Why+do+we+need+another+site+for+the+GSEs?

The [|RIDE website] provides numerous resources for teachers trying to address the GSEs in their classes, so why do we need this site?

Given the new NECAP tests in science, each district in the state is encountering new pressure to make sure that their science curriculum is aligned with the state assessments. Since the NECAP is aligned with the GSEs, it makes sense to use the GSEs to when we plan our courses. This site is designed to serve as a place to convert the "challenge" of aligning our teaching with the GSEs into an "opportunity" to build a statewide resource around each science GSE.

Let's face it: Creating opportunities from challenges is something teachers do well (and often).

The Challenge
One challenge that teachers face with trying to align their courses with the GSEs is that the GSEs often contain several different ideas that must be addressed with students in a thoughtful sequence. Expert teachers know that for students to develop deep understandings beyond just recalling definitions of vocabulary words, they must have opportunities to engage in a thoughtfully planned sequence of learning activities that address these topics at different depths of knowledge. "Unpacking" in this context means to fill in information for each GSE that clarifies how to teach its topics so that students can understand them.

The Opportunity
What do teachers need to know in order to be confident that they are addressing a particular GSE? This is a good question to ask and discuss across the state. Right now, we'll start with the idea that each GSE references concepts that an experienced teacher knows can only be understood in the context of other concepts. Each one of these ideas might require an instructional sequence that also addresses students' prior knowledge that is often problematic. Some of the questions that might be useful to address include:
 * What subtopics do students need to address to understand this GSE?
 * What should should students be able to do to demonstrate their understanding of these subtopics?
 * What do students need to know //before// they can learn these subtopics?
 * What misconceptions might students have about these topics?
 * What student products or actions serve as evidence that students understand the GSE's main ideas?
 * What activities and representations are useful for teaching this GSE?
 * What lessons or sequence of lessons help students understand this GSE?

RIScienceTeachers provides teachers with a place to "unpack" the GSEs that they address in their courses. By "unpacking," we mean making explicit the subtopics we believe as educators are contained in each GSE, as well as knowledge about why students have trouble understanding these subtopics (which can include prerequisite knowledge and misconceptions) as well as possible instructional experiences/sequences that seem to help students learn. By engaging in this process together on this site, we have the **opportunity** to build a living collection of resources that we can all use to __make planning easier__ and o__ur teaching more effective__.

An example of the "unpacking" process is shown below.

= An Example "Unpacking" of a GSE: The Study of Motion and Forces in Grades 9-12 = //Note that though extensive, this unpacking example is still incomplete. That is the nature of the wiki - as readers see gaps, you are encouraged to edit the page and share your knowledge. You can edit the ideas around this GSE by clicking on this link:// **PS3 (9-11) - 8.** include component="page" page="PS3 (9-11) - 8" editable="1"

