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I used to think that designing lessons to be relevant and authentic meant creating a shared experience for students in class to spark an investigation. Now I think that activating prior knowledge and welcoming it as a jumping off point for the investigation is a critical factor of authenticity. We are teachers all over the world and sometimes phenomena can feel very far away and disconnected from our students. I really liked the ideas in this lesson that the phenomena can be seemingly small and connected directly to the place in which the learning is happening.

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I used to think that designing lessons to be relevant and authentic meant creating a shared experience for students in class to spark an investigation. Now I think that activating prior knowledge and welcoming it as a jumping off point for the investigation is a critical factor of authenticity. We are teachers all over the world and sometimes phenomena can feel very far away and disconnected from our students. I really liked the ideas in this lesson that the phenomena can be seemingly small and connected directly to the place in which the learning is happening.

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Assuming that the data is accurate, three possible variables that present themselves are a difference in the variant of Covid, a difference in the demographics of the passengers or a difference in the environment on the ships. That presents a huge number of possibilities so I will focus on a few. Different Covid variants can vary in the ease of transmission or viral load. If each ship had a different strain, it could affect the number of symptomatic vs. asymptomatic cases. I believe that the more effective a person's immune system is in confronting the Covid virus, the less likely there will be symptoms. Certain cruises have different themes or market to certain demographics. This could lead to older passengers on the Princess Cruise Ship and younger passengers on that in Argentina. The location that the ship departed from could affect the condition of the passengers. Certain regions have different patterns of diet or exercise. The number of vaccinations could also affect the data. The final factor is the environment on board. I happen to remember that there was an outbreak of Covid on a Princess Cruise Ship early in the Pandemic. I believe passengers were not allowed to disembark for sometime in an effort at quarantine. Given the confined area and lack of advanced medical care on board, the infections could be more serious and thus be symptomatic. If this did happen early in the Pandemic, few people would have had antibodies and doctors lacked experience treating it. This would also make cases more severe.

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I used to think that as teachers we were the source of information and that we were the "experts" from whom the students came to school to learn from. I believed that we had to front load some information to then let them explore to make sense of the topic. Now I think that students are capable of coming up with questions that spark their interest and thus increase engagement and thus results in actual learning instead of simple memorization of content. I feel that when students are the protagonists of their learning what they learn actually makes sense and sticks to them forever and not just long enough to A´s a test at the end of the unit.

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I used to think that the role of a science teacher was to be the expert that transferred scientific knowledge to his or her students. I thought the role of the student was to try and absorb as much of the knowledge that the teacher shared as possible. I have worked to achieve a student centered environment in class. Yet, as a third grade teacher of ESL students I have found that my many of my students lack the fluency in academic English to explore and discuss scientific topics on their own. The level of scaffolding necessary really 'dumbs down' the content.
Now I think that a science teacher's role is to guide students in exploring phenomena with questions and a search for evidence through experiments. While I may already have a good understanding of the desired end goal. I want to allow students to pose questions that they are genuinely interested in. Those that may seem not as critical to me may lead to deep learning in those students. I also understand that students need to learn the real process for scientific exploration rather than a rigid system designed for efficiency in class.

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I used to think that scientific understanding was equivalent to content knowledge. After encountering NGSS, now I think that the other two dimensions are probably more important. Our world is changing so quickly that my students will likely have jobs that don't currently exist, or that use technologies and content knowledge that we don't know yet. Teaching them to *do* science instead of to *know* science will better help prepare them for the future.

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I used to think that teachers should lead science learning and experiments by  setting up the experiments, and then having kids do them. Now I think that students should be the leaders as much as possible. Students can design and carry out experiments and facilitate their own learning with the teacher as a guide and support.

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I used to think that teachers should lead science learning and experiments by  setting up the experiments, and then having kids do them. Now I think that students should be the leaders as much as possible. Students can design and carry out experiments and facilitate their own learning with the teacher as a guide and support.

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One possible explanation could be that the data were collected at different times; perhaps the Princess cruise was early in the pandemic and the Argentine cruise happened after vaccines were available.

Another possible explanation could be that the two cruises had different variants of the virus that had different rates of asymptomatic infection.

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Question: Did Covid affect populations differently at various points during the pandemic?

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Question: Did Covid affect populations differently at various points during the pandemic?

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(In this investigation, I assume that the disparity in symptomatic infections has something to do with the timing of the cruises.)

To investigate my question, I would gather information about Covid infections and symptoms in the cities of origin of passengers on the two different cruise ships at the times the cruises embarked.

I would analyze the data along several dimensions including location and different demographic classifications. I would look for patterns in similar populations and in relatively close locations (same county or state). I would also separate the results for vaccinated and unvaccinated patients in order to have fair comparisons between age groups, socioeconomic groups, etc.

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Of the passengers tested (asymptomatic and symptomatic), what percentage were vaccinated? 

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Of the passengers tested (asymptomatic and symptomatic), what percentage were vaccinated? 

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My initial questioning went off in many directions haha but my initial investigation of sorts would be to collect data on vaccination rates amongst all passengers.

We KNOW that the rate of infection is significantly reduced amongst vaccinated persons but it is still possible to contract the virus and be either asymptotic or symptomatic.

Assuming my investigative resources are unlimited, I would gather data from the passenger manifest on both cruise lines. It is likely that passengers needed to present a negative COVID test or vaccination card at the time of boarding so this information should be readily available.

