Ngss Course Curriculum Map

NGSS COURSE CURRICULUM MAP

CHEMISTRY/EARTH SCIENCE

Name of Course: Grade Level:

FIRST SEMESTER

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

UNIT #1

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

PS PE#1 / PS PE#2 / PS PE#3 / PS PE#4 / LS PE#5 / ESS PE#1 / ESS PE#2 / ETS PE#1 / ETS PE#2
SelectHS-PS1-1HS-PS1-2HS-PS1-3HS-PS1-4HS-PS1-5HS-PS1-6HS-PS1-7HS-PS1-8HS-PS2-1HS-PS2-2HS-PS2-3HS-PS2-4HS-PS2-5HS-PS2-6HS-PS3-1HS-PS3-2HS-PS3-3HS-PS3-4HS-PS3-5HS-PS4-1HS-PS4-2HS-PS4-3HS-PS4-4HS-PS4-5 / SelectHS-PS1-1HS-PS1-2HS-PS1-3HS-PS1-4HS-PS1-5HS-PS1-6HS-PS1-7HS-PS1-8HS-PS2-1HS-PS2-2HS-PS2-3HS-PS2-4HS-PS2-5HS-PS2-6HS-PS3-1HS-PS3-2HS-PS3-3HS-PS3-4HS-PS3-5HS-PS4-1HS-PS4-2HS-PS4-3HS-PS4-4HS-PS4-5 / SelectHS-PS1-1HS-PS1-2HS-PS1-3HS-PS1-4HS-PS1-5HS-PS1-6HS-PS1-7HS-PS1-8HS-PS2-1HS-PS2-2HS-PS2-3HS-PS2-4HS-PS2-5HS-PS2-6HS-PS3-1HS-PS3-2HS-PS3-3HS-PS3-4HS-PS3-5HS-PS4-1HS-PS4-2HS-PS4-3HS-PS4-4HS-PS4-5 / SelectHS-PS1-1HS-PS1-2HS-PS1-3HS-PS1-4HS-PS1-5HS-PS1-6HS-PS1-7HS-PS1-8HS-PS2-1HS-PS2-2HS-PS2-3HS-PS2-4HS-PS2-5HS-PS2-6HS-PS3-1HS-PS3-2HS-PS3-3HS-PS3-4HS-PS3-5HS-PS4-1HS-PS4-2HS-PS4-3HS-PS4-4HS-PS4-5 / SelectHS-LS1-1HS-LS1-2HS-LS1-3HS-LS1-4HS-LS1-5HS-LS1-6HS-LS1-7HS-LS2-1HS-LS2-2HS-LS2-3HS-LS2-4HS-LS2-5HS-LS2-6HS-LS2-7HS-LS2-8HS-LS3-1HS-LS3-2HS-LS3-3HS-LS4-1HS-LS4-2HS-LS4-3HS-LS4-4HS-LS4-5HS-LS4-6 / SelectHS-ESS1-1HS-ESS1-2HS-ESS1-3HS-ESS1-4HS-ESS1-5HS-ESS1-6HS-ESS2-1HS-ESS2-2HS-ESS2-3HS-ESS2-4HS-ESS2-5HS-ESS2-6HS-ESS2-7HS-ESS3-1HS-ESS3-2HS-ESS3-3HS-ESS3-4HS-ESS3-5HS-ESS3-6 / SelectHS-ESS1-1HS-ESS1-2HS-ESS1-3HS-ESS1-4HS-ESS1-5HS-ESS1-6HS-ESS2-1HS-ESS2-2HS-ESS2-3HS-ESS2-4HS-ESS2-5HS-ESS2-6HS-ESS2-7HS-ESS3-1HS-ESS3-2HS-ESS3-3HS-ESS3-4HS-ESS3-5HS-ESS3-6 / SelectHS-ETS1-1HS-ETS1-2HS-ETS1-3HS-ETS1-4 / SelectHS-ETS1-1HS-ETS1-2HS-ETS1-3HS-ETS1-4

Additional PEs:

DISCIPLINARY CORE IDEAS (DCIs):

PS DCI#1 / PS DCI#2 / PS DCI#3 / PS DCI#4 / LS DCI#5 / ESS DCI#1 / ESS DCI#2 / ETS DCI#1 / ETS DCI#2
SelectPS1.APS1.BPS1.CPS2.APS2.BPS3.APS3.BPS3.CPS3.DPS4.APS4.BPS4.C / SelectPS1.APS1.BPS1.CPS2.APS2.BPS3.APS3.BPS3.CPS3.DPS4.APS4.BPS4.C / SelectPS1.APS1.BPS1.CPS2.APS2.BPS3.APS3.BPS3.CPS3.DPS4.APS4.BPS4.C / SelectPS1.APS1.BPS1.CPS2.APS2.BPS3.APS3.BPS3.CPS3.DPS4.APS4.BPS4.C / SelectLS1.ALS1.BLS1.CLS2.ALS2.BLS2.CLS2.DLS3.ALS3.BLS4.ALS4.BLS4.CLS4.D / SelectESS1.AESS1.BESS1.CESS2.AESS2.BESS2.CESS2.DESS2.EESS3.AESS3.BESS3.CESS3.D / SelectESS1.AESS1.BESS1.CESS2.AESS2.BESS2.CESS2.DESS2.EESS3.AESS3.BESS3.CESS3.D / SelectETS1.AETS1.BETS1.C / SelectETS1.AETS1.BETS1.C

Additional DCIs:

SCIENCE AND ENGINEERING PRACTICES (SEPs):

PS SEP#1 / PS SEP#2 / PS SEP#3 / PS SEP#4 / PS SEP#5 / ESS SEP#1 / ESS SEP#2 / ETS SEP#1 / ETS SEP#2
SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio / SelectAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating informatio

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:

UNIT #2

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

Additional PEs:

DISCIPLINARY CORE IDEAS (DCIs):

Additional DCIs:

SCIENCE AND ENGINEERING PRACTICES (SEPs):

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:

UNIT #3

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

Additional PEs:

DISCIPLINARY CORE IDEAS (DCIs):

Additional DCIs:

SCIENCE AND ENGINEERING PRACTICES (SEPs):

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:

UNIT #4

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

Additional PEs:

DISCIPLINARY CORE IDEAS (DCIs):

Additional DCIs:

SCIENCE AND ENGINEERING PRACTICES (SEPs):

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:

UNIT #5

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

Additional PEs:

DISCIPLINARY CORE IDEAS (DCIs):

Additional DCIs:

SCIENCE AND ENGINEERING PRACTICES (SEPs):

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:

UNIT #6

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

Big Idea:

Phenomena Engagement:

PERFORMANCE EXPECTATIONS (PEs):

Additional PEs: