Sound

1. Sound Planning a unit on sound using the principles of GPS. GPS Glossary

2. Standards Based Classroom • A standards-based classroom is a classroom where teachers and students have a clear understanding of the expectations (standards). They know what they are teaching/learning each day, why the day's learning is an important thing to know or know how to do, and how to do it. They also know that they are working toward meeting standards throughout the year. Standards-based learning is a process not an event. • Standards Based Classroom Observation Form

3. What is a Standard? • A standard is something set up and established by authority as a rule for the measure of quantity, weight, extent, value or quality. A standard defines the broad expectations for an area of knowledge in a given domain and may include an expectation of the degree to which a student expresses his or her understanding of that knowledge. • Ex: Airline pilots have standards they need to master before licensure.

4. Content Standards • Content standards are broad statements of what students should know and be able to do in a specific content area. They state the purpose and direction the content is to take and are generally followed by the elements. • Ex: S1P1: Students will investigate light and sound • Ex: S4P2: Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.

5. Elements • Elements are part of the content standard that identify specific learning goals associated with the standards.

6. Content Descriptors • GADOE Content Descriptors • Science • Grade: 4 • Domain: Physical Science • Domain Description • Physical Science refers to describing how tools affect light, and explaining how sound is produced and • changed. This domain also refers to explaining how simple machines are used, and describing the • relationship between force and motion. • Standards Associated with Domain • S4P1 S4P2 S4P3 • Associated Concepts, Skills, and Abilities • • Investigate how sound is produced • • Recognize the conditions that cause pitch to vary

7. Essential Questions • An essential question gets to the heart of a particular enduring understanding and helps students relate the factual knowledge to the concepts on the unit. There are two types of essential questions that are used in the GPS frameworks:

8. Essential Questions Broad/Overarching • Go to the heart of the discipline • Re-occur naturally in the discipline • May not have a definitive answer • Raise other important questions

9. Essential Questions Unit/Content Specific • Relate to specific aspects of the content • Frame specific set of lessons or units • May be answered as result of lesson • May not have a definitive answer

10. Enduring Understandings • An enduring understanding is a big idea that resides at the heart of a discipline and has lasting value outside the classroom. Enduring understandings should be transferable between units of a course and between courses in the same content area.

11. Resources for developing EQs/EUs • Regis University Planning Templates

12. Activities involving sound Let’s try out some of the activities that are described in the text and see if we can incorporate some of them into our unit plan for sound.

13. Tools to Consider • Concept Maps • Graphic Organizers • Common Assessments • Depth of Knowledge • Differentiation • ELL • SWD • Gifted students

14. Evaluation • Performance Tasks • Common Assessments • Formative Assessments • Culminating Performance Tasks • Performance Levels • Performance Level Descriptors • Anchor Papers • Rubrics

15. 5e Lesson Model • Engage • Explore • Explain • Elaborate • Evaluate