Alison Dunford

Due May 23, 2015

1|Page

Vertical Alignment of K-12 GPS Science Standard/Concept Classification

STANDARDS K-5
Kindergarten
SKL1. Students will sort
living organisms and nonliving 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.)
SKL2. Students will compare
the similarities and
differences in groups of
organisms.
a. Explain the similarities and
differences in animals. (color,
size, appearance, etc.)
b. Explain the similarities and
differences in plants. (color,
size, appearance, etc.)
c. Recognize the similarities
and differences between a
parent and a baby.
d. Match pictures of animal
parents and their offspring

st

nd

1 Grade
N/A

2 Grade
N/A

3rd Grade
S3L1. Students will
investigate the habitats of
different organisms and
the dependence of
organisms on their habitat.
c. Identify features of
animals that allow them to
live and thrive in different
regions of Georgia.

4th Grade

5th Grade
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).

Alison Dunford
Due May 23, 2015
2|Page

STANDARDS 6-12
th

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 physical characteristics
using a dichotomous key of the six kingdom system
(archaebacteria, eubacteria, protists, fungi, plants, and
animals).

7th & 8th

N/A

HS Biology
SB3. Students will derive the relationship between single-celled and multicelled organisms
and the increasing complexity of systems.
b. Compare how structures and function vary between the six kingdoms
(archaebacteria,
eubacteria, protists, fungi, plants, and animals).
c. Examine the evolutionary basis of modern classification systems.
d. Compare and contrast viruses with living organisms.
???

Alison Dunford
Due May 23, 2015
3|Page

Potential Student Misconceptions by Standard

Grade
Level

Standards

Enduring
Understandin
gs

Kind
ergar
ten

SKL1. Students will sort

living organisms and nonliving materials into groups
by observable physical
attributes.

Animals can be
grouped
together using
features than
can be
observed
(appearance,
size,
movement,
etc.)

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.)
SKL2. Students will compare
the similarities and
differences in groups of
organisms.
a. Explain the similarities and
differences in animals. (color,
size, appearance, etc.)
b. Explain the similarities and
differences in plants. (color, size,
appearance, etc.)
c. Recognize the similarities and
differences between a parent and
a baby.
d. Match pictures of animal
parents and their offspring

Animals are
similar and
different in
many ways.

Potential
Misconceptions

Insects are not

animals.

Humans are not

animals.

Animals are four

footed, or furry.

There are
similarities and Animals are large.
differences
between
parents and
Animals live on
offspring.
land.
A child is
similar and
different from
other children.

Proper
Conceptions

Insects are part of the

animal kingdom.
Humans are part of the
animal kingdom.
Some animals are four
footed and furry; others
may have no legs, scales,
etc. There is a wide
variety of animals in the
animal kingdom.

Animals can be very small

such as ants, ladybugs,
etc.
Not all animals live on
land. Some live in the
oceans, rivers, and lakes.

Assess or
Address
Misconceptio
n

Alison Dunford
Due May 23, 2015
4|Page

Potential Student Misconceptions by Standard

Grade
Level

3rd
Grade

Standards

S3L1. Students will

investigate the habitats of
different organisms and the
dependence of organisms on
their habitat.
c. Identify features of animals
that allow them to live and
thrive in different regions of
Georgia.

Enduring
Understandin
gs
Organisms
include all
living things
such as plants,
animals, fungi,
and
microorganisms
.
Animals have
certain features
that allow/help
them to live
and thrive in
different
regions.

Potential
Misconceptions

All plants and animals

can live in any part
of the state.

Proper
Conceptions

Assess or
Address
Misconceptio
n

For any particular

environment, some kinds of
plants and animals survive
well, some survive less well,
and some cannot survive at
all. Changes in an organisms
habit are sometimes
beneficial to it and
sometimes harmful.

Alison Dunford
Due May 23, 2015
5|Page

Potential Student Misconceptions by Standard

Grade
Level

Standards

5th
Grad
e

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).

Enduring
Understandin
gs

Potential
Misconceptions

Insects are not animals

All animals in the
aquatic (water)
environment are
classified as fish
Amphibians and
reptiles are part of the
same group.

