Docstoc

Science 3-5 Presentation

Document Sample
Science 3-5 Presentation Powered By Docstoc
					Training for the Georgia
Performance Standards

    Day 1: Standards-Based Education and the Georgia
    Performance Standards (GPS)

    Unpacking the Standards




                                                       1
Module Overview: Day One
   Introduction
   Overview of the Science Standards
   Standards-Based Teaching and Learning
   Unpacking Content Standards
   Putting It All Together
   Summary and Field Assignments

                                          Curriculum
                   Understanding           Mapping


                                      New                  Assessment

                                   Standards
             Teamwork
                                                       Instruction
                           Enrichment &
                            Extension                                   2
Goal
   Demonstrate a deep understanding of the new
    Georgia Performance Standards and the
    standards-based education approach, through
    thoughtful curriculum planning, development of
    formative and summative assessments, and the
    design of instruction matched to the standards and
    research-based best practices. This shall be
    measured by student performance on progress
    monitoring and standardized criterion-referenced
    tests.



                                                         3
Days of Training

   Implementation Year One
       Day One: Standards-based Education
       Days Two - Four: Work on best practices in
        assessment, instruction, and unit design
   Implementation Year Two
       Three additional days of training to work on
        extension and enrichment




                                                       4
Group Norms and Housekeeping

Group Norms:                Housekeeping:
 Ask questions              Parking Lot

 Work toward solutions      Phone calls

 Honor confidentiality      Rest rooms

 Meet commitments or        Breaks
  let others know if you     Lunch
  are struggling to do so




                                            5
What We Know
What We Want to Know
1.    Label each flipchart with a title:
         What We Know
         What We Want to Know
2.    On scratch paper, list as many items as you can
      under each category.
3.    Combine items that might go together under ―What
      We Know‖ and put the most relevant ones on the
      flipchart.
4.    Prioritize items under ―What We Want to Know‖ and
      write the top priorities on the flipchart.

                                                      6
Essential Question 1

   What are the Georgia Performance
    Standards?




                                       7
Phase-in Plan
                   Year    Year Year                         Year I    Year II
          Year I                           Year I Year II
  Grade             II      I    II                           Soc.      Soc.
          ELA                              Science Science
                   ELA     Math Math                         Studies   Studies
   K      04-05    05-06   05-06   06-07   06-07    07-08    07-08     08-09
   1      04-05    05-06   05-06   06-07   06-07    07-08    07-08     08-09
   2      04-05    05-06   05-06   06-07   06-07    07-08    07-08     08-09
   3      04-05    05-06   06-07   07-08   05-06    06-07    07-08     08-09
   4      04-05    05-06   06-07   07-08   05-06    06-07    07-08     08-09
   5      04-05    05-06   06-07   07-08   05-06    06-07    07-08     08-09
   6      04-05    05-06   04-05   05-06   04-05    05-06    06-07     07-08
   7      04-05    05-06   05-06   06-07   04-05    05-06    07-08     08-09
   8      04-05    05-06   06-07   07-08   06-07    07-08    06-07     07-08
   9      04-05    05-06   07-08   08-09   04-05    05-06    06-07     07-08
   10     04-05    05-06   07-08   08-09   04-05    05-06    06-07     07-08
   11     04-05    05-06   07-08   08-09   04-05    05-06    06-07     07-08
   12     04-05    05-06   07-08   08-09   04-05    05-06    06-07     07-08




                                                                               8
Test Alignment

   Criterion-Referenced Competency Tests
    (CRCT) Test alignment is completed during
    Year II implementation for each content area
    and grade level.




                                                   9
3-5 Science Assessment Timeline

 2005-2006 School year: All grades 3-5
  science CRCT will assess the QCC.
 2006-2007 School year: Grades 3-5
  science CRCT will assess the GPS.




