1. Conceptual Flow Mapping
K-12 Alliance
Tool E
Conceptual Flow Mapping
to 5E Lessons

2. Goals So Far
Produce Conceptual Flows for Core Ideas in Each of the three subjects and Grade Levels with Engineering Integrated.
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.

3. Planning for Milestones
Awareness:
Transition:
Tools A-D
Integration of Framework Review
Tool E - Conceptual Flow Mapping to 5E Lessons
Beginning Implementation:
5E Lesson Production and Implementation
Assessments targeting 3D Learning
ESEA Assessments Continue
Intermediate Implementation:
Finishing Lesson Development
Pilot Testing by ETS and CDE
Ongoing Implementation:
Lesson Iteration
Materials Adoption K-8 CDE
Field Testing by ETS/CDE
Full Implementation:
Ongoing Lesson Iteration
CA-NGSS and CA-NGSS Alt Assessments Deployed by ETS/CDE

4. CA Framework At Each Grade Level Example of unit outline
For each unit, a review of core ideas (teacher background)
Students’ preconceptions addressed
Suggestions for integrating all three NGSS dimensions
Within Each grade level or grade band, there is an example of a unit sequence or instructional segment. This is again, an example to provide you with insight as to how the instructor was thinking about planning, delivering lessons, and assessing students to determine next steps. The chapters will also include possible preconceptions that students may hold prior to a lesson as well as addressing how the 3 Dimensions: SEP, CCC, and DCI could be bundled into a cohesive unit.
This is again, to provide you with ways of thinking about your own lessons and unit planning, or how a grade level or department may think about curriculum in a consistent manner.
Remember that in NGSS, it is the story that you create and understand so that students can comprehend and learn.

5. CA Framework Additional Features
Snapshots and vignettes to demonstrate integration of 3-dimensional learning in the classroom
Examples of different types of assessment
Links to resources and Websites for additional support
Within Each Grade Level or Grade Band sequence or unit segment, a Snapshot and a vignette is built in to provide you with a vision of what this looks like in the classroom.
These additional features will provide you with how summative or formative assessments are used with an NGSS lens, and provides you with live links, websites, or resources to support your growth as an instructor.

6. CA Framework

7. Session Outcomes Recall the Key Findings of How People Learn
Reconnect and build on NGSS Tools A, B, C, D
Experience the AMS chart to evaluate your resources for inclusion in NGSS lessons
Learn about Evidence Statements and how they impact instructional design
Get acquainted with Tool E in preparation for your Grade Level Learning Sequence Sessions
Display S2 (Session Outcomes). Explain that the goal of the session is to help participants create transitional learning sequences that incorporate 3D learning and that might incorporate activities/resources they used before as well as new activities/resources/ideas aligned to the NGSS.

8. How People Learn Implications for Instruction
Prior Knowledge
Conceptual Frameworks
Metacogntition
Display S3 (How People Learn: Implications for Instruction).
Remind participants that the Performance Expectations are what students should understand and be able to do after instruction. Teachers have to design instruction to reach those goals and that design should incorporate what we know about how people learn.
Ask groups to discuss what they recall from Roll Out #1/#2 about these 3 research findings from How People Learn, edited by the National Research Council. If they didn’t attend Roll Out #1/#2, what do these words mean to them.
Ask a couple of groups to share
Use the trainer notes to clarify if needed. Make the point that the tools they are learning are based on this research.
Trainer Note: How People Learn was presented in Roll Out #1 and #2. Ask the participants what they know/remember about these key findings. If there is limited knowledge in the rooms, use these as talking points for the three key findings:
Prior knowledge: what students bring to the new learning—their past experiences, knowledge, ideas, conceptions, misconceptions etc. In classrooms, we often elicit prior knowledge…and then go right on and teach what we planned! The goal instead would be to build on student prior knowledge as we facilitate bringing them to the scientific explanation of phenomena.
Conceptual Frameworks: This is the idea that experts have a schema or way of thinking about a topic that is not focused on just the details or facts. Instead, experts have a broader view on which they can hang information. For example, an expert chess player sees several plays ahead; a chef can create meals from a variety of foods without using a recipe; a seasoned traveler knows how to navigate cancelled planes. In school we often focus on the bits and pieces. NGSS expects student to engage in big ideas—core ideas, practices and cross cutting concepts.
Metacognition: The importance of understanding how you come to know something. What did you think when you started? What ideas made you think differently? Why? What are you questioning now?

