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I used to think that it was necessary to give explanation of the topic, specially difficult ones, but now I see that it is important guide students to make them reach their own conclusions and become autonomus

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I used to think that it was necessary to give explanation of the topic, specially difficult ones, but now I see that it is important guide students to make them reach their own conclusions and become autonomus

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I used to think that only one of the dimensions was important and the other were "optional". Now I think that the three dimensions are important to help students make sense of phenomena!

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I used to think that the teacher was supposed to guide inquiry and discussions in the classroom. Now I think that the teacher presents some core concepts and ideas and students are the ones pushing the lesson forward.

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Do the HLA genes of a person influence the severity of COVID-19 infection?

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Do the HLA genes of a person influence the severity of COVID-19 infection?

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I would sequence the HLA genes of all the people who tested positive in both cruise ships. Then I would look for the most common HLA alleles in asymptomatic patients and in symptomatic ones. The results could explain immunogenetic vulnerability or protection against viral infection. It would also be interesting to sequence the genes of non-infected individuals in the ships.

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Now I know teachers have to give students the opportunity to model their ideas about the phenomena, students will formulate questions about the phenomena so they will be able to research them, instead of us asking questions with 1 answer, developing critical thinking

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

SEP - Analyzing and Interpreting Data
DCI - Newton’s second law accurately predicts changes in the motion of macroscopic objects.
CCC - Cause and Effect

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I always thought that the teacher was the protagonist of the classes and that the students should only follow him, now I think it is important that the student is autonomous and self-regulated.

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They differ in that the NGSS obtained all possible approaches to the sciences while other standards such as the Colombian ones do not have such a clear generality.

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I used to think that projects or investigations should be focus on one specific topic. Now I can create questions so students will be relating other different topics in their new investigation!! That was hard on my to set up a question that could make them work on a specific unit.

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So far I find NGSS a lot clearer and more structured than other science standards. It is also more focused on getting students to generate their own understanding as opposed to just knowing facts about science that the teacher told them. For instance, if students are performing a lab and they get unusual results, what matters is how they interpret it and make sense of what happened.

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Covid Model

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I would run a census of the population of both cruise ships -much of this information is probably already available in the cruises' files.
I would then see if there is a correlation between the vaccinated passengers and wether they were symptomatic or not.
I could also compare the habits in the cruise ships and the amount of exposure between passengers. Find how much time in average passengers could have been expose to people that are not part of their travel group.

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I used to think that us as teachers had the last word with our students...
Now I think that we as teachers must guide the students in order for being them who developed the concepts and ideas.

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Type of vaccine vrs being symptomatic and asymptomatic

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Type of vaccine vrs being symptomatic and asymptomatic

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I will make an investigation on the types of vaccines and if this influence in being symptomatic or asymptomatic.

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SEP- students will receive data about a group of kids riding a bike. They will have to organize it in a table that includes the mass of the kid, the amount of energy needed to ride the bike 10 m/s and the size of the bike (which is the same for all kids).

DCI-Students will predict the amount of force needed to ride the bike at a speed of 10 m/s based on the mass of the child riding it.

CCC-What is the relationship between mass and acceleration that you observe in this dataset? How could explore this relationship in a different situation?

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I chose this video that I got from the Georgia Science Teachers Association. I liked it because it is relatable and simple which gives teachers room for exploring different aspects of Newton's laws.

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Edgar Castaño: MS-PS2-2: Forces, Mass and the Motion of an Object.

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Edgar Castaño: MS-PS2-2: Forces, Mass and the Motion of an Object.

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car crashes I chose vehicle accidents because it allows us to broadly establish the intentionality of the performance expectation in the dimension of the DCI.

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I used to think that a step by step solution of problems was a better way of instructing than regular lectures, but now I see we can do best if we let students come up with their own investigations and start forming their learning from them.

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I will create a matrix with 4 quadrants writing down cruise 1 and cruise 2 on one axis, and possible causes for asymptomatic or symptomatic in the other.
Then write in each quadrant the possible causes to the effect of being symptomatic or not.
So after classifying them the students could research any cause to see if it leads to the possible consequence.