I would then analyze the data across population groups on the cruise ships and look for patterns. Given the dynamic nature of the exploratory process, I imagine many new questions would emerge to start me off on the next investigation!

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After investigating the actual demographic groups represented on the two cruise ships, I would look for any groups with large representation on each individual cruise ship. I would also verify that there was a clear difference between the distinct groups on the Princess vs. the Argentinian Ship. The most straight forward theory would be the numbers of passengers who were vaccinated and unvaccinated. Perhaps it could go even further in traditional vs. Mrna vaccination. Another trait I mentioned was the average age of passengers since being elderly is known to increase the seriousness of infection and would likely have more symptoms. If I locate distinct group differences relative to known risk factors toward Covid, I could then look for a similar event or situation in which a similar demographic was exposed to Covid to see if the numbers of symptomatic vs. non symptomatic cases mirrors that on the ships.

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I use to think I had to be an expert on the topic I was teaching before introducing the content to the students, now I enjoy introducing the students to interesting phenomena and learning along side them and from them as we explore together. This has increased my enjoyment and motivation as a teacher as well as my students' motivation to learn.

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I think that the age of the infected passengers on the Argentine Cruise may have been younger than that of the infected passengers on the Diamond Princess. This may be the reason that a larger portion of the covid passengers were asymptomatic. Another possibility could be that the passengers on the Diamond Princess were tested at the end of their trip whereas the passengers on the Argentine Cruise ship were tested at the beginning of their trip. I imagine that people with symptoms at the beginning of a trip would be less likely to go on the cruise in the first place. I'm also thinking that where the trip took place could be a factor. Perhaps the Diamond Princess cruise was to a colder climate such as Alaska , where passengers were forced to spend more time indoors and thus couldn't avoid contamination if they started to feel ill or may even have attributed symptoms to the colder climate rather than covid and therefore didn't isolate right away.

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I used to think that I needed to know all the answers and have every outcome planned out.  I thought I needed to diseminate knowledge and students needed to memorize terms and theories.  Now I think it is my job to promote their questions and exploration to many different solutions.  I think that students should guide the learning through their curiousity and wonderings.

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I used to think that I needed to know all the answers and have every outcome planned out.  I thought I needed to diseminate knowledge and students needed to memorize terms and theories.  Now I think it is my job to promote their questions and exploration to many different solutions.  I think that students should guide the learning through their curiousity and wonderings.

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Is age a factor regarding the symptomatic or asymptomatic nature of a patient with Coronavirus? 

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Is age a factor regarding the symptomatic or asymptomatic nature of a patient with Coronavirus? 

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A friend of mine tested positive for Coronavirus after being exposed at a family dinner. At the time she and her husband both tested positive but her 3 children did not. They isolated immediately from the children but a week later the children tested positive as well. It was assumed they had all contracted the virus at the same time so when looking at the data from the two cruise ships it makes me wonder if how quickly one becomes symptomatic or whether one becomes symptomatic at all is linked to a person's age. In order to test this theory a study could be done on a large group of covid patients of varying ages to see if age was a factor in whether one was asymptomatic or symptomatic once testing positive. In order to complete the study contact tracing would have to be done to determine when the infected person first came in contact with the virus. We would need to measure the time between exposure and the first symptoms and then see if there were any patterns based on age. For example, do younger people take longer to develop symptoms or develop symptoms less often than older people. We would need to determine an age range for younger vs older people. Say 25 and under vs 70 and older.

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There are many possible reasons that the cruise ship data presented is so different. One reason could be that the average passenger age on the Argentinian cruise was much lower than the other cruise. It could also be that the data were not collected during the same time frame. Another possible explanation could be that the two cruises had different variants of Covid, which could produce different rates of asymptomatic cases.

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

SEP - Developing and Using Models
DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
CCC - Patterns

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I used to think that accessing a students prior knowledge was very important in a lesson to get their minds focused and opened to what was to come in a lesson. Now I think that it is essential to creating a three-dimensional lesson which keeps students hooked on their design solution to a problem or phenomena, especially when it is one that is close to home.

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What countries did the passengers on each cruise ship live in?

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What countries did the passengers on each cruise ship live in?

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I would collect data relative to the countries in which the passengers from both ships reside in. Then I would classify the the countries that had most passengers with symptoms on each ship. I would then collect data about the Covid symptomatic cases in those countries with respect to age, diet, pre-existing conditions, and vaccinations.

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The Disciplinary Core ideas are similar to the goals of the CCC in that they outline the knowledge that students should understand by the end of the lesson. I believe a difference between the two are that the CCC has independent science standards that start at 6th grade. The standards address language skills associated with that scientific area. Math standards do not specifically address scientific topics but can be taught as tools to use when investigating or processing data.  It is possible to use both the NGSS and The Wonder of Science websites to find links between the NGSS and the ELA and Mathematics of the CCC.
DCI within the NGSS specifically address knowledge related to scientific topics. The knowledge is also aligned in degrees of difficulty for each subsequent grade. The NGSS has two additional forms of standards, The SEP and the Crosscutting Concepts. These additional NGS standards develop the skills that the students will need to investigate and analyze the DCI related to the phenomena. The SEP and Crosscutting Concepts helps the students to become increasingly independent in the NGSS scientific process.

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NGSS performance expectations are the only science standards I have used. They are similar to the Common Core math standards because they have specific performance expectations, assessment boundaries, and additional practices (CCCs, SEPs) that are taught in addition to the content (DCIs).

