1. 3-5 5E Leaning Sequence Example
K-12 Alliance
3-5 5E Leaning Sequence Example

2. Session Goals to design NGSS aligned classroom learning sequences.
Gain insight into the use of Planning Tools
A-Conceptual Flow
B-PQP
C-CCC
D-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.

3. Learning Experience Outside the Box Learning Experience X  teacher
planning/thinking
Inside the Box Learning Experience
X  student learning

4. Outside The Box X

5. From Conceptual Flow to Preliminary Sequence to 5Es
Tool D
From Conceptual Flow to Preliminary Sequence to 5Es
5E Learning Sequence
Select chunk from CF; complete preliminary sequence template using concepts and PQP and CCC charts, create 5 E—concept column first

6. Some of the SEPs Ask Questions Use models Plan and Conduct
4-ESS3-1 H1
Energy 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.
Some of the SEPs
Ask Questions
Use models
Plan and Conduct
Analyze and Interpret

7. Electricity Exploration

8. Obtain, Evaluate and Communicate Information
4 PS3-2
4-PS3-1
4-PS3-4 *
4-ESS3-1 H1
Energy 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.
Some of the SEPs
Obtain, Evaluate and Communicate Information

9. Preliminary Learning Sequence Template
Add chunks to template in the concept area

11. Preliminary Learning Sequence Template
Add chunks to template in the concept area

12. Review Preliminary Learning Sequence
What 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

13. Preliminary Learning Sequence Template
Add chunks to template in the concept area

14. Inside the box X

16. What Energy Products Do You Use?
Quick write: list ways you use energy from the time you get up in the morning until evening.

17. Energy Source Cards
Sort 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.

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

20. Reading Partner 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.

21. Find Out More!
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.
Chart observations and questions on two different charts.

22. What We Know So Far What do you know for sure?
What questions do you have about energy?
Add to your notebook

23. 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

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.
Use rubric to guide your work

29. Energy Card Game
Return 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?

30. Next Lesson

31. Outside The Box X

32. 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?

33. 5E Learning Sequence Stage 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.

34. Debrief Some More
How were the practices and cross-cutting concepts used to deepen student learning?
This debrief may be done whole group.

35. From Conceptual Flow to Preliminary Sequence to 5Es
Tool D
From Conceptual Flow to Preliminary Sequence to 5Es
5E Learning Sequence
Select chunk from CF; complete preliminary sequence template using concepts and PQP and CCC charts, create 5 E—concept column first

36. 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?