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I used to think that science for young children should be hands on and exploratory, but more driven or directed by the teachers than the students. Now I think that this hands-on learning should be more driven by the students than the teachers. The teachers is not the one who imparts the knowledge, instead the teacher acts as a guide or facilitator to student learning.

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I used to think that science for young children should be hands on and exploratory, but more driven or directed by the teachers than the students. Now I think that this hands-on learning should be more driven by the students than the teachers. The teachers is not the one who imparts the knowledge, instead the teacher acts as a guide or facilitator to student learning.

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I used to think that the focus of a lesson was for students to get the right answers and the teacher’s responsibility was to ensure this happened. Now I know that the focus is for students to make sense of what they are exploring in the phenomenon and the teacher is not to provide the answers, but to help facilitate the process that students undertake as they look for a solution or an explanation to the phenomenon.

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I used to think that students learning and using the scientific method was the main objective of science class. Now I think the primary purpose science class is about students internalizing the scientific practices in their everyday lives and exploring the world through the CCC.

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I used to think learning science was about WHAT you know and can remember and that teaching science was through labs and demonstrations. Now I know that learning science also includes explicitly teaching SEPs and CCCs that empower students to take ownership of their learning through connecting to relevant phenomena and guiding them towards engineering scientific solutions to meaningful problems.

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I used to think that NGSS was too hard to understand, but now I think that it is really just good teaching. Students learn by exploration and the teacher guides them along the way where needed.

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I use to think that NGSS would be difficult to incorporate in an elementary classroom. Now I think that the integrated phenomena approach will make teaching science  more engaging. 

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I use to think that NGSS would be difficult to incorporate in an elementary classroom. Now I think that the integrated phenomena approach will make teaching science  more engaging. 

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I used to think Science was based mostly on Scientific method, Now I think its more engaging, pertinent, significant  through  phenomena and by investigating wisely, solving problems, thinking out of the box etc. 

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I used to think Science was based mostly on Scientific method, Now I think its more engaging, pertinent, significant  through  phenomena and by investigating wisely, solving problems, thinking out of the box etc. 

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I used to think that scientific vocabulary needed to be front-loaded; now I see the value in introducing technical words and concepts while students develop their explanations.

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I could plan an investigation to determine how many people were fully vaccinated, and who were not by conducting a survey and asking for evidence. I would also question deeply about the effectiveness of the vaccine and its importance, demonstrating statistics.  The cruise company also would need to submit detailed information about protects and answer deep thinking questions about prevention. 

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I could plan an investigation to determine how many people were fully vaccinated, and who were not by conducting a survey and asking for evidence. I would also question deeply about the effectiveness of the vaccine and its importance, demonstrating statistics.  The cruise company also would need to submit detailed information about protects and answer deep thinking questions about prevention. 

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I would first check the ages of everyone on board and investigate where and with whom the activities took place, the types of activities, and how often each of these age groups participated in each of the activities.

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How does age affect responses to COVID-19?

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How does age affect responses to COVID-19?

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I would do some kind of survey to determine the age of the passengers and see how that matches up with whether they were asymptomatic or not.

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How does vaccination affect whether an infected person is asymptomatic or not?

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How does vaccination affect whether an infected person is asymptomatic or not?

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I would gather extensive data on all passengers of both cruise ships: the symptomatic, the asymptomatic and the uninfected to cross reference vaccination records, type of vaccine, date of vaccination, and age. I would like organize information into a chart or graph and look for patterns to see if there is a relationship between those who were asymptomatic and vaccination.

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How does prior health affect if a person is asymptomatic

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How does prior health affect if a person is asymptomatic

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I would do a survey that includes age as well as a health history to see if there is a correlation of having certain health concerns and having symptoms.

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Having standards is similar but what is different and what I really appreciate the 3 tiered approach with content , practices, and cross cutting ideas.

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I used to think to grow caretakers of our Earth that we needed to find creative ways to help them to learn the content in the science standards. Now, I think that a phenomenon-based and problem-based teaching method will inspire our students to internalize this knowledge in a deeper way than we ever imagined.

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Is it more effective to monitor daily covid symptoms or use periodic testing?  I would identify several settings with similar age groups that were using each of these protocols.  For example, if there are 2 nursing homes using monitoring of daily covid symptoms and 2 nursing homes using periodic testing, I would want to compare the infection rates in these two settings, including symptomatic and asymptomatic.