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One investigation that coud be conducted is about the distribution of people around the ship.
Size of rooms vs the number of people in them.
Common areas.
Find some correlations and tests for independence of variables.

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The tool I used was the Wonder of Science Lesson Screener. I believe that the lesson that I screened (one of mine) needs some work but some NGSS elements are present.

My reasoning is that it requires students to figure something out, the CCCs are present in the assessment as well as the DCI and SEPs. However, since there is no anchoring phenomenon in the unit, the lesson does not help students understand it more. The problem with this lesson is that it is a “stand-alone” lesson more than a cohesive part of a unit.

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I used to think that students needed to understand that science is a library of knowledge, a process of discovery and a way of looking at the world. Now I hope that NGSS gives me a better framework for organizing all of that. (because I usually did it a scattershot kind of way)

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I would create a model that compare the following of the two ships: The total passenger populations, the total indoor volume and the total outdoor area. Then there would be an analysis of the proximity that passengers had to each other over time (plotted on x-time, y-proximity).

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I used to think that content came first and foremost, and science skills were just a nice add-on that helped in the acquisition of knowledge. Now I think that the content provides material with which students can develop and practice invaluable thinking/reasoning skills that will stick with them for their entire lives (even if they forget that a = F/m).

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Question:  What were the age distributions of people on the two cruise ships?

We would simply look at the ships records and cross reference that with the agencies ticketing information to get a table of the number of people on each ship organized by age. We would then find mean, median and mode for each. Then we will take the differences in age and compare them to the differences in rate of developing symptoms between these two samples and see if their is a statistically significant correlation.

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I have used in a superficial way de CCSS for mathematics.
And the equivalent for Mexico's Education Secretariate
But watching the videos in this section has made me change the way I interpret the standards and how they work in the macroscopic level of the study plan.

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SEP - Student are in charge of designing a safe bungee jump attraction. Writing a report in all the aspects needed to make it fun, safe and cost effective.

DCI - Students study the concepts of energy conservation, potential and kinetic energy, and kinematic variables like displacement, velocity and acceleration.

CCC - The concepts of change and relationship are studied as potential energy changes into kinetic and how this is related to the changes in position and velocity.

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HS-PS2-3 Motion and Stability: Forces and Interactions

Crash test dummy. Allows to study the content of momentum and collisions while being relevant to highschool students that are normally starting to drive cars and possibly choosing engineering careers in the near future

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I chose HS-LS1-1: Genes, Proteins, and Tissues and HS-PS4-4: Absorption of Electromagnetic Radiation.

I think that if I were teaching an anatomy unit about the integumentary system I could relatively easily connect skin, melanin, and genes to waves, electromagnetic radiation, DNA rupture, and disease.

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I would like to try this one out. The Through Task Course website has many science units and they include the material with which they teach them. I feel that it is an easy way of trying NGSS out in the classroom and see how it goes.

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I chose: HS PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration and HS PS2 - 3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

These PEs I can relate enormously trying to establish the fundamental conditions on the motion of bodies and trying to build generalizations that allow the application of Newton's laws in our lives.

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i would like to try https://thewonderofscience.com/storyline out.
With this tool I can differentiate the difficulties of my students in the different moments of the instruction, which will allow me to be more effective in the accompaniment process with my students.

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Create an anchor chart (i.e. conceptual model) for the entire unit. The anchor chart should include the content and concepts for all standards in the unit. These terms be found in the vocabulary section on each of the individual standards pages. (e.g. MS-LS1-2) Sample anchor charts are also included on the website. (e.g. 1-LS3-1)

Consistent icons and graphics should be used in the anchor chart and in the models that students create in the unit. Appropriate Crosscutting Concepts should be added to the anchor chart whenever possible to give clarity to the content.
Note: The anchor chart is used by teachers to plan and implement the unit and should Step 3: Enduring Understandings be posted in the room at the beginning of the unit. It should be built with the help of the students. NOTE: Enduring Understandings are important, transferrable ideas that students should retain years from now.
Write Enduring Understandings for the storyline. Reference the anchor chart while completing the next three steps.

