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I used to think that teachers had to give out directly the knowledge to students, now I think we need to let students construct their own knowledge and teachers should just be a guidance. 

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I used to think that teachers had to give out directly the knowledge to students, now I think we need to let students construct their own knowledge and teachers should just be a guidance. 

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I used to think that the more information I gave to my students the better. Now I think I should give them less information and more opportunities for them to observe, discuss and develop their own explanations of phenomena.

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I used to think that teachers are the only ones that have the correct knowledge about different topics and they are the only ones that can teach to students, Now I think that we can learn from each other, teachers and students, students now can have an active role in their learning process.

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I used to think that teachers are the only ones that have the correct knowledge about different topics and they are the only ones that can teach to students, Now I think that we can learn from each other, teachers and students, students now can have an active role in their learning process.

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I used to think that it was very important for students to do, now I think it takes more for them to gain meaningful learning, critical thinking, and problem-solving skills. 

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I used to think that it was very important for students to do, now I think it takes more for them to gain meaningful learning, critical thinking, and problem-solving skills. 

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I used to think it was very important for students to do, now I think it takes more for them to gain meaningful learning, critical thinking, and problem-solving skills.

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I used to think that "hands-on", making experiments and letting kids use and manipulate was the best way to garantee their depeer learning and uderstainding. Now I realize the importance of incluiding DCI + SEP+ CCC.

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I used to think that "hands-on", making experiments and letting kids use and manipulate was the best way to garantee their depeer learning and uderstainding. Now I realize the importance of incluiding DCI + SEP+ CCC.

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I used to give information to my students and now I let them construct their own knowledge. 

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I used to give information to my students and now I let them construct their own knowledge. 

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What was the security measure they took against COVID before the passengers boarded the ship?What security measure did they take so that there were no COVID infections among passengers?What factor is there for there to be more asymptomatic passengers on the Argentina Cruise?What nationality are most of the passengers?
These were my questions because I consider the security measures taken before boarding passengers and during the trip to consider contagions important. I was quite struck by the number of asymptomatic passengers on the Argentina cruise, with reference to the other cruise. I also ask about the nationality and probably the ages of the passengers, the immune system of each person has a lot to do with it, there are places where their diet is healthier, they play sports and deal with stress in different ways.

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I think that the reason why there are more asymptomatic passengers in the argentine cruise than the Princess Diamond it's because maybe there are more fully vaccinated passengers in the Argentine cruise. Also, another factor could be that the passengers that were in the Diamond Princess already had contact with the Delta strain causing passengers more severe symptoms or to show any symptom although they are fully vaccinated or not. 

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I think that the reason why there are more asymptomatic passengers in the argentine cruise than the Princess Diamond it's because maybe there are more fully vaccinated passengers in the Argentine cruise. Also, another factor could be that the passengers that were in the Diamond Princess already had contact with the Delta strain causing passengers more severe symptoms or to show any symptom although they are fully vaccinated or not. 

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I used to think that I had to provide a lot of information to my students so they could learn, but now I have realized that the discussions we have in the classroom, are very significant to them and have a great impact in their deeper learning. 

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I used to think that I had to provide a lot of information to my students so they could learn, but now I have realized that the discussions we have in the classroom, are very significant to them and have a great impact in their deeper learning. 

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I used to think that science education always required to provide students explicit information before they could apply it to real life, now I know that it's necessary to consider students' prior knowledge and experiences as a starting point to guide and reach deeper learning.

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1)I would first observe at the graph with the results of the two cruises to see the difference between them.
2)My question was:
What factor or factors contributed to the fact that there were more asymptomatic passengers on the Argentina cruise than on the other?
3)Then I will explore the literature.
4) I write a Hypothesis
5)Expected results
6)Sharing data and ideas
7)Feedback and peer review
8)Actual results
9) Results support the hypothesis
10) Publication

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I think could be many reasons, one of them are that they are more vaccinated passangers, or maybe the food they eat are more healthy.

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1. NGSS expectations are focused on 3 dimensional approach.
2. CCC explore connections across the four domains of Science

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Question: Are the passengers fully vaccinated? 

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Question: Are the passengers fully vaccinated? 

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I would make a survey about their vaccination process to all the passengers from both cruise ships. Then, I would compare the data and determine if this could be a factor that caused passengers in one cruise ship to be asymptomatic.

