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I used to think that one size fits all science experiments were the way to go. Now I think that we need to find ways to give students more open ended experiments/experiences so that they can draw their own conclusions.

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I used to think that one size fits all science experiments were the way to go. Now I think that we need to find ways to give students more open ended experiments/experiences so that they can draw their own conclusions.

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I think that one possibility as to why the Argentine cruise ship passengers were mostly asymptomatic is because MAYBE they were tested earlier in their sickness, and later developed symptoms in the days after testing. And maybe on the Disney cruise ship, the passengers were tested later on, so more passengers had more time to develop symptoms.

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I think that one possibility as to why the Argentine cruise ship passengers were mostly asymptomatic is because MAYBE they were tested earlier in their sickness, and later developed symptoms in the days after testing. And maybe on the Disney cruise ship, the passengers were tested later on, so more passengers had more time to develop symptoms.

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I used to think that the little ones needed to explore through their senses but with more controlled/guided activities. Now I think that they need to discover and to have that time to look for several problem solutions on their own. 

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I used to think that the little ones needed to explore through their senses but with more controlled/guided activities. Now I think that they need to discover and to have that time to look for several problem solutions on their own. 

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I used to think that NGSS involved only practicing science concepts (learning by doing). Now I think we need to find a way to teach students the basic concepts so they can interpret a phenomena, give them more freedom to persue what they are thinking about and more credit on what they can or cannot do.

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I used to think that traditional science methodology was the right thing for students, now I think that we need to support students to make sense of the world around and be and to design solutions to problems

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I think that in the Argentine Cruise there were more asymptomatic because most of the passengers were vaccinated. When you get a vaccine, you get antibodies and although you can still get sick it is known that it is less severe or that you get no symptoms because of this

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One of my questions was if there were specific dietary options in the menu (healthy meals in menus of ships). To investigate this I will first eat healthy myself and keep a journal of how am I feeling. Then complement this by doing an internet investigation on the effects of healthy eating in adults. After this I will look to see if anyone has investigated if eating healthy affects if you symptoms or not

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

SEP - Analyze and Interpret Data
DCI - Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
CCC - Patterns

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I used to think that the NGSS was a prescribed curriculum. Now I think it is a way to integrate science into our classroom in a student centered way. It will not be prescribed lessons. 

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I used to think that the NGSS was a prescribed curriculum. Now I think it is a way to integrate science into our classroom in a student centered way. It will not be prescribed lessons. 

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To plan my investigation, I think I would start by exploring the existing data (kind of like how a passenger manifesto or black box is studied after an airplane crash). I would look at the available data: in this case for the cruise capacity, passager heath, vaccination rate, ventilation, masking policy, and the climate. This information would help me generate new questions and test more ideas.  -Virginia     

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To plan my investigation, I think I would start by exploring the existing data (kind of like how a passenger manifesto or black box is studied after an airplane crash). I would look at the available data: in this case for the cruise capacity, passager heath, vaccination rate, ventilation, masking policy, and the climate. This information would help me generate new questions and test more ideas.  -Virginia     

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I used to think that since most of the topics covered in kindergarten are so simple but, at the same time complex to demonstrate, there was no way for me to use other tools besides textbooks and do a few experiments with my students for some of the topics, now I think that there are many ways to do experiments and do other activities with my students like a cake model, journals, posters, and others.

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I think it could be for two reasons. The first one is because perhaps there were more people vaccinated in the Argentine cruise than in the other and the second reason could be because perhaps in the Diamond Princess cruise there was another variant of Covid 19

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NGSS performance expectations are similar in the sense that they have a progression. They start from the simple or general and work their way up. The difference I observe is that in order to start in K they will need some basic info or previous knowledge, but this is something needed in all subjects. For them to learn something you need to connect it to what kids already know

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SEP: What is an analysis,what are different ways to interpret data?
DCI: how does a day (weather) with sunlight, wind, rain and snow, feels like and looks like?
CCC: what is a pattern? examples of different patterns

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I used to think that when using the scientific method it had a more linear flow but it should be seen more as where it needs to be. Now I think after the initial parts of this training that the 30 minutes that our school allots for Science is not working. I feel that due to time constraints I never get to the reflection part, which is a very important piece to reflection. How do I get my Principal to see that 21st century learning looks different from a normal classroom.

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I found a video of a corn cob growing in water. For me it is incredible so I think that it will grow only with water. My students love corn so that is why I choose this.

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corn cob growing in water - Google Search

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Lindsay Galpin Diamond VS Argentine Model

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Lindsay Galpin Diamond VS Argentine Model

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Question: Would the ship's design and layout affect COVID transmission?

