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We will make an investigation to find out which things passangers from both cruise ships had in common and which things different like age, nationality, places they have been before, if they were vaccinated... and then find out which symptoms they considered for that data. We will need the passangers records for this, and if we can even interview some of the passangers from both ships.

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We should teach students the scientific process.  Now I understand that it is outdated. Now I think that we should teach students how to design investigations and solve problems.

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We should teach students the scientific process.  Now I understand that it is outdated. Now I think that we should teach students how to design investigations and solve problems.

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I used to think, we should teach the scientific method and give them the driven question to use toward this message. Now I think we need to forget what we've learned in the past, be opened minded to a new way of teaching and learning let the lessons be more student driven and continue to challenge them to ask questions, be problem solvers and the lessons build on the students prior knowledge or all 3 dimensions.

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How many of the passengers were vaccinated and which vaccine they received 

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How many of the passengers were vaccinated and which vaccine they received 

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I would collect evidence through surveys and interviews. Then I would compare the data to find if one ship had more asymptomatic passengers due to how many had received 1 or 2 doses of the vaccine.

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1.1 REFLECTION - I USED TO THINK… NOW I THINK

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1.1 REFLECTION - I USED TO THINK… NOW I THINK

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I used to think science teaching should be understood as something where we selected and showed some isolated knowledge related to the needs of our students regarding their real lifes and the national curriculum. Now I think that science teaching is a process that grows through the integration of the 3 dimensions, and it should be like a storyline that connects knowledge and experiences.

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2.1 How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

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2.1 How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

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It is totally different since it is focused on the student and not on the teacher’s instruction, and it involves the evidence and the direct contact with the phenomena. I think this is really revolutionary and it creates an environment where students become scientists through the exploration of their own questions. Another important matter of the NGSS is that it involves not only the teacher, but the community as a place to share and provide or receive feedback to improve our learning processes.

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1.2 Post your Model or Explanation about Cruise Ship Data

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1.2 Post your Model or Explanation about Cruise Ship Data

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Do people’s habits affect the way we suffer covid 19?

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Do people’s habits affect the way we suffer covid 19?

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The interest of this investigation consists of identifying if the different habits people have can intervene and produce different effects when suffering the covid 19 infection. I would propose to collect evidence through surveys and interviews. Moreover, I would compare the data to identify the patterns and analyze if the habits cause a difference on how people suffer the virus.

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

SEP - Designing Solutions
DCI - Wind and water can change the shape of the land.
CCC - Stability and Change

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I used to think we had to teach all the methods and steps before starting a lesson, now I know that it can be done while presenting a phenomenom

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I used to think that we should provide the guiding questions for a lesson but now I think that for the student to truly understand, they need to come up with their own questions, relate to past experiences and work to solve the problem.

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I used to think that we should provide the guiding questions for a lesson but now I think that for the student to truly understand, they need to come up with their own questions, relate to past experiences and work to solve the problem.

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I used to think that we, as techers, were meant to be knowledge owners, and give it to our students like gifts...Now I think students brains are brilliant, and we, as their teachers have to help them find the answers, encourage them to investigate, wonder and think about the things we want to teach.

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I used to think that the most important element to teaching science was for students to be able to retain and explain content. Now, I think that this is one element, but that it is equally if not more important for students to understand and utilize the processes of problem solving.

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I used to think specific vocabulary was not as critical for young elementary students. I'm interested in understanding the importance of teaching specific vocab.

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These standards are different because they focus in a 3 dimensional way of approaching science. Is not just learning or memorizing concepts and information but more being exposed to a real problem or a phenomena and find different paths to explain them or to solve these problems.

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To answer the question: Why were more COVID+ passengers on the Argentine cruise ship asymptomatic than the Diamond Princess, I would gather demographic information on the passengers and additional details about each of the separate trips. For demographics, I would want to know: age, comorbidity, and total number of passengers. For trip details, I would want to know: length of journey, weather, how spread out passengers were on the ship, and dates of departure and return. These factors would give me more information to generate a better prediction as to the cause of the difference.

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SEP: I can compare multiple solutions to a given problem.
I can identify similarities in multiple solutions to a problem.
DCI: I can determine different ways how wind and water can change the shape of the land.
CCC: I can differentiate between quick and slow changes to land.

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Question:  What countries were visited?
I would assign a questionnaire to both cruise ships and see what countries they visited. Based on their responses, I would research each country visited and gather information related to COVID, and see how it all correlates.

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2-ESS1-1.	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

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2-ESS1-1.	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

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The phenomena that I chose is a video about the Earthquake in Haiti 7.2 that occured on August 14th, 2021

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The receding water level of Lake Chapala in Jalisco, Mexico.

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The receding water level of Lake Chapala in Jalisco, Mexico.

