1. Kirk Brown Science and STEM Integration/Innovation San Joaquin County Office of Education

2. Building Orientation Safety Equipment Evacuation Intruder Health Emergency

3. Day One Agenda Place DCIs on the Flow maps Place PE and other Assessments on maps Use PQP Chart to identify practices that connect Add Practices and CCC to maps 1 2 5 3 4 6 Look at PE’s across the grade bands Develop a Conceptual Flow Map

4. Day Two Agenda Select a New Core Idea or Continue Work on Next Conceptual Flow Work Time Think about Next Steps 1 2 5 3 4 6 Review Next Steps at Sites Review Day One Progress

5. Format of NGSS

6. The NGSS 3 Dimensions Practices Crosscutting Concepts Disciplinary Core Ideas (Content)

7. NGSS Science and Engineering Practices 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information

8. 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information NGSS Science and Engineering Practices

9. Patterns, similarity, and diversity Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change Dimension 2: Crosscutting Concepts

10. Core/Component Ideas

11. Structure of the NGSS

12. Structure of the NGSS- Engineering

13. The tool THE TOOL A.Conceptual Flow B.Phenomena, Questions, Practice C.Cross Cutting Concepts translates into http://workshops.sjcoe.org/Workshop/Print/51

14. Conceptual Flow  Details the important concepts  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)

15. Conceptual Flow Diagram Conceptual Flow Developed by the K-12 Alliance/WestEd

16. Individual Pre-think Answer the prompt in a paragraph using complete sentences Write about the content ( “what” students should understand, not how they will show they understand it) Transfer ideas to appropriate size sticky-notes Conceptual Flow Developed by the K-12 Alliance/WestEd

17. Transfer to Sticky Notes Transfer your ideas to different size sticky notes – Large concepts on Large – Medium Size Concepts on medium – Facts and smallest concept on small

18. Dimension 3: Disciplinary Core Ideas (Science Content) Core/Component Ideas

19. Quick Write Prompt What should an exiting (Subject) student know about (NGSS Larger Concept)? Conceptual Flow Developed by the K-12 Alliance/WestEd

20. 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. FACTS AND CONCEPTS

21. Transfer to Sticky Notes Transfer your ideas to different size sticky notes – Large concepts on Large – Medium Size Concepts on medium – Facts and smallest concept on small

22. Collaborative Pre-think: Negotiate your ideas One person “plays” their biggest idea. Ask other participants if they have a similar idea. If they do, place the sticky notes under each other. If they have other big ideas, play those, then negotiate which is the best big idea. Next “play” your medium sized ideas, again tucking similar ideas under each other. Last “play” your smallest ideas. Review your “story” reading left to right and top to bottom. Move the stickies so that the instructional order makes the most sense. Conceptual Flow Developed by the K-12 Alliance/WestEd

23. Example of a Conceptual Flow Conceptual Flow Developed by the K-12 Alliance/WestEd

24. Conceptual Flow with DCI Matches

25. Content Check Read the essential question in the K-12 Science Framework associated with the strand/topic (ecosystems: interactions, energy and dynamics) Are there any ideas on your conceptual flow which should be deleted? Are there other content ideas that should be added to your conceptual flow? Write additional content on appropriate size yellow sticky-note and put on the CF Conceptual Flow Developed by the K-12 Alliance/WestEd

26. Editing Flow

27. Place Dots where you might Assess

28. PE Matches

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

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

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

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

33. Develop driving Questions The Question: “Marries” 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

34. 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?

35. 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 “practice flags” to the DCIs on the Conceptual Flow

36. 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 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

37. Completing Your Own 37 Paste in the PE Paste in the DCIs Paste in the SEPs Paste in the CCCs Brainstorm Phenomena Brainstorm Questions Students Might Have

38. Align Practices on Map

39. 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?

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

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

42. Link CCC to Maps

43. PE Analysis

44. Conceptual Flow Analysis? Do you have all of your concepts on the model? Did you review the NRC Framework and add any concepts that you might think are missing? Did you link all of your DCIs? Did you link the suggested practices? Did you link the PEs? Did you use a PQP chart for each DCI? Did you Connect the Cross Cutting Concepts Did you look at PE’s across grade levels?

45. Sharing Work Completed Place Conceptual Flows Completed on your Table. Using the table label holder, provide a label for the maps Grade Level Subject Core Idea

46. 30 Min Walk Around Take notes on what you see. Make notes of ones to take pictures of, questions to ask etc…

47. Time to ask Questions Ask any questions relevant to the entire group? Group by Subject/Grade Level Dive deeper and share lessons learned

48. Work Time If you have completed Conceptual Flow Did you complete PQP chart for each DCI

49. Questions? Kirk Brown kbrown@sjcoe.net Phil Romig promig@scoe.net 209-468-4880