Step 4: Essential Questions
NOTE: Essential Questions are open-ended and provocative.
Identify 1-2 Essential Questions for the unit.

Step 5: Order of Performance Expectations

Determine the order of experiences for the storyline. Think strategically and determine the order you will address the concepts on the Anchor Chart.

NOTE: Do not order the unit through the lens of a science teacher.

Step 6: Assessments

You might consider the starting place based on...
Concepts that are more familiar, relevant or interesting to students.
-or-
Work from large concepts to smaller concepts (e.g. In Biology, you could move from the organism to the organ to the tissue to the cell. In Chemistry, you could move from a glass of water to the atoms within the water.)

Review or create exemplar performance assessment/s to ensure that all concepts have been captured on the Anchor Chart.

NOTE: Look at the STEM Gauge, Next Generation Science Assessments, and the Stanford NGSS Assessment Project for direction. Sample performance assessments are also included on the website.

Step 7: Phenomena - Anchoring and Supporting

Brainstorm a list of at least twenty phenomenon for the unit. Sample phenomenon are included on each of the individual standards pages and can also be found on the Phenomenon Master List. A scientific phenomenon is any event that is observable and isn't always phenomenal. Select an anchoring phenomenon from this list that address the majority of standards. The remaining phenomenon can be used as supporting phenomenon within the unit. Students should be attempting to construct explanations of scientific phenomenon everyday in class. An anchoring phenomenon guides the entire unit and should address the heart of the unit based on all of the standards.

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Storyline Design Process - The Wonder of Science

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Create an anchor chart (i.e. conceptual model) for the entire unit. The anchor chart should include the content and concepts for all standards in the unit. These terms be found in the vocabulary section on each of the individual standards pages. (e.g. MS-LS1-2) Sample anchor charts are also included on the website.

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The tool I used for vetting was the: https://www.nextgenstorylines.org/high-school. This allows me to analyze phenomena through a staggered and staged process.
My reasoning is that it requires students to be self-regulated and to know where they are in the entire history of their learning. Being able to place them in a specific stage allows me to carry out feedback processes more effectively

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High School - Next Generation Science Storylines

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In this first part of a two-part high school ecosystems unit, students investigate the claim that planting trees can help combat climate change by absorbing carbon dioxide and storing carbon in wood.

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SEP - Students will analyze a data table that has as a variable the mass of different bodies and the accelerations that each one experiences when the same force is applied to them.

DCI - Students will determine a generalization associated with what is observed in the table, they must understand the relationship of proportionality between the variables: mass and acceleration.

CCC - Students will establish the conceptual relationship between the concepts of mass, acceleration, and force, building the generalization through the principle of cause and effect.

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I have not used before standards that were so clear about the crosscutting concepts that students will hopefully be addressing, which help a lot with planning transversal learning opportunities. This enhances collaboration between science and other areas, providing learning experiences that can be easily related to real world situations: they become more engaging and worthwhile for students.

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I used to think that independent exploration and research from students would come after teaching basic content. However, now I see that students conducting investigations, solving problems, and engaging in discussions can happen from the get go with teachers’ guidance

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To answer question related to keeping safe distance and controlling not having crowded areas in the ship.

Investigation to gather data regarding the distribution of passengers for the common areas and activities planned in the cruise during different times of the day, and the distribution in room accommodation.

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I think that NGSS are deifintely similar in the content (DCI'S) and the SEP's since they are basically associated with laboratory time. The CCCS's are what I see is missing, it provides a different way of thinking.

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I think that NGSS are deifintely similar in the content (DCI'S) and the SEP's since they are basically associated with laboratory time. The CCCS's are what I see is missing, it provides a different way of thinking.

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I used the NGSS Vetting tool.
It is easy and very fast to fill. Yet it contains all the basics in order to review the lesson or unit is touching the 3 dimensions of the NGSS planning and execution.

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SEP: I can collect and interpret data from an accelerated motion.
DCI: I can predict the acceleration of a moving object knowing its mass and the net force applied on it.
CCC: I can describe the relationship among the net force on an object and its acceleration.

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HS-PS1-3 I chose gecko feet as an example of intermolecular forces. These are everywhere at our school! It sparks curiosity and it will also help us address the PE.