                                      10
Benefits of the GPS

   High expectations for all students
   Aligned to national standards
   Increased rigor and depth
   Guides for teaching and learning
   Assessment and accountability aligned to
    curriculum
   Scaffold, not spiral


                                               11
Georgia Performance Standards in Science

   Based on the Benchmarks for Science
    Literacy and the National Science Education
    Standards
   Written by Georgia teachers
   Accepted by the Advisory Board and the
    Georgia Department of Education
   Found on http://www.georgiastandards.org



                                                  12
Alignment to National Standards
   All of the Georgia Performance Standards are
    aligned to the American Association for the
    Advancement of Science document, Benchmarks for
    Science Literacy.
   http://www.project2061.org/tools/benchol/bolintro.htm


   The GPS is also aligned to the National Science
    Education Standards developed by the National
    Research Council.
   http://www.nap.edu/readingroom/books/nses/



                                                            13
Performance Standards. . .
               Are:                            Are Not:
   Georgia Performance              New Quality Core
    Standards (GPS)                   Curriculum (QCC)
   What students are to learn,      How teachers are to teach
    know, and understand             Comprehensive school
   Clear expectations of             reform
    performance                      Instructional handbook
   Curriculum document              Checklist of objectives
   Few in number                    Coverage of content
   Application of content




                                                                  14
QCC versus GPS Comparisons
                      QCC                                            GPS
12 Topic: Energy and Its Transformation: Sound          S4P2. Students will demonstrate
    Standard: Describes sources of sounds and how          how sound is produced by
    sounds move through different kinds of matter.         vibrating objects and how
    Compares how different sounds move through air,
    water, rock and similar materials.                     sound can be varied by
13 Defines sound and identifies its properties.
                                                           changing the rate of vibration.
    Observes that sound is produced by                     a. Investigate how sound is
    vibrations.                                            produced.
14 Discovers that sound varies in pitch, intensity and     b. Recognize the conditions that
    quality. Produces sounds that vary as to: high, low    cause pitch to vary.
    or loud, soft, and produces sounds that differ in
    tone.
15 Investigates the relationship between attributes of
    waves and qualities of sound. Connects attributes
    of waves (wavelength and frequency) to attributes
    of sound (pitch, intensity).
16 Describes how we hear sounds. Describes how the
    outer, middle and inner ear transmit vibrations to
    the brain.
17 Recognizes technological devices that produce
    sound (loudspeakers, bullhorns) or help humans
    hear better (hearing aid, stethoscope).




                                                                                       15
K – 5 At A Glance
                            Earth Science                   Physical Science                          Life Science

   Kindergarten             Day and Night Sky             Physical Attributes (5 senses)            Living and Nonliving
 (My World and Me)         Sorts Rocks and Soils             Composition of Material                Parents and Offspring
                                                                      Motion

    First Grade              Weather Patterns                       Sound                      Characteristics of Living Things
       (Patterns)               Seasons                         Shadows ( Light)                Basic needs of Living Things
                                                                   Magnets

  Second Grade          Motion/Patterns of celestial     Changing attributes of materials                Life Cycles
                                  bodies
        (Change)       Changes in the earth’s surface          States of Matter
                                                           Energy keeps things going
                                                               Pushes and Pulls

    Third Grade          Rocks and Minerals of Ga                  Heat Energy                             Habitats
 (Form and Function)              Soils                             Magnets                     Features of Organisms of Ga
                                 Fossils                                                         Pollution and Conservation
                               Weathering

  Fourth Grade           Stars and Star Patterns                     Light                              Ecosystems
        (Models)             Solar System                           Sound                            Food Chain/Web
                       Weather data and forecasting      Force, Mass, Motion & Simple           Adaptation-Survival/Extinction
                                                                   Machines
                                                               Effects of Gravity

    Fifth Grade            Landforms in Georgia             Intro to Cons. Of Matter              Classification of Organisms
       (Evidence)      Constructive/Destructive forces     Physical/Chemical Changes        Inherited Traits and Learned Behaviors
                       Role of Technology in control        Electricity and Magnetism              Cells and microorganisms




 8/31/2005
Performance Standards

    Four parts to Performance Standards:


                 Content Standard & Elements
                Sample Tasks
              Student Work

           Teacher Commentary




                                               17
Format of Curriculum

      Curriculum Descriptions from Project 2061’s
       Benchmarks for Science Literacy
      Grade Level Theme
      Grade Level Introduction
      Concepts and Skills Text Box
      Characteristics of Science Standards
      Content Standards
          Sample Tasks




                                                     18
How to Read the GPS code
    Characteristics of Science Standards
 S3CS2
  Science Grade 3 Characteristics of Science Standard #2

    Content Standards
 S3P1
        Science Grade 3 Physical Science Standard #1
 S4E2
        Science Grade 4 Earth Science Standard #2
 S5L2
        Science Grade 5 Life Science Standard #2



                                                           19
Standards and Elements
    Overall Standard is in bold print. It sets
     the parameters of the standard.
        Elements are listed under the standard. This
         is the level where the expectations for
         understanding and student evidence of that
         understanding are set.
    It explains what the student should know
     and be able to do to show evidence of
     what the student understands.



