# data[].attributes.headline
I used to think that front loading vocabulary and information was the way to go, now I think that sparking curiosity with a phenomenon will go farther in helping students learn. 

# data[].attributes.subject
I used to think that front loading vocabulary and information was the way to go, now I think that sparking curiosity with a phenomenon will go farther in helping students learn. 

# data[].attributes.headline
I used to think that science lessons were teacher-centered and a provision of information. Now I think that science lessons should sparkle curiosity, be more exploratory, and guide students to explain their thinking to discover the world around them.

# data[].attributes.subject
I used to think that science lessons were teacher-centered and a provision of information. Now I think that science lessons should sparkle curiosity, be more exploratory, and guide students to explain their thinking to discover the world around them.

# data[].attributes.body
I used to think that the teacher was in charge of providing information for students to learn. Now I think our job is to help them wonder and discover the world.

# data[].attributes.body
Probably differences in age, previous medical conditions, and the types of tests they used might have affected the results.

# data[].attributes.body
In my case, conducting a survey would be of great help to answer my questions.

# data[].attributes.body
I used to think that NGSS was a curriculum and  Science was about knowing a lot about the topics.
Now I know that NGSS is a 3-sided approach and Science requires thinking, knowing, and doing in flexible ways.

# data[].attributes.body
Some possible explanations for the difference in percentages are the differences in passenger ages, previous health conditions (weight, eating habits, exercise habits, genetics, etc.), and vaccines administered to passengers before going on the cruise.

# data[].attributes.body
I used to think that the best Science teachers were only the ones that were able to make their students apply the Scientific Method steps in a very meticulous way.
Now I think that it is best to guide students towards exploring and designing solutions.

# data[].attributes.body
The difference between the results on the cruises could have been due to the data being collected before vaccines were applied and after people received vaccine shots.
Also, asymptomatic patients probably have a better immune system, or maybe they had already been vaccinated, so they show very mild symptoms.

# data[].attributes.body
Argenitine Cruise ship may have had more children (a family cruise) and the Diamond was had more adult men and women.

# data[].attributes.headline
I used to think that science was about the scientific method.  Now I think that I'm a successful science teacher if students ask and answer questions via explorations!

# data[].attributes.subject
I used to think that science was about the scientific method.  Now I think that I'm a successful science teacher if students ask and answer questions via explorations!

# data[].attributes.body
1) One or more people on each ship became sick.
2) On the DP, the passengers were more elderly and/or more likely to have preexisting conditions.  As the virus spread, they were more likely to feel sick.
3) On the Argentine ship, the passengers were younger and generally healthier.  They were more likely to be asymptomatic due to youth/health.
4) The DP passengers were stuck on the boat longer, feeling more and more panicked and therefore sicker as well as they sat at port.

# data[].attributes.headline
I used to think guiding students in a series of steps was helpful, but now I think it is more powerful for them to explore and try things for themselves.

# data[].attributes.subject
I used to think guiding students in a series of steps was helpful, but now I think it is more powerful for them to explore and try things for themselves.

# data[].attributes.body
Breakdown this Performance Expectation into even smaller learning targets for each dimension:
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

SEP - Developing and Using Models
DCI - Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
CCC - Systems and System Models

# data[].attributes.body
Drawing on what we knew about the original strain of covid, it seems that the age of the passengers on board the ship is a factor in determining the likelihood of one's having symptoms or not.

# data[].attributes.body
I used to think NGSS was just about phenomena, but now I think it is truly 3 dimensional and all 3 dimensions should be part of powerful lessons.

# data[].attributes.body
The Argentine cruise ship had significantly more outdoor space for passengers, including and outdoor dining area.  Because passengers spent more time outside, less particles of the virus were transmitted from one passenger to another.  Some evidence has shown that when people are exposed to fewer particles, they develop a less severe case of COVID, often even an asymptomatic case.

# data[].attributes.body
The Disciplinary Core Ideas are very similar to other standards I've used at previous schools. However, although previous programs and frameworks have focused on the importance of skills, there isn't a specific set of skills that are expected. The cross cutting concepts are applicable across content areas, and the practices will also be applicable in other science areas.