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Question: Would the ship's design and layout affect COVID transmission?

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To test this we would need to compare the 2 ships design and layout to see many different data sets. Ask students to compare the 2 and see what they come up with. I would be looking for things like the capacity of each ship, how many state rooms, crew cabins, common areas, etc, HVAC and if windows are able to be opened. I included an "example" of what data sets could be collected.

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The NGSS are similar in that I have always tried to integrate science to a thematic unit. I saw that in the NGSS they link common core standards to the science.  They are different because they are more developed and deeper in a sense. 

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The NGSS are similar in that I have always tried to integrate science to a thematic unit. I saw that in the NGSS they link common core standards to the science.  They are different because they are more developed and deeper in a sense. 

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My investigation would be to interview the people that tested positive on both ships. Asking questions about symptoms, activity and contact with other cruise goers, etc. Also to look at layout of the ships, to see if one ship had better ventilation or not.

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My investigation would be to interview the people that tested positive on both ships. Asking questions about symptoms, activity and contact with other cruise goers, etc. Also to look at layout of the ships, to see if one ship had better ventilation or not.

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NGSS standards are still separated by concepts (earth science, physical, etc), which I am familiar with. However, NGSS standards are focusing on the process, not simply stating the information the student should learn by the end of the unit.

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NGSS standards are still separated by concepts (earth science, physical, etc), which I am familiar with. However, NGSS standards are focusing on the process, not simply stating the information the student should learn by the end of the unit.

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I used to think teaching science was about following a scaffolded script that lead students acquire knowledge. My personal experience learning it was in a traditiona way, teacher centered, memory, more notebook and textbooks that hands on activities, and a very controlled and predictable environment where students lost interest.
Now I think, there is another way to approach science with students. NGSS shows a holistic alternative in the classroom. Student centered, hands on, requiring reasoning and deep thinking process. It goes far beyond the pre-established idea of what should happen in a science class, and empowers students to look, think, analize, reflect on, research, and draw conclusions about scientific practices.

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SEP: Track weather patterns for a given period (week, month, etc.). Interpret the collected data.

DCI: Student describes different weather conditions (weather in the morning compared to the evening) using key vocabulary terms (suunny, cloudy, windy, etc.).

CCS: Students explain the weather patterns over time.

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Anchoring phenomena:

Move different objects & observe (roll of tape, slinky, ball, bat, etc.).

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The NGSS performance expectations do not just define the learning outcome but also define the thinking processes and connections made during the learning. It is not just about what students KNOW but also about what they are thinking & what they are doing.

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1. Passengers tested

2. When was the data taken?

How long was each cruise?

3. Age of passengers

4.Biosecurity measures

5. Social distancing

6. Healthy lifestyle

7. Size of cruise ships

8. Vaccinated passengers

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SEP-analyze and interpret data of local weather conditions
DCI - weather and climate
CCC - patterns in natural world Patterns over time

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.SEP - Analyze and Interpret DataDCI - Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.CCC - Patterns

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.SEP - Analyze and Interpret DataDCI - Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.CCC - Patterns

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NGSS performance expectation give us the whole picture. What students should know and be able to do at the end of unit with detail info about process students go through in order to achieve goal

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

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SEP- Students will ask questions regarding Guadalajara's weekly weather presented in a visual.

DCI - Look at weather over periods of time and find patterns in weather during certain months.

CC - what do we notice about the weather patterns over time where we live?

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The video of the Newton's Cradle

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Roots ----> show a time lapse video of a plant growing.

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What type of covid variant was on each cruise?

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What type of covid variant was on each cruise?

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One of my questions was, what type of covid variant was on each cruise?

After having the result of which covid variant they had o each cruise, you could investigate a little more by asking questions about the symptoms they had and how many days the symptoms lasted, you can ask if they used masks at all times and if they kept social distance and if they washed their hands constantly.

Based on the answers to the previous questions, we could find out the reasons why on one cruise there were more infected people with covid 19 than on the other.

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To be honest, this is the first year I´m teaching Science. As a teacher, I don´t have a curriculum to compare NGSS  with but as a student, I remember that my teacher was the only one doing everything in class and we just needed to listen to her and then complete the worksheets and textbooks about what she said.

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Is age a determining factor to develop covid symptoms?

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Is age a determining factor to develop covid symptoms?

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Are Covid elderly patients more prone to develop symptoms or not?

I would start by generating a chart with different variables:

A list of passengers from each cruise ship, according to their age.

Then add the variable that references each one of the passengers as  symptomatic or asymptomatic.

By crossrefering these data, it would be possible to find out whether age is a determining factor to develop symptoms or not.