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I consider that some reasons why there were more asymptomatic passengers in the Argentine cruise
are because:

1. Maybe passengers in the Princess Diamond cruise had contact with each other during more time

2. There were more young passengers in the Argentine cruise.

3. Passengers in the Argentine cruise had a healthier lifestyle.

Ángela Erazo.

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I used to think that the students were like an empty vases at the beginning of the school year and as a teachers we had the duty to fill them with knowledge. But now I think that they are like a ocean full of experiences and they need to swim with us, share and develope different ways to learn and think trough arguments and engaging discutions.

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I used to think that students could demonstrate learning through representing systems in drawings or cake models. Now I think that students need to show deeper understanding by making analogies such as the comparison of a human cell to a prison.

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1. I would consider the questions I made, discuss them, and select one that I would like to work with. For example: what is the influence of passengers’ age and lifestyle on the fact that there were more asymptomatic people on the Argentina cruise?

2.  I would identify its variables: dependent and independent.
3. I would create a survey to collect the data needed.
4.I would share my design to improve it.

5. I would record and organize the survey’s results and identify possible relationships.

6. I would share, compare, and discuss results.

Angela Erazo.

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I used to think that the classes should be guided directly by the teacher, but now I think that the students can contribute and share their ideas before, during and after the class

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I think there may be many reasons, one of them is that culturally they took biosecurity processes more seriously, it may be that there are more vaccinated passengers, or also the food they eat is healthier

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I would consider the following steps:

1. I would take into account the questions I asked the passengers, and choose one that I would like to work with. Example, how did you follow the biosafety protocols?
2. It would take into account the population with ease of access to information and who does not (or less).
3. I would do a survey to collect the necessary data.
5. I would record the results of the survey and identify possible relationships.
6. I would evaluate the results and analyze the facts

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Model:
Diamond Princess - greater percentage of older passengers

Argentine Cruise - greater percentage of younger passengers

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For my investigation I would start with my question, were a greater percentage of passengers on one cruise ship older than passengers on the other. This question came from the more broad question/phenomena of why a greater percentage of COVID-positive passengers on one ship demonstrated symptoms than on the other ship.

To investigate my question, I would collect data and find out the age of each of the passengers one each ship, looking closely at the ages of the COVID-positive passengers and the percentage of ones who showed symptoms vs. asymptomatic.

I would share my data and any patterns I notice with colleagues and discuss.

Based on the points that came up in our discussion, I would decide how to proceed in my investigation.

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I used to think that it was more important to get to the solution than the process itself Now I think that the process and the opportunities for different solutions is key to the science learning process. I used to think that I had to teach everything to students instead of allowing them to discover it for themselves, now I know that when students discover they learn much more and make it their own.
Gema Pereira

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Gema Pereira,

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I used to think teaching Science was bored because it involved knowing a lot of concept; in other words I though I had to know everything inside the classroom. However, now I think teaching science is a beautiful opportunity to foster several skills and abilities in the same activity.

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I think there were more asymptomatic passagers in the Argentine cruise because most of them were fully vaccinated. Also, another relevant aspect to bear up is the ages of passengers. Likewise, it is important to see what and how biosecurity measures were taken during the two cruises.

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

SEP - Plan and Carry Out Investigations
DCI - Sound can make matter vibrate, and vibrating matter can make sound.
CCC- Cause and Effect

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Q: What is the general Health and age status of Passengers of the ships?

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Q: What is the general Health and age status of Passengers of the ships?

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The first step I would take is to find the point of origin and identify passengers age  and if passengers are locals or tourists.
If most are local then I would look at the culture, what do they eat regularily, do the exercise.
If most are tourists (which might be the most logical case), then the investigation would extend overseas to do the same and study the culture of eating and exercising habits.
Once this is identified I would then proceed to the next question... G.P

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I would inquire about passengers vaccinations in the argentine cruise. 1. I would create a survey to collect the data about vaccination. 2. I would analyse it taking in mind aspects such as age and lifestyle. 3. I would share my hypothesis with others.

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I used to think that I was the one that had to look for the information tools to teach and guide students to place I wanted them to be. Now I think I should first reach inside of them to find out what they already know, what they would like to know, and what they think before inviting them to investigation to be able to reach their goals and knowledge.

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I used to think that I was the one that had to look for the information tools to teach and guide students to place I wanted them to be. Now I think I should first reach inside of them to find out what they already know, what they would like to know, and what they think before inviting them to investigation to be able to reach their goals and knowledge.