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1.3 Alejandra Loaiza.Analysing the variables. A survey or google form would be designed  for all passengers on the two cruise ships to answer. The survey would have 1. Nationality 2. Last country visited 3. Age 4. Weight 4. Do sports (yes / no) 5. Type of diet. Students would analyze the results and make comparisons with the statistics to analyze if these variables can contribute to contagion, symptoms and others.

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1.3 Alejandra Loaiza.Analysing the variables. A survey or google form would be designed  for all passengers on the two cruise ships to answer. The survey would have 1. Nationality 2. Last country visited 3. Age 4. Weight 4. Do sports (yes / no) 5. Type of diet. Students would analyze the results and make comparisons with the statistics to analyze if these variables can contribute to contagion, symptoms and others.

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In North Carolina, the science standards for Elementary school aren't as explicit or focused on skills as with NGSS. I am seeing similarities with IB standards and NGSS formats.

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2-LS2-1.	Plan and conduct an investigation to determine if plants need sunlight and water to grow.

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2-LS2-1.	Plan and conduct an investigation to determine if plants need sunlight and water to grow.

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SEP: Plan and conduct an investigation
DCI: Plants need sunlight and water to grow
CCC: Cause and effect

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Hydroponics, plants that grow without soil/light. 

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Hydroponics, plants that grow without soil/light. 

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Does increased exposure lead to increased symptoms?

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Does increased exposure lead to increased symptoms?

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To answer this question, I would use surveys of the passengers, ship layout map and blueprints, and also any activities logs. For the survey, I would ask passengers how much time they spent in common areas on the ship, and how often they did activities with people outside of their immediate travel group. I would use the ship layout to see how closely passengers were placed in common spaces such as clubhouses and dining areas. I would use activity logs to see how many people were in a space together, and if the people who spent more time mixing with others showed symptoms. Using these different sources of data, I would look for patterns between asymptomatic and symptomatic cases.

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I am a relatively new teacher (4 years) and NGSS has been implemented in both of the schools I've taught in. One thing I noticed between the two programs is how it is implemented. In my previous school, we used "kits". So students were still presented with a phenomena and given the opportunity to explore, but it was restricted to what was available and could be done with the kit. In my current school, we are not using pre-packaged kits so it allows for a lot more flexibility and open-ended exploration for students.

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I use to think that teachers feed students with the content, but now I think that students must learn the content from the exploring that teachers set up for them.

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I don't really have a lot of teaching experience and have recently dabbled. However from my own experience when I was at school, and what I have seen today in the school I work in, the structure of NGSS completely revolutionizes the standard of teaching in science and other classes. All focused on the student and the development of their brain through research and asking questions so simple for us but so new for them.

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I can make and record observations based on the phenomena.
I can read and organize data about how wind and water change the shape of the land.
I can create questions about why wind and water changes the shape of the land.
I can discuss different solutions to slow or prevent water / wind changes.

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Question: At what point during the cruise were the tests administered? Did symptoms manifest later in any of the people included here?

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Question: At what point during the cruise were the tests administered? Did symptoms manifest later in any of the people included here?

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To test this we would need to find the ship manifest and find out the date and time people boarded to cross check with the date and time of the test.

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How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

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How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

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I have only thought NGSS standards, but had never been trained on it. We were focusing more on content. Taking this crash course opens the learning to so may new ways that I can't wait to try in the classroom.

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2-LS4-1: Habitats and Biodiversity and 2-ESS2-3: Water on Earth

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2-LS4-1: Habitats and Biodiversity and 2-ESS2-3: Water on Earth

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I could link them as we can investigate how the presence or absence of water (liquid or solid) shapes an habitat and determine the animals and plants of each habitat

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NGSS performance expectations are different from regular science standards because they involve the three dimensions. In the standards I know and the ones I was taught, the focus was on the content, and no more, we felt away from real science. However, NGSS standards involve the contents, but also the practices and creates connections among the scientific domains that make learning more significant for students and teachers.

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2-PS1-1: Material Properties and2-ESS2-3: Water on Earth 

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2-PS1-1: Material Properties and2-ESS2-3: Water on Earth 

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I think we can easily connect the lesson of where to find water in its different phases with the properties of materials and their use.

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I used to think we had to teach all the methods and steps before starting a lesson, now I know that it can be done while presenting a phenomenon

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I used to think we had to teach all the methods and steps before starting a lesson, now I know that it can be done while presenting a phenomenon

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I would like to try this one because it is something my kids can relate to, most of them are familiar with corn.

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SEP - Designing Solutions.
Investigate in depth the measurements that are taken from the macro (countries) to the micro (current city) about the change in the shape of the earth. Analyze the information and deep into the phenomenon.
DCI - Wind and water can change the shape of the land.
Plan a visible shape through practice for students to see the movement of the earth with physical phenomena such as wind and water.
CCC - Stability and Change.