# data[].attributes.body
I used to think Science was "a one lesson can fit all" and spark student curiosity. Now I know that in order to spark this curiosity,  students needs to manage their own investigations, with their own outcomes.

# data[].attributes.body
I think something that could have affected the percentages of asymptomatic and symptomatic passengers for each ship could have been the age of the passengers. If the Argentine Ship had a higher percentage of young people than the other cruise, this would technically decrease the symptomatic cases. Another thing I would take into account is the embarking point of each ship. Did one place have a higher amount of positive covid cases than the other? And what was the vaccination rate from one embarking point and the other one?

# data[].attributes.body
My plan would consist of first, conducting a survey among passengers and staff. Then I would use ship data and get data from the embarking points to investigate and compare the data between both ships.

# data[].attributes.headline
What made some symptimatic and others asymptomatic?

# data[].attributes.subject
What made some symptimatic and others asymptomatic?

# data[].attributes.body
The best way to try to answer this question is by conducting a survey to passengers and crew. The survey would ask information about age, place of origin, eating habits, exercise habits, vaccination history, previous health conditions, etc,

# data[].attributes.body
https://www.bbc.com/news/world-latin-america-39499764  (Landslide - Bogota)

# data[].attributes.body
that NGSS was just a new set of standards introduced that complicated teacher planning and was difficult to line up with curriculum, but now I think that NGSS is a broad, intentional approach to teaching science that I agree with strongly.

# data[].attributes.body
The most important difference I can find is how well NGSS helps us work with other disciplines to come up with more great ideas of PBLs that can be beneficial for our students.

# data[].attributes.headline
How did outdoor spaces compare on the two ships?  

# data[].attributes.subject
How did outdoor spaces compare on the two ships?  

# data[].attributes.body
My investigation could involve analyzing blueprints or design plans for each ship to determine how much outdoor space was physically available. I could also study program offerings on each ship and determine what was offered outdoors and what was offered indoors.

# data[].attributes.body
The NGSS performance expectations are similar to other science standards in that they are written in a "can do" format. They are much more detailed than other standards, including clarifications and assessment boundaries, which both help the expectations feel more real. In my first teaching job, I don't think we ever looked at science standards, we more or less just opened the Foss Kit boxes and followed those instructions. Those were primarily based on content learning and had limited focus on skills or cross cutting concepts.

# data[].attributes.body
Air plants, no soil needed.
https://thewonderofscience.com/phenomenon/2018/5/13/air-plants-no-soil-needed

# data[].attributes.attachment_link.readable_text
Description: Air plants (Aerophytes) don't require soil to grow so they can use used as an introductory phenomenon as your students explore plant needs. Air plants live in areas with high humidity and are generally epiphytes (plants that live on but are not parasites of) living on larger trees. Air plants obtain the water they need to survive from the environment so they must either be misted or occasionally dipped in water.

Web Resource: Air Plant Care - HGTV, Air Plant Supply Co.

# data[].attributes.attachment_link.title
Air Plants - No Soil Needed - The Wonder of Science

# data[].attributes.attachment_link.description
Description: Air plants (Aerophytes) don't require soil to grow so they can use used as an introductory phenomenon as your students explore plant needs. Air plants live in areas with high humidity and are generally epiphytes (plants that live on but are not parasites of) living o

# data[].attributes.body
My investigation would include a survey of passengers and crew aboard the ships, checking the manifest for information regarding the passengers, obtaining medical information including blood type and pre-existing conditions.

# data[].attributes.headline
A survey could be used to collect data related to ages, wearing masks, or any other measures, and to know if passengers had received vaccines or not.

# data[].attributes.subject
A survey could be used to collect data related to ages, wearing masks, or any other measures, and to know if passengers had received vaccines or not.

# data[].attributes.body
that my job would be to help students understand specific concepts related to science. Now I think my job is to help them learn to think and practice thinking like a scientist.

# data[].attributes.body
The DCIs are similar but adding in the SEPs and the CCCs takes the science education to a different level. I love that students should be designing the labs themselves and embrace the NGSS emphasis on student agency.

