ngss conceptual flow mapping one day agenda lissa gilmore office of stem

NGSS Conceptual Flow Mapping One Day Agenda

Lissa GilmoreOffice of STEM

AgendaDevelop Conceptual Flow using the Tool

Place DCIs on the Flow maps

Place PE and other Assessments on maps

Use PQP Chart to identify practices that connect

Add Practices to maps

1

2

5

3

4

6 Connect conceptual flows by CCC

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

The NGSS3 Dimensions

PracticesCrosscutting ConceptsDisciplinary Core Ideas (Content)

Remember

• Use the drafts of the Standards, CA changed some of the clarifying statements and assessment boundaries. http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

• CA is writing it’s own framework.• NGGS Appendices A-M have very user friendly

tables to see connections across grade bands.

http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp



Dimension 1: Science and Engineering Practices

1. Asking questions (science) and defining problems

(engineering)2. Developing and using

models3. Planning and carrying out

investigations4. 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

Patterns, similarity, and diversityCause and effectScale, proportion, and quantitySystems and system modelsEnergy and matterStructure and functionStability and change

Dimension 2: Crosscutting Concepts

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

Structure of the NGSS

Structure of the NGSS- Engineering

The toolTHE TOOLA. Conceptual FlowB. Phenomena,

Questions , Practice

C. Cross Cutting Concepts

translates into

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

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)

Conceptual Flow Developed by the K-12 Alliance/WestEd

Conceptual Flow Diagram

S m alle r Id e as

S u pp orting Ide as

B IG G E S T ID E A /C O N C E P T


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


Dimension 3: Disciplinary Core Ideas (Science Content)

Core/Component Ideas

Quick Write Prompt

What should an exiting (Subject) student know about

(NGSS Larger Concept)?


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

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

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.


Example of a Conceptual Flow


Conceptual Flow with DCI Matches

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


Editing Flow

Place Dots where you might Assess

PE Matches

Tool B: Identifying Practices

Phenomena Questions Practices Developed by theSacramento Area Science Project

Performance Expectation

DCI Natural Phenomena

Driving Questions Practices

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


Driving Questions Practices

LS2.AOrganisms dependent on interaction of LT and NLT…

Similar needs, competition..

Growth limited by resources..

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


Example: (Natural) Phenomena



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

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)


Example: Driving Questions










• 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?

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

Example: Practices










• 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

Align Practices on Map

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?

Cross Cutting Concepts Column


Performance Expectation


Driving Questions

Practices Cross Cutting Concepts

OTHER UNITS

Using Cross Cutting Concepts

Life Earth PhysicalPhotosynthesis Earthquakes Electricity

ENERGY

Life ScienceCells Organ Systems Ecosystems

Scale

Across Disciplines

Within a Discipline

Link CCC to other Maps

PE 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?

Conceptual Flow Analysis?

Questions?

Lissa [email protected]

209-468-4880

www.sjcoescience.org

mailto:[email protected]

http://www.sjcoescience.org/

ngss conceptual flow mapping one day agenda lissa gilmore office of stem

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