                                                        20
Example of Content Standards
S3L1. Students will investigate the habitats of different
      organisms and the dependence of organisms on their
      habitat.
      a. Differentiate between habitats of Georgia (mountains,
      marsh/swamp, coast, Piedmont, Atlantic Ocean) and the
      organisms that live there.
      b. Identify features of green plants that allow them to live and
      thrive in different regions of Georgia.
      c. Identify features of animals that allow them to live and
      thrive in different regions of Georgia.
      d. Explain what will happen to an organism if the habitat is
      changed.




                                                                    21
Co-Requisites

   You can’t teach one without the other!
       Characteristics and Nature of Science Standards
           Processes and skills
           Items from the Characteristics of Science Standards will
            be embedded in content.
       Content Standards




                                                                   22
Lesson Planner          Unit     S3E1a       S3E1b      S3E1c       S3E1d       S3E2a        S3E2b     S3P1a          S3P1b       S3P1c        S3P1d
                         #        Rock/        Test/    Observe    Changes      Observe      Fossil    Production   Effects of   Transfer     Measure
                                Mineral      measure     soils        in         fossils   formation   of heat      insulation   of sun’s   temperature
                               differences    rocks/              rocks/soils                          energy                      heat       of water
                                             minerals

S3CS1a Keep honest
records


S3CS1b Use
reasoning


S3CS1c Responsible
for safety


S3CS2a Use
computation skills


S3CS2b Calculate
with fractions


S3CS2c Judge
measurements


S3CS3a Choose
appropriate materials


S3CS3b Use devices
for capturing
information

S3CS3c Use
materials and
equipment safely
Characteristics of Science Standards
S3CS1. Students will be aware of the importance of curiosity, honesty,
  openness, and skepticism in science and will exhibit these traits in
  their own efforts to understand how the world works.
  a. Keep records of investigations and observations and do not alter the
  records later.
S3CS3. Students will use tools and instruments for observing,
  measuring, and manipulating objects in scientific activities utilizing
  safe laboratory procedures.
  b. Use computers, cameras, and recording devices for capturing
  information.
S3CS4. Students will use ideas of system, model, change, and scale in
  exploring scientific and technological matters.
  a. Observe and describe how parts influence one another in things with
  many parts.
S3CS5. Students will communicate scientific ideas and activities
  clearly.
  b. Make sketches to aid in explaining scientific procedures or ideas.
  d. Locate scientific information in reference books, back issues of
  newspapers and magazines, CD-ROMs, and computer databases.


                                                                       24
QCC versus GPS Comparisons
                    QCC                                           GPS
Topic: The Living World: Living Things           S3L1. Students will investigate the
Standard: Recognizes and describes basic              habitats of different organisms
    life processes. Identifies evidence of            and the dependence of organisms
    basic life processes in the immediate
    environment such as gathering and                 on their habitat.
    digesting food, excreting waste              a. Differentiate between habitats of
    products, reproducing, breathing and              Georgia (mountains, marsh/swamp,
    responding to the
    environment.                                      coast, Piedmont, Atlantic Ocean) and
13 Identifies the cell as an important unit of        the organisms that live there.
    structure in living things. Observes         b. Identify features of green plants that
    actual cells, cell models, diagrams of            allow them to live and thrive in
    cells, and groups of cells
14 Recognizes and describes how traits are            different regions of Georgia.
    passed from parents to offspring.            c. Identify features of animals that allow
    Describes features inherited associated           them to live and thrive in different
    with living things.                               regions of Georgia.
15 Recognizes and describes a variety of
    animal and plant life cycles. Illustrates    d. Explain what will happen to an
    the life cycles of a chicken, butterfly,          organism if the habitat is changed.
    frog, turtle, grasshopper, dog and fish.




                                                                                          25
Scaffold versus Spiral
   The content standards are built by grade
    band– K-2, 3-5, 6-8, 9-12.
   The QCC was a spiral approach—content
    was repeated in multiple grade levels.
   The Georgia Performance Standards uses a
    scaffold approach. No standards are
    repeated in a grade band. When a standard
    is taught in the next grade band, it is at a
    different level of understanding.


