Title of Unit Grade Level Name: Amy Walker

Study Island K-5 teachers School: Georgia Southern University

Curriculum Time Frame
Area All subject areas 1 hour
Identify Desired Results (Stage 1)
Content Standards
Study Island provides assessment tools and lessons for all content standards.

Information Literacy Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.3 Demonstrate teamwork by working productively with others.

Understandings Essential Questions

Overarching Understanding
• Study Island can be used to enhance study
strategies across all subject areas.
• Study Island can be used to enhance the
teacher’s awareness of class misconceptions.
• Study Island is compatible for both GPS and
the CCSS (Common Core State Standards).
• Students enjoy using Study Island and it has
been proven to be an effective teaching tool to
utilize in the classroom.
Overarching
• How can I use Study Island to
enhance my teaching strategies?
• How can I ensure that the content
my students are covering will help
them on future tests?
Topical
• What is Study Island and why
should I use it?
• What are the major differences
between CCSS and GPS?
• How do I create a class on Study
Island?
• How do I create a class page and
assignment once I have created a
class on Study Island?
Related Misconceptions:
• Switching over from using GPS to CCSS is
going to be time consuming and confusing for
teachers.
• It will take years for new educational software
to be updated to accommodate the CCSS.
• Technology is only used for fun; it isn’t a
reliable educational source.

Knowledge Skills
Educators will know… Educators will be able to…
1. The differences and similarities between the
CCSS and GPS standards. 1. Use Study Island to complete a “test drive” over the subject of their choice.
2. How Study Island addresses both CCSS and 2. Create a class on Study Island.
GPS standards. 3. Create a class page and assignment.
Stage 2: Evidence of Desired Results

Performance Tasks:
Performance Task Assessment
What’s the difference between CCSS and GPS? Students will be given grades 3-5 GPS
standards and grades 3-5 CCSS. Using a Venn diagram, they will compare and contrast
the standards.
How is Study Island compatible for both GPS and CCSS? Students will complete a 10
question “test drive” over the subject of their choice on Study Island. Students will
document concepts pertaining to the GPS and CCSS that were identified when
completing the Venn diagram by highlighting those concepts in the standards.
How do I create a class on Study Island? While viewing a tutorial on “How to Create a
Class”, students will set up their own classes on Study Island. The final product should
consist of at least one class with all students enrolled in that class.
How do I create a class page and assignment for my class? After viewing a tutorial on
“How to Create a Class Page and Assignment”, students will create a class page and one
assignment for their class.

Other Evidence:

Formative: After discussing the objectives with the class, the teacher will walk around
the computer lab answering questions and assisting others when needed.

Self-Assessment: At the conclusion of the lesson, teachers in the training will complete a
self assessment on the lesson and identify any areas of weakness that they still have when
using Study Island.

Evaluation: Participants will fill out a staff development survey about the effectiveness
of the training.

Student Self-Assessment and Reflection:

Student self reflection of assignment (using self-reflection rubric to be completed by the
student).

Performance Task Assessment

My Class—How do I create a class, class page, and assignment? Teachers will create a
class, class page, and one assignment for their class on Study Island.
Goal
Your goal is to successfully enter your class or classes into Study Island and create a
class page and assignment for your class on Study Island.

Role
You are a teacher at Wheeler County Elementary School and you are working on
improving student achievement among all students that you teach.

Audience
The audience is the students you teach, their parents, the administration, and the
community.

Situation
Your principal has informed all faculty members that teachers must focus more on
student achievement. The principal has also asked that faculty members examine the new
Common Core State Standards (CCSS) and discuss the similarities and differences
among those and the GPS standards that you are familiar with and have been using in
your classroom. Your job is to utilize Study Island in order to adapt to the CCSS
standards and to make use of the tools available through Study Island by creating a class
page and an assignment for your class.

Product, Performance, and Purpose

You are to be successful in creating a class, class page, and adding an assignment for
your class in Study Island. You will also be successful in identifying the similarities and
differences between CCSS and GPS standards.

Standards and Criteria for Success

A functioning computer with access to the Study Island software purchased by your
school and a copy of the CCSS and GPS standards for your classes.
 Learning Plan (Stage 3)
Where, Why, & What

Goals:
To have students become familiar with CCSS and to create a class, class page, and assignment using Study
Island.
To understand essential ideas/questions in terms of the unit:
• How can I use Study Island to enhance my teaching strategies?
• How can I ensure that the content my students are covering will help them on future tests?
• What is Study Island and why should I use it?
• What are the major differences between CCSS and GPS?
• How do I create a class on Study Island?
• How do I create a class page and assignment once I have created a class on Study Island?

Expectations:
While viewing a tutorial on “How to Create a Class”, students will set up their own classes on Study Island.
The final product should consist of at least one class with all students enrolled in that class. After viewing a
tutorial on “How to Create a Class Page and Assignment”, students will create a class page and one assignment
for their class. Students will use the following URL as a guide when completing this assignment.
http://studyislandresource.pbworks.com/

At the completion of the unit, students will complete a self-assessment and an evaluation rubric of the activities.

Relevance and Value:

First, the teacher will begin the presentation with a brief introduction. Then, the teacher will lead the class in a
discussion of how technology has changed over time (type writers to computers, 8-tracks to I-pods, etc.). The
teacher will discuss ways in which new technologies have affected our students. Most of our students no
longer go home from school and read a book. Telephones are no longer used for talking, rather for texting
when communicating with others. This has affected the ways in which our students write and it has changed
how we should teach our students. Students will give examples of how technology is used.
 To have students use technology:
 Students will create a class, class page, and an assignment for a class on Study Island. Students will
also “test-drive” an activity of their choice on Study Island.
Students will also complete the following:

 Complete an evaluation using a rubric as an assessment tool.