9. Memories…. What do you remember about: Tool A: Conceptual Flow
Tool B: PQP Chart
Tool C: Cross Cutting Concepts
Tool D: Creating a 5E Learning Sequence
Use your handouts as a basis for your group discussion
Display S4 (Memories) and distribute H1 (Tool A, B, C, …D). Have participants discuss the handout and how the conceptual flow was constructed using the 3 tools: A-Conceptual Flow; B- PQP; C- Crosscutting concepts. The circled portion represents Tool D which will be discussed in step 6.
Trainer Note: If possible try to have at least one participant in each group that attended Roll Out #1 or 2. This may necessitate moving people for this discussion.
If there is no one who attended Rollout #1/2, ask participants to see what sense they can make of the picture. For example--What might the different colors represent? What might the different layers of the yellow sticky notes represent? What about the clumping of the sticky notes?

10. TOOL A, B, C
TOOL D
Cells are the basic unit of all living things
Some living things are unicellular, other are multicellular
Cells come from pre-existing cells
There are many types of cells
Having cells is a major difference between living and non living things
Plant and animal cells are different but have some similarities
Cells have organelles that help them do their functions
Organelles include cell membrane, nucleus, cell wall, mitochondria, endoplasmic reticulum
Golgi body, lysomes
Part of the cells help the cell act as a system
Organisms are made of subsystems that are based on cells
Cells form tissues and organs; systems of organs form organisms
All parts of the system or subsystem are affected by other parts
LS1.A Bullet #1
LS1.A Bullet #2
LS1.A Bullet #3
MS-LS-1
MS-LS-2
MS-LS-3
MS-LS-1,2,3
Display S5 (Completed Conceptual Flow). Ask groups to share what they discussed about the tools. Comment as appropriate, making these points:
The flow represents a unit of instruction
The flow began with the group’s prior knowledge about what were the big and supporting ideas they wanted students to understand about a topic (relationships within ecosystems)
The flow was adjusted by reading A Framework for K-12 Science Education and by matching DCIs (orange) to the sticky notes
Preliminary assessment flags were added where the group thought they would want to know about student thinking, and these were matched to where the PEs (white stickies) would be found.
The cross cutting concepts (green dots) were added to indicate areas where concepts could be linked and where cross cutting concepts might be used to connect different units of instruction.

11. From Conceptual Flow to Preliminary Sequence to 5Es
Tool D
From Conceptual Flow to Preliminary Sequence to 5Es
5E Learning Sequence
Display S6 (Tool D From Conceptual Flow to Preliminary Learning Sequence to 5Es) and distribute H2 (Tool D From Conceptual Flow to Preliminary Learning Sequence to 5Es). Briefly explain that Tool D builds on the completed conceptual flow, helps participants think about a “chunk” of learning called the preliminary learning sequence and provides the basis for developing a tentative (thus the gray scale on the slide) 5E learning sequence.
K-12 Alliance/WestEd ‘14

12. Preliminary Learning Sequence Template
MS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function
Display S7 (Preliminary Learning Sequence Template) and distribute H3 (Preliminary Learning Sequence Template).
Give participants a moment to review the template.
Ask the group to discuss the relationship they see between the template and the conceptual flow (H1).
Discuss their connections, making these points:
-top three rows come from the concepts on the conceptual flow
-top line (concepts) provides a “storyline” for the learning sequence
-the storyline goes over many days
-filling out this template is iterative…and not really completed until Tool E is done.
Trainer Note: Many people misunderstand the 5Es. This instructional model does NOT occur within one class period of minutes, but instead occurs over several days, and maybe even several weeks!
Learning Sequence Concept
Cells have substructures that perform cellular functions

13. Tool E Moving from Preliminary Learning Sequence to 5Es
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S8 (Tool E Moving from the PLS to 5Es). Explain that Tool E ends with daily lessons that follow the 5E instructional model (hence, 5Es is now black, not gray scale). These are the parts of Tool E participants will experience.

