1. Teacher Training Team T3 Nov
Teacher Training Team T3 Nov. 19, San Joaquin County Office of Education

2. Orientation
Evacuation: Across the street under the solar parking structure
Restrooms
Building Intruder
911

3. Introductions Name School site Grade level
What is your strength with writing lessons?

4. Sub Costs
Please have your district send the invoice for your sub costs to Amy Kennedy at
Phone:

5. Teacher Training Team
You have all been recommended as teacher leaders in the region with a variety of skills and experiences.
Our mission is to support Region 6 with the implementation of the Next Generation Science Standards.
Currently, teachers need sample NGSS 5E Lessons.

6. Survey Results

7. Previous Work Identifying NGSS Practices Activity
Experience Science and Engineering Practices and how curriculum can influence what students learn
Overview of NGSS and Structure
Review current state standards by grade level
Cross reference proposed NGSS standards by grade level
???? 10 of 23 are new

8. Previous Work Round Robin PD Options
Planning 2 hour, ½ day, and Full Day PD
Logistics
Modeling Phenomena… Air Pressure
Stop Motion Animation to share conceptual understanding

9. Today’s Goals – Day 1 Review NGSS and Conceptual Flow Mapping.
Learning Progressions and 5E Lesson plans
Brainstorm ideas for 5E Lesson based on a specific PE/Learning Progressions

10. Goals for March – Day 2
Bring ideas from your selected PE/Learning Performance.
Begin to write and develop the following based on your PE
Conceptual Flow Map
Learning Progressions
5E Lesson

11. Goals for March 3 – Day 3 Complete 5E Lessons Materials supplies list
Review / Proof Lessons
“Kit It”

12. Three Important Shifts….
3 Dimensional Instruction
Performance Expectations/Assessment
Curriculum/Instructional Materials

13. Sense-Making
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.

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

15. Supporting Resources http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
CA Framework
CS NGSS Standards
NGSS Appendices
Evidence Statements

16. Overview Step 1 Tool A Step 2 Tool B & C Step 3 5E-3D Lessons
Conceptual Flows
Step 2
Tool B & C
PQP Charts with CCC
Step 3
5E-3D Lessons

17. Steps 1 & 2
Produce Conceptual Flows for Core Ideas in Each of the three subjects and Grade Levels with Engineering Integrated.
Use the Conceptual Flow Tool to produce an NGSS Conceptual Flow Maps
Link DCI, PE, Practices and Cross Cutting Concepts on Conceptual Flow
Performance Question Phenomenon Charts for each Component Idea.

18. Review CFM In small groups, review a CFM.
Group members with a flow map with debrief the process with new members.
Handout of CFM process

19. 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
Produce Learning
Performances
K-12 Alliance/WestEd ‘14

20. Tool D5E Identify a Learning “Chunk” from the CF
Break down PE to it’s components
Arrange into Learning Performances
4. Arrange concepts in a preliminary sequence
Use template to “build out” the sequence
Create 5E stages for entire sequence using the concepts as the “backbone” of instruction
7. Refine

21. Characteristics of an NGSS 3D Lesson
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!
At this point make sure teachers know what 5e learning is. Use the handouts/files for the BCSC 5E learning sequence as conversation starters if teachers are unfamiliar with this learning sequence.

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

23. Constructing a set of Learning Performances
Identify key component(s) of disciplinary knowledge from the disciplinary core unpacking
Identify key component(s) from the practices unpacking
Identify key component(s) from the CCC unpacking
Construct statements or “claims” of what a student should be able to do
Crosscutting Concepts
Unpack Disciplinary Practices
Unpack Disciplinary Core Ideas
Unpack Crosscutting Concepts
Disciplinary Core
Ideas
Practices
Construct Learning Performances (LPs)
Joe Krajcik and Christopher Harris CSP Presentation Aug 24-26, 2015

24. Constructing a Learning Performance
MS-PS1-2 : Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Constructing a Learning Performance
DCI Components:
Structure and properties of matter: Each pure substance has characteristic physical and chemical properties…that can be used to identify it.
Chemical Reactions: …In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
Practice: Analyze and Interpret data
Crosscutting Concept: Patterns (similarities & differences)
Learning Performance 1:
Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties.
Joe Krajcik and Christopher Harris CSP Presentation Aug 24-26, 2015

25. Example: From a Performance Expectation to Learning Performances
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
LP 1: Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties.
LP 2: Students construct a scientific explanation to support a claim that substances are the same based upon characteristic properties.
LP 3: Students construct a scientific explanation about whether a chemical reaction has occurred based on properties of substances before and after substances interact.
Make into Handout with three colored highlighters.
Joe Krajcik and Christopher Harris CSP Presentation Aug 24-26, 2015

26. Analysis of Learning Performances
Look at the Handout of the PE with three Learning Performances
Highlight the Science and Engineering Practices in Blue
Highlight the Content in Orange
Highlight the Cross Cutting Concepts in Green
Discuss with your table group the value in breaking down PE’s into Learning Performances

27. Making Your Own Learning Performances
Step 1: Select a PE from your CFM “chunk”
Step 2: Read the Associated DCI’s with the PE
Break down the DCI into Component Learning
Step 3: Repeat for SEP’s and CCC’s
Select one of each to produce Learning Performances

28. Next Steps: Preliminary Learning Sequence Template
Produce Learning
Performances

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

30. 5E Lesson Plan Produce Learning Performances
You will introduce the 5e lesson plan but they will not have time to start working on this.
Produce Learning
Performances

31. 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

32. 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
Details of what BSCS information and handouts
New 5e lesson template

33. 5E Lessons available are not exemplars…yet
Example of 5E Lessons
NSTA Publications
5E Lessons available are not exemplars…yet

34. Today’s Goals – Day 1 Review NGSS and Conceptual Flow Mapping.
Learning Progressions and 5E Lesson plans
Brainstorm ideas for 5E Lesson based on a specific PE/Learning Progressions

35. Goals for March – Day 2
Bring ideas from your selected PE/Learning Performance.
Begin to write and develop the following based on your PE
Conceptual Flow Map
Learning Progressions
5E Lesson

36. Goals for March 3 – Day 3 Complete 5E Lessons Materials supplies list
Review / Proof Lessons
“Kit It”

37. Questions? Kirk Brown 209-468-4880 kbrown@sjcoe.net
Director of Office of STEM
San Joaquin County Office of Education
Lissa Gilmore
Coordinator