# data[].attributes.body
I have not taught science for 7 years, so the NGSS standards seem very different from what I remember. The first big difference I can reflect on are I don't think we even had any standards we used 7 years ago, and if we did, they were very fact-based, as Britta described. It was not very experiential and was more focused on do the kids understand the main ideas we fed to them, yes or no? I really enjoyed seeing how the NGSS performance expectations show connections to literacy and math, and how students really explore, question, think deeply, test their thinking, modify their process, etc.

# data[].attributes.body
I would think that there are differences in ages, potentially a difference in the variants. Thinking a bit more out of the box, maybe there were more people who were regular smokers on one of the cruise ships, so coughing was not considered to be a symptom. There could also have been a difference in how far along the virus was when they got tested. Were they actually asymptomatic or just presymptomatic?

# data[].attributes.headline
My Question would be how time of exposure and testing procedures are related to number or symptomatic cases?

# data[].attributes.subject
My Question would be how time of exposure and testing procedures are related to number or symptomatic cases?

# data[].attributes.body
I would conduct a descriptive study involving a survey of the passengers about the days they were exposed, tested, received the positive result, and treated after that. I would also use the quantitative data from the ships' health and safety reporting to look for patterns between testing time, reporting time, and exposure time to search for correlation.

# data[].attributes.body
The performance standards are different because they show the 3 approaches to Science (SEPs, DCIs, and CCCs) while other resources focus mainly on the content with some ideas for cookbook labs. I really like NGSS way of thinking but it is hard to unlearn and to relearn, at least for me.

# data[].attributes.body
I used to think the this was about a set of new standards, like the common core or state standards. Now I think, this is a whole framework for teaching and learning.

# data[].attributes.body
I used a landslide lesson we use to teach fourth grade. It's a video followed by student questioning and making a model. However, I realized that while it has some great NGSS aspects, it is "loosely 3D" but we could do more. Specifically, I think this lesson lends itself to discussions and explorations of scale and proportion, not just causes and effects.

# data[].attributes.body
1. I would first inquire about the testing protocols for each group and ensure that they were consistent (how many days, were they re-tested, which test, etc).
2. I would inquire about the population. How many people? What age? Other distinguishing characteristics?
3. I would investigate the cruise ship and compare/contrast the ventilation, group activities, etc.
4. I would look at the results to see if they're the same version of covid.

# data[].attributes.headline
I used to think the teacher was there to provide the information and the students to learn everything being taught. Now I think the teacher is there just as an aid and to give guidance to the students in their own learning.

# data[].attributes.subject
I used to think the teacher was there to provide the information and the students to learn everything being taught. Now I think the teacher is there just as an aid and to give guidance to the students in their own learning.

# data[].attributes.body
Previous standards are similar to DCIs, but working them through SEPs, CCCs, and performance expectations changes the way students can learn and be assessed through more interesting opportunities allowing them to discover more skills, practices, and views on how Science is not learned just through concepts.

# data[].attributes.headline
Maybe the way the data was handled is that there was a difference between the results in each cruise. Or it could be that some passengers didn't know their actual symptoms were part of the virus and they just said they didn't have any symptoms related to the virus. Also it could be that some people were scared of being the carriers so they just omitted the information.

# data[].attributes.subject
Maybe the way the data was handled is that there was a difference between the results in each cruise. Or it could be that some passengers didn't know their actual symptoms were part of the virus and they just said they didn't have any symptoms related to the virus. Also it could be that some people were scared of being the carriers so they just omitted the information.

# data[].attributes.body
NGSS is more detailed and easier to teach. They have the can do format. It focuses on students understanding and building their own phenomena

# data[].attributes.body
Understand how animals receive the information and how they respond to it.

# data[].attributes.body
Sea fossils high in the Rocky Mountains: https://www.youtube.com/watch?v=Z4jgtHT5A7o

# data[].attributes.body
How was the Grand Canyon Formed?
https://www.youtube.com/watch?v=t6IBg4Srb6E

# data[].attributes.body
I have not taught science in a long time, but I was thinking back to some science lessons I co-taught when I was student teaching on water from FOSS.  I used the Wonder of Science lesson screening tool. In the water lessons I taught, there were lots of hands on activities and guiding questions, which were engaging, but I think it missed the mark in many ways.  If students didn´t get the correct response from their experiement, for example, they would do some reading that would tell them the answers. I also don´t think there were clear connections to why students were learning what they were learning or why it was important.  I clearly remember students doing the drops of water on a penny exercise, but I am pretty sure at the end all students were like this was fun, but why does that matter?  It seemed just like a little game/activity, but not something that added up to much more.