14. Tool E It’s Iterative
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S9 (Tool E It’s Iterative). Explain that the “You Are Here” marker will show up from time to time to help participants think about the different parts of Tool E. Explain that the first step is to review the concepts on the Preliminary Learning Sequence (H3).

15. Cell Example Try it out in your groups:
Check the flow of the concepts on H3
Decide if any concepts need to be added, deleted or expanded
Write the new flow of concepts
Display S10 (Cell Example) and have participants follow the directions. Have a couple of groups share their ideas, then display S11 (Thinking about Sub Concepts) as the way one group thought about the concepts. They thought the second one needed to be broken into several ideas.

16. Thinking about subconcepts
LT made of cells
Cells have substructures
Cells are systems within systems
Function as a whole
Structure and function are related
Cell wall and membranes structured to allow things in and out of cell
Cells have a nucleus, mito-
chondria
Plant cells have chloroplasts
Thinking about subconcepts

17. Checking the Flow: Linking Questions
Living things are made of cells. Are all cells alike?
Cells have substructures that perform cellular functions. What is a structure/function relationship? How are cell walls/membranes structured for what they do? What does the nucleus ,mitochondria, and chloroplast do? How do all of the organelles work together?
Organelles function as a system. How does the cellular system impact the organism?
Cells function as a whole, a system within a system
Display S12 (Checking the Flow) and explain that this is another way to think about how the concepts link. Is there a question that is answered by the next concept? If not, either the question has to change or the concept does!

18. Tool E It’s Iterative
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S13 (Tool E It’s Iterative) and tell participants they are ready for the next step in Tool E.

19. Analyzing My Stuff (Chart)
Display S14 (AMS Chart) and distribute H4a-c (Analyzing My Stuff).
Explain that this tool is to help them analyze their resources to see how well they align to NGSS and to decide if they match, have a potential, or should be tossed.
Ask the groups to get oriented to the directions and the chart H4a-b. What do they notice about the directions or chart. Answer questions as appropriate.
Select a concept (from the PLS) and phenomena
Generate a list of activities/resources you use to teach towards that concept
Analyze the components of the PE on the PLS: Does the activity address the DCIs, SEPs, CCCs?
Determine how students come to understand the topic/concept. Use guiding questions to analyze the resource
Modification Notes……

20. Modifications: How can students, using practices, figure it out?
How did scientists come to know about the concept(s)?
What is the history of our understanding?
What is a contemporary science question that relates to this concept?
How do I design the learning so students care?
Display S15 (Modifications) to help participants understand the kind of thinking that should go into deciding whether an activity can be used or not based on how students would figure out the content.

21. Try it Out Plant and Animal Cells Jello Model of the Cell
With your group
-analyze the activity
-brainstorm some modifications
-be ready to share
Display S16 (Try it Out) and distribute R1 (plant and animal cell), R2 (osmosis lab), and R3 (jello mold cell model) out to different table groups. Ask each group to use the AMS chart to analyze the activity.

22. Tool E It’s Iterative
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S17 (Tool E It’s Iterative) and explain where participants are in the process. Explain that first they will have a brief conversation to connect to student centered learning and how the 5E Instructional Model assists that types of leanring.

23. Reminder: In Student Centered Learning, Students
Engage with Phenomena
Share their prior knowledge
Try to link that knowledge as they explore concepts through practices and crosscutting concepts
Explain and elaborate their understanding
Recognize their change in thinking as they evaluate their learning
Display S18 (Reminder) and remind participants that NGSS supports student centered learning and that these are the components of that type of learning.

24. Identify the 5Es Students….
Engage: express prior knowledge Explore*: “mess” around with the concept Explain*: tell/show what they know about the concept Elaborate: apply what they know about the concept Evaluate: summarize what they understand about the concept *may be multiple stages
Display S19 (Identify the 5Es).
Ask for a show of hands as to how many people have heard of the 5Es? How many have taught from materials that are labeled with 5Es? How many have designed learning using the 5E model?
Acknowledge the expertise in the group and explain that in this session, they will get an overview of the 5Es, but if they are not familiar with it or other such student-centered learning cycles that they might want to learn more about them as they use Tool E
Use the descriptors on the slide to remind or introduce what each of the 5 Es represents in terms of student thinking in the learning.
Trainer Note: if you have a large number of people who don’t know the 5Es, explain that they will get a better sense of them as they experience the 5Es in their grade level lesson

