# data[].attributes.body
Unit #4 Outcomes Progress in MS Earth Science B are way more expansive than what is covered in the unit.

# data[].attributes.body
MS Integrated Science 3 A- Unit 1 outcome includes "Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed," for which no material is included in Unit 1.

# data[].attributes.body
Ticket submitted just wanted to share in case you already have the course:

Environmental Science A

Unit 2 Outcomes Progress rubric includes "Explain how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity" which was an outcome from unit 1 and is missing "Student Outcome: Describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere." which was a major focus through out unit 2.

# data[].attributes.body
Earth Science A: Unit 2 includes a student outcome "Compare and contrast renewable and non-renewable resources and discuss ways to utilize more renewable resources in everyday life." However, the lesson on renewable and nonrenewable resources does not come until Unit 3.

# data[].attributes.body
MS Integrated Science 3 - Unit 2: Alternative Assessment Option has students perform a “teach me” assessment on either body organization, maintaining homeostasis, endocrine system or nervous system when all of the student outcomes for the unit are about chemical reactions, atoms, synthetic materials, and thermal energy. Additionally, in Unit 1, Student Outcome: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed - the resources are for valence electrons and chemical bonding with no mention of phase change, thermal energy, etc.

# data[].attributes.body
MS Physical Science: Unit 1: Student Outcome: Interpret diagrams or graphs showing phase changes (e.g., melting, freezing, boiling)

Activity was for gas laws instead of phase change.

# data[].attributes.body
MS Physical Science A: Unit 1, Lessons 3-7 repeat objective of physical properties of substances

# data[].attributes.body
I see that there are not a lot of different options when it comes to activites for the student outcomes. Especially for my chemistry and biology students that are visual learners. I have to find games and other activites to help make sure they understand the content.

# data[].attributes.body
My main concern is that there are not a wide array of options for students to meet the outcomes in different ways. Also, some of the best resources are tucked away in the additional resources portion of the modules rather than placed within by default. I add in those additional resources often because they're great, though it takes a little bit more time.

# data[].attributes.body
Chemistry Semester 1: Create and interpret Lewis Dot Structures to determine what types of bonds (ionic or covalent) will form between given atoms.

# data[].attributes.body
Chemistry Outcome about chromatography; none of the assignments meet this outcome.

# data[].attributes.body
I have noticed that student outcomes sometimes do not match to the embedded assignments for MS Life Science, MS Physical Science, and Chemistry.

Just some quick examples, ones that I felt did not align well and could be better:

Physical Science: Analyze data from experiments to determine how temperature affects the state of a substance

Life Science: Describe direct and indirect values of biodiversity

Chemistry: Use units as a way to understand problems and guide solutions; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs; use dimensional analysis and ratios to compare quantities

# data[].attributes.body
Physics B Unit 5 Alternative assessment has not project in the option. The topics are electricity and magnetism

# data[].attributes.body
Earth Science B: Student Outcome: Explain the differences in heat absorption between land and water and describe what types of weather is generated due to these interactions. Very few resources and the only assignment is a quiz.

# data[].attributes.body
Physics A: Insufficient practice for basic concepts such as graphing motion and equations of motion. Minimal resources for introducing new concept. No easy logical way to link selected activities to the prepared assessments.

# data[].attributes.body
Chemistry A - Use units as a way to understand problems and guide solutions; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs; use dimensional analysis and ratios to compare quantities

No current assignment. I have been using one created by Ashley.

Also, in general, all new Core classes have Savvas interactives that are not made as an actual assignment and I have to do it manually.

I would also love if the Ed team connected each assignment to the outcome as a rubric. I think this would help in general to assure the content matches.

# data[].attributes.body
Earth Science B: Student Outcome: Compare and contrast ocean water and freshwater with respect to the composition and amount of each present on Earth [Critical-Thinker]. Again, none align with this outcome. The textbook, resources and assignments cover major events in Earth's history.

# data[].attributes.body
Chemistry - Describe the processes and uses of filtration, distillation, and chromatography in the separation of a mixture

No specific assignment to address these

# data[].attributes.body
Chemistry - Identify sources of information and assess their reliability according to the strict standards of scientific investigation [Resourceful]

Describe what characterizes science and explain the reasons that methodical steps are undertaken when conducting scientific experiments

No relevant assignments

# data[].attributes.body
Environmental Science A - Lesson 2 Focuses on Nature of Science and the process of science but learning objective is: Analyze geoscience data to make the claim that Earth’s surface can create feedbacks that cause changes to other Earth systems.