# data[].attributes.body
4-ESS3-1: Renewable and Non-renewable Energy and 4-ESS2-1: Weathering and Erosion

I was thinking these two PEs could go together, as one of the main causes of erosion is because of humans removing vegetation, and students could explore how human interactions with resources affect the environment. Students could also explore how the wind is a renewable source of energy, but it can also cause erosion, etc.

# data[].attributes.body
Use evidence to construct an explanation relating the speed of an object to the energy of that object. (Energy and Matter)

and

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (Cause and Effect)

Seem to go together very well! Speed of a landslide = more damage....

# data[].attributes.body
I really like our landslide unit, but I feel like it's lacking in some aspects.  I'd love to use this but replace with one of the landslides or mudslides that has occurred locally: file:///Users/meganhlandmeier/Downloads/4th-LandWater-COLOR-PACKET.pdf

I think it has opportunities to ask good questions, I think it really digs into this particular anchoring phenomenon, and I believe it also is 3D.

# data[].attributes.body
The DCI is similar. The differences I observe are that with NGSS students have agency of their own learning rather than being teacher driven. Jenny Harding

# data[].attributes.body
Understand how animals can use their senses to receive information and respond. Jenny Harding

# data[].attributes.body
1. I can identify sense receptors able to detect sound, light, smell, temperature.
2. I can describe how sense receptors send information to the brain.
3. I can explain how the brain and senses work as parts of a system for an animal to interact with the environment

# data[].attributes.body
https://thewonderofscience.com/phenomenon/2018/6/10/stilt-houses

# data[].attributes.attachment_link.readable_text
Description: Stilt houses are built on pilings to avoid local weather conditions like storms and flooding. This engineering design solution allows humans to reduce the impact of weather-related hazards. Students can evaluate the merits of this solution or design solutions of their own for a local environment.

Web Resources: Stilt House - Wikipedia, Make it Right

# data[].attributes.attachment_link.description
Description: Stilt houses are built on pilings to avoid local weather conditions like storms and flooding. This engineering design solution allows humans to reduce the impact of weather-related hazards. Students can evaluate the merits of this solution or design solutions of their own for

# data[].attributes.body
Students study about causes and effects to a variety of earth's natural hazards that humans cannot eliminate so they will plan multiple solutions to reduce the impacts of natural Earth processes on humans.

# data[].attributes.headline
Why do some things wash up on the beach and others don´t?

# data[].attributes.subject
Why do some things wash up on the beach and others don´t?

# data[].attributes.body
This resource on why some things wash up on the beach and others don´t caught my eye, as I have wondered the same thing before. I also really like how the resources are organized, as it is very user friendly and it gives me some ideas for how teams could organize information that can be easily accessed and used by others who were not involved in creating the original materials themselves.

https://docs.google.com/document/d/14Qj24f_O3xS6C1IzjbNuO-Yufgrut-I7zz3dexHH-UQ/edit

# data[].attributes.attachment_link.title
G4 Waves and Ocean Structures Unit Landing Page-v1.0

# data[].attributes.body
NGSS has A LOT of information, more than most other standards or systems I have used. This can be helpful and at turns overwhelming.

# data[].attributes.body
Cause and effect.  What types of information might animals receive?  What ways might they respond? What are the processes by which they receive information?

# data[].attributes.body
Jumping rice--make rice move from sound waves. This leads into understanding sound vibrations and investigating further.

# data[].attributes.body
I used a lesson from Mystery Science. It's introduced with a video that catches the student's attention, it shows the phenomenon and provides many opportunities for discussion and research. It links the topic with other subject matters and has assessments that let students demonstrate what they learned throughout the lesson.

# data[].attributes.body
4-LS1-1: Internal and External Structures4-LS1-2: Sensation, Processing, and Response
In these PEs students can explore how animal structures work to help them survive through the information they receive from their senses.