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How do geckos defy gravity? - Eleanor Nelsen

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The tool I used for vetting was the NGSS Vetting Tool. In evaluating the lesson I found I could do a better job at using phenomena to drive learning.
We also tried to pay attention to all 3 dimensions and we are still struggling to include CCC in the assessments.
We have done a better job than before at including SEP throughout the unit.

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The NGSS standards are similar is what is being covered. However, there is much more emphasis on integrating the ideas through best practices and the cross cutting concepts. The idea seems to be that our students can see how everything they learn is connected. Maybe they can also learn how to see those connections better as well.

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HS-LS1-6 Formation of Carbon-Based Molecules + HS-PS1-2 Simple Chemical Reactions

A good example of how atoms bond are organic molecules: these are made of only a few elements, with the same type of bonds and are part of living organisms and biological processes. When bundling these domains, there are many possibilities to chose engaging phenomena that can be related to students lives.

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One way tu bundle a couple of PE is using the following standards to address the topic of greenhouse effect in the atmosphere.

Creating a model that calculates the power intake from the sun and then changing parameters like albedo (depending on the part of the planet) or the absorption by the atmosphere.

HS-PS3-1

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)

HS-ESS2-4

Use a model to describe how variations in the flow of energy into and out of earth’s systems result in changes in climate. (Cause and Effect)

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I would love to try this investiation for the topic of waves in IB Diploma Physics. It sounds fun and also contains information in the unit regarding waves.
To read it complete a suscription is needed, so I need to sort that out first. Yet it sounds like a fun way of engaging the students, it uses a phenomena that captures attention (rainbows) and makes a perfect excuse to learn to use difraction gratings.

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I used to think that using Socratic Practice in Physics was unique, now I see that we all must do something like this in or Science classrooms. I use to think in Physics as the Philosophy of Nature as Newton wrote in Principia...

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Alike: learning objectives
Different: NGSS has Crosscutting Concepts, Science and Engineering Practices, Disciplinary Core Ideas

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NGSS are different with the standards I use, they provide a better guidance and are student centered. I like the way they guide the lesson and specially that they provide cross curriculum ideas.

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SEP: Students will design a roller coaster, they must establish  the highest point, a point in the middle and lowest point. And determine at which points they have the maximum and minimum velocity and acceleration.
DCI- Students will apply law of conservation of energy, potential and kinetic energy, acceleration, and velocity.
CCC- Students will study cause and effect of height vrs velocity and height vrs acceleration, also explore the relationship between mass vrs velocity and mass vrs acceleration.

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I choose this phenomena because it is directly related with conservation of Momentum and it look challenging for students.

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Top spinning for over 50 minutes - Official World Record

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was the NGSS Vetting Tool, I found it easier to apply and more practical to analyze the lessons.
It showed me that my lesson needed some adjustments in order to become a 3D model, I was missing relevant context for students.

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I choose HS-PS2-2: Conservation of Momentum and

HS-PS2-3: Reducing Force in Collisions Device

Because this way students can apply Conservation of Momentum in designing objects with materials that can reduce the force during collisions.

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I will like to try out  Why Do Some Things Get Colder (or Hotter) When They React? because I will like my students to use this kinds of reactions and find beneficial uses of them in some products.

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What students figure out:

By the end of the unit, students develop ideas about chemical reactions, structures and properties of matter, and the relationship between energy and forces. These ideas include:

A stable molecule has less energy than the same set of atoms separated; one must at least provide this energy to take the molecules apart.

When two objects interacting through a field change relative position, the energy stored in the field is changed.

Whether or not energy is stored or released in a chemical process, can be understood in terms of the collisions of molecules and rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

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Why Do Some Things Get Colder (or Hotter) When They React? - Next Generation science storylines

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By the end of the unit, students develop ideas about chemical reactions, structures and properties of matter, and the relationship between energy and forces. These ideas include: A stable molecule has less energy than the same set of atoms separated; one must at least provide this energy to take the molecules apart.

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I just to think that to conduct the class was better than to leave students to discover knowledge. Now I think that it is better that students discover knowledge and when fall outside tracks I am the safety net.

