Creating a Conceptual Flow
Note: The Conceptual Flow was developed by the K-12 Alliance/WestEd and the PQP
Chart was developed by the Sacramento Area Science Project. Both are used with
permission.
Part I: Making the Map
1. Write a narrative of what a student should understand about a particular
core idea.
2. Transfer the major concepts to large yellow sticky notes, mid-size concepts
to medium sized yellow sticky notes, and smallest level facts or concepts on
smallest sized yellow sticky notes.
3. In the table group, “play” your sticky note by adding it to a chart paper one
at a time, taking turns as you move around the table.
4. If yours matches one that has already been played, add it to the top. If it
different, play it in the appropriate spot.
5. The resulting concept map represents what you think is important to meet
each core idea. (Big ideas, supporting ideas and facts necessary)
6. Look at the NGSS standards page and identify the DCI’s that are covered
with this core idea. Write the DCIs on Orange sticky notes. Add them to the
conceptual flow where you think that they match your ideas. If there is no
match, place the DCIs in your flow where you think they belong. It is helpful
to separate each bullet point on separate orange notes.
7. Once they all are added, look for sections of your flow that don’t have any
orange sticky notes. Make a decision if it needs to be deleted or moved.
8. In order to make an informed decision, compare with the NRC A Framework
for K12 Education, or your notes/resources to see if any concepts are
missing and should be added.
9. Identify points where you would need to check if students understood the
concepts before moving on. Add red dots where you might do these
assessments. You could add a code to symbolize what type of assessment if
you wish.
10. Identify the NGSS performance expectations that are covered in your flow
and transfer the number and brief description to white or light grey sticky
notes. Place them on the flow where students would be assessed. Compare
the PE placement and your assessments from Step 9. Decide which
assessments to keep.
Part II: Phenomenon/Question/Practice Chart (PQP Chart)
11. Start a PQP chart to explore one PE and the DCI (s) that go (es) with it.
12. If completed electronically, paste the PE into the box and also paste the
target practice and cross cutting concepts into the proper boxes. If
completed on paper, copy into these boxes.
13. Brainstorm possible natural phenomena that students might observe to
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Creating a Conceptual Flow
learn the content in the DCI.
14. For each phenomenon identified add possible guiding questions or
questions that students might have after observing the phenomenon.
15. Add additional practices that students might utilize
16. Transfer the practices to small blue sticky notes and add them to the orange
DCI sticky notes that they connect to on your flow.
17. Revisit the PQP chart look at the column on Cross Cutting Concepts. Add
other CCCs that students can utilize while exploring the phenomena.
Transfer these cross cutting concepts to green sticky notes and place them
where you would make these connections on your flow and make note
where you would make those connections.
Sample Conceptual Flow
Placement of large, medium, and small yellow stickies, orange DCIs, white PEs, blue
SEPs, and green CCCs.
Next Steps
This will lead to taking one of the PQP charts and developing a 5E lesson plan that
represents multiple days or a unit of instruction.
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