Analyze physical phenomena through the years, the impact it has had on the social, cultural and economic development of a region affected by physical changes on the earth.

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I find that these are different than other science standards because NGSS is a little more details in terms of student output expectations which have been caused by exploration instead of memorization. This actually helps me understand the science report card strands my school put on the report card a few years ago and the difference between the two. I had not understood the difference but I am getting an idea of what the expectation of science lessons for my school is.

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Question: were the two cruiser facing the same climate condions? what was the age ranges of the passengers?
In order to answer these questions, it's necessary to investigate and compare the conditions of both ships, also it's going to be necessary to analyse the age ranges of the passengers and their life style to identify the patterns in how the virus affect the passanger depending on their characteristics

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The NGSS performance expectations are different from the other science standars I have worked with because the NGSS focuses on the students developing their own undertanding and knowledge of how the phenomena works, the teacher provides the instructions and arise the curiosity in orden for them to carry out an investigation, while in some other standars I have seen put the teacher as a instructor to provide the students with the information they need to know in the different levels.

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2-PS1-4: Reversible and Irreversible Changes

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (Cause and Effect)

Anchoring Phenomenon:

Water & Phase Change

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I used this tool to evaluate the lesson I selected

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I used to think we had to stick to the book to cover all the content, now I know we must use experiences to learn and to make students understand by asking questions,  understanding and trying to solve problems. That is the best way for them to learn.

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2-PS1-1: Material Properties

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

The Phenomena that I chose is a video  that shows a simple circuit with a lightbulb that is used to determine the conductivity of different materials. These properties can be used to determine if a chemical change has occurred by testing before and after substances have been mixed.

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Air Plants - No Soil Needed

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Description: Air plants (Aerophytes) don't require soil to grow so they can use used as an introductory phenomenon as your students explore plant needs. Air plants live in areas with high humidity and are generally epiphytes (plants that live on but are not parasites of) living on larger trees. Air plants obtain the water they need to survive from the environment so they must either be misted or occasionally dipped in water.

Web Resource: Air Plant Care - HGTV, Air Plant Supply Co.

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Air Plants - No Soil Needed - The Wonder of Science

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Description: Air plants (Aerophytes) don't require soil to grow so they can use used as an introductory phenomenon as your students explore plant needs. Air plants live in areas with high humidity and are generally epiphytes (plants that live on but are not parasites of) living o

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2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

SEP - Designing Solutions
I can recognize the key features of a model.
I can identify similarities and differences between models.
I can evaluate models using content knowledge about erosion.
DCI - Wind and water can change the shape of the land.
I understand how wind and water cause erosion.
I can identify materials better suited to withstand wind and water erosion.
CCC - Stability and Change
I can look at data across time.
I understand that changes may not be immediately observable and may happen over longer periods of time.

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2-LS2-1: Environmental Plant Needs 2-LS4-1: Habitats and Biodiversity. I could link these 2 PE´s because plants live in habitats. So I could explain that plants, and all the habitants of habitats need each other to survive.

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https://www.nextgenscience.org/resources/grade-1-how-does-light-help-me-see-things-and-communicate-others-v20
I would choose this resource, because It is a good way to explain physics through this phenomenon that is part of our lives every day.

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The tool I used for vetting was de NGSS vetting tool, its friendly, easy to read, it is a practical and functional tool for the evaluation.

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SEP - Designing Solutions

-      Explain how wind and water changing the land affects people.

-      Find solutions.

-      Identify the pros and cons of each solution.

DCI - Wind and water can change the shape of the land.

-       Identify how wind and water change the land.

-       Find examples locally and globally.

CCC - Stability and Change

-      Identify stable features of the land.

-      Identify features of the land that change.

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HS-ESS1-4: Orbital Motions and HS-PS2-4: Gravitational and Electrostatic Forces Between Objects

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HS-ESS1-4: Orbital Motions and HS-PS2-4: Gravitational and Electrostatic Forces Between Objects

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To understand the orbital motions of planets, students need to understand the gravitational and electrostatic forces that work among objects in small and huge sizes.

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I am really interested in this resource:
https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary
I found it and excellent way to involve students in multiple ways and show them how science concepts are part of several aspects of life

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Students investigate a phenomenon of kitchen drums. A musician group uses kitchen implements, including pots and pans, to play a song. How do they make loud sounds? Soft sounds? High sounds? Low sounds? How does the material or what the object touches matter in the kind of sound it can make when we hit it?

This unit is structured with alternating science lessons with "create" lessons so students have multiple opportunities to explore each science concept and then link them together over time.

Ultimately, the models students develop can be of other sound-related phenomena to see that the same big science ideas about sound help us explain the kitchen drums that help us understand other sound phenomena such as why we can hear cars outside or why we need to use soft footsteps when walking in the hallway.