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I think that the main difference is that Students can develop abilities along with the core concepts which is very important for me. On other standards the content is not taken into account which makes learning to be partially disconnected from the grade.

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The NGSS are very different from other standards I have worked before because they do not focus on content but on skills the students gain. Some learning objectives have similar points, but the Crosscutting concepts, practices and core ideas are different.

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SEP: Students will use tracker software to get the velocity-time and acceleration graphs from videos of different masses moving down different ramps of different materials (for friction purposes) to determine how the net forces varies.

DCI: Students will apply graph analysis, to gather data and study the concept of net force, friction as well as kinematic variables like displacement, velocity and acceleration.

CCC: How does friction affect acceleration of the object? Compare what happens with the same object rolling down different ramps. What causes the objects to slow down even when rolling down a ramp?

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Do you weigh less in a descending elevator?

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Do you weigh less in a descending elevator?

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I chose this phenomena because it directly relates to Newton's laws of motion and I believe will engage students from the start

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Elevator | Physics | CK-12 Exploration Series

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Explore the notions of "apparent weight" through a Newton's 2nd Law analysis of a trip in an elevator.

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I used the NGSS Vetting tool.
I find that it is very straight forward and fast to fill, and I believe it has all the basics in order to review if the lesson or unit is approaching the 3 dimensions of the NGSS.

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SEP: students will be given materials to designa giant slingshot to shoot at a target acrossthe school aptio. This is a competition in teams. They will determine the dimention and specs of their device. time: 1 hour.

DCI: Students are allowed to use a protractor  (cellphone) to calculate inclination and initial speed through calculations of maximum distance. After 1 hour the objective will be placed and teams need to hit it. First team to complete 2 hits wins.

CCC: How you can use UALM formulas and correlations to calculate desires landing distances? How does friction affect your calculations?

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HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force of a macroscopic object, its mass and its acceleration
HS-PS2-3: Apply scientific and engineering ideas to design, evaluate and refine a device that minimizes the force on a  macroscopic object during a collision

I chose these two because I believe that by studying collisions (CCC: cause and effect) students can link the concepts from Newton's laws of motion and the relationship between net force and it's acceleration. By designing a device that minimizes the force on an object during a collision, students MUST use their knowledge on net force and acceleration.

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Every time I watch a scene like this it make me think that there should be a job in every production where a scientist is next to the director. Every time the director says -What if we make him/her/them jump and then- the scientist says: NO until I make the calculations.

I found this short opener the best when talking about parabolic motion. Then this scene becomes very interesting during the whole unit. After seeing the unit students become always very proud of telling that they can apply for that job now.

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The modeling variables that describe the distribution

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The modeling variables that describe the distribution

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I chose the differential equations that describe a viral infection in asymptomatic and symptomatic, in terms of the half life expectancy of Virus, infectous cells and Clearance. With this tool we can see that maybe viruses are behaving differently due to different mutations correlated to these parameters.

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I assessed my unit planner on Thermodynamics and found that I still need to work on my coherence and the relations between the 3d assesments

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MS-PS3-2: Potential Energy of the System

and

MS-PS3-2: Potential Energy of the System

When we go for : Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
We can actually related with the Potential energy equation by relating the position and speed graphs. In this way we can hit a CCC of relationships of systems and patterns

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I would like to try the following: https://www.openscied.org/instructional-materials/8-1-contact-forces/

because seems very fun and interesting to smash a used cellphone so everybody can see the result and analyze the sifferent effects on a very popular device like this one.

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Unit Summary

Oh, no! I've dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We've experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, "Why do things sometimes get damaged when they hit each other?"

Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.

Unit Examples

Simulations

Additional Unit Information

Building Toward the Following Standards and Practices

This unit builds toward the following NGSS Performance Expectations (PEs):
Physical Science PEs

MS-PS2-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. [ Clarification Statement : Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [ Assessment Boundary : Assessment is limited to vertical or horizontal interactions in one dimension.]