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NGSS and AERO share the same disciplinary core ideas. The CONTENT is nearly identical but the cross cutting concepts are where the two platforms differ. I really like that the cross cutting concepts bring attention and emphasize the importance of extending learning across disciplines. The example I explored in this lesson was patterns. For grade 3 identifying patterns over time is addressed in my forces in motion science unit when predicting patterns of motion as well as multiplication and division mathematical concepts.

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Breaking down standards, feel free to add to or modify this

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Breaking down standards, feel free to add to or modify this

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

SEP - Developing and Using Models
1) model components
2) relation between component parts
3) Venn diagram or other graphic support

DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
1) common animal life cycle patterns
a) complete metamorphosis
b) incomplete metamorphosis
2) Plant life cycle
a) stage name and description
b) function of each stage toward cycle
3) ESL support
a) develop key terms (unique, diverse, in common, cycle, reproduction)
CCC - Patterns
1) Cyclical vs. linear
a) examples of each pattern in nature
b) continuous cycle vs. finite linear pattern

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The data presented is very interesting and many questions arise as to why two ships had such different outcomes. The first theory that I have is that one ship (The Diamond Princess) could have had mostly older passengers whose immune systems were probably not as strong and that is why the virus affected more people by showing symptoms. I would think that perhaps the Argentine Cruise had younger passengers such as young parents and children who we now know are less likely to show any symptoms since even though they are infected they don´t get it as hard as older adults. I also wonder if the condition (health wise) of the passengers was different and the Argentine had better overall health? I would also question the ships and if the Argentine had better ventilation / more cabins with windows than the Diamond Princess. Also did they have air conditioning depending on their destination? thus making the spread much easier on an already older crowd? It could also have been that the people that boarded the argentine cruise had already had covid once before since it was one of the countries that was hit hard by COVID from the start, and that these people had been infected a second time while they still had antibodies and that is why they were asymptomatic?

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

SEP - Developing and Using Models

Modeling models

providing examples of different kinds of models

What kinds of information do they highlight?

identifying critical components

labeling key information

Visual data

A picture/image can give information

Data talks (similar to number talk discussion; YouCubed is an awesome resource!)

DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

What is an organism?

Animal vs. plant life cycle

Examples of each

What is the process?

Physical differences at each stage

What does a living thing NEED to survive?

CCC - Patterns

cyclical vs. linear processes (Great idea Thomas!)

Identify examples in nature and mathematics connection

Commonalities between like groups (mammals vs. insects, etc.)

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3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing

Key Ideas to Support Core Idea of Natural Selection

What is a trait?

What traits are considered desirable?

What is a “species”? How are living things grouped into such categories?

How and why do traits differ between individuals with the same species?

What does a living thing NEED to survive? Does it depend on where they live?

What is an adaptation?

Why is reproduction important to the survival of a species?

There were so many phenomena relatable and investigable to students

Why do Humans Have Different Skin Color (variation, adaptation)

Inflation of Moth Coremata (reproduction)

Desert Beetle Harvests Water (adaptation)

Mouthbrooding Fish (adaptation, evolution)

Male Water Bugs with Eggs ( survival, reproduction)

A Peacock's Tail (Sexual Selection)

Bat’s Exolocating and Capturing Moths (Adaptation)

Mystery Creature Washes Up on Georgia Beach (Adaptation, Evolution)

Butterfly Eye

Treehopper Ant

Ears are Structures with Function

Torny Devil’s Drink

Anchor Phenomena
Why Do Humans Have Different Skin Color?

I really like the idea of doing an interdisciplinary unit with social studies, integrating knowledge from previous units about climate zones/patterns of weather, and understanding humans as an animal species that has evolved over time.

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I used to think that teachers set up all the classes and experiments by having clear and specific instructions and then ask the students to follow those instructions. Now I think that students can take the lead of activities and also propose their own experiments with the things they do at home or with other people, I think that students are able to creeate their own experiments and ideas to build their own learning.

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I used to think that teachers set up all the classes and experiments by having clear and specific instructions and then ask the students to follow those instructions. Now I think that students can take the lead of activities and also propose their own experiments with the things they do at home or with other people, I think that students are able to creeate their own experiments and ideas to build their own learning.

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The performance expectation that I chose is
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
[Clarification Statement: Changes organisms go through during their life form a pattern.]

I chose a time-lapse video of the lifecycle of a sunflower plant.
https://www.youtube.com/watchv=dKo5IvvtnWw

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Life Cycle of a Sunflower Time Lapse (With Music)

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Similarities and Differences Between NGSS and Other Science Standards

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Similarities and Differences Between NGSS and Other Science Standards

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Because the NGSS are made up of CCCs, they are similar to others science standards in that they do contain content. However, their three dimensions definitely make them more real and engaging for students. When taught properly they make learning fun!

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Did age impact the occurance of COVID-19 sympotms

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Did age impact the occurance of COVID-19 sympotms

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I would gather the ages of passengers that tested positive with the virus. Then I would compare the occurance of symptoms with the ages of passengers to see if there is a pattern. I would create age ranges as well; 12 and under, 13-20, 20-40, 40-60, 60+

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I don't have experience using other science standards, so I'll say what I appreciate about them.  I really like that the standards crosscut to other academic content areas so that I can tie in what we study in math or ELA and show students how it all relates.  I like that they emphasize conceptual knowledge as well as how students can demonstrate that understanding.