# data[].attributes.body
https://ambitiousscienceteaching.org/grade-4-oso-landslide-unit/?_sft_grades=elementary
I would love to inlude this landslide unit in the one we study because it will provide various opportunities for discussion and analysis.

# data[].attributes.attachment_link.readable_text
Unit guide for STC Land & Water Kit revised to meet Next Generation Science Standards. It reframes the kit around the 2014 Oso Landslide (north of Seattle, WA) scenario where students gather evidence from physical simulations with soil tubs, videos, readings, and timelines to better understand how and why changes in the land happen.

This draft is a starting place. Please feel free to make changes to the student tools within this file and to add or change activities based on the ideas your students bring up in class.

# data[].attributes.attachment_link.description
Unit guide for STC Land & Water Kit revised to meet Next Generation Science Standards. It reframes the kit around the 2014 Oso Landslide (north of Seattle, WA) scenario where students gather evidence from physical simulations with soil tubs, videos, readings, and timelines to better understand how and why changes in the land happen.

# data[].attributes.body
The following expectations could be worked as one to deepen knowledge on light, eyes, and brain work together.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

# data[].attributes.body
teachers were the only providers of information and fact, and that science was supposed to be taught by specialist, and that by me guiding the students everything would be learned. Now I believe that student center classes and experiments are the best way.

# data[].attributes.body
How was the Cañón del Chicamocha in Colombia formed?

# data[].attributes.headline
The tool I used was the Wonder of Science Checklist

# data[].attributes.subject
The tool I used was the Wonder of Science Checklist

# data[].attributes.body
In evaluating this lesson about living things, I found that the lesson did not meet very many of the criteria for an NGSS lesson. The lesson was very content heavy (do it did include the DCI), but was not based on a phenomenon. There did not seem to be any SEPs included in the lesson. I could see a way to connect the lesson to a CCC of patterns, but it wasn't explicit in the lesson as written. On the other hand, the lesson was relevant for students in that it provided supports an scaffolds for MLLs including visuals and some translanguaging. It did include opportunities for formative assessment, however without any connection to a phenomenon, I think it would be challenging to add to or adapt this lesson and it would probably be easier to start from scratch to build a more NGSS aligned lesson.

# data[].attributes.body
I used the NGSS vetting tool. It was interesting to see where lessons "got it right" and where they fell short. One of the lessons I found interesting was a Mystery Science lesson. While the audio with the phenomenon was a bit dry and it seemed a little long to me, it did have a good question and tie everything together. I appreciated how the lesson had a 3-dimensional assessment option. The use of strong and clear visuals on the assessment was a plus for me, however, the task was too structured for me (the video, which you could not show your students) showed them EXACTLY what it should look like. There would definitely have to be some tweaking done on the less, but I think it could be done.

# data[].attributes.body
PS Renewable and Non-renewable Energy is a topic that pairs perfectly with BOTH Evidence from Rock Layers AND Weathering and Erosion from Earth Science. This would be a great way to study your home country/region in terms of what types of energy are used and taken from where.

# data[].attributes.body
4-LS1-1 Internal and External Structures, 4-ESS2-1 Weathering and Erosion, and 4-ESS3-1 Mapping Earth's Features could be tied together in a thematic unit around how and why the surface of the Earth changes. Students could make connections between the structure of different plants and how that structure serves to help (or not) prevent erosion. Then students could look at different maps of the earth over time and create models to explain why and how the earth's features changed.

# data[].attributes.body
The Phenomenal Units link took me to a site with thorough plans that fit some of the ideas we've had in my team. The information is comprehensive and, honestly, it will take some time to go through. I think that I will be able to utilize the plans on this site.

# data[].attributes.body
As I was reading over this unit, I found myself wanting to be a student participating in the unit! Of course as teachers we need to think about our students' perspectives and if it will be relevant and engaging for them, but I think it's a good start that I was engaged enough to want to participate! I think the anchoring phenomenon is just unusual enough to catch students' attention and genuinely drive curiosity. The unit seems very well thought out, with lots of details including a pre and post assessment to track student growth.

# data[].attributes.body
First, we need to define or compare the data collection. Which tests were used, the information about the cases and definitions of symptoms. Then, we can figure out how to control the data and make smarter comparisons.

