1. Converting Your Conceptual Flow, PQP and CCC
K-12 Alliance
Tool D
Converting Your Conceptual Flow, PQP and CCC
(Tool A, B, C)
into a
5 E Learning Sequence

2. Session Outcomes Recall the Key Findings of How People Learn
Reconnect and build on NGSS Tools A, B, and C
Learn about Tool D to design a 5E learning sequence
Prep for the Grade Level Learning Sequence Sessions

3. How Do You Currently Plan for Student Learning?
Individual Quickwrite
Share with Group
Planning for Student Conceptual 3D Learning

4. How People Learn Implications for Instruction
Prior Knowledge
Conceptual Frameworks
Metacogntition
Relate HPL to
Science is fundamentally about making sense of the natural world.
• We often use the language: “figure something out”.
• When you are trying to figure something out, you are trying to make sense of it. You are engaged in the process of sense-making.
• The learner is the one doing the sense-making.

5. Memories…. What do you remember about: Tools A Conceptual Flow
Tool B PQP Chart
Tool C: Cross Cutting Concepts
Use your handouts as a basis for your group discussion
Groups discuss and make a graphic, share whole group.

7. PQP Chart

8. From Conceptual Flow to Preliminary Sequence to 5Es
Tool D
From Conceptual Flow to Preliminary Sequence to 5Es
5E Learning Sequence
Select chunk from CF; complete preliminary sequence template using concepts and PQP and CCC charts, create 5 E—concept column first
K-12 Alliance/WestEd ‘14

9. 5E Learning Sequence Big Ideas
Starts with phenomenon
Is student-centered; not teacher-directed
Moves students from their prior knowledge to the concepts you want students to learn
Provides 3D learning
Takes place over time—but not in one period/lesson!

10. Analysis of Ms. Rivera’s 5 E Learning Sequence
1. Identify a Learning “Chunk” from the CF
2. Arrange concepts in a preliminary sequence
3. Use template to “build out” the sequence
4. Create 5E stages for entire sequence using the concepts as the “backbone” of instruction
5. Refine

11. Select A
Learning “Chunk”
Step 1 select a chunck

12. Preliminary Learning Sequence Template
Add chunks to template in the concept area

13. Building Understanding over Time
What concepts:
might students have as prior knowledge? Place the card (s) at the beginning of the sequence
do students need to explore to build their understanding of the DCIs? Place those cards next
should students explain to demonstrate their understanding? Place those cards next
might students need for application? Place these cards so that they connect student explanation and student final evaluation
Might students express as a final understanding of the learning sequence?
Sequence the chunk

14. Read Ms. Rivera’s 5 E Learning Sequence
In Your Group:
Everyone read background and your assigned day
Circle what the teacher does; underline what students do; highlight the concept
Create a sentence strip with a column for “teacher does”, “student does” and “concept.” Fill in the sentence strip based on your reading.
Create one sentence strip for each day
As a group of 7 days
Beginning with day 1, share the sentence strip and place on the wall.
Continue sharing and building the 5E on the wall until all days have been shared.
Review the Concept Column

15. Design the 5E Learning Sequence
What teachers are doing
What students are doing
Science Concepts
(DCI, SEP, CCC)
Use the concepts from the preliminary sequence to develop the Instructional Conceptual Flow

16. Modified 5E Instructional Model
Original 5E Instructional Model Developed by BSCS.
Concept Column added by K-12 Alliance/WestEd

17. Identify the 5Es Students….
Engage: express prior knowledge Explore*: “mess” around with the concept Explain*: tell/show what they know about the concept Elaborate: apply what they know about the concept Evaluate: summarize what they understand about the concept *may be multiple stages

18. Backwards Mapping
Use the SEP, CCC and CCSS from the Preliminary Sequence Template to Identify What Teachers and Students Are Doing to Address the Concept
What teachers are doing
What students are doing
Science Concepts
(DCI, SEP, CCC)

19. Ms. Rivera’s Preliminary Learning Sequence Template and 5E Learning Sequence Outline

20. Ms Rivera’s 5E Learning Sequence Outline

21. Tool D Review
Refer to Your Conceptual Flow, PQP Chart and Cross Cutting Concepts
Select a Learning “Chunk”
Determine a Preliminary Learning Sequence and complete the Preliminary Learning Sequence Template
Create the 5 E Learning Sequence
Design learning experiences for each day

22. Tool D Reflection What are 2 things you want to remember about Tool D?
Based on what you understand about tool D, what is 1 thing you will be looking for in your grade level lesson in the next session?