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I don't have experience using other science standards, so I'll say what I appreciate about them.  I really like that the standards crosscut to other academic content areas so that I can tie in what we study in math or ELA and show students how it all relates.  I like that they emphasize conceptual knowledge as well as how students can demonstrate that understanding.

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CCC
-Provide students with different images of l different animals showing the adult and the young for the students to find patterns.

DCI
-Provide students with a graphic organizer of general life cycles in which they can write how they think the young came to be, how it will turn into an adult, and what they think will happen to the adult when it is very old.
-Allow the students to discuss and compare their predictions.

CCC
-Provide students with different kinds of eggs and have them find patterns in the eggs and decide which part of the life cycle of animals will the hatching of the eggs lead to.

DCI
-Provide students with different articles on the life cycles of many different animals so that they choose two of the articles to read with a partner and discuss.
-Have the students jot down information they consider important about the four stages of a life cycle they have been learning about on a graphic organizer.
-Have the students find patterns between the life cycles of the two animals they choose.
-Have students design a model of the life cycle of each animal from their chosen articles.

SEP
-Have students prepare models of the two animals they learned about.

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The Performing Expectation that I chose was 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

The phenomenon that will anchor my unit is the Coupled Pendulum Experiment.

https://thewonderofscience.com/phenomenon/2018/4/30/coupled-pendulum

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Description: The coupled pendulum can be created with either string or a spring connecting the two pendulums. With each swing energy is transferred from one pendulum to the other. If the pendulums both have the same length one pendulum comes to a complete stop before alternating motion. This phenomenon can be used to show balanced and unbalanced forces, how motion can be used to predict future motion, and the conservation of energy.

Web Resource: L.R. Ingersoll Physics Museum

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Coupled Pendulum - The Wonder of Science

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Description: The coupled pendulum can be created with either string or a spring connecting the two pendulums. With each swing energy is transferred from one pendulum to the other. If the pendulums both have the same length one pendulum comes to a complete stop before alternating

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I used to think that since teaching younger kids, I will have to really hype up phenomena in order to have the students engaged. Now I think it is my job to assist my students in experiencing and learning the phenomena by giving them materials or first hand experience for them to explore and learn.

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NGSS are the only Science standards I have worked with. The NGSS standards and performance expectations do connect to other science resources, such as the engineering process, and even the "Scientific Method", because students are expected to use those skills and processes (SEPs), just maybe more flexibly (not linear) than what was originally expected or taught. I think the performance expectations also align with Common Core as they are presented clearly.

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I used to think that the same parameters should be followed when designing a class to reach the same purpose, now I think that it is possible to involve students and involve myself in an investigative process that is fruitful and leads us to discover by our means, based on science and engineering, different ways of solving the situations that arise

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In my opinion, the most logical thing is to analyze the route of each cruise, the characteristics of the population on board and review details such as age, lifestyle and whether or not there were vaccinated passengers, as well as the availability of space between them, all of this by keeping record of each data in a systematic and organized way, thus it would be concluded that other vessels could replicate to avoid contagion.

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NGSS performance expectations are different to other science standards that I am used to teaching/working with in that NGSS emphasizes the importance of having a deep understanding of science concepts and engaging in scientific thinking vs what I used to teach by front loading information and then students engaging in some very carefully thought out and planned "investigation" that led all students to the same answers. Now I know that NGSS performance standards challenge students into going beyond knowing and understanding scientific concepts to what students can do /show. The way that they could be similar is by both ways NGSS and Common Core that the topics of study can be cross curricular.

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NGSS performance expectations are different to other science standards that I am used to teaching/working with in that NGSS emphasizes the importance of having a deep understanding of science concepts and engaging in scientific thinking vs what I used to teach by front loading information and then students engaging in some very carefully thought out and planned "investigation" that led all students to the same answers. Now I know that NGSS performance standards challenge students into going beyond knowing and understanding scientific concepts to what students can do /show. The way that they could be similar is by both ways NGSS and Common Core that the topics of study can be cross curricular.

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SEP: Developing and using models through Venn diagrams / Charts / graphic organizers with clear labels and key terminology. Then using these charts to create models.

DCI: Plants and animals have unique and diverse life cycles that are all essential to the continuation of their existence. Provide students with examples of each (a few examples of plants and a few of animals).

CCC: Students identify patterns and examples in nature. They can also observe and compare and contrast the similarities and differences between different animal groups.

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The tools I used for vetting the provided resources in addition to one of my own lessons were the NGSS Vetting Tool (Google Document) and The Wonder of Science Lesson Screener.

On evaluating the lesson I found that there were some criteria I am already meeting (Glow) as well as some areas I intend to further develop (Grow). To be honest, there are a lot of things going well with this lesson already which I thought were just best teaching practices but are also NGSS! While is lots of work to be done with developing the cross cutting concept component, I feel the science and engineering practices as well as the disciplinary core ideas are strong in this lesson.

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Thematic Unit --Bringing Together Earth Science and Life Science 

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Thematic Unit --Bringing Together Earth Science and Life Science 

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The life science performance expectation is related to an organism’s ability to survive in a particular habitat . The earth science  performance expectation is related to weather patterns and conditions in different regions of the world. Since an understanding of what resources an organism has available and what they need to be specially adapted for in their habitat requires an understanding of an area’s environmental conditions such as climate, these two performance expectations could be taught in conjunction.

