1. Tracy Unified 7-12 Jan 26 ERM Conceptual Flow Mapping  PQP  5E Lessons 1

2. Overview Step 1 Conceptual Flows Step 2 PQP Charts Step 3 5E-3D Lessons 2

3. Goals So Far Produce Conceptual Flows for Core Ideas in Each of the three subjects and Grade Levels. – 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. 3

4. Today’s Activity Take the PQP Chart from 2/23 ERM and Fill out a 5E Lesson Plan following what we did. 4

5. 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.

6. Experiencing a Lesson #2

7. ERMs to Facilitate Conceptual Flow Mapping ERMs to Facilitate: Dec 8, Jan 26, Feb 23, April 13. 7 http://workshops.sjcoe.org/Workshop/Print/51

8. Process Check/Pause Evaluate Flows Produced PQP charts will be produced on April 13 th 8

9. Tool B: Identifying Practices Performance Expectation DCINatural Phenomena Driving QuestionsPractices 9 Phenomena Questions Practices Developed by the Sacramento Area Science Project

10. 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 DCINatural Phenomena Driving QuestionsPractices LS2.A Organisms dependent on interaction of LT and NLT… Similar needs, competition.. Growth limited by resources.. 10 Phenomena Questions Practices Developed by the Sacramento Area Science Project

11. 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 11 Phenomena Questions Practices Developed by the Sacramento Area Science Project

12. 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 DCINatural PhenomenaDriving QuestionsPractices 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 12 Phenomena Questions Practices Developed by the Sacramento Area Science Project

13. 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) 13 Phenomena Questions Practices Developed by the Sacramento Area Science Project

14. 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 DCINatural PhenomenaDriving QuestionsPractices 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? 14 Phenomena Questions Practices Developed by the Sacramento Area Science Project

15. 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 15

16. 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 DCINatural PhenomenaDriving QuestionsPractices 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 tracts 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 16 Phenomena Questions Practices Developed by the Sacramento Area Science Project

17. Align Practices on Map 17

18. 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? 18

19. Cross Cutting Concepts Column Performance Expectation DCINatural Phenomena Driving Questions PracticesCross Cutting Concepts 19 Phenomena Questions Practices Developed by the Sacramento Area Science Project OTHER UNITS

20. Using Cross Cutting Concepts LifeEarthPhysical PhotosynthesisEarthquakesElectricity ENERGY 20 Life Science CellsOrgan SystemsEcosystems Scale Across Disciplines Within a Discipline

21. Link CCC to other Maps 21

22. Discussion PE Analysis What can you do at your sites? Timeline? Articulation Plan to get done by end of 2016 22

23. Questions? Kirk Brown Director of Science and STEM Integration/Innovation San Joaquin County Office of Education 209-468-4880 kbrown@sjcoe.net www.sjcoescience.org 23