                                                   26
Vertical Alignment
   Small group activity
   Choose a topic:
       Classification
       Energy
       Matter
       Other
   Choose a grade span (K-2, 3-5, 6-12)
   Investigate scaffolding of K-12 standards
   Report findings to large group
                                                27
Scaffold versus Spiral
Using classification as an example:
SKL1. Students will sort living organisms and non-living
  materials into groups by observable physical attributes.
  a. Recognize the difference between living organisms and
  nonliving materials.
  b. Group animals according to their observable features such as
  appearance, size, motion, where it lives, etc. (Example: A green
  frog has four legs and hops. A rabbit
  also hops.)
  c. Group plants according to their observable features such as
  appearance, size, etc.




                                                                     28
Scaffold versus Spiral

Using classification as an example
S5L1. Students will classify organisms into groups and relate
  how they determined the groups with how and why
  scientists use classification.
  a. Demonstrate how animals are sorted into groups (vertebrate
  and invertebrate) and how vertebrates are sorted into groups
  (fish, amphibian, reptile, bird, and mammal).
  b. Demonstrate how plants are sorted into groups.




                                                                  29
Scaffold versus Spiral

Using classification as an example
S7L1. Students will investigate the diversity of living
  organisms and how they can be compared scientifically.
  a. Demonstrate the process for the development of a
  dichotomous key.
  b. Classify organisms based on a six-kingdom system and a
  dichotomous key.




                                                              30
Scaffold versus Spiral

Using classification as an example
SB3. Students will derive the relationship between single-
  celled and multi-celled organisms and the increasing
  complexity of systems.
  a. Relate the complexity and organization of organisms to their
  ability for obtaining, transforming, transporting, releasing, and
  eliminating the matter and energy used to
  sustain the organism.
  b. Examine the evolutionary basis of modern classification
  systems. (Six kingdoms)




                                                                      31
Essential Question 2

   How is the unit design process used in
    standards-based teaching and learning?




                                             32
Standards-Based Education
   The focus is on student learning.
   Expectations are the same for all students.
   Teachers work on building enduring
    understandings.
   Standards are expressed through essential
    questions and supporting skills and knowledge.
   Assessments are used to guide and modify
    instruction.




                                                     33
Standards-Based Education, cont.

   The effectiveness of instruction is judged on
    whether students meet the standard.
   Instructional strategies provide opportunities for
    students to learn expectations outlined in the
    standards.
   Student interests, previous achievements, and
    developmental levels are considered in planning
    instructional methods.
   Curriculum maps are aligned to the standards.


                                                         34
Standards Based Education Model
                                               Stage 1
         (one or more)                Identify Desired Results
         Standards
         Elements                  (Big Ideas) Enduring Understandings 
                                             Essential Questions 


                                              Skills and Knowledge
   GPS


         All above, plus                    Stage 2
         Tasks                  Determine Acceptable Evidence
         Student Work           (Design Balanced Assessments)
         Teacher
           Commentary          (To assess student progress toward desired results)



                                            Stage 3
         All above         Plan Learning Experiences and Instruction
                                  (to support student success on assessments,
                                           leading to desired results)

                                                                                     35
Unit Design
   Design with the goal in mind
   Integration of Co-Requisites
   Unpacking the Standards
   Process of Unit Design
       Big Ideas
       Enduring Understanding
       Essential Questions
       Evidence of understanding


                                    36
Standards Based Education Model
                                 Stage 1
      (one or more)     Identify Desired Results
      Standards
                      (Big Ideas) Enduring Understandings 
      Elements                  Essential Questions 


                               Skills and Knowledge
GPS




                                                               37
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?




                                               38
Looking for Big Ideas
   Big Ideas are key concepts. Look for ideas in
    key nouns found in the standards.
    S3E1. Students will investigate the physical attributes of rocks
    and soils.
    a. Recognize the physical attributes of rocks and minerals using
    observation (shape, color, texture), measurement, and simple tests
    (hardness).
   Participant’s Guide
   Workbook page 69: Big Idea Examples


                                                                  39
Gallery Walk– Big Ideas
   Get a colored marker and flipchart paper.
   Work in groups who chose similar standards. Label
    the chart ―Big Ideas,‖ write the standard and big
    ideas 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.