MS-PS-2-2 Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. [ Clarification Statement : Emphasis is on balanced (Newton's First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton's Second Law), frame of reference, and specification of units.] [ Assessment Boundary : Assessment is limited to forces and changes in motion in one dimension and in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [ Clarification Statement : Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

The following PE will be developed over three OpenSciEd units: OpenSciEd Unit 6.1: Why do we sometimes see different things when looking at the same object? (One-way Mirror Unit) , OpenSciEd Unit 7.1: How can we make something new that was not there before? (Bath Bombs Unit) , and OpenSciEd Unit 8.2: How can a sound make something move? (Sound Unit) . This unit will address only the mechanical inputs that transmit signals to the brain through touch. The other units will address electromagnetic and other mechanical inputs (sound) and chemical inputs as well as the connection to signals processing in the brain. This unit, however, does make an important connection to how those signals are stored as memories and how damage to particular structures (axons on neurons) can cause memory loss in concussions.

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [ Assessment Boundary : Assessment does not include mechanisms for transmission of this information.]

This unit helps develop the following elements of Disciplinary Core Ideas (DCIs):
PS2.A: Forces and Motion

For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law).

The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

PS3.A: Definitions of Energy

Motion energy is properly called kinetic energy ; it is proportional to the mass of the moving object and grows with the square of its speed.
ETS1.B: Developing Possible Solutions

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design.
LS1.D: Information Processing

Each sense receptor responds to different inputs ( electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in memories. immediate behaviors or

Besides the disciplinary core ideas that are part of the foundation boxes for the target PEs in this unit, additional connections to the following DCIs are also developed and used in this unit:
PS3.B: Conservation of Energy and Energy Transfer

When the kinetic energy of an object changes, there is inevitably some other change in energy at the same time.
PS3.C: Relationship Between Energy and Forces

When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.

Focal Science & Engineering Practices

While this unit engages students in multiple SEPs across the lesson-level performance expectations for all the lessons in the unit, there is one focal practice that this unit targets to support students' development in a learning progression across the 8th grade year for the SEPs:

Planning and Carrying Out Investigations

In addition, there are three supporting practices that students will utilize over the course of the unit:

Analyzing and Interpreting Data

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

This unit is designed to be taught at the start of 8th grade. If it is taught in 6th or 7th grade, be prepared to provide students greater support in the following SEPs. For more detailed information about the focal Science and Engineering Practices in this unit, read the unit front matter in the Teacher Edition.

Focal Crosscutting Concepts

While this unit engages students in multiple CCCs across the lesson-level performance expectations for all the lessons in the unit, there are four focal CCCs that this unit targets to support students' development in a learning progression for the CCCs across the 8th grade year:

Systems and system models

Energy and matter

Structure and function

Stability and change

For more detailed information about the focal Crosscutting Concepts in this unit, read the unit front matter in the Teacher Edition.

What are prerequisite math concepts necessary for the unit?

Because this unit is taught using a conceptual approach to describing the relationship among force, mass, and change in motion during collisions, students need only have experience with qualitatively reasoning about direct and inverse relationships (e.g., as force increases, change in motion increases; but as mass increases, change in motion from a given force decreases).

But because the focus of MS-PS3-1 is on quantitative understanding of the relationship of the kinetic energy of an object to the mass of an object and to the speed of an object, students will need to leverage the following experiences from grade 7 CCS math to use in this unit in Lessons 7 and 10:

Working with unit rates and ratios is within the 6th and 7th grade Common Core Math Standards. By the beginning of 8th grade, students should be well versed in how to do this calculation. It will be leveraged in Lessons 7 and 10 of this unit when students recognize that the relationship between mass and kinetic energy is directly proportional. Such a relationship is one they have encountered in graphs many times in Common Core mathematics since 6th grade. Recognizing the relationship between speed and kinetic energy as nonlinear will also be straightforward. But describing the change in kinetic energy as being related to the square of the speed of an object will be challenging. Students will have encountered working with squared relationships in 6th grade in finding the surface area of a cube with sides of length s , and in 8th grade they will be working with squaring the side lengths of a right triangle in their work with the Pythagorean theorem. Coordinate with your math teachers to determine where you students will be at in their familiarity with thinking about relationships like these.