# data[].attributes.body
Earth Science B: Student Outcome: Explain how gravity, plate tectonics, weathering, erosion and deposition cause variances in topography. None of the resources align with this outcome, all of the assignments, and resources are about fossils.

# data[].attributes.body
In Integrated Science 2A lesson 11 is about the circulatory system but the outcome is "Describe the function of the endocrine system"

# data[].attributes.body
Middle school Earth Science, a rock cycle outcome didn’t align with the land mass activities. Tucker submitted.

# data[].attributes.body
Physics A - Create and interpret position-time and velocity-time graphs to describe linear motion and identify changes in velocity. Most of the activities do not explicitly aid the student in learning how to graph these variables.

# data[].attributes.body
Chem Unit 1 - Outcome for dimensional analysis should be moved to next unit

# data[].attributes.body
There are lessons (17 and 18) in Earth Science A that don't have any linked outcomes.

# data[].attributes.body
In Physics A Unit 2 one of the outcomes deals with torque and surface forces. There are no torque assignments except for one assignment under additional resources

# data[].attributes.body
Biology A - Unit 1 has the following outcome that feels very out of place and random compared to the other outcomes. Student Outcome: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

# data[].attributes.body
In many classes (chemistry, biology, earth science at minimum) the final exam project is an application project that refers to smaller projects throughout the semester. But the smaller projects are not present anywhere else in the course. And there is no written assessments available for the final.

# data[].attributes.body
Anatomy & Physiology A:
🎯 Student Outcome: Examine a sample of epithelial tissue using a microscope

The associated assignment is a skin temperature lab, that doesn't even really match the outcome.

# data[].attributes.body
In Integrated Science 3 A, Unit 2: Student Outcome: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. The assignments do not match the outcome

# data[].attributes.body
Chem A - Compare and contrast physical and chemical changes

# data[].attributes.body
MS Integrated Science 3 A course- Unit 2 jumps right into how atoms bond. However, students need the background of learning about the Periodic Table (which is Unit 3) before learning about valence electrons how atoms bond together.

# data[].attributes.body
In Earth Science A, two of the Unit 2 Outcomes Progress are "Compare and contrast renewable and non-renewable resources and discuss ways to utilize more renewable resources in everyday life" and "Explain how all forms of energy that we use are ultimately due to the Sun." However renewable and nonrenewable energy is not formally discussed until Unit 3.

# data[].attributes.body
These are the outcomes listed for Chapter 10 in Astronomy class (or lesson 12/20), 🎯 Explain the process of the formation of a star 🎯 Describe the formation of elements in stars and how supernovae contribute to the distribution of elements in the universe The formation of a star is covered better in the next chapter which is the next unit so I think moving that outcome to the next lesson and unit would be better.

# data[].attributes.body
The traditional Unit 2 assessment for Marine Science is not aligned to the outcomes for Unit 2. It pulls from Chapters 10, 11, & 12 which are not covered in Unit 2.

# data[].attributes.body
Physics B Unit 4 - Labster teacher resources not loading (answered/unanswered)

Wave Model of Light (Principles): Use reflection and refraction to take photos (Labster LTI)

Lab: Light and Polarization: Learn from Einstein the properties of Light (Labster)

# data[].attributes.body
Physics B Unit 4 - Identify and describe the properties of transverse and longitudinal waves

# data[].attributes.body
In astronomy A, the first outcome is be able to predict celestial events but Chapter 1 gives great information about distances in the sky and our place in the universe but after reading it and using the resources available, I do not think myself or my student is able to accurately predict celestial events.

# data[].attributes.body
Chem A: Create and interpret Lewis Dot Structures to determine what types of bonds (ionic or covalent) will form between given atoms

# data[].attributes.body
The first outcome for Physics A is to analyze position-time graphs and the Fan Cart Physics Gizmo is a great resource but it brings in force and mass, there is a distance-time and velocity-time Gizmo that would fit better here and the fan cart physics could go lower when Newton's Laws are covered and we bring in F=ma.

# data[].attributes.body
Chemistry A Unit 1 - Use units as a way to understand problems and guide solutions; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs; use dimensional analysis and ratios to compare quantities