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I think people from Argentina and people in the Diamond Cruise were exposed to different life styles, diet, viruses and general conditions that made Argentinian´s immune system stronger.

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I think people from Argentina and people in the Diamond Cruise were exposed to different life styles, diet, viruses and general conditions that made Argentinian´s immune system stronger.

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I would take a close look at all facts like: age, nationality, gender, health condition, ocupation, province of residence, and diet, among others.  

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I would take a close look at all facts like: age, nationality, gender, health condition, ocupation, province of residence, and diet, among others.  

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NGSS expectations are similar to other Science standards in that both look for answers, fact knowledge, and valid explanations. They are different in that NGSS is student based and other Science resources are teacher based.

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NGSS expectations are similar to other Science standards in that both look for answers, fact knowledge, and valid explanations. They are different in that NGSS is student based and other Science resources are teacher based.

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DCI - Invite students to place ear on wall, floor or other solid surface while others take some percussion instruments or play music to make sound which will make surface vibrate. Invite them to watch top surface of a drum vibrate and sound when loud sound is played closeby. 

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DCI - Invite students to place ear on wall, floor or other solid surface while others take some percussion instruments or play music to make sound which will make surface vibrate. Invite them to watch top surface of a drum vibrate and sound when loud sound is played closeby. 

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CCC- What causes sound? What causes vibration? ... How do they relate? What else could we do to make the same cause-effect?

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I used to think that teachers were the center of the teaching in a science class and students were "the followers" who received all the information and they migth use it in their future plans. Now I think that students are the center of the class and they are able to analysing, reasoning and creating new strategies to find answers realated to the new learning. They are able to challange themselves to solve a science issue and teachers are their guides.

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1) I would check the list of passengers who boarded the cruise to get more information about: Age, nationalities, professions, status.

2) I would talk with the cruise manager to know about the routes that the cruise took the past two months.

3) I would interview some passengers to know about their symptoms and when they started to feel them.

4) I would talk with a virus expert to search for more information about the illness and how we can handle it.

5) I would explore the literature to write a hypothesis and expect some results.

6) Make sure if others share the same information with me or if they want to add something else.

7) Actual results which support the hypothesis and finally, publication.

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Now days I think best learning is that the students gain critical thinking,  and can solve real life problems.

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Now days I think best learning is that the students gain critical thinking,  and can solve real life problems.

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I used to think... as I was learning to be a teacher that we needed to know everything and always have an answer. Over the past several years of teaching, I now think that we don't need to know the answers. We need to tell the students...I don't know, that is interesting, how can we find the answer? I learned so much about different animals last year with my first graders through our PBL units about habitats of the world.

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I have handled the NGSS standards but I needed to add in my plans the three tables below where we find DCI, CCC, and SEP, to complete my teaching with the details of the three dimensions.

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The NGSS performance expetations are based more on experiental experiences.

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The NGSS performance expetations are based more on experiental experiences.

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NGSS are astudent driven rathar that teacher driven, they are also divided into the 3 dimentions, DCI's Sep's and CCC's. Gema Pereira

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NGSS are astudent driven rathar that teacher driven, they are also divided into the 3 dimentions, DCI's Sep's and CCC's. Gema Pereira

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The NGSS expectations are similar to other science standards in that they both seek answers, and clear explanations. They are different in that NGSS seeks that students are more immersed in the development of the class and as they said in the video, the cause and effect is explained in a more simple but concise way in the mini lesson to give an example to the students and they understand in a more entertaining way, this with the help of planning such as DCI, CCC and SEP

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SEP - Show in class two plastic cups joined by a string and indicate how sound can be transmitted by this means
DCI - Ask the students to do this creative activity in pairs - artostoca, then one student places his ear in a glass and the other student makes a loud sound, this must be done at least one meter away, joined only by a string slim.
CCC- Ask the students to ask themselves the following questions What causes the sound? What Causes Vibration? ... How they relate? What else could we do to produce the same cause and effect? And in the end clarify all these doubts.

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SEP: Show students a cup of loose rice on a speaker, then play music, ask students how does the begin to dance?
CCC: Cause and Effect: what causes the rice to move? What causes the music to play? What effect does the playing music have on the rice?
DCI: Have students place their hands on the speaker while the music is on, then while the music is off. Have students place different items on the speaker, then turn music on an off.
Gema P.

