gps_redelivery_2_science

Training for the New Georgia Performance Standards : 

1 Training for the New Georgia Performance Standards Module II: Unpacking the Standards

Module Overview: Day Two : 

2 Module Overview: Day Two Introduction Reflections on Redelivery Unpacking Standards Large Group Demo/Small Group Activity- Big Ideas Large Group Demo/Small Group Activity- Understandings Large Group Demo/Small Group Activity- Essential Questions Summary and Follow Up Work

Day Two Objectives : 

3 Day Two Objectives Describe and apply Stage 1 of the Standards Based Education process to unpack the GPS. Develop, for specific standards, the big ideas, enduring understandings, essential questions, and what students should know and be able to do (unpack the standards).

Group Norms and Housekeeping : 

4 Group Norms and Housekeeping Group Norms: Participate and share Ask questions Work toward solutions Honor confidentiality Meet commitments or let others know if you are struggling to do so Housekeeping: Phone calls Rest rooms Breaks Lunch

Standards Based Education Model : 

5 Standards Based Education Model GPS (one or more) Standards Stage 1 Identify Desired Results (Big Ideas) ?Enduring Understandings ? Essential Questions ? Skills and Knowledge Above, plus Elements All above, plus Tasks Student Work Teacher Commentary Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) All above

Reflections on Redelivery : 

6 Reflections on Redelivery The Goal for Day One was to become familiar with the Georgia Performance Standards. Discuss redelivery successes and concerns. Brainstorm a list of items to review/discuss on Day Two that need additional emphasis.

Creating a Graphic Representation : 

7 Creating a Graphic Representation Choose a graphic organizer to represent the GPS in your redelivery of Module I and Module II. Use some of the terms from this list or others of your choosing. Module I Characteristics of Science Content Standards Elements Performance Standards Student Work Suggested Tasks Teacher Commentary Module II Big Ideas Enduring Understandings Essential Questions Skills and Knowledge Statements Stage 1 in Unit Design

Essential Question : 

8 Essential Question Why do we need to unpack standards to develop high-quality instruction and to achieve student understanding?

Standards Based Education Model : 

9 Standards Based Education Model GPS (one or more) Standards Stage 1 Identify Desired Results (Big Ideas) ?Enduring Understandings ? Essential Questions ? Skills and Knowledge Above, plus Elements

The Process of Standards Based Education:Stage One : 

10 The Process of Standards Based Education:Stage One STANDARD and ELEMENTS? big ideas? enduring understandings? essential questions? what students should know and be able to do?

Big Ideas : 

11 Big Ideas What are the big ideas and core processes at the heart of this standard? What do I want to concentrate on and emphasize in this unit?

Looking for Big Ideas : 

12 Looking for Big Ideas Big Ideas are key concepts. Look for ideas in key terms found in the standards. Participant’s Guide page 6 Workbook page 71–74: Big Idea Examples

Gallery Walk– Big Ideas : 

13 Gallery Walk– Big Ideas Get a colored marker and flipchart paper. Working in groups, label the chart “Big Ideas,” write the standard and big ideas. Post your work. Walk around and view others’ work. Draw a star by any statements you find particularly insightful. Use a post-it note to record any questions or concerns on specific items.

Day One Follow-up Assignment : 

14 Day One Follow-up Assignment What important similarities do you see among the work of various participants? What important differences do you see among the work of various participants? What questions and/or concerns do you have about the process of unwrapping standards?

Enduring Understandings: Bad to Best : 

15 Enduring Understandings: Bad to Best “Students will understand the cell.” Bad: what should they understand? “Students will understand the organelles of the cell.” Better: narrows the focus but still does not state what insights we want students to leave with. “Students will understand that organelles are structures in the cell and have specific functions. Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

Enduring Understandings: Format : 

16 Enduring Understandings: Format NO: “Students will understand rocks. NO: “Students will know how to classify rocks NO: “Explain how to classify rocks.” YES: “Students will understand that rocks are classified according to properties that you can observe and/or test.

Enduring Understandings: Overarching and Topical—We Need Both! : 

17 Enduring Understandings: Overarching and Topical—We Need Both! Overarching: More abstract and general; relate to many units of study Topical: More specific; related to a single unit

Gallery Walk-- Understandings : 

18 Gallery Walk-- Understandings Get a colored marker and flipchart paper. Work in groups. Under the Big Ideas section, label the chart “Understandings.” Write the understandings that you wrote for the standard. Post your work. Walk around and view others’ work. Draw a star by any statements you find particularly insightful. Use a post-it note to record any questions or concerns on specific items.

