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Training for the Georgia Performance Standards

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

Unpacking the Standards

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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 Mapping

Teamwork

Assessment

InstructionEnrichment &

Extension

Understanding

New Standards

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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.

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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

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Group Norms and HousekeepingGroup Norms: Ask questions Work toward solutions Honor confidentiality Meet commitments or

let others know if you are struggling to do so

Housekeeping: Parking Lot Phone calls Rest rooms Breaks Lunch

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What We KnowWhat We Want to Know1. 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.

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Essential Question 1

What are the Georgia Performance Standards?

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Phase-in Plan

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Test Alignment

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

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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.

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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

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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

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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/

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Performance Standards. . .

Are: Georgia Performance

Standards (GPS) What students are to learn,

know, and understand Clear expectations of

performance Curriculum document Few in number Application of content

Are Not: New Quality Core

Curriculum (QCC) How teachers are to teach Comprehensive school

reform Instructional handbook Checklist of objectives Coverage of content

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QCC versus GPS Comparisons

QCC12   Topic: Energy and Its Transformation: Sound

Standard: Describes sources of sounds and how sounds move through different kinds of matter. Compares how different sounds move through air, water, rock and similar materials.                

13 Defines sound and identifies its properties. Observes that sound is produced by vibrations.                

14  Discovers that sound varies in pitch, intensity and quality. Produces sounds that vary as to: high, low 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).             

GPSS4P2. Students will demonstrate

how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.a. Investigate how sound is produced.b. Recognize the conditions that cause pitch to vary.

K – 5 At A Glance

8/31/2005

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 bodies

Changing attributes of materials Life Cycles

(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 Machines

Adaptation-Survival/Extinction

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

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Performance Standards

Four parts to Performance Standards:

Content Standard & Elements

Sample Tasks

Student Work

Teacher Commentary

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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

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How to Read the GPS code Characteristics of Science StandardsS3CS2 Science Grade 3 Characteristics of Science Standard #2

Content StandardsS3P1

Science Grade 3 Physical Science Standard #1S4E2

Science Grade 4 Earth Science Standard #2S5L2

Science Grade 5 Life Science Standard #2

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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.

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Example of Content StandardsS3L1. 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.

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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

Lesson PlannerUnit

#S3E1aRock/

Mineral differences

S3E1bTest/

measure rocks/

minerals

S3E1cObserve

soils

S3E1dChanges

in rocks/soils

S3E2a Observe fossils

S3E2bFossil

formation

S3P1aProduction of heat energy

S3P1bEffects of insulation

S3P1cTransfer of sun’s

heat

S3P1dMeasure

temperature of water

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

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Characteristics of Science StandardsS3CS1. 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.

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QCC versus GPS ComparisonsQCC

Topic: The Living World: Living Things Standard: Recognizes and describes basic

life processes. Identifies evidence of basic life processes in the immediate environment such as gathering and digesting food, excreting waste products, reproducing, breathing and responding to the environment.                

13 Identifies the cell as an important unit of structure in living things. Observes actual cells, cell models, diagrams of cells, and groups of cells                

14 Recognizes and describes how traits are passed from parents to offspring. Describes features inherited associated with living things.                

15 Recognizes and describes a variety of animal and plant life cycles. Illustrates the life cycles of a chicken, butterfly, frog, turtle, grasshopper, dog and fish.

GPSS3L1. 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.

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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.

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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

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Scaffold versus SpiralUsing 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.

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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.

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Scaffold versus Spiral

Using classification as an exampleS7L1. 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.

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Scaffold versus Spiral

Using classification as an exampleSB3. 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 tosustain the organism.b. Examine the evolutionary basis of modern classification systems. (Six kingdoms)

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Essential Question 2

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

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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.

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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.

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Standards Based Education Model

GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacher Commentary

All above, plusTasksStudent WorkTeacher Commentary

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

All aboveAll above

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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

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Standards Based Education Model

GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

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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?

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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

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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.

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Enduring UnderstandingsBad 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.

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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.

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Enduring UnderstandingsBad 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.

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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.

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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.

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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

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Types of Questions

Questioning is a strong tool for teachers: Essential Questions Unit Questions Key Questions Daily Questions Lesson Questions Diagnostic and Formative Questions

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From Understandings to QuestionsS4E2. 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?

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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?

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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.

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Skills and Knowledge

Facts

Concepts

Generalizations

Rules, laws, procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

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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.

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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

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Standards

Training MaterialsFrequently

Asked Questions

http://www.georgiastandards.org

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Discussion of Redelivery Action Plan

Determine your goal for redelivery.

Determine time allotted.

Develop timeline of activities.

List resources and ideas.

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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?

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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