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1 .NGSS performance expectations are contructed taking into account the 3 dimensions: SEP, CCC and DCI.
2. The NGSS performance expectations are organized into grade levels or bands.

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I used to give information to the students to teach. Now I allow them to discover by asking questions.

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I used to give information to the students to teach. Now I allow them to discover by asking questions.

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I think they are similar because they seek to adress science concepts that help students understand how things in their environment work. However, I think they are different because of the way it is presented the instruction and the purpose of the activities is to respect the students ages.

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I used to think my students were learning with content and hands on activity, now a I know I need to incorporate the 3D dimmensions to reach their goals.

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I used to think my students were learning with content and hands on activity, now a I know I need to incorporate the 3D dimmensions to reach their goals.

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1-LS3-1: Heredity: Inheritance and Variation of Traits

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1-LS3-1: Heredity: Inheritance and Variation of Traits

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My anchoring Phenomena is this video about baby animals and how their appearance leads to parental care that allows them to survive. I could ask my students what similar traits does the baby animals have with their parents and which traits are very different.

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My anchor phenomenon is this video about Who moves- Sky or us? https://www.youtube.com/watch?v=Wr-CRKsTYGs&ab_channel=learningjunction You could ask the students to make a game where they make teams of 3 students, each representing the sun, the moon and the earth and only One of them should be moved, who should do it?

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I would like to plan and carry out investigations.
SEP: Designing models and share them with peers.
DCI: Patterns in the sky.
CCC: How can the moon and sun are related?

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1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. DCI: students will touch a speaker when it is on and talk about how it feels when the volume is up and down. They will discuss about vibration. SEP: The speaker, a plate with some rice grains will be given to students, so that they will plan and conduct an experiment to find a way that the sound produced by the speaker could move the rice. Students will come up with different ideas that will be shared and tested in class. CCC: After testing the experiment, students will explain how the sound produced by the speaker can move the rice grains without touching it. Cause-effect

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DCI: Know

Investigate everything related to sound.

Everything related to vibration

Relationship between vibrations and movement.

In what kind of matter sound can pass trough.

Use a Tunning fork

CCC: Think

Students are going to work in an Analogy

What is sound?

What is vibration?

What is movement?

What cause vibration and what is its effect.

SEP: Do

Students will make a model in which sound can be heard. It can be a drum, a guitar, etc.

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My anchoring phenomenon is in the the following video

Dubai 24 hours Elapse Time  (patterns in the sky) https://thewonderofscience.com/phenomenon/2017/10/8/dubai-24-hour-timelapse

Through this phenomenon students will observe and discuss changes in the sky as they wonder about what causes of them.

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NGSS performance expectations includes three dimensions (practices, disciplinary core ideas and crosscutting concepts) while the science standards I used to know frequently focused on one dimension: disciplinary concepts. Therefore, these latter standards were made in terms of students' knowledge rather than their performance.

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My phenomenon is sound and vibrations.
There are several ways to approach it.
https://thewonderofscience.com/phenomenon/2018/7/8/rubens-tube
With this phenomenon students can understand the relationship between the waves and sound experimental way.

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Description: The Rubens' tube was invented by German physicist Heinrich Rubens in 1905. It is a tube that is sealed at both ends in includes a flammable gas like propane. A speaker is attached to one end of the tube so sound waves can be transmitted thought the air/gas mixture. Small holes are drilled in the top of the tube and when the air/gas mixture emerges it creates a flame. As sound is played standing waves are created in the flames that change as the frequency of the waves is changed.
Web Resource: Rubens' tube - Wikipedia

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Description: The Rubens' tube was invented by German physicist Heinrich Rubens in 1905. It is a tube that is sealed at both ends in includes a flammable gas like propane. A speaker is attached to one end of the tube so sound waves can be transmitted thought the air/gas mixture.

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SEP:
- Students will ask questions about a specific phenomenon: guitar strings vibrate when someone touches them. Students will choose one question to investigate.
- Students will make observations of different objects that produce sounds and they will collect and produce data.
DCI and CCC:
- Students will explain how guitar strings produce sound based on their investigation (cause-effect)

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They are similar because they both have a list of goals for each grade level. They are different because NGSS standards connect to other discipline standards and they are not just based on students "knowing" things.

