NGSS Conceptual Flow Mapping One Day Agenda NGSS Conceptual Flow Mapping One Day Agenda Lissa Gilmore Office of STEM

Agenda Develop Conceptual Flow using the Tool 1 Place DCIs on the Flow maps 2 Place PE and other Assessments on maps 3 Use PQP Chart to identify practices that connect 4 Add Practices to maps 5 Connect conceptual flows by CCC 6

Timeline (Tentative) 8:00 to 8:15- Welcome and Review 8:15-8:45 Overview of Tool 9:00-11:00 Unit Conceptual Map using the Concept mapping Tool Lunch 12:00 – 12:15 Discussion 1:00-2:30 Completion of First Map 2:30-3:00 Gallery Walk and Next Steps

The NGSS 3 Dimensions Practices Crosscutting Concepts Disciplinary Core Ideas (Content) How can we do this… Today we will start this exploration1-2 min

Remember Use the drafts of the Standards, CA changed some of the clarifying statements and assessment boundaries. http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp CA is writing it’s own framework. NGGS Appendices A-M have very user friendly tables to see connections across grade bands.

Dimension 1: Science and Engineering Practices Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

Dimension 2: Crosscutting Concepts Patterns, similarity, and diversity Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

Dimension 3: Disciplinary Core Ideas (Science Content) Core/Component Ideas Highlight to help read Core and Component ideas for each of the four Content areas (4 min)

Structure of the NGSS Points out how to read the NGSS standards and points out the engineering applications suggested in the PEs

Structure of the NGSS- Engineering ETS1 Standards at the end of 3-5 grade band

The tool THE TOOL Conceptual Flow Phenomena, Questions , Practice Cross Cutting Concepts into translates http://workshops.sjcoe.org/Workshop/Print/51

Conceptual Flow Developed by the K-12 Alliance/WestEd Details the important concepts Identifies an instructional sequence Identifies important concepts for assessment of student understanding Serves as a tool for evaluation of instructional materials (DiRanna, Osmundson, Topps, Gerhardt, Barakos, Cerwin, Carnahan, Strang, 2008) Conceptual Flow Developed by the K-12 Alliance/WestEd

Conceptual Flow Diagram Conceptual Flow Developed by the K-12 Alliance/WestEd

Conceptual Flow Developed by the K-12 Alliance/WestEd Individual Pre-think Answer the prompt in a paragraph using complete sentences Write about the content ( “what” students should understand, not how they will show they understand it) Transfer ideas to appropriate size sticky-notes Conceptual Flow Developed by the K-12 Alliance/WestEd

Dimension 3: Disciplinary Core Ideas (Science Content) Core/Component Ideas

Conceptual Flow Developed by the K-12 Alliance/WestEd Quick Write Prompt What should an exiting (Subject) student know about (NGSS Larger Concept)? Conceptual Flow Developed by the K-12 Alliance/WestEd

Facts and Concepts Facts or definitions are pieces of information. The focus is on verifiable and discrete details. In teaching facts are often presented without making connections to the big ideas in science. Concepts are over-arching ideas that clearly show the relationships between facts. They are frequently abstract. In teaching, concepts are often presented with connections to the real world and to the big ideas of science.

Transfer to Sticky Notes Transfer your ideas to different size sticky notes Large concepts on Large Medium Size Concepts on medium Facts and smallest concept on small

Collaborative Pre-think: Negotiate your ideas One person “plays” their biggest idea. Ask other participants if they have a similar idea. If they do, place the sticky notes under each other. If they have other big ideas, play those, then negotiate which is the best big idea.   Next “play” your medium sized ideas, again tucking similar ideas under each other. Last “play” your smallest ideas. Review your “story” reading left to right and top to bottom. Move the stickies so that the instructional order makes the most sense. Conceptual Flow Developed by the K-12 Alliance/WestEd

Example of a Conceptual Flow Conceptual Flow Developed by the K-12 Alliance/WestEd

Conceptual Flow with DCI Matches

Conceptual Flow Developed by the K-12 Alliance/WestEd Content Check Read the essential question in the K-12 Science Framework associated with the strand/topic (ecosystems: interactions, energy and dynamics) Are there any ideas on your conceptual flow which should be deleted? Are there other content ideas that should be added to your conceptual flow? Write additional content on appropriate size yellow sticky-note and put on the CF Conceptual Flow Developed by the K-12 Alliance/WestEd

