Cat Map Graphic Organizer for New Generation Science Standards and Common Core Standards

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Progressive Education Series 2014 Volume 1 – Issue 4, , pp. 1-9

CAT Map Graphic Organizer for New Generation Science Standards

and Common Core Standardsby

Renuka RajasekaranLuella High School, GA - 30248

Focus:Curriculum, Unit Plan, and Lesson

Plan

Progressive Education Series presents customized

content, in a one topic per presentation format. It

is ideal for use in Professional Learning

Communities and in Teacher Education Programs,

and Workshops. Please feel free to contact the

author for addition help and support.

[email protected]

[email protected]

A CAT Map graphic organizer is a tool for dissecting a curriculum standard into its ingredients, namely, the content specific key words and action words which guide the teaching-learning process. The CAT map organizer is highly suitable for use with the New Generation Science Standards as well as the Common Core Standards and other curricular standards. It is domain free; that is, it is it can be used seamlessly across all disciplines and subject areas.

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CAT Map Graphic Organizer forNew Generation Science Standards and

Common Core Standards

Dr. Renuka RajasekaranPhD (Chemistry); PhD (Education); PhD (Educational Leadership)

Educator, Luella High School, Locust Grove, GA – [email protected]

Content in this PresentationSection 1:Anatomy of a Content StandardSection 2: Need for a Template for the Analysis of Performance StandardsSection 3: Anatomy of a Content Standard: An Example from Georgia Chemistry Standard Section 4: Need for the Analysis of Performance Standards Section 5: Understanding the CAT MapSection 6: Using the CAT Map – An Example from Georgia Chemistry StandardsSection 7. Using the CAT Map – An Example from New Generation Science StandardsSection 8. Fun and Benefits from the CAT Map

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Figure 1. Illustration of the Anatomy of a content standard with an Example

Standards are the backbone of curriculum development. All educational activities related to a course are based on the standards.

Text book publishers and test creators endeavor to align their products are aligned with national and state standards. States are trying to align curriculum frameworks and assessments to their standards.

“Each standard is composed of elements.An element is composed of content specific key words and action words. The action words are nothing but the learning action phrases listed in learning taxonomies. The simplest of the taxonomies is Bloom’s taxonomy. The content specific key phrases are made up of the vocabulary words of the content.

Content specific key phrases

Action Words

Constructing Essential Questions and Learning

Goals

Elements

Section 1. Anatomy of a Content Standard: An Example

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Content Standar

d

Organize appropriate learning experiencesEstablishing vertical and

horizontal linkages

Defining limits for the depth of content

Design appropriate formative and summative

assessments

Trace the learning continuum

Elements are the Performance Indicators. In They have a classification number (a), (b), (c), etc. NGSS uses numeric for

these alphabets.

Conten

t Stan

dards u

suall

y

have

Arabic

Number an

d

can

be prec

eded

by

notatio

ns res

pectiv

e of

the subjec

t and a

Lette

r S

also

may

be pres

ent

indicatin

g it is

a Stan

dard.

Some S

tates

inclu

ding the

NGSS, a

lso h

ave

notation

for Ele

mentar

y, Middle,

and High Sch

ool le

vels.

Science, Engineering, and

Technology subjects will

have

Science

Characteristic

Standards,

which acco

mpany the

Content Standards.

Content Standards are published by the State Department of Education in every state.

The New Generation Science Standards (NGSS) also have somewhat similar format as the Common Core Standard. The term, “Performance Expectation” is used in the place of “Performance Indicator.” Numerals are used in the place of alphabets. Please see the image below and consul the source for learning how to read a NGSS.

Image Source for how to read a NGSS Standard: http://www.nextgenscience.org/how-to-read-the-standards

CAT Map Graphic Organizer

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Figure 2. Illustration of the Anatomy of a content standard with an Example

SC4. Students will use the organization of the Periodic Table to predict properties of elements.

Section 2. Anatomy of a Content Standard: An Example from Georgia Chemistry Standard

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Content Standard

a. Use the Periodic Table to predict periodic trends including atomic radii, ionic radii, ionization energy, and electronegativity of various elements.

b. Compare and contrast trends in the chemical and physical properties of elements and their placement on the Periodic Table.

Elements a. Use1 the Periodic Table1 to predict2 periodic trends2 including atomic radii3, ionic radii4, ionization energy5, and electronegativity6of various elements7.