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I am interested in implementing the Sproket resource in my classroom. The driving questions and phenomena are interesting, investigable, and relevant to my students everyday life. The driving question to introduce life science concepts is "Why do I see so many squirrels but can't find any stegosauruses?" To be more relevant to my students, I would use iguanas instead of squirrels but Sprocket offers resources and thematic questions to get kids thinking as the progress in their science story line. Check it out!

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
-Explain and understand the different phases of the life cycle
-Identify the life cycle of a specific organism
-model the life cycle of a specific organism

SEP - Developing and Using Models
-Identify the elements/steps to be modeled
-Identify patterns within the life cycle to be modeled
-Give students a specific animal or organism to use for creating their model

DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
-Identify the four main stages of life cycle
-research to learn about the life cycle of various plants and animals
-Identify similarities and differences between organisms
-Explain why reproduction is necessary

CCC - Patterns
-Research and observe various life cycles
-Look for patterns within a specific organisms life cycle
-Identify patterns across life cycles

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SEP - Developing and Using Models
* I can describe how a model is related to a natural phenomenon
* I can choose an appropriate model to represent a natural phenomenon
* I can design and construct a model of a natural phenomenon
* I can discuss models (explain my own and critique someone else's)

DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
* I can describe the life cycle of a plant or animal
* I can compare and contrast the life cycles of two plants or animals
* I can create a model of an organism's life cycle.
* I can create a fantasy organism and design its life cycle

CCC - Patterns
* I can notice and describe patterns that I see in the world around me
* I can explain how and why patterns occur in the world around me
* I can analyze patterns and predict what will happen in the future based on my analysis

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Gahhhh….I hit the wrong button and it deleted.

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I used to think that teachers had to go into a unit knowing all of the answers, to impart knowledge, and set up all of the learning experiences…that is how many curriculums are set up. Now I think that teachers need to plant the seeds of curiosity and that we can learn, explore, investigate and marvel alongside our students.

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As far as I remember, the big cruise ship outbreaks happened in early 2020, so it wouldn’t have to do with vaccinations. It may have to do with passengers age, medical history, the length of the cruise, the climate/weather in which the cruise was (for example, if it was cool and rainy, people would have been doing indoor activities more), passenger nationality/ blood type.
Some symptoms were not known back at the beginning of all of this…someone may have thought they had food poisoning when it was actually a symptom…or edema and purple feet, which is also an uncommon symptom.

I also wonder at what stage of the cruise were the COVID tests given…sometimes it takes up to 14 days for symptoms to occur…and how many positive cases we are taking about.

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How do the demographics of the passengers effect the “test” results?

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How do the demographics of the passengers effect the “test” results?

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I would gather any/ all of the information possible on the age, nationality, medical history (pre-existing conditions), and risk-factors to see if an correlations could be made.

I would also want to know how long they waited before they were tested.

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It’s been a long time since I have taught science

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It’s been a long time since I have taught science

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So the biggest difference that jumps out is that teachers are more like the guides than the “holders of all knowledge”. Any curriculum I have worked with in the past there were prescribed lessons and fixed outcomes. Those lessons MAY have sparked some curiosity, but not how I imagine the phenomena sparking curiosity and student-led investigations.

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SEP

- I can make and label a model to represent the life cycle of different plants or animals.

- I can use models to explain the life cycle of different plants and animals.

DCI

I can use a Venn diagram to find the similarities and differences of different life cycles.

I can investigate the life cycle of a plant (or animal).

CCC

- I can compare the life cycles of different plants or animals and recognize patterns.

- I can make predictions about the consequences of a disrupted life cycle.

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I used to think that creating a lesson without creating experience for students by only activating their prior knowledge was relevant for them. Now I think that activating their prior knowledge creating EXPERIENCES, and having a global idea about Science for them is meaningful and successful. 

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I used to think that creating a lesson without creating experience for students by only activating their prior knowledge was relevant for them. Now I think that activating their prior knowledge creating EXPERIENCES, and having a global idea about Science for them is meaningful and successful. 

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A possible explanation to explore  could be that the information has been collected at different moment. Another possible piece of explanation might be that the two cruises had different variants of the virus.

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A possible explanation to explore  could be that the information has been collected at different moment. Another possible piece of explanation might be that the two cruises had different variants of the virus.

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How the location of the passengers affect their test results?

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How the location of the passengers affect their test results?

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First of all, information must be collected from different resources, analyzing the data in terms of their location and their results is important. When they tested positive. How long until they tested neg?

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NGSS performance expectations are different from other Science standards because is research-based, student centered and for sure a hand-on learning! They are similar to others in terms of their performance expectations and practices.

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NGSS PE VS other science standards I've used.

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NGSS PE VS other science standards I've used.

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We used Foss kits several years ago. Some of the similarities are that the emphasis is on student investigation and inquiry. However I felt that the lessons were more cookie cutter and followed a specific direction. I feel that NGSS focuses both on the practices and content and students are guided to go in the direction the data and their own thinking takes them. Also there is more focus on real world examples and designing solutions.

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3-LS3-2: Environmental Influence on Traits

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3-LS3-2: Environmental Influence on Traits

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Description: The Himalayan rabbit is an excellent example of an organism that shows how the environment can affect traits. A rabbit kit (baby) that is exposed to as little as 20 minutes of cold will develop darker fur. Since the ears and feet of a Himalayan rabbit are colder they are generally black in color. In a classic genetics experiment a Himalayan is shaved and then an ice pack is placed on its back. The fur grows back black in the location that was cooled.