Proper Conceptions

Assess
or
Address
Misconc
eption

Insects are part of the animal

kingdom
There are aquatic animals
that are classified as
mammals, invertebrates, etc.
Amphibians and reptiles are
grouped separately because
of their characteristics.
Amphibians eggs do not
have a hard shell like reptile
eggs. Amphibians have thin
skin that has evolved to
absorb water through their
skin whereas retiles have a
thick, scaly, dry skin to keep
moisture in. Amphibians start
out in the water then move
to land. Most reptiles live all
their life on land. Because of
their characteristics, sea

Alison Dunford
Due May 23, 2015
6|Page

Toads and frogs are the

same.

turtles are reptiles not fish or

amphibians.
Warts are caused by human
viruses not from the skin of a
frog or a toad.

Snakes are not

vertebrates.
Snakes skeletal structure is
composed of hundreds of
vertebrae with a pair of ribs
to go along with each.
Human beings are not
animals.

Human beings are classified

as mammals which are part
of the animal kingdom.

Alison Dunford
Due May 23, 2015
7|Page

Potential Student Misconceptions by Standard

Grade
Level

7th
Grade

Standards

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 physical characteristics
using a dichotomous key of
the six kingdom system
(archaebacteria, eubacteria,
protists, fungi, plants, and
animals).

Enduring
Understandin
gs
How does the
hierarchy of
organization
result in
the complexity
and diversity of
organisms?

Potential
Misconceptions

Proper
Conceptions

Assess or
Address
Misconceptio
n

Insects are not

animals.

Insects are part of the animal

kingdom

Humans are not

animals.

Human beings are classified

as mammals which are part
of the
animal kingdom.

Alison Dunford
Due May 23, 2015
8|Page

Potential Student Misconceptions by Standard

Grade
Level

Standards

HS
Biology

SB3. Students will derive

the relationship between
single-celled and multicelled organisms
and the increasing
complexity of systems.
b. Compare how structures
and function vary between
the six kingdoms
(archaebacteria,
eubacteria, protists, fungi,
plants, and animals).
c. Examine the evolutionary
basis of modern
classification systems.
d. Compare and contrast
viruses with living

Enduring
Understandin
gs

Potential
Misconceptions

Viruses are living cells.

Only animals move.

Proper
Conceptions

Assess or
Address
Misconceptio
n

Students should understand

that viruses are typically
identified as
intracellular obligate
parasites that exhibit living
characteristics only when
they are functioning
in a host cell.
Students should understand
that there are many
organisms that are capable
of free movement including
bacteria and protists.
They should also recognize

Alison Dunford
Due May 23, 2015
9|Page

that not all adult animal

species are motile.

organisms.

All bacteria are

harmful.

All animals are

vertebrates.

Humans are not

animals.

Man came from

monkeys.
Evolution happens
quickly. Students
should under
stand that evolution
generally occurs over
long periods of time.
Darwin was the only
evolutionary theorist.

Students should understand

that the majority of bacterial
species are beneficial. Many
species play an essential role
in nutrient cycling and some
are involved in food
production processes.
Students should understand
that all animals are not
characterized by
the presence or absence of a
backbone.
Students should understand
that humans share the same
basic
characteristics that other
animals possess.
Students should understand
that man is not a direct
descendent of monkeys.
Although evidence suggests
that they share a common
ancestor, the evolutionary
pathway of man is still a
major research topic among

Alison Dunford
Due May 23, 2015
10 | P a g e

Students should
understand that many
scientists have
contributed to our
understanding of the
current theory of
evolution.

scientists.

Alison Dunford
Due May 23, 2015
11 | P a g e

K5 Science Endorsement GPS Lesson Plan

DYI Dichotomous Key Guided Inquiry Lab

Title
Teacher(s) Alison Dunford
Alison.dunford@cobbk12.org
E-mail
Timber Ridge ES
School
DYI Dichotomous Key Guided Inquiry Lab
Lesson
Title
5
Concepts(s)
Classification
Grade
Targeted
Level
Lesson Essential Questions/Focus Questions:

How can scientists identify organisms they have never seen before?