Developing Essential Questions : 

19 Developing Essential Questions Essential Questions: Are open-ended and/or topic-related Examine how (process) and/or why (cause and effect) Consider various levels in Bloom’s taxonomy Use language appropriate to students Can be used as organizers for the unit Should be shared with other teachers

From Understandings to Questions : 

20 From Understandings to Questions S7L3. Students will recognize how biological traits are passed on to successive generations. Students will understand that genes are the basic unit of heredity. There is a process of inheriting traits or characteristics from parents to offspring through genes. -- Essential Question: How are characteristics of living things passed on through generations? ON YOUR OWN: Standard Students will understand that -- Essential Question:

From Understandings to Questions : 

21 From Understandings to Questions SPS1. Students will investigate our current understanding of the atom. Examine the structure of the atom in terms of proton, electron, and neutron locations. atomic mass and atomic number. atoms with different numbers of neutrons (isotopes). atoms with different numbers of protons. Students will understand that… An atom’s structure determines its identity and properties. Essential Question: Why is it important to continue to study atoms and their structure? ON YOUR OWN: Standard Students will understand that -- Essential Question:

From Understandings to Questions : 

22 From Understandings to Questions SB2. Students will analyze how biological traits are passed on to successive generations. Explain the role of DNA in storing and transmitting cellular information. Students understand that… DNA is responsible for storing the information needed for cell reproduction and survival. Essential Question: Why is DNA a critical component to modern biology? ON YOUR OWN: Standard Students will understand that -- Essential Question:

Co-Requisites -- You can’t teach one without the other! : 

23 Co-Requisites -- You can’t teach one without the other! Remember to use the Characteristics of Science Standards to learn and apply the Content Standards. S7CS6. Students will communicate scientific ideas and activities clearly. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. Students will understand that Punnett Squares are a tool for organizing information to predict inheritance patterns. --Essential Question: What couldn’t we do if we didn’t understand inheritance patterns?

Co-Requisites -- You can’t teach one without the other! : 

24 Co-Requisites -- You can’t teach one without the other! Remember to use the Characteristics of Science Standards to learn and apply the Content Standards. SCSh7. Students will analyze how scientific knowledge is developed. Students recognize that: From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an insightful interpretation of existing data by an individual or research group. Testing, revising, and occasionally rejecting new and old theories never ends. Students will understand that… Science changes as new discoveries are accepted by the scientific community. New theories build on prior theories. -- Essential Question: Why are scientific theories so difficult to change? ON YOUR OWN: Standard Students will understand that -- Essential Question:

Gallery Walk – Essential Questions : 

25 Gallery Walk – Essential Questions Get a colored marker and flipchart paper. Work in groups who chose similar standards. Write an essential question for the standard. Post your work. Walk around and view others’ work. Draw a star by any essential questions you find particularly insightful. Use a post-it note to record any questions or concerns on specific items.

Skills and Knowledge : 

26 Skills and Knowledge Facts Concepts Generalizations Rules, laws, procedures KNOWLEDGE (declarative) Skills Procedures Processes SKILLS (procedural)

What Students Should Know and Be Able to Do : 

27 What Students Should Know and Be Able to Do Brainstorm a list of evidence you could use to show that a student has mastered the understandings of those big ideas. Share your ideas with the group.

Discussion of Redelivery Action Plan : 

28 Discussion of Redelivery Action Plan Determine your goal for redelivery. Determine time allotted. Develop timeline of activities. List resources and ideas.

Standards Based Education Model : 

29 Standards Based Education Model GPS (one or more) Standards Stage 1 Identify Desired Results (Big Ideas) ?Enduring Understandings ? Essential Questions ? Skills and Knowledge Above, plus Elements All above, plus Tasks Student Work Teacher Commentary Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results)

Day 3 Prework Assignment : 

30 Day 3 Prework Assignment Redeliver how to unpack a standard. Day 3 will focus on determining acceptable evidence. Use the standard you unpacked or choose a different one to unpack. Make a list of ways to assess a student’s understanding of those big ideas and understandings.