1. the Next Generation Science Standards
K-12 Alliance
Tools A, B & C
for Implementing
the Next Generation Science Standards

2. Next Generation Science Standards: 3D Learning
Core ideas in the discipline
Science and engineering
Concepts across disciplines

3. How People Learn Prior Knowledge Conceptual Frameworks Metacognition
(Bransford et al., 2000)

4. HPL and The tool THE TOOL Conceptual Flow
Phenomena, Questions , Practice
Cross Cutting Concepts
into
translates
Key finding #2
Conceptual Frameworks

5. Tool A: Conceptual Flow
Details the important concepts for instruction
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)

6. Tool A: Conceptual Flow
Conceptual Flow Developed by the K-12 Alliance/WestEd

7. 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.

8. Example of a Preliminary Collaborative Conceptual Flow
Conceptual Flow Developed by the K-12 Alliance/WestEd

9. 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
Jigsaw the reading
Everyone read LS2
#1 read LS2A; #2 read LS2B; #3 read LS2C
read opening paragraph
scan grade levels
read by the end of 8th grade
Discuss the reading
Conceptual Flow Developed by the K-12 Alliance/WestEd

10. Content Check After Reading
Are there any ideas on your conceptual flow which should be deleted? Delete them.
Are there other content ideas that should be added to your conceptual flow? Add them on an appropriate size yellow sticky-note and put on the CF
Conceptual Flow Developed by the K-12 Alliance/WestEd

11. Aligning DCIs with the Conceptual Flow
Read the DCIs for the topic.
Where are the DCIs on your conceptual flow? Write the DCI on a orange sticky note and post on the flow where you find a match.
Are there DCIs that are not in your flow? Should they be? Add if appropriate.
Remember to check DCIs in other content areas
Conceptual Flow Developed by the K-12 Alliance/WestEd

12. Example of a Conceptual Flow with DCI Matches
Conceptual Flow Developed by the K-12 Alliance/WestEd

13. CF Edit
Conceptual Flow Developed by the K-12 Alliance/WestEd

14. Review Your Conceptual Flow
Are there concepts/facts for which there are no matching DCIs?
If so, should you:
Delete them?
Find other content or grades where they might be addressed?
Keep them? What is your rationale?

15. Conceptual Flow Developed by the K-12 Alliance/WestEd
Assessment Check
Review your conceptual flow
Identify where you would put formative and summative assessments
Place a flag sticky note at point where you think you would need to know what students understand before moving on in their study
Conceptual Flow Developed by the K-12 Alliance/WestEd

16. Example of CF with Pre-think Assessment Points
Conceptual Flow Developed by the K-12 Alliance/WestEd

17. Aligning PEs With a Conceptual Flow
Review the PEs.
If they appear on your conceptual flow, write the PE number on a sticky note and add it to the CF
If the PEs are not on your flow, discuss why they are missing and if they should be added.
Where would you add them?
Conceptual Flow Developed by the K-12 Alliance/WestEd

18. Example of CF with PE Matches
Where is LS2-5?
Conceptual Flow Developed by the K-12 Alliance/WestEd

19. Tool B: Identifying Phenomena, Questions & Practices (PQP)
Performance Expectation
DCI
Natural Phenomena
Driving Questions
Practices
Phenomena Questions Practices Developed by the
Sacramento Area Science Project

20. 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

21. 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 (through classroom experiences, the internet, textbook, etc.)
Use California examples where feasible
Phenomena Questions Practices Developed by the
Sacramento Area Science Project

22. 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

23. Develop Driving Questions
The Question:
Links 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

24. 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

25. 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 “blue practice flags” to the DCIs on the Conceptual Flow

26. 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

27. Example of CF with Practices Aligned to DCIs and PEs
Conceptual Flow Developed by the K-12 Alliance/WestEd

28. 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?

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

30. Tool C: 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

31. Adding Cross Cutting Concepts
Identify cross cutting concepts in the PQP Chart and “flag” your flow
Which CCCs are predominate in your flow? How might they be used to connect to another unit?
Keep the CCC in mind as you create a conceptual flow and PQP chart for another unit

32. Example of Completed CF with DCIs, SEPs and CCCs
Conceptual Flow Developed by the K-12 Alliance/WestEd