Students calculate and use a type of ratio called a scale factor in Lesson 7. Students will have encountered this concept before in math class in one or both of these contexts:

7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

7.RP.A.2 Recognize and represent proportional relationships between quantities.

There are multiple connections between the work students will be doing in Lesson 7 and the work they will be doing in math class this year (grade 8). These include the following:
8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).

8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.

Because data from investigations are often scattered due to source of error, even when the expected trend in the data is linear, students are introduced to lines of best fit in Lesson 4 in this unit. They reuse this construct in the Lesson 10 assessment. Students do not have to have encountered this idea in previous mathematics instruction. Lesson 4 assumes that this may be the first time students encountered this idea.

What modifications will I need to make if this unit is taught out of sequence?

This is the first unit in 8th grade in the OpenSciEd Middle School Scope and Sequence. Given this placement, several modifications would need to be made if teaching this unit earlier or later in the middle school curriculum.

Before this unit, students should understand the following ideas from their experiences in OpenSciEd Unit 6.1: Why do we sometimes see different things when looking at the same object? (One-way Mirror Unit) and in Unknown material with identifier: cl :

The brain pieces together the information to tell us what we "see."

Large groups of cells work together to form tissues or organs that work together to perform particular body functions.

They should also understand the following ideas from their experiences in Cup Design Unit and Storms Unit :

Motion energy is properly called kinetic energy (part of PS3.A).

Temperature is a measure of the average kinetic energy of particles of matter (part of PS3.A).

Energy is transferred in particle-level collisions within and between gases, solids, and liquids (e.g. through conduction).

Michael Novak, Unit Lead, Northwestern University

Susan Kowalski, Field Test Unit Lead, BSCS Science Learning

Zoë Buck Bracey, Writer, BSCS Science Learning

Joel Donna, Writer, University of Wisconsin - River Falls

Shelly Ledoux, Writer, The Dana Center at University of Texas - Austin

Dawn Novak, Writer and Reviewer, BSCS Science Learning

Whitney Smith, Writer, BSCS Science Learning

Tara McGill, Review, Northwestern University

Christina Schwarz, Unit Advisory Chair, Michigan State University

Thomas Clayton, Teacher Advisor, Columbia Middle School, Berkeley Heights, NJ

Amanda Leighton, Teacher Advisor, Haddonfield Middle School, Haddonfield, NJ

Katie Van Horne, Assessment Specialist

BSCS Science Learning

Stacey Luce, Editorial Production Lead and Copyeditor

Valerie Maltese, Marketing Specialist & Project Coordinator

Renee DeVaul, Project Coordinator

Chris Moraine, Multimedia Graphic Designer

NextGenScience's Science Peer Review Panel

An integral component of OpenSciEd's development process is external validation of alignment to the Next Generation Science Standards by NextGenScience's Science Peer Review Panel using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score available and has been awarded the NGSS Design Badge. You can find additional information about the EQuIP rubric and the peer review process at the nextgenscience.org website.

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Oh, no! I've dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We've experienced the relief of picking up an undamaged phone and the frustration of the shattered screen.

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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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Each performance expectation (PE) within NGSS incorporates the three dimensions presented in the Framework – most often they consist of one Scientific and Engineering Practice (SEP), one Crosscutting Concept (CCC), and one Disciplinary Core Idea (DCI).

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Having numbers to make a projection on the cruise data can help to understand better the cause/effect factors.

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Question: How did the ages on both cruise ships affect people?

We would only check at the ship records and cross references, to generate a table of the number of individuals sorted by age with the agency ticketing the information. Then we'd discover mean, medium and fashion for each one. We next take age differences to determine if they are statistically significant in their association with the differences in the rate of acquiring symptoms between the two populations.

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How to Read the Next Generation Science Standards (NGSS

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How to Read the Next Generation Science Standards (NGSS

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways.

1) Performance. Prior standards documents listed what students should “know” or “understand.” These ideas needed to be translated into performances that could be assessed to determine whether or not students met the standard. Different interpretations sometimes resulted in assessments that were not aligned with curriculum and instruction. The NGSS has avoided this difficulty by developing performance expectations that state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment.