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I used to think that Science could be difficult and boreing/ Now I think that can be very interesting and fun

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I used to think that Science could be difficult and boreing/ Now I think that can be very interesting and fun

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I could plan an investigations on compare and contrast the beleives before and after the pandemic situation about: air flow, cleaning procedures, keeping the distance between human, health issues, and the change of behavior in cruise ship passengers.

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I could plan an investigations on compare and contrast the beleives before and after the pandemic situation about: air flow, cleaning procedures, keeping the distance between human, health issues, and the change of behavior in cruise ship passengers.

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Delta coronavirus variation implications with vaccinated population versus no vaccinated population

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Delta coronavirus variation implications with vaccinated population versus no vaccinated population

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I used to think that students needed to learn well the scientific method to develop critical thinking skills, and scientific knowledge...now I think that students need to develop inquiry on what happens around them and this will lead to acquiring the knowledge they need scientifically.

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I used to think that students needed to learn well the scientific method to develop critical thinking skills, and scientific knowledge...now I think that students need to develop inquiry on what happens around them and this will lead to acquiring the knowledge they need scientifically.

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How does age and health status affect a person's Covid symptoms?

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How does age and health status affect a person's Covid symptoms?

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The investigation could look at passenger data for all passengers and for those who tested positive. A health survey could also be used to collect information on pre-existing conditions and covid symptoms to see how these are related. After collecting this data, I could compare age with those who are symptomatic/asymptomatic and then also cross-check with pre-existing conditions.

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

SEP - Constructing Explanations
DCI - Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
CCC - Energy and Matter

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What was the age of the passengers? When was the testing performed?

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What was the age of the passengers? When was the testing performed?

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I would ask for data on the age of passengers because we have heard how in most cases, those who are older suffer more severe symptoms. I would also need to know when were those people tested? We know how if a test is performed too soon, then the person shows no symptoms until later, if any. This could be performed through requesting information from both cruises and seeing the testing reports.

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I used to think that Science class was about watching the teacher do different experiments, completing labs and using the scientific method over and over and over again. This thinking was really based on my own experiences in school. Now, through the NGSS, I think that Science is an opportunity for students to be more hands on exploring different phenomena and creating their own understandings and connections to the "science". This approach will increase engagement and inspire students to explore and understand the world around them.

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I used to think teaching science was all about the scientific method but now I think about the importance of creating a solid ground for experimentation, for scientific practices and skills in the field.

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The data sets show completely different rates for Asymptomatic conditions on the two cruise ships. With the limited information provided I have two theories. The first theory is that the length of the Diamond Princess cruise was much longer than the Argentine Cruise, therefore putting the passengers at greater risk of exposure. The second theory focuses on health protocols which would appear to be better orchestrated on the Argentine Cruise.

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I could conduct an investigation to find this information by making a survey, this could help in order to see the patterns of the symptomatic or asymptomatic people on the cruise. How is age influencing this phenomenon?

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I used to think that a big part of science teaching was to develop lessons based on content.   Now I think that phenomena can be explored through different means.  When teachers and students explore phenomena, rather than just concepts, they take learning to another level.  It is really interesting how different ideas can be integrated when the whole picture is observed.

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For me, the big difference in the Science Standards and NGSS Standards has to do with the role of the student. The previous science standards expected students to build a knowledge base about science in order to understand their world. This is why the standards were all about what the students must "know." In NGSS standards, we want students to develop the practices about solving problems and being careful observers of their world to be the driver of scientific learning. This is why each performance expectation is written to include the SEP, DCI and CCC.

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Breakdown this Performance Expectation into even smaller learning targets for each dimension:
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Students will plan an investigation to produce data to explain where all the matter comes from as a tree grows from a seedling to a tree.

Students will develop a model to explain the cycling of matter in a tree as it grows.

Students will construct a scientific explanation about the role of photosynthesis in the cycling of matter into and out of a tree as it grows.

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How long do Covid particles stay airborne?

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How long do Covid particles stay airborne?

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I would conduct an investigation to see how long particles released during breathing stay airborne under different factors. These factors might include airflow, mask or no mask, humidity, force of breath (exercising, normal talk, cough, sneeze), etc.

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I did a lot of research about NGSS when my school decided to make the shift a few years back. I found it so interesting and intriguing and we did some workshops and continuous PD to guide our staff through it.

I used to think that teachers would hit the ground running with this new approach to science. Some of them did, but now I realize that most of them need more support. They need more guidance and direction especially since they need to unlearn so much about science and teaching science. I am looking forward to continuing to support them as they broaden their learners’ scientific horizons.