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Students investigate a phenomenon of kitchen drums. A musician group uses kitchen implements, including pots and pans, to play a song. How do they make loud sounds? Soft sounds? High sounds? Low sounds? How does the material or what the object touches matter in the kind of sound it can make when we hit it?

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2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

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2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

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SEP - defining the problem, coming up with solution
DCI - Wind and water phenomena
CCC - Timed data (how did the earth change....)

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The tool I used was the NGSS Vetting Tool.

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The tool I used was the NGSS Vetting Tool.

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I found this tool to be a quick and easy way to check a resource, which if I had any doubts I could then use the 3D Lesson Screening Tool which is more in-depth. What I found when using the screening tool was that the lesson was 3D, but did not use phenomena and instead had a scripted guide for teachers to follow. Using the checklist revealed what I would need to work on with the unit before it would truly embody NGSS. To move forward with this unit, I would need to find relevant phenomena and incorporate more student input instead of following the script.

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2-LS4-1: Habitats and Biodiversity & 2-ESS1-1: Earth Events - Slow and Quick

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2-LS4-1: Habitats and Biodiversity & 2-ESS1-1: Earth Events - Slow and Quick

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I would combine these two PEs to create a thematic unit around how the changes on earth affect biodiversity and animal habitats. I could see this starting out with a focus on habitats and biodiversity and shifting into learning about what happens to the plants and animals in the habitat when changes to the earth happen.

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popcorn kernels: Are they alive?

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I picked this tool to analyze the  lesson plan because it includes the needed description of the main characteristics of the NGSS model, it’s super clear and complete.

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2-ESS2-1: Erosion Design Solution

(Multiple solutions designed to slow or prevent wind or water from changing the shape of the land.)

2-PS1-4: Reversible and Irreversible Changes

(Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. )

In these two lesson, it’s possible to bundle together as part of one unit because the 2-ESS2-1: Erosion Design Solution describe the changes that the earth is facing that can be irreversible which is a topic that is including in the lesson 2-PS1-4: Reversible and Irreversible Changes. We can compares the changes in the lessons to link them together

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The tool I used for vetting was named the NGSS Vetting tool. I evaluated a Mystery Science lesson called, "If you floated down a river, where would you end up?" In evaluating the lesson I found that it aligns with NGSS but needs some work.

+ (positives)

SEP: developing and using models

CCC: patterns (Water always flows downhill.)

DCI: mapping land and water (2-ESS2-2)

Phenomena: Rivers flow.

Relevance: It depends on if students have seen a river before.

Assessment: The quiz touches on the three dimensions but does so at a surface level (paper and pencil short answer questions).

Δ (changes)

Relevance: I’m assuming students have experience with rivers, but if not, then this phenomena would be irrelevant. Perhaps instead the phenomena could be spilling your water bottle and how the water continues dripping down to the floor until you dry it up because that is a phenomena students experience frequently.

Assessment: 2-ESS2-2 Assessment: Mapping Fairlop Waters(from The Wonder of Science)

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The tool I used for vetting was the 3D lesson Screening Tool. I evaluated Mystery Science. 

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The tool I used for vetting was the 3D lesson Screening Tool. I evaluated Mystery Science. 

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The lesson:  Do masks really stop the coronavirus?
After review, I realized that even though some of the expectations were met, others were partially while others not.
All these tools in this module will help me better plan my lessons.

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The tool I used for vetting was the 3D lesson Screening Tool. I evaluated Mystery Science. 

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The tool I used for vetting was the 3D lesson Screening Tool. I evaluated Mystery Science. 

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The lesson:  Do masks really stop the coronavirus?
After review, I realized that even though some of the expectations were met, others were partially while others not.
All these tools in this module will help me better plan my lessons.

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2-ESS2-3: Water on Earth and 2-PS1-4: Reversible and Irreversible Changes

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2-ESS2-3: Water on Earth and 2-PS1-4: Reversible and Irreversible Changes

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Obtain information to identify where water is found on Earth and that it can be solid or liquid. (Patterns)
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (Cause and Effect)
I could use these two in conjunction

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I would like to try out Why Is Our Corn Changing? because it relate to one of the standards that I need to cover this year. It is very well detailed with phenomena.

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2-LS4-1: Habitats and Biodiversity and 2-PS1-3: Objects and Pieces

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2-LS4-1: Habitats and Biodiversity and 2-PS1-3: Objects and Pieces

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Take an ecosystem, such as the savannah, and discover how the ecosystem is a whole made of many parts, including animals and plants. Relate this to how each organism in an ecosystem is also a whole made up of many parts. For example, trees are made of branches, leaves, seeds, etc. Every part of the ecosystem is integral to the whole.