2) Foundations. Each performance expectation incorporates all three dimensions from the Framework— a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.

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SEP- pupils receive information on a group of children cycling. They have to put everything in a table which contains the boy's mass, the energy needed for cycling 10 m/s and the bike's size (which is the same for all kids).

DCI-Students will estimate how much force is needed to cycle at a velocity of 10 m/s depending on the child's mass.

CCC-What relationship do you see in this dataset between mass and acceleration? How might this relationship be explored in a new context?

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I have been doing some independent research on Climate science and energy technology because they are some of the most rapidly changing science and engineering fields. It is a challenge to have the time and knowledge to find credible and up-to-date climate science and energy educational resources. The Climate Literacy and Energy Awareness Network (CLEAN) is a comprehensive source of high-quality, NGSS-aligned resources for grades K-16.

1. Analyze data and graphs showing changes over time of carbon dioxide, oxygen, and temperature (HS-ESS2-7)

2. Identify correlations between geologic, biologic, and impacts with the conditions of the oceans and atmosphere. (HS-ESS2-7)

3. Model possible feedbacks between Earth's systems that create changes in the atmosphere and oceans. (HS-ESS2-2)

4. Develop and present their findings regarding the mechanisms of change and the feedbacks. (HS-ESS2-2)

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Various types of written tests are conducted throughout the academic session. Written tests are tests administered on paper or on a computer. Here students appearing for the written test have to provide answers by writing or typing in the space given or on a separate sheet.

In my classes, it is important to implement:

1. Assessment of learning

2. Assessment for learning

3. Assessment as learning

The 6 types of assessments are:

Diagnostic assessments

Formative assessments

Summative assessments

Ipsative assessments

Norm-referenced assessments

Criterion-referenced assessments

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Thematic units involve creating a series of integrated lessons for all content areas, reading, writing, math, science, etc. Creating review lessons, centers or activities is an excellent way to incorporate an engaging theme. Teachers should also consider students' interests when teaching a thematic unit.

In a coherent science education system, performance expectations help guide each element so it supports students as they broaden their understanding of crosscutting concepts and core ideas and expand their facility with the practices of science and engineering.

3-LS4-4 Biological Evolution: Unity and Diversity

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

3-LS4-3 Biological Evolution: Unity and Diversity

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

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https://www.physicsclassroom.com/NGSS-Corner

This website claims to have a new section, the NGSS Corner assists teachers of Physics and Physical Science in aligning their curricula with the Next Generation Science Standards. Numerous resources are identified and their alignment with the NGSS is described.

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Welcome to the NGSS Corner

Welcome to the NGSS Corner. This section of our website is devoted to assisting teachers of Physics and Physical Science courses to integrate the Next Generation Science Standards into their lessons and curriculum. We have made our best effort to identify those activities at The Physics Classroom that align with the standards and to describe the manner in which they match up with the Disciplinary Core Ideas (DCIs), the Science and Engineering Practices, and the Crosscutting Concepts that are described by the NGSS. To learn more about this section of our website, visit the About the NGSS Corner page. Learn More.

You can view a Complete Listing of Activities or use the links below in order to view resources and activities at our website that coordinate with the Next Generation Science Standards. We have organized resources by the three most physics-relevant Disciplinary Core Ideas within the Physical Science domain.

We have also organized resources by the listed Performance Expectations within the Physical Science domain.

Alternatively, you can view the activity descriptions as organzied according to topic or according to Crosscutting Concept or according to Science and Engineering Practices.

Finally, you are weclome to use our search page in order to search by various combinations of these organizational formats. Visit Search Page.

* The NGSS logo shown above is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

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The Physics Classroom serves students, teachers and classrooms by providing classroom-ready resources that utilize an easy-to-understand language that makes learning interactive and multi-dimensional. Written by teachers for teachers and students, The Physics Classroom provides a wealth of resources that meets the varied needs of both students and teachers.

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I'm very excited to try some resources I found in "InquiryHub Chemistry". This one for example has a clear story for me on a topic that I'm not usually excited to teach, electricity. The sequence makes sense and complies with the NGSS requirements!

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4.1 Teacher Guide Lesson 4 Search for Life