Web Resources: Himalayan Rabbit Markings - Wikipedia , Pathwayz - Genetics/Environment

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Ice Turns Himalayan Rabbits Black - The Wonder of Science

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Description: The Himalayan rabbit is an excellent example of an organism that shows how the environment can affect traits. A rabbit kit (baby) that is exposed to as little as 20 minutes of cold will develop darker fur. Since the ears and feet of a Himalayan rabbit are colder they

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The tool I used for vetting was the Wonder of Science Lesson Screener. In evaluating a lesson from generationgenius, I found that although it seemed to be pretty aligned with CGSS, it still needed some work. There was only one phenomenon and although the assessment talked about plants and other animals, there wasn't really a storyline leading the students to explore a variety of different ideas. It looked like a good start.

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

-observe a variety of scientific models and note key features
- using a variety of graphic organizers to
- have students create models to represent organism life cycles (animal and plant) and compare and contrast similarities and differences

SEP - Developing and Using ModelsDCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

- studying reproduction in a variety of living organisms (animals, insects, plants)
-looking at threats to reproduction for both plants and animals
-environmental vs inherited traits that can effect reproduction

CCC - Patterns

-looking at patterns between life cycles of different organisms and finding similarities and differences
- linking cause and effect to patterns
-when do patterns break? Why is this important?

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Children always want to know how things that seem like magic work and it is a good starting point to explain the balance of forces, push and pull as well as their properties and application in daily use.

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How might preexisting health conditions and genetic factors affected whether passengers showed symptoms? 

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How might preexisting health conditions and genetic factors affected whether passengers showed symptoms? 

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- Develop a survey to learn about the genetics and health of the passengers.

- Give the passengers of both ships the survey. Hopefully almost all passengers will agree to take the survey so that data can be considered valid.

- Look for patterns in the answers collected in the survey. Compare and contrast data between the two ships, between those who tested positive and those who did not, and between those who were symptomatic and those who were asymptomatic.

- If correlations are found, read available research to see if these patterns align with other studies of covid. Collaborate with other scientists to analyze data, look for correlations, and draw potential conclusions together.

- If correlations are not found, ask more questions and plan new investigations.

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The tool I used for vetting was the NGSS vetting tool. In evaluating the lesson I foundNeeds phenomena at the beginning of the unit without answers provided. The lesson would ideally allow for more flexibility with investigating student questions about phenomena. There is a project that allows students to record their own observations of a growing plant. Lesson has DCIs but not SEPs or CCCs.

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I used the NGSS Vetting tool. In evaluating the lesson I found that it had very few, if any, red flags. It was very aligned to NGSS and included a phenomena that was used to open the unit. It was used again at the end of the unit to show what they learned. So one thing I learned in this course is I would want to chance the phenomena for the end assessment.

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Thematic Unit - Plant Life Cycle and Seasonal Weather Conditions

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Thematic Unit - Plant Life Cycle and Seasonal Weather Conditions

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I believe that 3-ESS2-1 Seasonal Weather Conditions could be combined with the study of the life cycle of plants in 3-LS1-1 in order to show the effect of seasonal weather on plant growth. These PEs could also be used to examine the relation between agricultural cycles and seasonal weather. In an ideal setting, the class could also look at the holidays related to these seasonal patterns.

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I would like to explore the grade 3 science lesson, which addresses the driving question, 'How can we plan gardens for our community to grow plants for food?' The reason I would like to learn more about and possible use this storyline is because my curriculum has a unit on the plant life cycle. My team has also had small garden plots constructed in which we can place vegetable plants grown by students. We are in the beginning stages of implementing a PBL curriculum. Extending the lessons to the idea of growing food for the community makes it a local and thus more relevant topic. This is an important step toward fostering the students' curiosity.

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

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SEP - Developing and Using Models
I can create a model to show birth, growth, reproduction and death of an organism.

DCI -
Identify common events that must be included in the model
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
I can observe different models and note similarities and difference between different organisms.
I can explain what happens to a species if reproduction doesn't happen.
CCC - Patterns
I can identify patterns found in all life cycles.
I can predict patterns in the life cycle of a new organism based on my analysis of other life cycles.

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I chose 3-LS2-1 Construct an argument that some animals form groups that help members survive.

I'm going to ask the question "Why have some humpback whales learned how to bubble net fish together?" using this video to start our unit.

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Incredible Humpback Whale Bubble Net Hunt | Nature's Great Events | BBC America

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Question: How could fossils of an animal that lived in the water be found on land?

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Paleontologists in Colombia have unearthed the fossil of an eight-metre-long marine reptile that lived 130 million years ago. The plesiosaurs swam in the southern ocean when the Earth was far warmer than today. The dinosaur has a long neck, flat broad body and a short tail. The eight-metre reptile was found at a site in the central state of Boyaca, believed to have been flooded during the Cretaceous period

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Plesiosaur dinosaur fossil believed to be 130m years old found in Colombia - video report

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Paleontologists in Colombia have unearthed the fossil of an eight-metre-long marine reptile that lived 130 million years ago. The plesiosaurs swam in the southern ocean when the Earth was far warmer than today. The dinosaur has a long neck, flat broad body and a short tail.

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Question: How could fossils of an animal that lived in the water be found on land?

