1. NGSS Conceptual Flow Mapping One Day Agenda
NGSS Conceptual Flow Mapping One Day Agenda Lissa Gilmore Office of STEM

2. Agenda Develop Conceptual Flow using the Tool1
Place DCIs on the Flow maps 2
Place PE and other Assessments on maps 3
Use PQP Chart to identify practices that connect 4
Add Practices to maps 5
Connect conceptual flows by CCC 6

3. Timeline (Tentative) 8:00 to 8:15- Welcome and Review
8:15-8:45 Overview of Tool
9:00-11:00 Unit Conceptual Map using the Concept mapping Tool
Lunch
12:00 – 12:15 Discussion
1:00-2:30 Completion of First Map
2:30-3:00 Gallery Walk and Next Steps

4. The NGSS 3 Dimensions Practices Crosscutting Concepts
Disciplinary Core Ideas (Content)
How can we do this… Today we will start this exploration1-2 min

5. Remember
Use the drafts of the Standards, CA changed some of the clarifying statements and assessment boundaries.
CA is writing it’s own framework.
NGGS Appendices A-M have very user friendly tables to see connections across grade bands.

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

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

8. Dimension 3: Disciplinary Core Ideas (Science Content) Core/Component Ideas
Highlight to help read Core and Component ideas for each of the four Content areas (4 min)

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

10. Structure of the NGSS- Engineering
ETS1 Standards at the end of 3-5 grade band

11. The tool THE TOOL Conceptual Flow Phenomena, Questions , Practice
Cross Cutting Concepts
into
translates

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

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

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

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

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

17. 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.

18. 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

19. 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

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

21. Conceptual Flow with DCI Matches

22. 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 (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

23. Editing Flow

24. Place Dots where you might Assess

25. PE Matches

26. Tool B: Identifying Practices
Performance Expectation
DCI
Natural Phenomena
Driving Questions
Practices
Phenomena Questions Practices Developed by the
Sacramento Area Science Project

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. Align Practices on Map

35. 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?

36. 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

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

38. Link CCC to other Maps

39. PE Analysis

40. 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?

41. Lissa Gilmore lgilmore@sjcoe.net 209-468-4880 www.sjcoescience.org
Questions?
Lissa Gilmore