2. What can I learn from these samples of water?

3. Why is water important ?

5. Exploration Lesson(s)
BSCS 5E Instructional Model Is a specific example of the general architecture for an Integrated Instructional Sequence
An Engage Lesson
Exploration Lesson(s)
Explanation Lesson(s)
Elaboration Lesson(s)
Evaluation Lesson(s)
Bybee, 2014

7. Teachingchannel.org
In your team discuss:
What are students doing?
What is the teacher doing?
What did the teacher do to engage students before and during the lesson?
Is this lesson aligned with the 5Es instructional Model? Why?

8. Planning for Instruction
NGSS Tool and Process 1 .
Planning for Instruction
Starting to learn a model by using one topic to work on together and use as an exercise
What do students need to understand about the topic?
Write your individual response in sentences and as a paragraph.
Underline or circle each “idea” that is part of the “concept storyline” .

9. Record one “idea” per sticky note from your paragraph.
Each “idea” should be written as a complete sentence.
Determine the “grain-size” of each idea.
Examples of ideas by “grain-size”:
Big Idea:
Ecosystems are the interactions between living and nonliving things.
Supporting Idea:
Ecosystems change over time.
Smaller Idea:
Some of the changes are beneficial, some are not.

10. Share sticky notes and group similar ideas together.
Each person should “play” a sticky note one at a time – all ideas are valid.
If ideas are the same, you can put them on top of each other.

11. How do ideas build on one another?
NGSS Tool and Process 1 .
Organize the grouped ideas into an instructional sequence that makes sense to you and could be used to teach students
How do ideas build on one another?
Do the ideas build from concrete to abstract?
How can you tell a story with the sequence of ideas? .

12. Develop a Conceptual Flow
Using the “grain size” of each idea, begin to organize the ideas into a conceptual flow
What is the biggest idea?
Place it at the top
Which are the supporting ideas?
Place under the big idea in an instructional sequence
Which are the smaller ideas?
Place them under supporting ideas
Develop a Conceptual Flow

13. Example of a Conceptual Flow

14. Conceptual Flow Graphic Sequencing/Grouping Ideas

15. Example of a Conceptual Flow Graphic about Ecosystems

16. The Foundation: A Framework for K-12 Science Education
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Secure your own copy from
View free PDF from
The National Academies Press at

17. Your Own Plan Choose a topic that you will teach this year
Go through the conceptual flow process
with that topic Choose one or two related PE’s to
get started with planning this afternoon
Your Own Plan

18. NOTE: Re-create this layout on piece of large poster paper; attach notes relating to each key NGSS Lesson or Unit component

19. Place your LEARNING PERFORMANCE STATEMENT in the center of the organizer.
Surround it with your renderings of pertinent Performance Expectations

20. Add DCI(s), SEP(s), CCC(s) and other NGSS components that you feel are appropriate
NOW decide what you will do to address the 5-E’s in the unit and add descriptions of what will happen--- the teacher will do…, the students will…
Sequence the portions of the unit to make an effective instructional sequence
The portions of the curriculum representing the E’s can be numbered and E’s can be repeated as necessary.

21. Analyzing the Unit
Do the lessons build coherently toward NGSS’s performance expectations?
Do the lessons make connections between and across different disciplines?
Do the lessons connect to the CCSS for both English language arts and mathematics?