25. Design for Instruction Engage -Explain
Concept (3D)
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
Explore #1/Explain #1
Explore #2/Explain #2 etc
EXPLAIN
Display S20 (Design for Instruction Engage-Explain) and distribute H5a-c (5E Templates). This is an animated slide. Explain that the learning is designed through a backward planning process that begins by filling out the concept column. The DCIs, SEPs, and CCCs for each stage are identified and placed in the concept column. Advance the slide. Then each stage is completed for the what teacher and student are doing to understand those concepts.

26. It’s Iterative Almost Ready to Design
Review:
What concept am I working on?
Which PE is this concept related to?
What are the SEPs and CCCs related to the PE?
What did I learn from the AMS chart about which resources I might use in the learning sequence?
Display S21 (It’s Iterative: Almost Ready to Design) and suggest that this is a good time for the group the remind themselves what they are working on. Have them use the questions on the slide to reconnect
Concept: cells have organelles that perform function
PE: Develop and use a model to describe the function of the cell as a whole and ways parts of cells contribute to the function
SEP: modeling
CCC: structure function
Learned: several of the activities address structure and function, but its very light on modeling…I need to think about how I would increase that

27. Selected Concepts for the 5E Sequence
LT made of cells
Cells have substructures that perform functions
Cells are systems within systems
Function as a whole
Structure and function are related
Cell wall and membranes structured to allow things in and out of cell
Cells have a nucleus, mito-
chondria
Plant cells have chloroplasts
Display slides S22 (selected concepts) and S23 (which practices) to orient participants as to what this sequence is going to involve.
Remind participants that cross cutting concepts are also part of this, but for now they will focus on the DCI and SEP
Explain that the group that made this flow selected these concepts, then thought about which practices students could use to figure out the concepts. They also checked the PE.
Selected Concepts for the 5E Sequence

28. Which practices? LT made of cells
Cells have substructures that perform functions
Cells are systems within systems
Function as a whole
Structure and function are related
Cell wall and membranes structured to allow things in and out of cell
Cells have a nucleus, mito-
chondria
Plant cells have chloroplasts
Conduct an investigation
Develop and use models
Which practices?

29. Design for Instruction Start with Concept Column
Concept (3D)
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage 2
Explore #1/Explain #1 3
Explore #2/Explain #2 etc 4
EXPLAIN 1
Display S24 (Design for Instruction). Explain that this chart only goes through explain…in a 5E sequence, they would continue through evaluate. The order of filling out the chart is as shown on the slide.
Ask participants, based on what they saw in S22 what they think:
the explain concept should be (cells have organelles to help them do their functions)
engage concept might be (structure/function)
explore concepts (cell membranes)—several of these suggests explore/explain loops.

30. Concept (3D)
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
(day 1)
Living things are made of cells
Obtain information
Explore/ Explain #1
(days 2-3)
Structure and function are related; plant and animal cells have different structures
Obtain information; draw cells
Explore Explain #2
(days 4-5)
Plant cell wall and membrane are structured to allow things in and out
Conduct investigation
Explore Explain #3
(day 6)
Animal cell membrane structure to allow things in and out
EXPLAIN
(days 7-8)
Use a model to explain how the structure of the membrane enables things to go in and out of cells
Design for Instruction: First Attempt Start with Concept Column First Attempt
Display S25 (First Attempt) and point to the orange statements. How do they match with what the participants thought in Step 23?
The next step would be to think about the practices. Based on the phenomenon, concept and the eventual PE, which practices are best for exploration? For students to figure out the science? Have the group discuss.
Advance the slide and see if their thinking matches
Conduct at conversation that includes these ieas
If students have limited knowledge of that practices, then the content of the practice has to be taught (e.g., controls and variables in an experiment) and added to the concept column. If the students have been using the practice, then they have to be able to apply their knowledge of that practice.
For example, in the cell, the practice could be conduct an investigation or obtain, evaluate and communicate information. But the crux practice is develop and use a model and that was entered several times on the Preliminary Learning Sequence Template. Thus the teacher selects models and knows that the students are just beginning to understand what it means to make a model.
The slide also shows the approximate number of days for each concept.