 Complete a self evaluation of this learning experience.

Diagnosis:
Prerequisite skills:
 Students will be familiar with Georgia Performance Standards.
 Have a Study Island user name and password.
 The teacher will evaluate what students know about Study Island by asking students how they currently
utilize Study Island in their classrooms.

Hook & Hold

Ask students to think about how our society has changed over time. Our students are very impatient. They
seem to want everything “right now”. Food is “fast-food”, the internet is too slow if you have to wait, no one
wants to wait in line at Walmart, etc. Not only have our children changed, but we have changed. My
students want to know when they will receive their scores on an assignment before even completing the
assignment. Parents want teachers to post grades on I-Parent the day that the assignment was turned in to the
teacher. With all of these changes, we must adapt our teaching strategies to better accommodate our
students. Study Island is a program that we can use to better educate our students and make life easier for
ourselves.

Explore & Equip

Introduce learning content using PB Works wiki: http://studyislandresource.pbworks.com/

 Components:
 Common Core State Standards (CCSS)
 Georgia Performance Standards (GPS)
 Welcome to Study Island!
 Creating a Class on Study Island
 Creating a Class Page on Study Island
 Creating an Assignment for your Class Page

Utilize the smart board to lead the presentation using the wiki: http://studyislandresource.pbworks.com/

Visit the CCSS standards website (can be found on the class wiki).

Hand out 3rd, 4th, and 5th grade CCSS standards and GPS standards. All students will also receive a Venn
diagram that should be completed with a partner(s).

Watch the video tutorial on “How to Create a Class” on Study Island: http://studyislandresource.pbworks.com/

Hand out step by step instructions on how to create a class (see attached).

Watch the video tutorial on “How to Create a Class Page and Assignment” on Study Island.

Hand out step by step instructions on “How to Create a Class Page and Assignment” on Study Island.

Give students time to create their own class, class page, and assignment for Study Island. The teacher will walk
around the room and assist anyone that needs help with this. Also, the teacher will answer any questions that
students may have about the assignment.

Rethinking , Reflection, & Revision

 Students will work with a partner to complete the Venn diagram in order to compare and contrast the
new Common Core State Standards and the Georgia Performance Standards.
 Students will complete a 5 question “test drive” on Study Island. They will be asked to identify some of
 the ways in which the new CCSS and the GPS standards were both addressed.
 Students will create a class on Study Island.
 Students will create a class page and assignment on Study Island.
 Students will complete a self-assessment using the self-assessment quiz after the project has been
completed.
 Students will complete an evaluation using the evaluation rubric after the project has been completed.

Evaluation & Self-Evaluation

Students will complete a self-assessment quiz of the project (see quiz).

Students will complete an evaluation of the presentation over information taught during the presentation (see
rubric).

Tailor to student needs

ESL learners:
Students will be encouraged to use the ESL activities on Study Island for all English language learners.

Slow readers:
To accommodate slower readers in our classrooms, Study Island allows teachers to choose whether or not they
would like the timer to be visible. If the teacher chooses to “hide” the timer, slower readers may feel less
pressure to choose an incorrect answer due to time constraints.

Attention deficit disorder:

Study Island allows teachers to choose whether or not they would like students to complete activities in “test
mode” or “game mode”. Since some students suffer from ADD/ ADHD, it may be best for them to complete
activities in “test mode” to ensure that they focus on the content rather than the game.

Gifted learners:
Gifted learners may progress to other activities after completing their assignments. They may have extra time
to work in an area that they need help in while others complete their assignments. Gifted learners may also
work with the “buddy system” to assist slower learners with their activities.
Slow Learners:
Slow learners will work with the inclusion teacher or as a small group when appropriate. They will use the
“buddy system” to allow students of higher ability levels to guide them through more complex learning tasks.
 Student Self Assessment
Name:______________________________________________________

Directions: Answer each open-ended question as you reflect upon your experiences in
investigating the CCSS and GPS standards and creating your class, class page, and
assignment on Study Island.

1. Now that I am more familiar with the CCSS standards, how has my attitude changed
(if any) towards adopting the new standards?

2. What problems do I still face when utilizing the many tools available for educators on
Study Island?

3. How often do I plan to add a new assignment and update my class page on Study
Island?

4. Do I consider Study Island to be an educational advancement for my students and

myself? Why or why not?

5. After this training session, what did I learn about Study Island that I did not already
know?
Study Island Evaluation Form
Instructor: Amy Walker
School: Wheeler County Elementary School
Topic: How to create a class, class page, and assignment on Study Island

Strongly Agree Neutral Disagree Strongly

Please rate each of the Agree Disagree
statements below:

1. This activity was related

to my educational needs.

2. I plan to use this training

in my classroom.

3. The presentation was

well organized.

4. This training provided

me with important
resources that I can use
in my classroom.

5. This was a successful

training experience for
me.

 What suggestions do you have for improving this presentation?

 What do you still feel that you need help with?

 References

Common core state standards initiative: preparing america's students

for college and career. (n.d.). Retrieved from
http://www.corestandards.org/
Georgia performance standards. (n.d.). Retrieved from
https://www.georgiastandards.org/standards/Pages/BrowseStandar
ds/GPS_by_Grade_Level_K-8.aspx
Read write think: interactive venn diagram. (n.d.). Retrieved from
http://www.readwritethink.org/files/resources/interactives
Study island. (n.d.). Retrieved from http://www.studyisland.com
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd
edition). Alexandria, VA: Association for Supervision and
Curriculum Development.