                                                        40
Enduring Understandings
Bad to Best
   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.


                                                41
S3E1. Students will investigate the physical attributes of rocks and soils.
a. Recognize the physical attributes of rocks and minerals using observation (shape,
color, texture), measurement, and simple tests (hardness).




Big Idea: Rocks and Minerals
Enduring Understanding: Students will
  understand that rocks are classified
  according to properties that you can observe
  and/or test.




                                                                                       42
Enduring Understandings
Bad to Best
―Students will understand weather.‖
   Bad. It does not tell us what they should understand about
    weather.
―Students will understand weather instruments.‖
   Better. It narrows the focus, but it still does not state what
    insights we want students to leave with.
―Students will understand that weather instruments
  give us data to use in forecasting the weather.
   Best. This summarizes intended insight, helps students and
    teachers realize what types of learning activities are needed to
    support the understanding.



                                                                       43
Enduring Understandings: Overarching and
Topical—We Need Both!
     Overarching: More abstract and general; relate to many units of
      study
        Students will understand that rocks are classified
         according to properties that you can observe and/or test.

     Topical: More specific; related to a single unit
       Students will understand that the texture of rocks can be
        explained as rough, smooth, shiny, dull, glossy, etc.




                                                                    44
Gallery Walk-- Understandings
   Get a colored marker and flipchart paper.
   Work in groups who chose similar standards. 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.



                                                      45
Developing Essential Questions

    Essential Questions
       Are big, open-ended or topic-related
       Examine how (process) and why (cause and effect)
       Consider various levels in Bloom’s taxonomy
       Use language appropriate to students
       Sequence so they lead naturally from one to another
       Can be used as organizers for the unit, making the ―content‖
        answer the questions
       Can be shared with other teachers




                                                                 46
Types of Questions

Questioning is a strong tool for teachers:
 Essential Questions

 Unit Questions

 Key Questions

 Daily Questions

 Lesson Questions

 Diagnostic and Formative Questions




                                             47
From Understandings to Questions
S4E2. Students will model the position and motion of the earth in the
  solar system and will explain the role of relative position and
  motion in determining sequence of the phases of the moon.
  b. Explain the sequence of the phases of the moon.

Students will understand that the moon’s orbit around the earth once in
   about 28 days changes what part of the moon is lighted by the sun and
   how much of that part can be seen from the earth.

Why does the moon appear to change shape?
Why can we sometimes see the moon during the day?
How come the moon reflects light, but rocks on earth don’t seem to reflect
  light?



                                                                             48
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.

S4CS4. Students will use ideas of system, model, change, and scale
  in exploring scientific and technological matters.
  c. Identify patterns of change in things—such as steady, repetitive, or
  irregular change—using records, tables, or graphs of measurements
  where appropriate.


Students will understand that patterns are studied because they
   help to explain how the world works.

What would I have to know to accurately predict the moon phase on
  my birthday for next year?
Why do news media report the current moon phase?


                                                                              49
Gallery Walk
   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.



                                                        50
Skills and Knowledge

              Facts
                                  Skills
            Concepts
                                Procedures
         Generalizations
                                Processes
      Rules, laws, procedures



       KNOWLEDGE                    SKILLS
      (declarative)              (procedural)


                                                51
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.
   Add those ideas to your chart.
   Share your ideas with the group.




                                                 52
7 Days of Training
   Implementation Year I
       Day 1: Becoming familiar with science standards
        and Stage One of Unit Design
       Day 2: Stage Two--Balanced Assessment
       Days 3 and 4: Stage Three--Unit/Instruction
        Design
   Implementation Year II
       Day 5: Differentiation
       Day 6: Examining Student Work
       Day 7: Putting It All Together


                                                          53
http://www.georgiastandards.org
             Standards     Training
                           Materials
Frequently
Asked
Questions




                                       54
Discussion of Redelivery Action Plan

       Determine your goal for redelivery.

       Determine time allotted.

       Develop timeline of activities.

       List resources and ideas.

                                              55
Day 2 Prework Assignment
   Redeliver how to unpack a
    standard.
   Day 2 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.
   How good is good enough?
                                       56
Contact Information

Marlee Tierce
     K-5 Science Education Program Specialist

1754 Twin Towers East, Atlanta, Georgia 30334
Office phone: (404) 463-1977
Office email: mtierce@doe.k12.ga.us




                                                 57

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:6
posted:6/29/2011
language:English
pages:57