Suppose you discovered a plant or animal you had never seen before...
How would you figure out what it is?

How would a scientist be able to tell if they discovered a new species?

Are we doing the work of scientists?

Georgia Performance Standards
SCI.5.S5CS1: 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.
SCI.5.S5CS3: Students will use tools and instruments for observing, measuring,
and manipulating objects in scientific activities.
SCI.5.S5CS5: Students will communicate scientific ideas and activities clearly.
SCI.5.S5CS6: Students will question scientific claims and arguments effectively.
SCI.5.S5CS8: Students will understand important features of the process of
scientific inquiry. Students will apply the following to inquiry learning practices
S5L1a: Animal Classification: Demonstrate how animals are sorted into groups
(vertebrate and invertebrate) and how vertebrates are sorted into groups (fish,
amphibian, reptile, bird, and mammal).
S5L1b: Plant Classification: Demonstrate how plants are sorted into groups.

Safety Considerations
N/A General Safety Only

The Learning Plan:

ENGAGE:

Alison Dunford
Due May 23, 2015
12 | P a g e

Turn and Talks 1 minute each:

Tell your group one really important idea you have learned about
classification so far.
What other things do humans classify? Why do you think humans like
to make groups like this?
Teacher will hold up a large box of buttons (or similarly complex collection)
with many varieties, and ask students to consider how they would begin
classification of organisms in the BUTTON KINGDOM. Teacher will
walking around and allowing the students to touch and see that the buttons
are very similar, but also unlike, and,
HOW MANY TYPES THERE ARE AND HOW MANY BUTTONS THERE
ARE!!
Engagement examples expected from students:

Buttons with different ways to be sewn to clothing 1 or 2 or 4 holes,

shank, magnet
Buttons with different shapes round, square, tree shaped
Buttons made of different materials plastic, shell, bone, metal
Buttons of different colors reds, whites, blacks, blues, etc.
EXPLORE:

Pre-Lab work: One week prior, pre-assess knowledge of classification, and

as instruction begins, collaborate with students to develop a list of
questions they have about classification. I use examples, minilessons, and models due to students having no true prior knowledge
first.
Half of the class works as a research scientist on the
Botanist Research iPad Lab with partner(s). This allows the
teacher to facilitate learning of a smaller group of students,
working on the DIY Dichotomous Key lab,
PART ONE:
Thinking Question: Taxonomy is a classification of something. Can
you tell me a type of taxonomy or classification we use often in
class? (Blooms Taxonomy classifies levels of thinking).
Today we are going to move from knowledge-comprehension-analysis
orders of thinking up to analysis-application-synthesis-evaluation. We
will go from solving a dichotomous key to creating our own.
Review lab sheet and lab expectations with students. Send students
to work table and ask them to complete #1 (team name and list) on
sheet, then make a 1st and 2nd choice of items to classify from #2.
Ask for one team member to bring first and second choices for classification

Alison Dunford
Due May 23, 2015
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to teacher, and then teams with duplicate 1st choice may rock-paperscissors.
There are many choices your team of scientists must make on this
project.
Discuss choice of items/organism with students. Ask them to begin
with drafting unless art is their first choice (DIY-DIY Lab).
Students will complete project based lab and display posters of keys in
hallway (1-2 days).
PART TWO:
After student work is displayed in the hallway, classes will take their
interactive science notebooks, pencils and several Post-It Notes to the
hallway. Students will independently, with partner(s) or with support, solve
several dichotomous keys completely and leave constructive feedback for
the team. (Model this first.) Assessment is by peers and teacher.
EXPLAIN:
As students share their ideas and understandings, teacher may record key
ideas/phrases. Students record this in their interactive science notebooks:

key.

Tell me your thoughts when you first started creating your dichotomous

Was it easier or more challenging to create a key versus solving one by

someone else?

What actually happened as you got into creating the key with your
team?
This is a great opportunity for students to have dialogue about the features
of a dichotomous key and the challenges scientists face when trying to share
information communication!

Suppose you discovered a plant or animal you had never seen

before...How would you figure out what it is?

