1. Department of Mathematics and Science Dr. Millard E. Lightburn, Science Supervisor K-5 Mary Tweedy and Keisha Kidd Curriculum Support Specialists Office of Academics and Transformation

2. OUTCOME Provide procedures to unwrap science benchmarks Provide a sample unwrapped benchmark Participant will unwrap benchmarks from quarter two pacing guides 2 Department of Mathematics and Science

3. Essential Question How does unwrapping the benchmark provide students a better understanding of the content to be addressed? Or Why is unwrapping the benchmark an important component of the planning process? Department of Mathematics and Science

4. UNWRAPPING BENCHMARKS Unwrapping the benchmark is an integral part of the planning process. It dissects the benchmark to identify what students should know and be able to do. For each benchmark we will focus on nouns and verbs. Nouns: (a person, place, or thing). They represent concepts students should learn. Verbs (action words) They represent the skills, that students need to do. Department of Mathematics and Science

5. “Unwrapping the Benchmark” Select the benchmark Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know. Circle the VERBS (action words) They represent the skills, what students need to do. Create a graphic organizer (bulleted list, outline, concept map, T-chart, etc.) to organize the concepts and skills. Department of Mathematics and Science

6. Why Un-Wrap It? Unwrapping the benchmark reveals significant component that are often overlooked at first glance. Unwrapping the benchmark focuses your instruction and paves the way for rigor in instruction through planning. Unwrapping the benchmark will enable you to work “smarter and not harder”. Department of Mathematics and Science

7. Vocabulary Unwrapping- uncovering, opening up Concepts- reflect what students need to know Skills- reflect what students need to do Topics or Context- lessons and activities used to teach each concept and skill Essential Questions- Posed at the beginning of instruction to guide instruction, learning and assessment. It should contain concepts and skills from the unwrapped benchmark. Department of Mathematics and Science

8. The Process Continues Create a graphic organizer …. List concepts (important nouns) individually or group related ones under headings. List skills (verbs, the action words) in the same order as the appear within the benchmark or Webb’s Depth of Knowledge (DOK). (This step will assist you in monitoring rigor.) Develop activities to address the benchmark (activities are the skills needed to understand the concept) Department of Mathematics and Science

9. Lessons and Activities Making the Connection Decide which lessons and activities best address your newly unwrapped benchmark. Department of Mathematics and Science

10. What does it look like? Unwrapping the Benchmark Big Idea 10: Forms of Energy SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. electrical energy heat light sound motion Cognitive Complexity: High Department of Mathematics and Science

11. Nouns and Verbs Department of Mathematics and Science Nouns (concepts) – electrical – energy – heat – light – sound – motion Verbs (skills) – investigate – explain – transformed

12. The Unfolded Benchmark and Related Lesson/Activity SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. What the student needs to know and be able to do. 1.Investigate and explain (able to do ) that electrical energy can be transformed into heat (need to know). Activity- What activity can students do to help them understand this concept? 2.Investigate and explain (able to do ) that electrical energy can be transformed into light (need to know). Activity- What activity can students do to help them understand this concept? 3.Investigate and explain (able to do ) that electrical energy can be transformed into sound (need to know). Activity- What activity can students do to help them understand this concept? 4.Investigate and explain (able to do) that electrical energy can be transformed into motion (need to know). Activity- What activity can students do to help them understand this concept? Department of Mathematics and Science

13. Is the activity aligned? Make sure that the activity is aligned with a concept (noun) and skill (verb) component within the benchmark. Department of Mathematics and Science

14. Essential Questions Essential Questions- Your EQ should represent concepts (nouns) and skills (verbs) from your unwrapped benchmark. Example: How can electric energy be transformed into other forms of energy? Department of Mathematics and Science

15. Collaborative Planning Activity Using the item specs, year at a glance and the template provided, unwrap your assigned benchmark to develop a lesson identifying what students need to know, be able to do, and the aligned activities to get them there. Benchmarks to unwrap: Group 1: SC.5.E.5.1 Group 2: SC.4.E.5.4 Group 3: SC.4.E.6.3 Group 4: SC.5.E.5.3 Group 5: SC.4.E.6.2 Group 6: SC.4.E.6.4 Department of Mathematics and Science

16. References Unwrapping the Standards: An Anchor for Powerful Practices for Implementing the Common Core Standards The Leadership and Learning Center (www.leadandlearn.com) Department of Mathematics and Science