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Performance standard:  1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Phenomena: pictures and videos of the night and day sky:
https://contrib.pbslearningmedia.org/WGBH/buac18/buac18-int-peeppatternssky/index.html

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The material contained in this product is based upon work supported by NASA under cooperative agreement award No. NNX16AD71A. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Aeronautics and Space Administration.

PRODUCED BY FUNDED BY

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The material contained in this product is based upon work supported by NASA under cooperative agreement award No. NNX16AD71A. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Aeronautics and Space Administration.

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Plan and conduct investigations to provide evidence that vibrating materials can make sound, and that sound can make materials vibrate. Gema P.

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My anchoring Phenomena is this video is:
Why are babies so cute?

https://thewonderofscience.com/phenomenon/2018/5/3/cute-baby-animals

This video is linked to the topic that will be seen and shows the similarities and differences between parents and children in humans and between different types of animals.
Students will use Tridimensional learning, developing a model showing the similarities and differences, based on the performance Expectations and the structure of living things.

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D.C.I Through differente resources students will investigate and look about what is vibration and movement. they can watch a video about how does the music makes rice to jump with different types of music.

c.c.c we can get them into the questions about what makes he rice to move? whay kind of music make it move harder and why?

sep Make an experiment with them showing how does the rice move with different vibrations tools, like music, claps, or yeilling.

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1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

SEP - Plan and Carry Out Investigations: For this part, I really liked the example that someone else put of the dancing rice. Students can put rice on a speaker and see how emitting different sounds from the speaker affects the rice.

DCI - Sound can make matter vibrate, and vibrating matter can make sound. : For this part I would have students make and record observations from their investigation. We could discuss their observations and come up with questions and ideas about what they observed.

CCC- Cause and Effect: For this part, we could record the cause and effect from the investigation and come to the conclusion that sound makes matter vibrate.

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Anchoring Phenomena: Tuning Fork Resonance and Ping Pong Ball

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They are similar because they assigne goals to achive, like unit to complete. They are different because NGSS gives time to have sequence and complete infomartion.

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Some basic possible explanations

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3-LS1-1

Plant and Animal Life Cycles
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-ESS2-1

Seasonal Weather Conditions
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
How do weather conditions during a particular season affects the life cycle of the organisms.

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1) Collect data about the ship and crew: time on ship, time in port, methods of sanitation between cruises, ports visited with passengers, percentage of crew members sick and what area they worked in and if they share living quarters, crew vaccinated or no and what vaccine, health protocols on board to prevent spread of illness
2) Collect data about passengers: age, country of residence, complete vaccine or no and if so, which vaccine, prior travel in the past 2 weeks, number of passengers per cabin, use of face masks
3) As the data is being collected, I would study recent articles about the most common ways of spread and research the hot spots in the world for covid during that time period as well as standardized health protocols for cruise ships
4) After researching and collecting the data, then I would form my first hypothesis
5) Once my hypothesis is formed, I will share it with my colleagues and others to help test the validity
6) If needed, we go back and refine the hypothesis and try to validate again, and again and again...until we can come to a more exact, more concrete finding....for now

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We were able to incorporate most of the new NGSS standards either within our integrated projects or through connections with our music and art teachers.

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Providing criterion-based feedback and suggestions for improvement to the developer of the lesson under review is important to the review process. This methodology was designed by focusing and connecting all students in making sense of phenomena. 

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Providing criterion-based feedback and suggestions for improvement to the developer of the lesson under review is important to the review process. This methodology was designed by focusing and connecting all students in making sense of phenomena. 

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The PS performance expectation is related to cause and effect of patterns. The sun, moon and star and the seasonal light require understanding of patters in these two phenomenon.

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I used to think those acronyms were confusing and irrelevant. Now, I finally understand them and their importance.

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I would like to use the https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary. I like the scalfolding resource about the sound. I can implement it based on my students´ needs.

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The performance expectation of patterns in the sky can be related to illumination and darkness. This is because an understanding of the sky patterns, such as the reason why the moon and the stars are visible at night, requires an understanding of the fact that objects can be seen if light is available.

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I would like to use the Sound Unit: https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary. This resource is useful because it includes progressive lessons that allow students to explore and use models to explain how sound is produced. Likewise, this resource includes activities that are related to students' contexts.

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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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I used to think that the modeling of teachers was one of the most important aspects of teaching science because it provided students an overview of the course, before they could start actually applying this instruction. Now I understand the importance of working side by side with students and being more and more, a curiosity guide and problem poser.