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The tool I used for vetting was the NGSS tool. In evaluating the lesson form TPT on Weather and puddles, I found that it checked all the boxes on the rubric. It incorporated all pieces of the NGSS lesson plan framework.

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The first thing that I noticed is the need to move from the teacher do and tell to the students exploring. A problem that I tend to encounter in the 3 schools I have worked in is the lack of time given and if more time were given I feel that these concepts can be delivered and given the necessary way. I love that NGSS is all about exploration and one of many things that I have taken from this training is when we complete our Weather unit I would love to explore and teach students about evidence and how they can tell what the weather was like without the teacher telling them. I know myself I need to move away from the worksheets and more to the self discovery.

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SEP -Identify and represent weather on a chart.
DCI - Talk about the weather, compare and contrast weather, ask and answer questions about the weather and how affects people.
CCC - recognize patterns in weather and can analyze the cause and the effect

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I found an idea where the kids have to make their own homemade thermometer. Fun!

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The material I found was on TPT. It is about Life Cycle of Plants. I think is really good but it needs some adjustments because this resource is asking all the questions and is giving all the answers to the students but, the ideas fro experiments and classwork is really good

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This is the first time I am going to be teaching science, as I have always been a language teacher.

It is really interesting to have such a complete and experiential approach to science.

I really like how the NGSS program connects science and engineering practices, disciplinary core ideas, and crosscutting concepts to achieve performances.

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The tool I used for vetting was Wonder of Science Lesson Screener. The lesson I evaluated was Have you ever watched a storm? by Mystery Science. I found that it checked all the boxes on the rubric and it is well adapted for small kids

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Both of these PEs explore plant and animal needs and once their needs are determined students can also begin to ask how they may change their environments to better suit their needs.

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I would like to try the puddles unit. It was the only K resource in the document, but I also feel like since it is so laid out it would be a good chance for me to get my feet wet in actually trying an NGSS unit in my classroom.

file:///C:/Users/jacqueline.endres/Downloads/Puddles-Unit-K-2-Mini-Unit-Overview.pdf

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KPS2-1  students compare and investigate how the motion of an object works by applying a push or a pull. The different strengths and directions of an object.
K-2. ETS1. Students will analyze data from 2 objects to solve the same problem. Their strangers and weaknesses of how each object performs

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K-ESS2-1 and K-PS3-1
They are both about weather. In one they observe patterns and in the other one how sunlight warms the earth. Once they see how weather changes over time, they can focus only on warm weather and how this affects the ecosystem they live in

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I used the NGSS vetting tool to evaluate the Pushes and Pulls lesson on Generation Genius. The intro video wasn't a phenomenon, rather an explanation of the vocabulary (force, push, pull). There was an experiement but it wasn't as open ended as NGSS wants it to be (it was quite prescriptive). 

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I used the NGSS vetting tool to evaluate the Pushes and Pulls lesson on Generation Genius. The intro video wasn't a phenomenon, rather an explanation of the vocabulary (force, push, pull). There was an experiement but it wasn't as open ended as NGSS wants it to be (it was quite prescriptive). 

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K-ESS3-1 and K-PS3-1 could go together because the first one is about the different needs of plants and animals and where they live, and the second one is about the sun warming the Earth's surface. Since plants and animals need sun (varying amounts) these two could be related.

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Let me see...I guess I'd like to try the puddles unit! I like that they presented what you could do for the phenomenon and also provided what models and experiments you could do.

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SEP- Collect in a daily chart your observations about the weather and share them with your classmates.

DCI - According to your observations was the most predominant weather in this month?

CC - What patterns did you see?

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The tool I used for vetting was the NGSS Vetting tool. I really liked that I could use the premade questions to check off as I analyzed the different activities. I didn't have to try to remember what I'd found or not found (granted, there's only 4 areas you're looking at, but it's still helpful). I could just refer to the checklist to see what I'd marked off by the time I was done. I think the lessons that had all the areas was the most difficult for me because I kept second guessing myself! What I found was that the organizations and groups that are working together to create NGSS resources seem to have the fuller lessons. Individuals and non-NGSS sites might make the claim, but that's where I saw "lighter" lessons in terms of NGSS.

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Weather Patterns (observations of local weather patterns) & shade structure design. Students can study local weather patterns to best design effective shade structures for specific, local areas.

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I would combine K-ESS2-2 Environmental change with K-LSI-1 Plants & Animals. Students could explore how plants & animals quest for food changes the environment. The examples used were a squirrels hiding/burying seeds or tree roots breaking the concrete and how things can change the environment.

