# data[].attributes.headline
AHA! It's no rocket science to unpack the standards! It is more clear now and we can base our scope and sequence on it! 

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AHA! It's no rocket science to unpack the standards! It is more clear now and we can base our scope and sequence on it! 

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The whole process is engaging for the teacher as well. Developing these storylines as a team can have time constraints.

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First creating the bundles and then unpacking. The ideas given about phenomena were helpful. They do not need to be phenomenal and can be local which also makes them really relevant.

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Setting up bundles based on the standards 

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Setting up bundles based on the standards 

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How to get started and not take so long to get to the meat of the planning.

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How to get started and not take so long to get to the meat of the planning.

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How to create a meaningful and connected storyline that hits the things we need to cover

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How to create a meaningful and connected storyline that hits the things we need to cover

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Finding anchoring phenomena across the standards to create a cohesive storyline, one my own.

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Getting the other science educators in the Middle School up to date and onboard

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Getting the other science educators in the Middle School up to date and onboard

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I'd like to plan a written one together as a large group

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I'd like to plan a written one together as a large group

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How storyline could be the center of my pre-planning rather than an ad-hoc part of my lesson.

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How storyline could be the center of my pre-planning rather than an ad-hoc part of my lesson.

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And what about the content that is required from high school or IB?  

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And what about the content that is required from high school or IB?  

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Wording in standards are so important as to how to approach the standard.

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Wording in standards are so important as to how to approach the standard.

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Choosing which topics to keep and what to let go? Which topics are crucial to development of science and which topics can be adjusted and implemented elsewhere or at another time. 

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Choosing which topics to keep and what to let go? Which topics are crucial to development of science and which topics can be adjusted and implemented elsewhere or at another time. 

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Having time to develop a whole new scope and sequence while actively teaching it!

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Having time to develop a whole new scope and sequence while actively teaching it!

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Starting small with phenomena and not big - keep the mystery alive

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Starting small with phenomena and not big - keep the mystery alive

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The phenomena and driving question are so important for the success of the storyline

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The phenomena and driving question are so important for the success of the storyline

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How to navigate the creation of bundles and implementing them step by step.

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Transforming demonstrations into phenomena and forming driving questions 

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Transforming demonstrations into phenomena and forming driving questions 

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Figuring the DCIs first to initiate the thought process for a storyline

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Figuring the DCIs first to initiate the thought process for a storyline

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Using storyline approach to facilitate the needs of both AP and IB.

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Using storyline approach to facilitate the needs of both AP and IB.

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Why is there no microbiology, health/disease units 

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Why is there no microbiology, health/disease units 

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How to connect two different topics that are within the same standard

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How to connect two different topics that are within the same standard

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You can have a big phenomena and smaller phenomena within one story line.

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You can have a big phenomena and smaller phenomena within one story line.

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Try to explain this model to educators working for more that 20 years and having their own system of teaching.

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Try to explain this model to educators working for more that 20 years and having their own system of teaching.

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What if, for whatever reason, a content piece isn't sticking and you are running out of time (quarter/grade report restraints) to figure it out?

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What if, for whatever reason, a content piece isn't sticking and you are running out of time (quarter/grade report restraints) to figure it out?

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Teachers are responsible for assessing ALL the dimensions. 

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Teachers are responsible for assessing ALL the dimensions. 

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Having students own their learning and just simply facilitate what takes place. 

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Having students own their learning and just simply facilitate what takes place. 

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SEPs and CCCs can be used with varying DCI outside of how the standard is orginally written.

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Editing what to keep and what yto let go

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Editing what to keep and what yto let go

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Troubleshoot with colleagues as you first focus on content. Find your anchor phenomenon.

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Troubleshoot with colleagues as you first focus on content. Find your anchor phenomenon.

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Keeping the crosscutting concepts and the science engineering practices at the forefront and assess them.

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How to weave NGSS into the MYP and AP frameworks and into my planning for MYP and APs.

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How to weave NGSS into the MYP and AP frameworks and into my planning for MYP and APs.

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Definitely decoding the standards and explaining the whole page was super helpful.

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The tying together of standards across elementary to secondary school

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The tying together of standards across elementary to secondary school

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How do we cover what was intended for  a 3 year program into only 2 years - how do you decide what to leave out?

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How do we cover what was intended for  a 3 year program into only 2 years - how do you decide what to leave out?

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Many ways within a standard that I can assess and I can model it.

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Many ways within a standard that I can assess and I can model it.

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challenge - bringing this back to our school in a meaningful way.

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challenge - bringing this back to our school in a meaningful way.

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Realizing how the PEs relate to SEPs, DCIs, and CCs

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Realizing how the PEs relate to SEPs, DCIs, and CCs

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Figuring out how to align IB, AP and NGSS into a curriculum so that it is effective. 

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Figuring out how to align IB, AP and NGSS into a curriculum so that it is effective. 

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The standards for my grade level are a lot more accessible than I original thought

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The standards for my grade level are a lot more accessible than I original thought

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How do I balance these standards with the curriculum I am expected to cover that may not completely align? 

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How do I balance these standards with the curriculum I am expected to cover that may not completely align? 

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Best to brainstorm with a colleague to create storyline

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Best to brainstorm with a colleague to create storyline

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The breakdown of the standards and how to decode them.

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The breakdown of the standards and how to decode them.

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convincing other staff members to adopt the NGSS

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convincing other staff members to adopt the NGSS

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Focus on the content of your  standards first.

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Focus on the content of your  standards first.

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Practices, Core Ideas and Crosscutting Concepts are key when planning lessons.

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Practices, Core Ideas and Crosscutting Concepts are key when planning lessons.

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Think it through with colleagues to anticipate how the storyline will flow - how we push students towards our plans!

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Think it through with colleagues to anticipate how the storyline will flow - how we push students towards our plans!

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The elements within each dimension are a hugely important focus!

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The elements within each dimension are a hugely important focus!