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(K-5) Mystery Science (3rd grade): Where do clouds form?  Yes, I vet this resource because it presents an anchoring phenomenon which leads students to conduct observations and wonders. It also contains some Science and Engineering practices that allow students to build an experiment and solve real life situations.

The CCC is cause and effect and this instruction is presented through a phenomenon and inquiry. The whole lesson is embeded in revelant situations for students. Discussions and assessment were also included.

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1-ESS1-1: Sun, Moon, and Star PatternsUse observations of the sun, moon, and stars to describe patterns that can be predicted.1-ESS1-2: Seasonal SunlightMake observations at different times of year to relate the amount of daylight to the time of year. (Patterns)The P.E’s above can be bunddled together because both of them are related to patterns AND light. Cause AND effect is another CCC that both P.E’s can approach.   

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1-ESS1-1: Sun, Moon, and Star PatternsUse observations of the sun, moon, and stars to describe patterns that can be predicted.1-ESS1-2: Seasonal SunlightMake observations at different times of year to relate the amount of daylight to the time of year. (Patterns)The P.E’s above can be bunddled together because both of them are related to patterns AND light. Cause AND effect is another CCC that both P.E’s can approach.   

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Hypothetic model regarding more asymptomatic cases in Argentine cruise

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Hypothetic model regarding more asymptomatic cases in Argentine cruise

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(K-5) Mystery Science (1st grade). The name of the video is Why thw Woodpeckers peck wood? I vet thie video because it presents an anchoring phenomena that makes students visualize and have the relevance of a different context, observing it and making it their own. Discussions, questions (scientific inquiry) and assessments is part of the loesson plans. The lesson will be based on DCI (core ideas), SEP (formulation of a problem that can be solve) and CCC's (find the pattern of the different animals of the phenomenon).

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The tool I used for vetting was a Teachers Pay Teachers 1st grade NGSS unit on light and sound. In evaluating the lesson I found that the lesson used phenomena but not one specific anchoring phenomena. Students were exploring many different sources of light an sound. The unit includes several experiments that students conduct to show that vibrating materials can cause sound and vice versa. I found that the unit includes that SEPs, DCIs and CCs. It also includes reflections for students to reflect on their new understandings and develop understandings.

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1-ES S1-2 Seasonal Sunlight: Make observations at different times of year to relate the amount of daylight to the time of year.  AND 1-P S4-2 Illumination and Darkness: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

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1-ES S1-2 Seasonal Sunlight: Make observations at different times of year to relate the amount of daylight to the time of year.  AND 1-P S4-2 Illumination and Darkness: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

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These two standards could be taught together in the same unit because they are both focused on light and the same anchoring phenomena could be used to teach both standards.

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This Unit Resources Landing page has everything I need to teach a 1st grade NGSS unit. I love how it includes the storylines, lessons, and assessments.

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G1 Light, Sight, and Communication Unit Landing Page-v2.0

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I like the way this site presents literature on phenomena, why it is important by giving specific examples that leads to a better comprehension of phenomena-driven teaching. It also gives you other links to explore and get more ideas.

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iExploreScience | Because science is meant to be discovered.

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Building Units Around Anchoring Phenomena

One of the big shifts with the Next Generation Science Standards is that you are no longer teaching content for content's sake - science instruction is no longer based around a list of facts, but rather, the focus is on the broader concepts that connect those facts together and the skill development necessary to investigate and understand those concepts. One way of focusing students on the "big picture" in a unit is to present an anchoring phenomenon that students work toward understanding and explaining.

When I first learned about anchors, I will be honest - I didn't know what the heck they were talking about. I mean, I understood that doing a demo in a physical science classroom could be an anchor that students could explore throughout the unit - but what about my life science class? What about my earth science class?

Since then, I have spent some time learning about anchoring phenomenon, and I really feel my students benefited from what I was able to implement. Whenever we started a unit, students were immediately engaged in the content and prior knowledge began to surface. They were able to connect with what we were learning about, and they were able to see how one concept connected to the next by seeing how it all related to our anchor.

And in terms of planning, I actually always identify the anchoring phenomenon before I develop any activities in a unit. I want to be sure that my activities are tied into the anchor and providing the information they need to solve that problem or answer that question. The anchors literally hold the content together, in a way.

