tracy unified 7-12 jan 26 erm conceptual flow mapping pqp 5e lessons 1
TRANSCRIPT
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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
www.sjcoescience.org