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NGSS performance expectations are very different to other Science standards I've used in the past because those were mainly content-based standards. Also, the integration of 3Ds is unique in that it provides more depth in the understanding of science. I find a similarity with Common Core and ISTE standards for example, since they also show a performance or action that a student is supposed to do to demonstrate mastery of those standards.

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Performance expectations are similar in that they both have standards but the expectations are varied to give which is more tailored to the learner.

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I used to think of science as learning the scientific method. Now I realize that science is so much more! As teachers, we can help facilitate experiential learning and engage our students in making sense of phenomena and designing solutions to problems.

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I used to think of science as learning the scientific method. Now I realize that science is so much more! As teachers, we can help facilitate experiential learning and engage our students in making sense of phenomena and designing solutions to problems.

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Differences: student centered , totally hands on learning through the discovery of new things the world on own, use of anchoring phenomena which drives student inquiry, , assessment consists in what students are able to do with content learned,, promotion of systems thinking, no abstract learning, sparks curiosity,3 dimensions.

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I used to think that by year 3 of implementation, our school would be approaching mastery, but now I think that the paradigm shift is very complex and the support and time that teachers need to shift and envelop all 3 dimensions is a long and demanding journey. Every time I see a new overview or a new tool like the NGSS screening tool, I have new realizations about the great work that teachers are doing and the great work that is yet to be done!

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I saw a lot of different questions that could be answered with a detailed data set with demographic (male vs female, age, country of residence,etc.) and medical information (genetic predispositions or comorbidities, etc.) about the two groups of people.
I would have to decide on a percentage threshold above which I would say that there is correlation between the characteristic (age, sex, comorbidity, etc.) and being symptomatic. For example, if I notice that more than 70% of the symptomatic people (on both ships) had a common characteristic, I might identify it as a potential cause of symptomatic COVID. I would collaborate with others looking at other data sets to see patterns across data sets for symptomatic COVID and ask others to check the analysis and perhaps establish the % criteria for all studies.

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Performance expectations and other science standards both have the content. What I love about the PE is that the content is only 1/3 of the expectation. I really value the crosscutting concept because it is interdisciplinary and enables students to transfer their science learning to any other subject.

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SEP:

Construct a scientific explanation about role of photosynthesis in the cycling of matter

Use evidence to show the role of photosynthesis in the cycling of matter

DCI

Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis.

Naturally occurring food and fuel contain complex carbon-based molecules, chiefly derived from plant matter that has been formed by photosynthesis. The chemical reaction of these molecules with oxygen releases energy; such reactions provide energy for most animal life

As matter and energy flow through different organizational levels—cells, tissues, organs, organisms, populations, communities, and ecosystems—of living systems, chemical elements are recombined in different ways to form different products. The result of these chemical reactions is that energy is transferred from one system of interacting molecules to another.

In most cases, the energy needed for life is ultimately derived from the sun through photosynthesis

Plants, algae (including phytoplankton), and other energy-fixing microorganisms use sunlight, water, and carbon dioxide to facilitate photosynthesis, which stores energy, forms plant matter, releases oxygen, and maintains plants’ activities.

CCC

In many systems there also are cycles of various types. In some cases, the most readily observable cycling may be of matter.

Matter flows and cycles can be tracked only in terms of the weight of the substances before and after a process occurs, such as sugar dissolving in water.

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Evidence Statements Help Me Understand Learning Targets

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Evidence Statements Help Me Understand Learning Targets

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Something that helps me break PEs into smaller learning targets are the evidence statements. The one for MS LS1-6 is found here https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/MS-LS1-6%20Evidence%20Statements%20June%202015%20asterisks.pdf
Looking at this, my learning targets might include: I can make a claim about the role of energy and matter in photosynthesis. I can make a claim about photosynthesis that is directly related to evidence I have gathered. I know the characteristics of valid and reliable evidence. I can gather more than one source of evidence about the energy relationships between plants, animals, and sunlight. Etc.

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I appreciate how the NGSS value the practices and the cross-cutting concepts equally with the content knowledge. The shift emphasizes students "doing" science versus learning about science. Also, a significant difference in the standards, is that there are fewer standards than before. It used to feel like a race to "cover" everything, to superficially to "get through it" all. However, due to the 3D nature of the standards, together with a fewer number, it allows us to build units of inquiry where students can do a deep dive into a topic and  develop skills and thinking that build strong conceptual understanding.

