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3-5 5E Leaning

Sequence Example

K-12 Allia

nce

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Session GoalsGain insight into the use of Planning Tools

A-Conceptual FlowB-PQPC-CCCD-5 E Learning Sequence

to design NGSS aligned classroom learning sequences.

Experience a learning sequence for your grade level

See how Science and Engineering Practices and Cross Cutting Concepts deepen understanding of DCI’s.

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Learning ExperienceOutside the Box Learning Experience

X teacher planning/thinking

Inside the Box Learning Experience

X student learning

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Outside The Box

X

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Tool DFrom Conceptual Flow to Preliminary Sequence to 5Es

5E Learning Sequence

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4 PS3-2

4-PS3-1

4-PS3-4 *

4-ESS3-1

H1Energy from the sun is transferred and transformed through Earth’s system.

The sun’s energy is transferred to Earth as light and heats land, water, and air unevenly.

Sun energy is transferred and transformed to food energy by plants.

Cold and warm objects next to each other transfer energy until temperatures are the same.

Faster movement of objects or wind indicate more energy being transferred or transformed in the system.

Energy can be transferred and transformed as sound, light heat, or electrical objects.

Humans have an impact on Earth resources by decisions of energy choices for daily living.

Renewable resources include moving water: (dams and hydroelectric power), tidal movement of water, thermal vents in the earth, and wind energy. )

Non-renewable resources include oil, natural gas, coal, and uranium used for Nuclear power.

Energy resources that burn have potential for pollution of air, water, or land.

Obtaining energy resources have different side effects to land, air, or water.

Design technologies to test and refine converting stored energy to motion or solar energy into heat.

ESS3.A Natural Resources may be renewable or may not be

PS3.B Energy can be transferred or transformed.

PS3.B Energy is present when there is sound light or heat.

PS3.A Energy is moved from place to place.

PS3.A Faster movement requires more energy.

PS3.B Energy can be transferred from place to place by electrical currents and transformed into motion, sound, heat or light.

4-PS3-1

Some of the SEPs

Ask QuestionsUse models

Plan and ConductAnalyze and Interpret

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Electricity Exploration

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4 PS3-2

4-PS3-1

4-PS3-4 *

4-ESS3-1

H1Energy from the sun is transferred and transformed through Earth’s system.

The sun’s energy is transferred to Earth as light and heats land, water, and air unevenly.

Sun energy is transferred and transformed to food energy by plants.

Cold and warm objects next to each other transfer energy until temperatures are the same.

Faster movement of objects or wind indicate more energy being transferred or transformed in the system.

Energy can be transferred and transformed as sound, light heat, or electrical objects.

Humans have an impact on Earth resources by decisions of energy choices for daily living.

Renewable resources include moving water: (dams and hydroelectric power), tidal movement of water, thermal vents in the earth, and wind energy. )

Non-renewable resources include oil, natural gas, coal, and uranium used for Nuclear power.

Energy resources that burn have potential for pollution of air, water, or land.

Obtaining energy resources have different side effects to land, air, or water.

Design technologies to test and refine converting stored energy to motion or solar energy into heat.

ESS3.A Natural Resources may be renewable or may not be

PS3.B Energy can be transferred or transformed.

PS3.B Energy is present when there is sound light or heat.

PS3.A Energy is moved from place to place.

PS3.A Faster movement requires more energy.

PS3.B Energy can be transferred from place to place by electrical currents and transformed into motion, sound, heat or light.

4-PS3-1

Some of the SEPs

Obtain, Evaluate and Communicate Information

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Preliminary Learning Sequence Template

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Preliminary Learning Sequence Template

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Review Preliminary Learning SequenceWhat do you notice?

How does the learning concept progress across the top column?

How are CCC and SEP’s identified?

What is the preliminary thinking about ELA

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Preliminary Learning Sequence Template

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Inside the box

X

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What Energy Products Do You Use?

Quick write: list ways you use energy from the time you get up in the morning until evening.

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Energy Source CardsSort the cards in the envelope by energy

sources and things that require energy.

Pick a picture of an energy product you use and trace the energy back to the source.

Pick another picture of an energy product you use and trace it back to the source.

Take a picture of your arrangements.

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Energy Sources

Look at your card layout. Do you think the source for your energy product is renewable or non-renewable? Explain why.

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ReadingPartner read both the renewable and

nonrenewable charts.

Discuss what is alike about all energy this is renewable and what is alike about all energy that is nonrenewable.

Use the sentence strips to complete these prompts:Renewable energy is ____________________Nonrenewable energy is__________________

Be prepared to share your sentence strips.

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Find Out More!

http://www.watchknowlearn.org/Video.aspx?VideoID=53153&CategoryID=2455

View the video and record renewable and non-renewable resources in two columns of your notebook .

Add a citation to show the source of the information.

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What We Know So FarWhat do you know for sure?

What questions do you have about energy?

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Information from Multiple Sources

Goal: Gather information from as many sources as possible to research these questions:What are examples of renewable and non –

renewable energy?What are pros and cons of each?How is your home energy produced?

Record information H6

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Note-Taking / Meaning Making

Set up your notebook following the format in H6. with a two column format

Use one side for notes on each resource. (Pictures or words) Include citation.

Use the other side for “meaning making” in your own words. What is the source saying?

Note where there are multiple sources giving the same information, or where there are contradictions.

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Develop Wall of Ideas

Select the most important ideas from your research and use a sharpie to write each separate idea sentence strip. Include the citation

Be ready to post your idea on the wall of ideas.

Review the wall of ideas and select the most important ideas from others to add to your notebook.

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Wall of Ideas Summary:Star the entries that answer the

question?

Use Green: Note ideas that are repeated in more than one source.

Use Red: Note ideas where sources disagreed about an idea.

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Preparing an Argument (Pro/Con) on The Use of An Energy Source

Select an energy source (wind, moving water, solar, coal, natural gas, oil, bio-mass, geothermal) and defend whether or not it should be used.

Develop a poster as a guide for your argument. Your poster should include:- a claim

- evidence with citations

- reasoning that aligns to information about renewable or non-renewable energy.

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Now Write It!

Develop a group-collaborative writing on chart paper.

Include sufficient detail and citations as evidence for your claim.

Include an introduction and closure to summarize information.

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Energy Card GameReturn to your energy pictures from the

beginning of the lesson

Based on what you learned, is your energy source is renewable or non-renewable and why?

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Next Lesson

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Outside The Box

X

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What Was the Order of What We Did?

The 5E Components

What was used as an Engage?What was used as an Explore?What was used as an Explain?What was used as an Elaborate?What was used as an Evaluate?

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5E Learning SequenceStage T S Concept

Engage Energy has a source.

Explore /Explain I

Energy is required for daily life.

Explore / Explain II

Energy is classified as renewable and some energy is not renewable.

Explore/Explain III

Energy sources are renewable or non-renewable depending on whether they can be replaced in a lifetime.

Elaborate Pros and cons of renewable and nonrenewable energy sources can be compared for environmental impact.

Evaluate Energy sources are renewable or nonrenewable. Pros and cons of renewable and nonrenewable energy sources can be compared for environmental impact.

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Debrief Some More

How were the practices and cross-cutting concepts used to deepen student learning?

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Tool DFrom Conceptual Flow to Preliminary Sequence to 5Es

5E Learning Sequence

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Reflection

Identify 1-3 components of Tool D that you would like to try as you transition to the NGSS

What support do you need to make that happen?