31. Design for Instruction: Start with Concept Column First Attempt
Concept (3D)
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
(day 1)
Living things are made of cells
Obtain information
Explore/ Explain #1
(days 2-3)
Structure and function are related; plant and animal cells have different structures
Obtain information; draw cells
Explore Explain #2
(days 4-5)
Plant cell wall and membrane are structured to allow things in and out
Conduct investigation
Explore Explain #3
(day 6)
Animal cell membrane structure to allow things in and out
EXPLAIN
(days 7-8)
Use a model to explain how the structure of the membrane enables things to go in and out of cells
Display S26 (First Attempt) with circle and explain that participants will have an opportunity to analyze what this might look like

32. Original Days 2-3
Concept (3D) Conduct an investigation to connect structure and function in the natural and built world
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
What do you recall from your drawings
Discuss drawing of p and a cell , what is same structure, what is different
Use drawings from the day before to discuss the observation that plant and animal cells have different parts that do different things
Explore
New activity: S/F of common things (balls) paw vs. hand
Investigate why you play different games with different balls
Try wrapped hands vs. free hands
Investigate how different structures allow for different functions
Explain
Writing prompt
Use evidence from investigation and drawing to explain S/F relationship
Use evidence to explain that In both the natural and built world structure/design are related to the function of the object
Display S27 (Original Days 2-3) and distribute H6a (Original and Revised) Ask them to fold the handout so that the last column is not showing. Have groups discuss how they think the learning proceeds for this concept.

33. Design for Instruction: First Attempt Start with Concept Column First Attempt
Concept (3D)
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
(day 1)
Living things are made of cells
Obtain information
Explore/ Explain #1
(days 2-3)
Structure and function are related; plant and animal cells have different structures
Obtain information; draw cells
Explore Explain #2
(days 4-5)
Plant cell wall and membrane are structured to allow things in and out
Conduct investigation
Explore Explain #3
(day 6)
Animal cell membrane structure to allow things in and out
EXPLAIN
(days 7-8)
Use a model to explain how the structure of the membrane enables things to go in and out of cells
Display S28 (First attempt) with third row circled and distribute H6b (Original and Revised). Ask them to fold the handout so that the last column is not showing. Have groups discuss how they think the learning proceeds for this concept.

34. Original Days 4-5
Concept (3D) Conduct an investigation to explain the relationship of the cell wall and membrane to the plant’s cell ability to maintain an internal and external balance
Stage
Teacher Does
Student Does
Concept ( DCI, SEP, CCC)
Engage
Provide several objects; ask student to describe S/F
Partners complete S/F chart
Use evidence to show that living things show structure/function relationships
Explore
Osmosis lab
Observe and measure changes across membrane
Conduct an investigation about osmosis to show how plant cell walls and membranes work.
Explain
Writing prompt
Use evidence to explain the cell wall provides rigidity and protection for the plant cell; the cell membrane allows for osmosis to occur
Display S29 (Pause). Ask groups to discuss the prompts and then display S30 (Tool E It’s Iterative) and explain that they are now here in the process.

35. Pause!!
Are these activities designed to really enable students to figure out the structure function relationships of cell membranes?
What would students being doing and what kind of work would they produce if they developed and used models to show their understanding?
S30 (Tool E It’s Iterative) and explain that they are now here in the process.

36. Tool E It’s Iterative
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S31 (Intro to Evidence Statement) stating that these are resources available from Achieve.

37. The Process is Iterative
Introduction to
Achieve’s
Evidence Statements

38. PE An Analogy Evidence Statement
Display S33 (An Analogy). This is an animated slide.
Explain that one can observe a plant and notice several features, (advance slide) but when they use a magnifying lens they are able to get much more detail about the plant (advance slide). This view does not alter the properties of the plant, but enables one to see how the component parts work together to make up the full plant.
(Advance slide) Likewise the PEs can be understood at a large grain size, but (advance slide) when they are viewed through a magnifying lens , one notices more details about the PEs and their associated SEPs, DCIs and CCCs (advance slide). The Evidence Statements are more detailed guidelines that can be helpful for guiding assessment, describing what students should be able to demonstrate at the end of instruction. PE
Evidence Statement