Editing Flow

Place Dots where you might Assess

PE Matches

Tool B: Identifying Practices Performance Expectation DCI Natural Phenomena Driving Questions Practices Phenomena Questions Practices Developed by the Sacramento Area Science Project

Enter Selected DCI and PE from Conceptual Flow PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem DCI Natural Phenomena Driving Questions Practices LS2.A Organisms dependent on interaction of LT and NLT… Similar needs, competition.. Growth limited by resources.. Phenomena Questions Practices Developed by the Sacramento Area Science Project

Brainstorm Phenomena Related to the specific DCI Related to student background/interest/prior knowledge. Related to your context—natural phenomena possible to observe in your immediate surroundings. Or for which you can obtain data (though classroom experiences, the internet, textbook, etc.) Use California examples where feasible Phenomena Questions Practices Developed by the Sacramento Area Science Project

Example: (Natural) Phenomena PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem DCI Natural Phenomena Driving Questions Practices LS2.A bullet 2 In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. zebra mussels taking over CA lakes (and Great Lakes) kudzu growing all over the south starlings changing meadow or pasture to star thistle Housing tracks Concrete river beds Phenomena Questions Practices Developed by the Sacramento Area Science Project

Develop driving Questions The Question: “Marries” DCI with an interesting phenomenon; they are often “why” questions Guides student investigation/experiment/activity, often over multiple days of instruction Leads to depth of student understanding (higher order thinking) Phenomena Questions Practices Developed by the Sacramento Area Science Project

Example: Driving Questions PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem DCI Natural Phenomena Driving Questions Practices LS2.A bullet 2 In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. zebra mussels taking over CA lakes (and Great Lakes) kudzu growing all over the south starlings changing meadow or pasture to star thistle Housing tracks Concrete river beds Why do zebra mussels proliferate and push out other species? Why are there so many zebra mussels ? Where did they come from? Why have they survived so well where others haven't? What do zebra mussels eat? What pH levels are optimal for zebra mussels? Phenomena Questions Practices Developed by the Sacramento Area Science Project

Practices to support learning Start with the practice delineated in the PE Think about how students would answer the driving questions. Determine the other practices needed to help support student learning. Don’t forget that the practices are highly connected—think of practices that naturally fit together Enter the practices on the PQP Chart Add “practice flags” to the DCIs on the Conceptual Flow

Example: Practices PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem DCI Natural Phenomena Driving Questions Practices LS2.A bullet 2 In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. zebra mussels taking over CA lakes (and Great Lakes) kudzu growing all over the south starlings changing meadow or pasture to star thistle Housing tracks Concrete river beds Why do zebra mussels proliferate and push out other species? Why are there so many zebra mussels ? Where did they come from? Why have they survived so well where others haven't? What do zebra mussels eat? What pH levels are optimal for zebra mussels? •Analyze and interpret data Conduct research to find out about zebra mussels (link to CCSS) Plan and conduct an investigation about different aspects of an ecosystem Argue from evidence Construct and refine a model to explain the phenomenon Phenomena Questions Practices Developed by the Sacramento Area Science Project

Align Practices on Map

Practices Are Built on Practices What are the nuances in a practice? How can those be used to deepen learning? How does using a variety of practices scaffold learning? How does using a variety of practices deepen learning? How does using a variety of practices strengthen the PE?

Cross Cutting Concepts Column Performance Expectation DCI Natural Phenomena Driving Questions Practices Cross Cutting Concepts OTHER UNITS Phenomena Questions Practices Developed by the Sacramento Area Science Project

Using Cross Cutting Concepts Across Disciplines Life Earth Physical Photosynthesis Earthquakes Electricity ENERGY Within a Discipline Life Science Cells Organ Systems Ecosystems Scale

Link CCC to other Maps

PE Analysis

Conceptual Flow Analysis? Do you have all of your concepts on the model? Did you review the NRC Framework and add any concepts that you might think are missing? Did you link all of your DCIs? Did you link the suggested practices? Did you link the PEs? Did you use a PQP chart for each DCI? Did you Connect the Cross Cutting Concepts Did you look at PE’s across grade levels?

Lissa Gilmore lgilmore@sjcoe.net 209-468-4880 www.sjcoescience.org Questions? Lissa Gilmore lgilmore@sjcoe.net 209-468-4880 www.sjcoescience.org