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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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I would put this into contexts of students designing, building and observing closed terrariums with plants soil, pill bugs. Some targets could be.Student can create an investigation that demonstrates that plants need carbon dioxide, water and sunlight . Students will give evidence and reasoning to explain the cycling of matter and energy in the terrarium. Students will give evidence to support energy from the sun with carbon dioxide and water can be used or stored and allows for plant growth. Student will compare and contrast the needs of plants and animal.

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HS-ETS1 Analyze a major global challengeto specify qualitative and qualitative ctiteria and constraints for solutions that account for societal needs and wants.

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HS-ETS1 Analyze a major global challengeto specify qualitative and qualitative ctiteria and constraints for solutions that account for societal needs and wants.

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Students will plan an investigation to produce data to explain constraints for solutions that account for clean water shortage.
SEP- Constructing Explainations
DCI- Coal, sand filters, chlorox bleach, created filters will be used to plan an investigation to produce data on the constraints of prodcuing clean water in different environments.
CCC-
Steam and the cycle of purifying water naturally is a purification system. We can do the same thing by boiling water and recondensing it. Other investigations with substances such as coal will take out impurities of taste and kills any bacteria of viruses living in it.

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Previous standards I have used were very content focused (similar to DCIs), sometimes with a verb at the beginning. NGSS connects the three dimensions to help explain what students should be able to DO with the content by the end of instruction. The inclusion of SEPs and CCCs adds depth to what students are expected to do.

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I used to think that the most important was to teach what is already discovered in order for the students to understand how science and the world work, now I think that stiudents are able to discover by themselves how things work, giving them the tools and arousing the curiosity and passion for learning so they can internalized the knowledge. 

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I used to think that the most important was to teach what is already discovered in order for the students to understand how science and the world work, now I think that stiudents are able to discover by themselves how things work, giving them the tools and arousing the curiosity and passion for learning so they can internalized the knowledge. 

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I can use valid and reliable evidence from my experiment to explain how energy flows through organisms because of photosynthesis

I can explain how energy is transferred in microorganisms through the process of photosynthesis

I can create a scientific explanation that describes the chemical reaction when plants produce complex food molecules

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This model is different from the traditional curriculum of teaching.
The model for NGSS is similar in some aspects to IB, but IB still has the separation in Chemistry, Biology, ESS, Physics. The teaching way that NGSS explains is very similar. On the other hand, this model could be applied to other teaching subjects like Social studies, Math, Business in the main conception of how to study a phenomenon, ask questions and follow all the steps that NGSS suggests.

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How to get a Mars rover safely to Mars to collect samples. Take off, landing, and sample collection.

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How to get a Mars rover safely to Mars to collect samples. Take off, landing, and sample collection.

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How many people on each ship were fully vaccinated?

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How many people on each ship were fully vaccinated?

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I would send out a survey to each original member on each cruise ship. To see if there is a correlation between full vaccinated, half doses, which vaccine, and non vaccinated were on the ship. I would try to rule out if vaccination makes a difference in the symptoms of a vaccinated person and if the vaccine type makes a difference as well.

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Similarity is that they have a content aspect and investigation and experimentation aspect as well.

Differences: The standards used before was a list of what students needed to know.  On the other hand NGSS reflect not only what students need to know but also what students need to be able to do (skills).  Other Standards separates the knowledge from the investigation and experimentation aspect.  While NGSS combines investigation, experimentation to reach the knowledge and skills required.

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How was the weather during each of the trips and how much time did passengers spend outside vs inside?

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How was the weather during each of the trips and how much time did passengers spend outside vs inside?

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To conduct this investigation, first I would find the route for both of the cruise ships. Then I would research the average climate for the places they visited as well as the weather on the specific days of the trip. I could also create a survey to ask passengers how much time they spent inside vs outside during their trip.

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(The tool I used was the 3 Dimensional Lesson Screening Tool.   The lesson was (K-8) Generation Genius- Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside. In evaluating the lesson I found that students engage in engineering practice and the lesson is student centered. Students use more than one cross cutting concept- energy and matter and stability and change plus structure and function.  I would use the lesson with some changes in more questioning and activites to find patterns.

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(The tool I used was the 3 Dimensional Lesson Screening Tool.   The lesson was (K-8) Generation Genius- Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside. In evaluating the lesson I found that students engage in engineering practice and the lesson is student centered. Students use more than one cross cutting concept- energy and matter and stability and change plus structure and function.  I would use the lesson with some changes in more questioning and activites to find patterns.

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This would be a great anchoring phenomenon because it generates all sorts of questions about stars and we can dig deeper into the Sun. Why is it the brightest? Why is it the biggest?