The underlined

words are

action Words The italicized

words are

content specific

key words

CAT Map Graphic Organizer

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Figure 3. A Template for Analyzing a NGSS or any other Performance Standard. This template is suitable for both offline and online uses. It can be used individually or collaboratively.

Performance Standards constitute the frame of reference both for the educators and the learners.

As providers of education and learning experiences for the learners, educators including the instructional coaches, and other school authorities need to make sure that the curriculum and syllabi they provide is aligned to the Performance Standards delineated under the Content Standards. So they need a tool to analyze the Performance Standards.

Similarly, learners, who receive the education are the consumers of education and they have the right to examine and analyze the content that is provided to them to ensure that they receive the standards based education. So they need a tool to analyze the Performance Standards.

Section 3. Need for the Analysis of Performance Standards

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We need a comfortable template (a graphic organizer) for the analysis of a performance standard. From the learners’ perspective an element of fun would be a desirable ingredient of the graphic organizer. I tested various templates with my colleagues as well as my students and the following was liked the best and has been used with ease by very many students and teachers.

CAT Map Graphic Organizer

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Figure 4. CAT Map for Analyzing a Performance Standard or the Performance Expectation of a NGSS. This graphic organizer is suitable for both offline and online uses. It can be used individually or collaboratively.

Section 4. Understanding the CAT Map

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Write the statement of the element here in the rectangular box

Write the content specific key phrases in the trapezoids

Write the action words (verbs) in the tear drop like structures

Write the Standard Number here

Write the Element Number here

Write the Standard here

CAT Map Graphic Organizer

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Figure 5. Using the CAT Map to dissect the Performance Indicator of a Content Standard of High School Chemistry Curriculum published by the Georgia department of Education.

Section 5. Using the CAT Map – An Example from Georgia Chemistry Standards

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Predict Use

Use the Periodic Table to predict periodic trends including atomic radii, ionic radii, ionization energy, and electronegativity of various elements.

a

SC4

Perio

dic

Tabl

e

Students will use the organization of the Periodic Table to predict properties of elements.

Periodic

Trends

Atomic radii,

Ionic radii,

Ionization

energy, Electronegati

vity

Various Elem

ents

CAT Map Graphic Organizer

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Figure 6. Using the CAT Map to dissect a New Generation Science Standard.

Section 6. Using the CAT Map – An Example from New Generation Science Standards

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Illustrate Develop a Model

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. 

4

HS-PS1

Rele

ase

or

abso

rptio

n of

ene

rgy

Structure and Properties of

Matter

Chemica

l

reacti

on

dependency

Change in bond energy

CAT Map Graphic Organizer

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CAT Map Graphic OrganizerSection 7. Fun and Benefits from the CAT Map

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Benefit for LearnersCAT maps are easy to make. They need not necessarily be made on regular paper; they can be made on paper plates, foam plates, aluminium foil plates, plastic sheets, etc. They can be designed as a collage from various waste and recyclable materials. CAT maps can become routine exercises at the beginning of any learning unit and they can be a reference for review for every learning unit.

Students really do not need any help in the dissection of a performance indicator or a performance expectation using the CAT map.

When each learning unit is begun with the standard analysis, students are able to readily correlate why a particular learning task is vital; consequently, their academic participation in the learning increases significantly as they are convinced of the learning expectations as prescribed by the State.

Benefit for TeachersFor teacher, CAT maps are invaluable tools for not only for individual planning of units and lessons but also for collaborative planning of both. This is because CAT maps come handy to write the central questions or essential questions & the learning goals and organize the appropriate learning experiences in the correct hierarchy and in an orchestrated manner. It is great use especially in Professional Learning Communities or Professional Planning Teams. Horizontal and vertical linkages can be quickly identified through CAT map collaborations.

Undoubtedly, CAT maps are wonderful student products worthy of display in the classroom. They not only improve the aesthetics of the classroom instruction but also a sense of ownership and pride demonstrated by the learners. Administrators are thrilled at seeing students being able to analyse the standards.

In the modern trend of consumerism, use of and/or creation of CAT maps means not only a valuable documentation, it also an evidence of accountability for all stakeholders.

The CAT map is domain free and it can be applied to all standards across all disciplines and subject areas.