Obviously, choosing a good anchor is important!

So What Is An Anchor?

An anchoring phenomenon (or "anchor") is either a fascinating natural phenomenon or a meaningful design problem that students must engage in science and engineering practices to investigate. In terms of phenomena, they are the "things" - events or processes - that happen under specific circumstances that students are working to explain. It's important to note that anchors aren't the QUESTIONS - they generate the questions.

Anchors can keep instructional sequences coherent and on target, allowing a storyline to develop that help students understand the concepts they are learning and how they are all interconnected.

What Makes A Good Anchor?

Choosing an anchor is an important step when you are designing your units and instructional sequences, and not every natural phenomenon makes a good anchor. So what does make a good anchor?

an anchor builds upon student experiences. Ideally, students should have some prior knowledge of or experience with the material. This does not mean they must fully understand it or be able to explain it - in fact, that wouldn't be a good anchor at all! - but they should be able to connect with it in some way. For example, all students have probably watched rainwater run down the road, carrying dirt and debris with it. An anchor for a watershed unit could simply be that very description (or an image or video of the same!), designed to generate the question: where does all the water go?

an anchor connects multiple NGSS performance expectations. When you lay out your units, you should be developing a storyline that takes you from one performance expectation to another. The anchor phenomenon should be able to flow through each of those PEs. For our watershed example above, your instructional sequence may move from the properties of water and their effects on Earth's surfaces (HS-ESS2-5) to how changes in Earth's surfaces affect water resources (HS-ESS2-2) to reducing the impact of human activity on watersheds (HS-ESS3-4).

an anchor is too complex to explain or solve after just one lesson. Students aren't able to figure out an answer without instruction, and an online search can't provide a quick answer that students could copy.

an anchor is observable - whether it is through a demo, a video presentation, through the use of a scientific procedure or technological tool (telescope, microscope, computer to see patterns, etc.).

an anchor should have resources available that students can explore for themselves: data, images, and texts that can provide students with what they need to know to explain the phenomenon or solve the problem. Students should be able to learn about the anchoring phenomenon and related concepts through first-hand or second-hand investigations. (First hand investigations: students conduct the investigation and collect the data; second-hand investigations: students utilize others data to draw their own conclusions or examine others' conclusions to evaluate their reasoning.

Give Me Examples, Please!

My husband can attest to this - I am an examples person. I really need examples to understand what someone means. So what are some types of anchoring phenomena that I use in my lessons? Quick Reminder: the phenomenon isn't the question but it sparks the question!

case studies (pine beetle infestation, cane toad invasive species, algal blooms in the Great Lakes, water shortages in California),

a problem and a challenge (how to eradicate an invasive species? how to provide clean water after a natural disaster?)

something puzzling (the search for a habitable planet, which might lead to questions like: is there life on other planets? or why is Earth the only planet with life?; a map of earthquakes to get to: why aren't earthquakes common here?; a graph of snowfall, leading to: why do we get so much snow?),

or something students may be curious about (a description of Earth in the past and a challenge: how do we know what Earth was like millions of years ago?; a discussion of "digging to China" to lead to: how do we know what's inside of Earth?; surveys: why do I have blue eyes but my parents don't?; or images: why does a giraffe have a long neck?)

social and environmental justice issues (impacts of climate change on different socioeconomic communities? the battle for bottled water?)

Where can you learn more about anchor phenomena?

You can learn more about what makes a good anchor, choosing your anchor, and using your anchor at these blog posts.
Finding A Good Anchor Phenomenon For Your NGSS Unit Anchoring Phenomena: Three Common Mistakes Best Sites For NGSS Phenomena Beyond Choosing An Anchor: USING An Anchor

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Finding A Good Anchor Phenomenon For Your NGSS Unit | iExploreScience

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Building Units Around Anchoring Phenomena One of the big shifts with the Next Generation Science Standards is that you are no longer teaching content for content's sake - science instruction is no longer based around a list of facts, but rather, the focus is on the broader concepts that connect those facts together and the skill development necessary to investigate and understand those concepts.

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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 that younger learners need more structure and guidance i.e. specific answers to specific questions. Now I think the sky is the limit and the genuine engagement with inquiry and research will make a greater impact than being a ¨know it all, sage on the stage¨.