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Paleontologists in Colombia have unearthed the fossil of an eight-metre-long marine reptile that lived 130 million years ago. The plesiosaurs swam in the southern ocean when the Earth was far warmer than today. The dinosaur has a long neck, flat broad body and a short tail. The eight-metre reptile was found at a site in the central state of Boyaca, believed to have been flooded during the Cretaceous period

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Plesiosaur dinosaur fossil believed to be 130m years old found in Colombia - video report

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Paleontologists in Colombia have unearthed the fossil of an eight-metre-long marine reptile that lived 130 million years ago. The plesiosaurs swam in the southern ocean when the Earth was far warmer than today. The dinosaur has a long neck, flat broad body and a short tail.

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The tool I used for vetting was the NGSS Vetting Tool. In evaluating the lesson I found that the lesson is incomplete and is missing SEPs. There is strong potential for the Unit that I was looking at, but it was not fully developed last year due to being virtual and, to be honest, not having the time to commit to finishing the unit plan.

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The tool I used for vetting was the NGSS Vetting Tool. In evaluating the lesson I found that all three dimensions are present in the lesson. Uses phenomena and hands-on learning. Asks students to make their own observations of cause and effect as they carry out an investigation using a model to observe evaporation.

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cloud in summer by zsoravecz / cropped, adjusted color

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large cloud by Mark Ahsmann , used under CC BY-SA / cropped, adjusted color

cloud shape by ikinitip / cropped, adjusted color

room cloud 2 by Berndnaut Smilde / None

room cloud 1 by Berndnaut Smilde / None

what are clouds? by abogawat / cropped, adjusted color

bonfire by Tomasz Sienicki , used under CC BY-SA / heavily modified

cottoncandy by cyclonebill , used under CC BY-SA / cropped, adjusted color

cloud marco by Jeff Kubina , used under CC BY-SA / heavily modified

Madame Recamier by Jacques-Louis David / heavily modified

hand by Steph684 / heavily modified

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fog by MichaelDiederich , used under CC BY-SA / cropped

foggy street by Cablekid , used under CC BY-SA / cropped, adjusted color

water drops by JB Kilpatrick , used under CC BY / cropped, adjusted color

skydivers by Laura Hadden , used under CC BY / heavily modified

skydiving by Peter Shankman

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evaporating puddle by thatwimpydeer / trimmed, adjusted speed

boiling water by LIFEOFVIDS , used under CC BY / altered aspect ratio

pot by Frank C. Müller, Baden-Baden , used under CC BY-SA / heavily modified

ice cube by Pierre (Rennes) , used under CC BY / cropped

water glass by PublicDomainPictures / adjusted color, modified

water evaporation by Conor Shore

droplets by Pink Sherbet Photography , used under CC BY / heavily modified

drinking water by Amanda Mills

sprinklers by Beth Coll Anderson , used under CC BY / cropped

water spray by D Jabi , used under CC BY / heavily modified

waves breaking by Saltvand , used under CC BY / adjusted color

waterfall by Luke Price , used under CC BY / cropped

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mist by PublicDomainPictures / heavily modified

squirt bottle by Anne Swoboda , used under CC BY-SA / heavily modified

humidifier by 29cm , used under CC BY-SA / heavily modified

pencil by Charm / cut out

pencil #2 by JohannPoufPouf / heavily modified

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Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission.

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3-ESS2-2 asks for students to obtain and combine information to describe climates in different regions of the world.

3-LS4-3 asks for students to construct arguments with evidence that in a particular habitat, different organisms have different chances of survival.

Climate, of course, is a driving factor in habitats because temperature and rainfall affect the types of plants and animals that can survive in any given location. This is a good opportunity for a cause-and-effect relationship as well as looking at patterns in the types of animals that live in different parts of the world that have similar climates.

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3-ESS2-2 World Climates
Obtain and combine information to describe climates in different regions of the world.

3-LS4-3 Habitats and Organism Survival
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.

These two PEs could connect easily by talking about different climates and how different climates allow for different habitats, and not all organisms can survive in all habitats and climates. Living in Colombia, it would be easy to look at specific examples of tropical birds or regional plants and why they thrive here but don't even exist in other places.

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I am interested in trying the following two resources:

The first is Sprocket. I actually learned about Sprocket last year, but forgot all about it until seeing it listed here.

The second is the phenomscience units.

I am interested in looking more at both of these resources because the reality is that I need help planning! I don't have the time to recreate and make my own science curriculum, but I DO want to teach NGSS as effectively and student centered as possible. These resources seem to be well connected to NGSS with lessons that are ready to teach

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The links in the resource document for Argument-Driven Inquiry were broken, but I looked around and found some resources on their site.

I love the Investigation Proposals and the Draft Reports with Sentence Starters. I would really like for students to have the freedom to design and carry out their own investigations, and these forms make it easy to build in accountability as students work as scientists.

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Instructional Materials

These instructional materials, found in the ADI Learning Hub, are all you need to get started using ADI in your classroom. The downloadable instructional materials include different versions of the Peer Review Guide, Investigation Proposals, and Scaffolding Resources.

To learn more about these resources, check out the Teaching with ADI section of our Videos page.

Peer Review Guides for Math & Science

Interested in Learning More?

Set up a meeting with one of our program specialists to learn more about how you can use Argument-Driven Inquiry to make science, math, or engineering education at your district or school more meaningful, rigorous, and equitable.
Schedule a Call

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ADI Free Instructional Materials - Argument-Driven Inquiry

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These free instructional material downloads to help you get started using ADI in your classroom. The downloadable instructional materials include different versions of the Peer Review Guide, Investigation Proposals, and Scaffolding Resources.