How would a scientist be able to tell if they discovered a new species?

How is your key the same or different than the keys we solved that
were created by others?

Alison Dunford
Due May 23, 2015
14 | P a g e

EXTEND:
Student Choice must be standards-based - possible options include:
Write a plan for a science food lab as a culminating lesson for this unit on
classification.
Consolidate photos and blog entries from class. Become the editor for a
science publication and edit your class photos and paragraphs for clarity and
understanding. Post to Weebly blog.
Look at several copies of dichotomous keys (use university level and also on
level samples and reflect on the similarities and differences.
Record a video for TRNN as you tour several dichotomous keys in the
hallway. Include how your thoughts and understandings about classification
have changed over time.
Plan, create, and carry out a kinesthetic model of a key.
Student choice proposal to teacher.
EXTEND:
Have students look throughout their kitchens at home and list examples of
different plants and plants that make the products they see. Discuss veggie
drawer, cans of veggies, dried plants used, etc. Students must use plant
classification criteria they are currently learning in class, and use Inspiration
or Kidspiration to write a short dichotomous key of their choice in their
interactive science notebooks with descriptions.

Title of the Lesson:

Lesson Logistics/Materials:
1. 5 iPads
2. 1 Lab instruction sheet per student
3. Choices of items/photos of organisms for classification (aliens, minions,
plants, buttons, matchbox cars, students choice, etc.)
4. Computers with Inspiration or Kidspiration
5. Chart Paper and/or Poster Board
6. Scissors, markers and pencils
7. Scratch Paper
8. Post-It Notes 3X3 or 3X5
9. Student Science Journals
10.
Various samples of dichotomous keys universities are great

Alison Dunford
Due May 23, 2015
15 | P a g e

sources
See end for differentiation
Opening/Hook/Initial Focus: (See Engagement) Students will engage in
observation of common items (button box) that are so alike, yet so very
different.
Work Session: (See EXPLORE/EXPLAIN/EXTEND) Work time takes
understand to higher orders analysis, synthesis & evaluation. Students
work collaboratively and move from solving a dichotomous key to creating
their own with 5-6 plants, animals, aliens, minions (see PPT). This is a great
opportunity for students to have dialogue about the features of a
dichotomous key and the challenges scientists face when trying to share
information communication!
Closing:
After student work is displayed in the hallway, classes will take their
interactive science notebooks, pencils and several Post-It Notes to the
hallway. Students will independently, with partner(s) or with support, solve
several dichotomous keys completely and leave constructive feedback for
the team on a Post-It note with their name. (Model this first.) Assessment is
by peers and teacher.
Differentiation:
1. Students with visually impairments:
a. Allow individual students to choose best way to access
materials/curriculum. Increase student choice for accessing any
materials needed for best outcome.
b. Large copies of lab sheets, lab sheets in DropBox for iPads, large
pictures of DIY collections
c. iPad stands, hand lenses, large lighted viewer if needed,
computers with zoom software
d. Allow screen capture and print options
e. Proximity, focus on clear descriptions, peer partners
2. Students with special needs, and all other students as needed:
a. Review all lab materials, directions and expectations clearly
b. Science team groupings and peer helpers assigned
c. Small groups with co-teacher support
d. Students step together analyze characteristics, sketch drafts
together, etc.
e. Additional models and modeling use interactive science
notebooks
f. Extended time
g. Chunking directions
h. Verbal and non-verbal cueing/prompting

Alison Dunford
Due May 23, 2015
16 | P a g e

3. Differentiation of Content: Guided inquiry was co-authored with

students. Demonstrate in addition to discussing, highlight examples
with students to show the way, examples and organizers,
supplementary materials from textbook, extended examples for
advanced students, interest center with real world examples, focus
on student understanding of learning on Blooms taxonomy. Wait time.
4. Differentiation of Process: Directions are specific. Step together
throughout process. Assist with vocabulary for characteristic
descriptions, allow pacing changes, allow students to tour other
team projects for ideas on application, mini-lesson with teacher as
needed. Wait time.
5. Differentiation of Products: Guided inquiry was co-authored with
students. Student choice in DIY aspect, Student choice of product
outcome, activity seeks multiple perspectives, student led design,
extensive extensions.
6.