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SEP- create a chart or tool to describe & record weather over a period of time (eg., week or month)
DCI-What are the characteristics of weather & how can people measure it and track patterns over time
CCC-Use the chart to describe the patterns you notice in the weather over time

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Puddles looks like an interesting unit because kids love water, especially puddles (and jumping into them when they shouldn't be, lol). I think unit speaks to children's natural curiosity, and is relatable to all students. The poster models are very on-level to the age I teach, and they would have a lot of fun with them. I also like the written journals in Puddles, because this includes a literacy and language component, something our students really need.

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K-LS1-1 K-LS1-1 Plant & Animal Needs:  From Molecules to Organisms: Structures and Processes
My anchoring phenomena was: What is different about the way plants & animals get food? I thought this topic would generate a lot of questions from students, would be an easy topic to support with videos or visual images, would be an over-arching theme to connect the multiple core ideas, and would easily include both the SEP's and the CCC's.

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I used the WONDER OF SCIENCE Lesson screener to evaluate a lesson on plants (what plants need to grow). The lesson met all the criteria. I liked this tool the best because it lends itself well to evaluating lessons for younger children. I like how it it lists the descriptors for the SEPs & the CCCs and requires one or more of the skills to meet the criteria. This is nice because lessons for kindergarten are usually very simple and short and may just include a couple of the indicators.

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it is so funny how we all chose puddles!!! I think it is something super relevant to students and especially right now (we are in the middle of the rainy season). I browsed a couple of units and was really able to see the NGSS process in motion. Lessons not only provide the 3D's and the performance expectations, but they also model really good teaching practices that can be used across all content areas (eg., mini-lessons, student discourse, student collaboration/cooperative, hand-on learning, movement, etc.).

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To be honest this was difficult and I feel I need to make sure to review the 3 parts again and make sure I am defining them correctly. Could someone review this to make sure I am on the right track or am I way off?
SEP: Track the weather in Tegucigalpa over a span of time using a bar graph.
DCI: Why does Honduras not get snow? Showing students the globe and where Honduras is located and also what the equator is.
CCC: Cause and Effect: If Honduras was located somewhere different would we have different weather or the same?

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K-ESS2-1: Weather Patterns

What does the sun do to surfaces? I truly only had thought of how it warms the surfaces and I really liked how it effects our skin. I would definitely use the "How the Sun See's You" to show how sun not only effects the planet but our skin. Now you might listen to your mom when she asked you to put on sunscreen.

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K.PS2.1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pull on an object.

https://www.generationgenius.com/videolessons/pushes-and-pulls/

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What you will learn from this video What you will learn

A force is a push or pull that makes things move.

A push moves things away from you.

A pull moves things towards you.

Forces can also make things speed up, slow down and change directions.

Draw an example of a push or pull. Write the word beneath your picture.

Draw an example of something that can be both pushed AND pulled.

Write down what force is and how it can be changed. Use at least two sentences.

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Learn that a force is a push or a pull that makes things move! This fun science video for kindergarten, 1st & 2nd grade comes with a lesson plan & activity.

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definitely Puddles

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"This is a photo of my students creating the life cycle of a frog out of items given to them. 

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The tool I used was the Wonder of Science Lesson Screener. I liked this because it broke it down more for me to examine. I liked this activity because it introduced me to more sites to grow my NGSS activities and I was able to look at how much I need to grow in my plans and I am excited to take this and really create great science lessons. The lesson I looked at was when I used more of the 4C's of 21st Century Learning to create the lesson of the life cycle of a frog. I think that I was incorporating those items of NGSS but not in the correct way due to me not truly understanding the standards.

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K-PS3-2 Shade and Structure Design and K-ESS3-1 Environmental Relationships. These 2 can be bridged like many of our Kinder science standards in how we can design a habitat for an animal or human that will solve a specific problem (example a human on a hot beach or an animal that can only build with natural materials like sticks and grass.

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If there is only 1 resource for Kinder on the resource page I would have to pick Puddles which will work with the weather unit of course. I saw some more interesting resources like Mystery Science that I would enjoy to explore more.

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The tool I used for vetting was the Vetting Tool. In evaluating the lesson I found a really interesting and complete guide in generation genious.
It has really great before and after questions according to their developmental age. The vocabulary to focus on links on more researchable ideas. Probably the DIY activity can be modified to the kids age.
It can definitely be used with some differenciation for my classroom.

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Discovering patterns in nature (animals, plants, weather)

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Discovering patterns in nature (animals, plants, weather)

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K-LS1-1: Plant and Animal Needs

Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1: Weather Patterns

Use and share observations of local weather conditions to describe patterns over time.

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Puddles is the only resource listed for K. However, it seems like a convenient way to explore the topic in mini-units. And as it is step-by-step it will conduct my first experiences in the NGSS classroom.