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I think that ESS2-2 (World Climate), LS3-2 (Environmental Influences on Traits), and LS4-4 (Environmental Change Solutions) could work together. Students could learn about the different traits of plants/ animals in the different world climates, explore some environmental issues that are changing these climates and how they affect the plants/ animals, and then propose different solutions based on their research.

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The Grade 3 Non-contact Forces Unit on ambitiousscienceteaching is a very thorough resource! I like that the storyline is mapped out and the phenomenon are included. I think it would be helpful to follow a unit like this for my first NGSS unit.

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The tool I used for vetting was the NGSS Vetting Tool. In evaluating the lesson, I found that the phenomenon was relevant and sparked curiosity. The CCCs were evident and as was the SEP. I found that the assessment could be improved.

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3-LS-4-4 and 3-ESS-3-1

The LS performance expectation is related to 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. The ESS performance expectation is related to design solutions that reduce the impacts of a weather-related hazard. Since weather hazards can cause changes in the environment and consequently to its plant and animal life, these two PEs could be taught in conjunction.

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3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

SEP - Developing and Using Models
- model
- components
- graphical suppports
- examples
DCI - Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
- Vocabulary description
- examples of each
- models of different stages
CCC - Patterns
- cyclical

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Sprocket is the resource that I would most definitely be interested in trying. It not only offers great PBL units, but it also provides a learning and sharing community among teachers.

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3-LS4-4: Environmental Change Solution

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I’m working toward my Masters of Education at a college in Massachusetts, so I decided to compare the MA curriculum framework for science with NGSS. I discovered that in 2016, Massachusetts adopted/adapted NGSS as the state standards. The progression and wording of our curriculum frameworks aligns closely with NGSS, many of the standards copied verbatim, including the clarification statements and assessment boundaries. The frameworks include the three importance of disciplinary core ideas, as well as science and engineering practices.

There are a few differences between the Massachusetts frameworks and NGSS. Massachusetts includes several additional standards not included in NGSS, including standards for pre-kindergarten. The MA frameworks give less attention to crosscutting concepts and to cross-curricular connections. It separates grades 6-8 standards by grade rather than keep them in a single category. Similarly, high school standards in the MA framework are separated by topic.

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3-LS4-23-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Anchoring Phenomenon
Bats Echolocating and capturing Moths

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Obtain and combine information to describe climates in different regions of the world.

Question: What causes the weather to be different in different places of the world on the exact same day/time?

I will start by reading this book to my students.

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weather around the world on the same day - Bing video

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On the Same Day in March: A Tour of the World's Weather' Marilyn Singer

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The tool that I used for vetting was the NGSS Wonder of Science Lesson Screener. In the lesson I found that students have the opportunity to use phenomena, and make their own observations from watching videos and doing research on weathers from around the world which leads to investigation and eventually to the explanation using a model.

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3-ESS2-1 Present data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

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I would like to try out this resource because water is related to the topic of weather, and mostly because I believe that the topic of water is highly relatable to all students in one way or another. I feel like this would be engaging for students while also providing them with the opportunity to ask questions and solve environmental problems that could be impacting their communities and better yet coming up with solutions.

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Engaging Students in Solving Environmental Problems in their Own Community

ABOUT THE UNIT

Community Waters, a 4th grade science unit, involves students in asking questions and solving real community environmental problems through engineering. In the process, students deepen their science knowledge, come to view science as relevant to their lives and future, and engage in science in socially relevant and transformative ways.

Community Waters is one of only four elementary school units and 12 total K-12 science lessons/units nationwide to be highlighted as an example of high quality Next Generation Science Standards curriculum design. The 2018-edition of the Community Waters Science Unit was reviewed by Achieve's EQuIP Peer Review Panel for Science (PRP) and received the second-highest rating possible. View the rating here.

We are continually refining the unit and the feedback we received from the EQuIP panel will be helpful for future revisions. We plan on resubmitting an updated edition of Community Waters in the future with the goal of securing EQuIP's highest rating.

INFORMATION FOR TEACHERS

Interested in teaching Community Waters in your classroom? We provide teachers with the content, direct support, and professional development they need to integrate the unit into their teaching.

STUDENTS ARE HIGHLY ENGAGED IN SCIENCE AND ENGINEERING

Teachers rate student engagement with Community Waters as "very high," with an average rating of 4.5 out of 5

SO MUCH MORE THAN A PUDDLE

The fourth-graders at John Rogers Elementary School in North Seattle had found their problem site: the parking lot behind their school. Just one rainfall could turn it into a giant pool of water.
Read the Story

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Community Waters Science Unit - IslandWood

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Engaging Students in Solving Environmental Problems in their Own Community Community Waters, a 4th grade science unit, involves students in asking questions and solving real community environmental problems through engineering. In the process, students deepen their science knowledge, come to view science as relevant to their lives and future, and engage in science in socially relevant and transformative ways.

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I wonder if passengers on both ships quarantined before going on board.

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I wonder if passengers on both ships quarantined before going on board.

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First of all collect data on how many people are vaccinated and how many people have had COVID. According to this graphs and percentages would have to be considered to see the probabilities and chances of an infected person would go on board, then how many people could get infected.
As a cruise line my employees would have to stay in quarantine at least 7 days before sailing. As well as ask the passengers to do it so and even if they are vaccinated ask for a negative COVID test within the 48 - 72 hours previous the trip.