Differentiation of Affect: Greet students, positive and pleasant work

environment, enthusiasm is contagious, model respect for students, for
science, and for learning environment. Help students see themselves
as scientists, and see the work of scientists as important. Seek to
speak to every student individually and in teams. Display student work
for others to enjoy. Reminder of class rule as needed.

7. Differentiation of Environment: Team tables encourage

conversation/collaboration, extra materials are at hand, display student
work for others to enjoy, science is clearly the objective in this room,
stand or sit, stay on time, students clean up after class for next group
coming in, reminder of class rule as needed.

K5 Science Endorsement GPS Lesson Plan

Title
Teacher(s)

E-mail
School

Animal Group and Sort

Alison Dunford Discussed with Kindergarten TRE
Teachers,
Plan from - jsmith@fsaelementary.org
http://smithjennifer.weebly.com/animal-lesson-plan.html
Alison.dunford@cobbk12.org
Timber Ridge Elementary School

Alison Dunford
Due May 23, 2015
17 | P a g e

Lesson
Title
Grade
Level

Animal Group and Sort

Concept Grouping/Sorting Animals

s(s)
Targeted
Lesson Essential Questions:
Kindergarten

How can animals be grouped together

Georgia Performance Standards:

SKL1. Students will sort living organisms and non-living materials into groups
by observable physical attributes.
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.)

Safety Considerations:

Students will be working in groups. - Considerations regarding cooperation,

and follow the expectations.

The Learning Plan:

ENGAGE: Gather students on the carpet and read the book Smart Kids
Animals A-Z by Roger Priddy. The book has full-color photos that the students
will love to look at and discuss. During the reading I will make comments on
observable features of the animals and invite students to do the same. This
will serve as the pre-assessment. During the discussion, I will engage each
student individually to determine if they understand the concept of grouping
animals.
EXPLORE: Students will sit at a table in groups of 7 and sort photos of
animals into groups. Before the students begin I will ask them the essential
question: How can animals be grouped together? As students are working I
will observe their discussions and note any misconceptions.
EXPLAIN: Groups will explain to the class how they grouped their animals. I
will encourage students to comment on each others groupings; possibly
correcting them or making suggestions on other ways to group the animals.
EXTEND: Students will draw a picture of their favorite animal on postcard
size cardstock paper and then we will sort them into 2 groups as a whole
class. This will be when I clear up any misconceptions I have observed during
the previous portions of the lesson. Next Ill encourage students to sort the
animals in a different way. Students will place their drawings in the pocket
charts to sort.

Alison Dunford
Due May 23, 2015
18 | P a g e

Process Differentiation: I will also have the photographs available for

students who struggle with drawing and would be more successful just
choosing their favorite animal.
EVALUATE: Students will receive a piece of paper divided into 2 parts on one
side and 4 parts on the other side and 20 animal crackers. Their first task will
be to sort the animals into 2 groups and explain. Then they will flip their
papers over sort them into 4 groups. Students will have to use their critical
thinking skills because animal crackers are all the same color and the
features are not very defined. I will use a pre-printed rubric to assess
students. After I check their work, they may eat their crackers.

Title of the Lesson:

Lesson Logistics/Materials: Lesson Logistics/Materials:
Management Considerations: Students will be working in small groups for
the explore portion of the lesson so I need to make sure they understand the
rules of working in groups and being a good audience when groups are
presenting their findings.
Students will be working whole group during the engage and extend portions
of the lesson so I need to set my expectations for respecting each other. I
always explain that mistakes are okay because it shows that learning is
happening.

Opening/Hook/Initial Focus:

The initial focus will be observing animals as I read the book. Kindergarten
students love to look at photographs of animals so the will immediately be
hooked! They will be encouraged to share their observations.

Work Session:

Each of the work sessions will include a hands-on component. Students will
be directing their own learning and I will be there to support their work and
findings.

