NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

Name of Course: Select Grade Level: Select

FIRST SEMESTER

Storyline Narrative (Be sure to include the main Crosscutting Concept (CCC) as the overarching organizer: Select;     

UNIT #1Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

1

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #2

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

2

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #3

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

3

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #4

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

4

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #5

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

5

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #6

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

6

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

SECOND SEMESTER

Storyline Narrative (Be sure to include the main Crosscutting Concept (CCC) as the overarching organizer: Select;     

UNIT #7Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

7

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #8

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

8

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #9

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

9

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #10

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

10

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #11

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

11

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

UNIT #12

Course Conceptual Flow (Arrangement of PEs and DCIs to match your storyline; left to right/top to bottom):

Big Idea:      

Engagement Phenomena:      

PERFORMANCE EXPECTATIONS (PEs):

LS PE#1 LS PE#2 LS PE#3 LS PE#4 LS PE#5 ESS PE#1 ESS PE#2 ETS PE#1 ETS PE#2Select Select Select Select Select Select Select Select Select

Additional PEs:      

DISCIPLINARY CORE IDEAS (DCIs):

LS DCI#1 LS DCI#2 LS DCI#3 LS DCI#4 LS DCI#5 ESS DCI#1 ESS DCI#2 ETS DCI#1 ETS DCI#2Select Select Select Select Select Select Select Select Select

Additional DCIs:      

SCIENCE AND ENGINEERING PRACTICES (SEPs):

LS SEP#1 LS SEP#2 LS SEP#3 LS SEP#4 LS SEP#5 ESS SEP#1 ESS SEP#2 ETS SEP#1 ETS SEP#2Select Select Select Select Select Select Select Select Select

Additional SEPs:      

CONNECTIONS TO THE NATURE OF SCIENCE (refer to SEP and CCC foundational boxes on blueprint):     

Bridge connections/transitions between selected PEs and DCIs:     

Subconcepts and Essential Facts:     

Formative and Summative Assessments (refer to NGSS Evidence Statements):     

Extension (or Elaboration) Phenomenon in a New Context:     

Evaluation Phenomenon in yet another New Context:     

Activities that will scaffold toward student success with assessments (title, source, url link):Activities Crosscutting Concept “Connector”           

Instructional Strategies, Modifications and Accommodations to be included for Diverse Student Learners:     

Estimated # of days for instruction:      

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

12

NGSS COURSE CURRICULUM MAPBIOLOGY/EARTH SCIENCE

Group Planning Notes:     

Developed by Dean Gilbert, EDU Consulting LLCFebruary 2016

13