# data[].attributes.body
I used a  Weathering and Erosion lesson from Generation Genius.  The tool I used for vetting was the NGSS vetting tool.
The lesson explicitly shows which and how the SEPs, CCC, DCI connect to each part of the plan.
There is anchoring and investigatory phenomena.
It would be relevant for students in Manizales since this is an area of frequent rain that may lead to slides.
I believe the assessment could be developed more to make sure it includes all the criteria. It is mostly explaining.

# data[].attributes.body
4-ESS3-2: Natural Hazard Design Solution

4-PS3-2: Energy Transfer

The first PE is related to earthquakes and volcanoes.  The second PE is related to how energy is transferred.  The students can study the different kinds of energy released by earthquakes and volcanoes and how that energy is transferred to areas affected by natural desasters or how to use that energy in productive ways.

# data[].attributes.body
I have never taught science to 4th grade, rather than 4 weeks and not teaching it right now. But I chose Wonder of science to make a better 3D lesson.

# data[].attributes.body
4-ESS2-1
Weathering and Erosion and 4-ESS3-2
Natural Hazard Design Solution. They might go together cause they talk about how the weather is being affected and how there can be possible solutions to those impacts

# data[].attributes.headline
Grade 4: Why Do Some Things Grade 4: Why Do Some Things Wash Up on The Beach And Others Don't?

# data[].attributes.subject
Grade 4: Why Do Some Things Grade 4: Why Do Some Things Wash Up on The Beach And Others Don't?

# data[].attributes.body
https://www.nextgenscience.org/resources/grade-4-why-do-some-things-wash-beach-and-others-dont

I would love to teach this because we live near the beaches and the students are able to go and see for themselves. And it's also a question I've had for so long and I would love to learn with the students themselves.

# data[].attributes.attachment_link.readable_text
Rating: Example of High Quality NGSS Design Science Discipline: Physical Science Length: Unit Awarded the NGSS Design Badge

Students begin this fourth-grade unit by observing a perplexing phenomenon. A series of photos show thousands of bags of chips that washed up on a beach. These images and the accompanying news article lead students to wonder about other related phenomena, which in turn lead to questions about: 1) What caused all those chips to get on the shore? 2) Where did the chips come from? 3) How do objects move on water?

Link to Materials
Why Do Some Things Wash Up on The Beach And Others Don't?

Peer Review Panel Feedback

# data[].attributes.attachment_link.title
Grade 4: Why Do Some Things Wash Up on The Beach And Others Dont?

# data[].attributes.attachment_link.description
Rating: Example of High Quality NGSS Design Science Discipline: Physical Science Length: Unit Awarded the NGSS Design Badge Students begin this fourth-grade unit by observing a perplexing phenomenon. A series of photos show thousands of bags of chips that washed up on a beach.

# data[].attributes.body
I want to try: https://sprocket.lucasedresearch.org/course/science4/dynamic-earth because it seems to have many things I could use to design and develop my own units.

# data[].attributes.attachment_link.description
Sprocket is a free online portal for teachers to access full year project-based learning courses.

# data[].attributes.body
Question: Could the average age be higher and underlying health problems be more prevalent among passengers on the Diamond Princess than on the Argentine Cruise ship? If so, could this explain why the Argentine Cruise ship had a higher percentage of asymptomatic passengers?

To begin investigating, I would survey passengers to collect and analyze basic data about them, including age and underlying health problems that have been shown to be related to more severe problems with COVID. I would compare this information with the symptomatic/asymptomatic data to look for patterns.

# data[].attributes.body
I am new to science, so I don't have the point of reference of other standards, but I imagine that this purposeful including of not just core ideas, but also practices and cross-cutting concepts within the performance expectations is something specific to NGSS.

# data[].attributes.body
I can match different types of sense receptors animals use with particular kinds of information animals receive.
I can make observations about how an animal responds to information received in the brain.
I can create a model to describe a system of an animal receiving, processing, and responding to information.

# data[].attributes.body
4-PS4-1

Waves and Their Applications in Technologies for Information Transfer

Oobleck on a speaker moving in coordination with the sound from the speaker.