Closing:
To close the class period I will ask the students what they learned today and
give them a little snippet of how they will use what they learned in the
upcoming class period. A rubric will be utilized to evaluate their work on the
last class period of the lesson plan.

Alison Dunford
Due May 23, 2015
19 | P a g e

Documentation of Resources
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Sci
enceK-5.aspx
Kindergarten Lesson Plan:
http://www.amazon.com/Smart-Kids-Animals-Roger-Priddy/dp/0312510853
Smart Kids Animals A-Z by Roger Priddy
For photographs - http://animals.nationalgeographic.com/animals/photos/
http://smithjennifer.weebly.com/animal-lesson-plan.html

Alison Dunford
Due May 23, 2015
20 | P a g e

Vertical Alignment Project Rubric

Candidate: Alison Dunford
Big Idea: Classification

Date: May 2015

VAP1: Choose a big idea of science to follow through the GPS from K-High School. Look for the concept within the standards at
each grade level. The standards for each grade level can be found at: www.georgiastandards.org
Organize
your findings in a chart or graphic that includes the grade levels the concept is found and how the knowledge base of
Alison Dunford
concepts
varies
Due May 23,
2015 at each grade level.
21 | P a
g e Not Evident (1)
Emerging (2)
Proficient (3)
Exemplary (4)
The graphic organizer
demonstrates the teachers
limited knowledge of major
concepts central to the big idea
addressed. The standards are
not traced through the grade
bands. A limited number of
standards are included.

The graphic organizer

demonstrates the teachers
beginning knowledge of major
concepts central to the big idea
addressed. The standards are
traced through most of the
grade bands. Most relevant
standards are included, but a
few are missing.

The graphic organizer

demonstrates the teachers
knowledge of major concepts
central to the big idea
addressed. The standards are
traced through the appropriate
grade bands. All relevant
standards are included.

The graphic organizer

demonstrates the teachers deep
knowledge of major concepts,
assumptions, debates, processes
of inquiry, and ways of
knowing that is central to the
big idea addressed. The
standards are traced through the
appropriate grade bands. All
relevant standards are included
and connections.
VAP2: Use the GPS frameworks or other source to identify potential misconceptions related to the big ideas. How might you assess
or address that misconception.
Not Evident (1)
Emerging (2)
Proficient (3)
Exemplary (4)
The teacher demonstrates a lack The teacher demonstrates a
The teacher demonstrates
The teacher demonstrates a
of knowledge of student
limited knowledge of student
knowledge of student
deep knowledge of student
misconceptions and how to
misconceptions. The teacher
misconceptions. The teacher
misconceptions, how they
address common
proposes assessments to assess proposes appropriate
originate and how to address
misconceptions. The teacher
OR address that misconception. assessments to assess OR
common misconceptions. The
does not propose assessments
address that misconception.
teacher proposes assessments to
to assess OR address that
assess AND address that
misconception.
misconception.
VAP3: Include an example of a grade level appropriate lesson to address one of the standards at each grade level the concept is
covered. You may use the GPS frameworks, textbooks, National Science Standards, Uncovering Student Ideas assessment probes or
internet resources (such as Science Netlinks) to find grade level appropriate activities. Feel free to consult teachers at various grade
levels to assist in gaining an understanding of the depth of knowledge.
Not Evident (1)
Emerging (2)
Proficient (3)
Exemplary (4)
The teacher does not plan
instruction that demonstrates
adequate knowledge of the
assigned content area(s), or the
teacher is unable to teach
content using effective
instructional methodology.

The teacher plans instruction

based on knowledge of the
assigned content area; however,
the teacher lacks depth in
content knowledge or cannot
organize or present content
effectively so that students can
learn.

The teacher plans instruction

that consistently demonstrates
knowledge of major concepts
in the assigned content area.
The teacher also organizes and
presents content effectively so
that students learn.

The teacher plans instruction

that demonstrates a deep
knowledge of the of major
concepts, assumptions, debates,
processes of inquiry, and ways
of knowing that is central to the
assigned content area and
presents content effectively so
that students learn.
VAP4: Present your findings in a 10 minute class presentation using a visual or technology resource (such as a Power Point