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Conceptual Flow Mapping for NGSS Performance Expectations

This workshop aims to teach participants how to produce conceptual flows and use them to create NGSS conceptual flow maps. Participants will also learn how to link disciplinary core ideas, science practices, and cross-cutting concepts on conceptual flows and develop 5E lessons targeting NGSS performance expectations.

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Conceptual Flow Mapping for NGSS Performance Expectations

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  1. May 7thLeadership Conceptual Flow Mapping PQP5E Lessons

  2. Overview

  3. Overall Goals with Science Staff • 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. • Produce 5E Lessons targeting NGSS performance expectations.

  4. Goals for Today • Review the 5E-3D Lesson plan on Chemical Reactions • Look at 5E Lesson Plan format with Conceptual Focus Column • Review Progress made at last ERM • Work on ToolD idea: How do we go from Conceptual Flow, PQP to 5E/3D Lesson Plans • Think about next year and what we will do for each of our days/time. Documents: • http://workshops.sjcoe.org/Workshop/Print/86

  5. Review Chemical Reactions

  6. Review Chemical Reactions

  7. 5E Lesson Completion • Review the Completed 5E Lesson Plan and Concept Column • Work at your table group to discuss the Concept Column and what it adds for teachers. • Be prepared to share as a table group

  8. PQP Analysis

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

  10. Flow to 5E • Review Process and Complete one cycle: • Look at Conceptual Flow • Select one “arm” • Look at the conceptual flow from smaller to larger concepts • Select one PE to complete at PQP chart • Transfer the Concept flow onto a 5E Lesson Plan • Complete the Plan remembering that the 5E is not linear and each part can repeat

  11. Task • Follow overall process. • Pick a simple concept early in the year • Complete all parts of the process, producing a 5E Lesson Plan • We will share out and think about next year

  12. Next Year • Break into 7-8 Teams/ 9-12 Teams • Produce a list of PD needs that we can prioritize for 2016-5-16 School Year • Rank from 1-5 in order of need (1 being the highest) • How can we begin the merge the work with the Early Adopter Efforts and overall work?

  13. Questions? Kirk Brown Director of Science and STEM Integration/Innovation San Joaquin County Office of Education 209-468-4880 kbrown@sjcoe.net www.sjcoescience.org

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