39. Evidence Statement Is/Is Not
What it is
What it is Not
Describes what it looks like for students to fully satisfy the PE
Informs the development of summative assessments
Supports instructional design
Description of lessons or units
Used as a checklist that denotes the order or sequence of steps in a student’s performance
Used as a description of teacher prompts, steps in a classroom activity, or instructional techniques
Display S34 (Is/Is Not) and S35 (Is/Is Not Continued) Ask participants, with a partner, to find one is/is not and discuss what the comparison means to them. Ask several partners to share and comment appropriately, making sure that participants understand that the ES are guidelines for what student understanding of the PEs look like after instruction. They are broad statements that have to be surrounded by context to address instruction or assessment.

40. Evidence Statement Is/Is Not Continued
What it is
What it is Not
Listed for individual PEs
Describes a “proficient” level of understanding
Aligns to the intent of the PE
To be used individually; need for bundling (most of the time)
To be used as a complete scoring rubric
Limits on student coursework

41. Evidence Statement Example
Display S36 (Evidence Statement Example) and distribute H7 (Example). Briefly discuss how they are set up for the PEs.

42. Explore the K-12 “Observable Features”
With a partner, select 1-2 practices
Read the appendix and discuss the “observable features” for the practices
What are the components of each practice?
How do the “observable features” contribute to the learning progression of the practices? To student understanding?
Display S37 (Observable Features) and distribute H8 (Evidence Statement Appendix Observable Features).
Explain that this appendix contains the “shells” for each practice. These shells are used at each grade level as the basic structure of the ES and then are completed based on the PE for that grade level.
Ask participants to turn to the practice of Planning and Carrying Out Investigations. With a partner, discuss the 5 parts of the observable feature shell for this practice. What do they notice? Remind them that the specifics of the ES for their grade would be dependent on the PE.
Ask partners to pick another practice and review the shell for that practice. What do they notice? Again remind them that the specifics of the ES for their grade would be dependent on the PE

43. Explore the Evidence Statements for Your Grade
Display S38 (Explore the Evidence Statements) to show where participants can find the evidence statements for their grade level.

44. Refine the 5Es Using Evidence Statements
With your group.
Review the Evidence Statement for MS-LS1-2
Unfold H6a. How did the using evidence statements alter the concept column?
How might that alter the actual activities?
Display S39 (Refine the 5E using the evidence statements). Ask participants to use H7 (Evidence Statement for MS-LS1-2) and return to H6a (Original and Revised). How would they revise the concept column now knowing what the evidence of learning statement says? Have them unfold H6a and compare their ideas with the revised column.

45. Now Try it with Days 4-5 Unfold H6b
How did the using evidence statements alter the concept column?
How might that alter the actual activities
Be prepared to share your ideas
Display S40 (Now Try it with Days 4-5) and repeat the process from step ??, but using H6b.
Distribute H9a-b (End of the Sequence) to show how modeling continues to play out in the sequence.

46. It’s Iterative: Fix the Activity!
Select your activity (osmosis lab, plant and animal structure, jello model)
Based on the evidence statements, how might you adjust these activities to be more in line with the NGSS
Build the new activity into the 5Es
Ask participants how the evidence statements might alter the actual activities, then display S41 (It’s Iterative: Fix the Activity) and provide time for them to think about how they might change any of those activities.

47. Tool E: What did we do?
Review/adjust order of concepts from the Preliminary Learning Sequence
Analysis of My Stuff (AMS)
Construction of Daily 5E
Modification of 5E based on Evidence Statements
Display S42 (What Did We Do?) as a review of Tool E.

48. Tool E Reflection What are 2 things you want to remember about Tool E?
Based on what you understand about Tool E, what is 1 thing you will be looking for in your grade level lesson in the next session?
Display S43 (Reflection). Have participants write their ideas on a post it and use it as an exit slip from this session into their grade level session.

49. Overview Step 1 Tool A Step 2 Tool B, C, D Step 3 Tool E 5E-3D Lessons
Conceptual Flows
Step 2
Tool B, C, D
PQP Charts with CCC and PLS
Step 3
Tool E
5E-3D Lessons

50. 5E Lesson Resources
NSTA Publications