The Council for Exceptional Children http://www.cec.sped.org

National Association for Gifted Children (NAGC) http://www.nagc.org Neag Center for Gifted Education & Talent Development The University of Connecticut http://www.gifted.uconn.edu

24 ENTRANCE APPLICATION FOR THE LONG ISLAND UNIVERSITY FORM - 1 - CENTER FOR GIFTED YOUTH

RETURN TO:

Long Island University PLEASE CHECK Center for Gifted Youth _____ Saturday Program College of Education, Information and Technology _____ Summer Program 720 Northern Boulevard _____ Siblings in program Brookville, NY 11548-1300

INSTRUCTIONS TO THE PARENT:

This questionnaire should be filled out promptly and returned to the Center with the required $25 non-refundable application fee. Checks should be made out to “LONG ISLAND UNIVERSITY”.

Two recommendation forms are enclosed; one is for a recent teacher or guidance counselor, and one for the school principal. These forms are to be forwarded directly to the Center by both the teacher and the principal. Candidates should provide them with a stamped envelope addressed to the above. PLEASE NOTE: THIS IS NOT A REGISTRATION FORM. This application form is for entrance into the program. If a child is accepted, a separate registration form will be mailed to you along with an acceptance letter. Students who have already been accepted need not reapply.

APPLICATION FORM (PLEASE PRINT)

NAME______(LAST) (FIRST) (MIDDLE)

GENDER______DATE OF BIRTH______

PRESENT GRADE______

ADDRESS OF CANDIDATE

STREET______

CITY______STATE______ZIP______

HOME PHONE NUMBER (including area code)______

CELL PHONE NUMBER (including area code)______

Father’s Business Phone (including area code)______

Mother’s Business Phone (including area code)______

Email Address______(over) 25 NAMES AND OCCUPATIONS OF PARENTS (please include last name if different from candidate.)

FATHER______OCCUPATION______

MOTHER______OCCUPATION______

How did you learn about this program? (If newspaper, please specify name.)

______

Have you applied for this child before?______

NAME OF PRESENT SCHOOL______

ADDRESS (STREET)______

CITY______STATE______ZIP______

SCHOOL TELEPHONE NUMBER (including area code)______

SIBLINGS IN THE PROGRAM (names)______

______

______SIGNATURE OF PARENT OR GUARDIAN DATE

26 27 SCHOOL RECOMMENDATION FOR THE LONG ISLAND UNIVERSITY FORM - 2 - CENTER FOR GIFTED YOUTH

RETURN TO:

Long Island University Center for Gifted Youth College of Education, Information and Technology 720 Northern Boulevard Brookville, NY 11548-1300

This form should be filled out by theprincipal of the child’s present school, and the completed form should be mailed by him/her directly to the Center in a stamped, addressed envelope provided by the parent. Please attach a copy of the candidate’s latest report card to this form.

(PLEASE PRINT)

CANDIDATE’S NAME______(LAST) (FIRST) (MIDDLE)

CANDIDATE’S ADDRESS______has been a student of the ______School, located at ______(STREET ADDRESS) (CITY) (STATE) (ZIP) from______to______.

Present grade level______School Telephone Number______

This is a program for gifted children. As the name implies, it is for children with notable academic and intellectual promise. While guidelines are not fixed, gifted children are usually identified by high scores on standardized I.Q. tests, strong personal interests, and superior school performance. Students accepted into the program in past semesters have usually shared most or all of the following characteristics: scores of 130 or more on I.Q. tests, high scores on achievement tests, and exceptional school performance (e.g., pupils in grades 4 and higher are generally working a minimum of two years above grade level). As we do not wish to place a child in a group in which he/she cannot cope, we welcome your comments.

28 TEST RESULTS INTELLIGENCE: INDIVIDUAL TESTS Test Date Scores WISC-V VCI VSI FRI WMI PSI FSIQ WPPSI-IV VCI VSI FRI WMI PSI FSIQ Stanford-Binet V FR KN QR VS WM FS Stanford-Binet IV VR AVR QR STM COMP

GROUP TESTS Test Date Scores Cognitive Abilities Test (COGAT) V Q NV

Otis-Lennon V NV TOTAL Other (Name)

Note: We do not accept brief or abbreviated assessment measures, e.g., VKT, Slosson, WASI, etc.

ACHIEVEMENT – MATHEMATICS: NATIONAL LOCAL Test Date % Stanine % Stanine Level Iowa Test of Basic Skills N/A

NYS Math (Grade 4) N/A N/A N/A N/A

Terra Nova N/A

TONYSS N/A Other (Name) N/A

ACHIEVEMENT – READING: NATIONAL LOCAL Test Date % Stanine % Stanine Level Iowa Test of Basic Skills N/A

ELA (Grade 4) N/A N/A N/A N/A

Terra Nova N/A

TONYSS N/A Other (Name) N/A

Personal Evaluation

1. Student is ______is not ______mature and well adjusted. 2. As a student (circle one) Outstanding Above Average Average Additional Comments:______

______

Signature______Date______Print Name______Title______29 TEACHER RECOMMENDATION FOR THE LONG ISLAND UNIVERSITY FORM - 3 - CENTER FOR GIFTED YOUTH

RETURN TO:

Long Island University Center for Gifted Youth College of Education, Information and Technology 720 Northern Boulevard Brookville, NY 11548-1300

Both sides of this form are to be completed by a recent teacher or guidance counselor who knows the candidate well. Please return directly to the Center in a stamped envelope provided by the parent.

(PLEASE PRINT)

CANDIDATE’S NAME______

CANDIDATE’S ADDRESS______

CANDIDATE’S PHONE NUMBER ______

Please rate the candidate in the categories listed below. Categories that are rated “ deficient” by the teacher should be accompanied by a brief explanation on the reverse side of this page. Below Outstanding High Average Average Deficient 1. Prefers complex ideas ______2. Asks penetrating questions ______3. Vocabulary ______4. Originality ______5. Curiosity ______6. Motivation to learn ______7. Initiative ______8. Commitment to excellence ______9. Enthusiasm ______10. Sense of humor ______11. Attention span ______12. Perseverance & industry ______13. Emotional stability ______14. Social maturity ______15. Frustration tolerance ______

30 This is a program for gifted children with notable academic and intellectual promise. While guidelines are not fixed, gifted children are usually identified by high scores on standardized I.Q. tests, strong personal interests and superior school performance. Students accepted into the program in past semesters have usually shared most or all of the following characteristics:

1. High I.Q. scores with an emphasis on very superior functioning in reasoning and verbal comprehension. 2. High scores on achievement tests. 3. Exceptional school performance (Pupils in grades 4 and higher are generally working a minimum of two years above grade level). 4. Social and emotional maturity.

The following narrative should emphasize the student’s social and emotional maturity as well as a discussion of the child’s math and reading abilities.

As we do not wish to place a student in a group in which she/he cannot cope, we welcome your comments.

Reading Comprehension Ability: ______

Mathematical Reasoning: ______

Social and Emotional Maturity: ______

Additional Comments: ______

Candidate was in my class in ______grade Dates______

Signature______Date______

School Address______

School Telephone Number ______31

LIU LIU is one of the nation’s largest private universities. Since 1926, LIU has provided high quality academic programs taught by world-class faculty. LIU offers 500 accredited programs to more than 20,000 students and has a network of over 200,000 alumni, including leaders in industries across the globe. Visit liu.edu for more information. Center for Gifted Youth Nonprofit LIU Post U.S. Postage 720 Northern Blvd. P A I D Brookville, NY 11548-1300 Long Island University

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