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The tool I used for vetting was Mystery science. The video I chose was "Why are polar bears white"? I think this is a good opportunity to engage students to question certain aspects of their environment. Through this lesson it is expected that they are able to identify and explain the reason some animals are different than others.

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1-PS4-2: Illumination and Darkness

1-PS4-3: Light and Materials

These standards could be implemented in the same unit since they share a common aspect: light. In this way, students can explore this phenomenon and find an explanaition to it. Besides, I consider they can identify the cause and effect of ligthening by using different materials.

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Does the age of the passengers on board have an effect over the difference in the symptomatic vs. asymptomatic COVID positive cases on board?

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Does the age of the passengers on board have an effect over the difference in the symptomatic vs. asymptomatic COVID positive cases on board?

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1. Gather data about both cruise ships, specifically regarding the average age of the people on board, but also just in general to have a clear picture of what other elements are different between both cruises.

1.1. If, indeed, there is a significant difference between age groups on both cruises, proceed to explore and research the effects that age can have on a COVID positive case.

1.2. If, on the other hand, the difference between age groups on both cruises is not significant, it is important to consider what other factors could've contributed to the difference in the symptomatic vs. asymptomatic COVID positive cases on board.

2. Research about similar cases that could shed light on the phenomena being researched (relationship between COVID symptoms in positive cases and age).

3. Share with others who might have more expertise in the matter to see what other factors I haven't considered and can give me other ideas or indications as to how I can reframe my investigation.

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https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary

I would like to try this resource because I found it uselful, interesting and simple to investigate about sound. Besides, I think students would engage with the activity because it is something they can try at home and with different materials.

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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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1-ESS1-1

Sun, Moon, and Star Patterns
Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-PS4-2

Illumination and Darkness
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

Lighting and darkness can be linked when taking the sun, moon and stars lesson by describing the patterns of each of them. Who gives light to the planet and the reason for the night, its darkness and what we see in the sky.

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Here are some reasons why there were more asymptomatic passengers on the Argentine cruise:

1. Maybe passengers in the Princess Diamond cruise had contact with each other during more time

2. There were different demographics on each ship, perhaps more older passengers in the Princess Diamond Cruise

3. Passengers on the Argentine cruise were probably from a similar background and had less contact with the initial strain of the virus or depending on the time frame of the research, could have had more vaccinated passengers as the restrictions for international travel are more strict

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My Plan and Investigation centers around identifying data collection systems that could have generated this phenomena. I would research the original source of the data then I would recreate the data collection protocol or protocols with my students. For example, we have three first grade classes could research how many have already had chickenpox and determine if there were any variations in their symptomps. Then we would probably reasearch statistics about the health history of people whith symptoms and those without .

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The tool I used to research was the Wonder of Science Lesson Screener. Evaluating the lesson I found that for 1st grade Why are polar bears white? Yes, I examine this resource because it presents an anchoring phenomenon that leads students to make observations and wonders. It also contains some science practices that allow children to solve real-life situations.
CCC is cause and effect and this instruction is presented through phenomenon and investigation. The entire lesson is embedded in situations relevant to students. It really is charming, cute and entertaining for them.

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-ESS1-1: I used the patterns of the sun, the moon and the stars using observations of the sun, the moon and the stars to describe these patterns that can be predicted as well as that can be related to light and dark and in different times of the year, also in some places on planet earth where darkness and light last much longer, thus explaining a bit the process of cause and effect

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https://ambitiousscienceteaching.org/orientation-ambitious-science-teaching/?_sft_subject=earth-space-science
This resource is useful because it includes progressive lessons that allow students to explore and use models to explain through videos the key characteristics of each of the four sets of teaching practices. Likewise, this resource includes activities related to the contexts of students and teachers.

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1-PS4-3.	Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

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1-PS4-3.	Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

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To discuss how light waves work, we could either watch this video or use a real one, if I could get my hands on one, of the Trichroic Prism to look at how light does different thing depending on the type of material it is shining through.

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Plan and Investigation

Students choose a inquiry or question that sparked their interest regarding the phenomena of the cruise ships.

I would choose the to investigate the data collection method or methods that were used to obtain the percentages that were shared when then phenomena was presented. I would research other viruses or health related phenomena that used the same data collection model to understand its accuracy.

Then I would investigate other cruise ships that reported asymptomatic and symptomatic cases to see if there was a pattern based on data collection.

If a pattern is not found I would redirect my investigation towards biosecurity protocols and biological predesposition.