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Tracy Unified 7-12 Jan 26 ERM

Conceptual Flow Mapping PQP5E Lessons

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Overview

Step 1 • Conceptual Flows

Step 2 • PQP Charts

Step 3 • 5E-3D Lessons

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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.

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Today’s Activity

• Take the PQP Chart from 2/23 ERM and Fill out a 5E Lesson Plan following what we did.

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.

Experiencing a Lesson #2

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ERMs to Facilitate Conceptual Flow

Mapping• ERMs to Facilitate: • Dec 8, Jan 26, Feb 23, April 13.

http://workshops.sjcoe.org/Workshop/Print/51

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Process Check/Pause

• Evaluate Flows Produced• PQP charts will be produced on April 13th

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Tool B: Identifying Practices

Performance Expectation

DCI Natural Phenomena

Driving Questions Practices

Phenomena Questions Practices Developed by theSacramento Area Science Project

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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.AOrganisms dependent on interaction of LT and NLT…

Similar needs, competition..

Growth limited by resources..

Phenomena Questions Practices Developed by theSacramento Area Science Project

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Brainstorm Phenomena

• Related to the specific DCI• Related to student background/interest/prior

knowledgeRelated 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 feasiblePhenomena Questions Practices Developed by the

Sacramento Area Science Project

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Example: (Natural) PhenomenaPE: 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 2In 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 theSacramento Area Science Project

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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 theSacramento Area Science Project

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Example: Driving QuestionsPE: 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 2In 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 theSacramento Area Science Project

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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

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Example: PracticesPE: 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 2In 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

Phenomena Questions Practices Developed by theSacramento Area Science Project

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Align Practices on Map

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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?

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Cross Cutting Concepts Column

Performance Expectation

DCI Natural Phenomena

Driving Questions

Practices Cross Cutting Concepts

Phenomena Questions Practices Developed by theSacramento Area Science Project

OTHER UNITS

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Using Cross Cutting Concepts

Life Earth PhysicalPhotosynthesis Earthquakes Electricity

ENERGY

Life ScienceCells Organ Systems Ecosystems

Scale

Across Disciplines

Within a Discipline

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Link CCC to other Maps

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Discussion

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

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Questions?

Kirk BrownDirector of Science and STEM Integration/Innovation

San Joaquin County Office of Education

209-468-4880kbrown@sjcoe.net

www.sjcoescience.org