Unwrapping Benchmarks for Effective Planning and Use of District Resources Curriculum Support Specialists: Mary Tweedy Noreyda Casañas Dan Gangeri Instructional Science Supervisor: Dr. Millard Lightburn Division of Academics - Department of Science

Good Science Instruction Effective Planning – with end in mind - Teaching to the standards (benchmarks) Utilize District Science Pacing Guides located in the Learning Village See Elementary Tab

Good Science Instruction Review the Year at Glance. What is the purpose of the topic? Know your targeted benchmark and specific objectives….

Unwrapping a Benchmark 1.Circle the VERBS (action words) They represent the skills, what students need to do. 2.Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know. 3.Create a graphic organizer (bulleted list, outline, concept map, T-chart, etc.) to organize the concepts and skills. 4.Use Pacing Guide essential content, objectives and vocabulary, along with Item Specs to develop essential questions for the benchmark your group is presenting. Division of Academics - Department of Science

Unwrapping Benchmarks Department of Mathematics and Science SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. (Assessed as SC.5.L.17.1.) Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors and physical characteristics. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers. AA Cognitive Complexity: Level 2: Basic Application of Skills & Concepts SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Let’s Look again at Grade Pacing Guide Topic 1.What is the essential content listed? 2.How does it compare to and support the nouns (concepts) identified in the unwrapping? 3.Are the verbs identified in the unwrapping in the objectives? 4.How are the verbs (skills) supported? 5.What tools and units will be used? 6.What objectives will demonstrate mastery of the concepts? (performance skills ) 7.What vocabulary needs to be understood to master the concepts? Division of Academics - Department of Science