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I think they are similar in that they both tell you more or less what students need to learn. The NGSS add practices they will learn as well as research skills. It also includes how it compares with CCSS in Language Arts & Math.

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Hands on learning driven by the students is the way to go.

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Hands on learning driven by the students is the way to go.

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Number of passengers, age of the passengers, date of testing are all factors which will have an effect on the data.

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Number of passengers, age of the passengers, date of testing are all factors which will have an effect on the data.

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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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Students will be able to explain based on evidence the process of photosynthesis.

Students will be able to describe the transfer of energy through the process of photosynthesis.

Students will be able to interpret and analyze evidence on how the transfer of energy drives cycling of matter.

Students will be able to demonstrate the role of photosynthesis in the cycling of matter.

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The anchoring phenomena is: Earth’s changing climate: https://www.nationalgeographic.org/activity/earths-changing-climates/

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Sharks finding their way home through the use of magnetic fields

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For years, it has been hypothesized that sharks use magnetic fields to navigate in sea but a recent study has found evidence proving a connection between electromagnetic fields and these marine animals.

Published in the latest issue of journal Current Biology on May 6, the research suggests that sharks have the ability to read Earth's field like a map and use it to navigate through their long-distance journeys across seas.

PhD graduate and Save Our Seas Foundation project leader Bryan Keller, who conducted the research at Florida State University Coastal and Marine Laboratory told Forbes that sharks are trained to react to unique geomagnetic signatures, hence, detect and react to variation in the magnetic field.

Despite the speculation of a mysterious magnetic sense that sharks, like other birds, sea turtles, lobsters that swim long distances exhibit, a behaviour known as 'site fidelity' led scientists to ask questions. In 2005, scientists had observed a white shark swim in a straight line back and forth from South Africa to Australia making them suspect that they could detect magnetic fields. Proving this, however, was harder than expected.

Keller and his colleagues carried out research to find the missing evidence of the long speculated theory. Talking to SciTechDaily, Keller said that the study supports the theory that sharks use the "Earth's magnetic field to help them find their way, its nature's GPS."

They carried out magnetic displacement experiments in which they tested 20 juvenile bonnethead sharks by exposing them to different magnetic fields from locations hundreds of kilometres away -one represented Earth's natural field where it was caught, others represented a field of locations 600 km north and 600 km south from their homes.

Bonnetheads ( Sphyrna tiburo) are known to "return to the same estuaries each year" and therefore, they know where 'home' is and return back to it from long distances.

Watch the full video of the experiment here:

It was found that sharks changed while they moved in a random direction when subjected to the same magnetic field as from homes, they changed their course when subjected to the southern magnetic field, swimming towards north to get home.

Keller told Forbes that while the study has focused on bonnetheads and they will conduct the experiment on other shark species as well.

Read all the Latest News, Breaking News and Coronavirus News here

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Experiment Shows How Sharks Use Magnetic Field to Navigate Through Seas: Watch

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For years, it has been hypothesized that sharks use magnetic fields to navigate in sea but a recent study has found evidence proving a connection between electromagnetic fields and these marine animals.

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I used the vetting tool to check all the resources from the list. It made it easy to look for and find elements/criteria that NGSS units, etc. need. To evaluate the unit from my school, I used Paul Andersen's because it was more detailed and I felt I needed to go deeper so I could help teachers who designed the unit with specific feedback. I found the unit has NGSS standards, which is a good start, but basically nothing else that I could find. We have a lot of work ahead of us!

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I used to think that Science was more driven by teachers and their knowledge about the content. Now I think teachers should only be facilitators of the students' learning process and awake in each one of them the curiosity to explore and learn about Science.

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I used to think that Science was more driven by teachers and their knowledge about the content. Now I think teachers should only be facilitators of the students' learning process and awake in each one of them the curiosity to explore and learn about Science.

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Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (Cause and Effect) These both deal iwth cause and effect which can be linked together.

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Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (Cause and Effect) These both deal iwth cause and effect which can be linked together.

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This site has a lot of resources for helping students wonder and look at phenomenom.

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Do you dream of becoming an astronaut, engineer or naturalist? Then you're in the right place! Our science for kids section is bursting with incredible science facts about the way our world works.

From biology, chemistry, physics and natural history, you'll discover some incredible secrets, awesome theories and explore some bonkers experiments in our super science for kids.

Journey with us through the natural world, the workings of the human body and even to the deepest, darkest depths of outer space.

Ready for blast off? Click about to start your journey of scientific discovery!

Type whatever you want to search

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Science for kids | National Geographic Kids

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From biology, chemistry, physics & natural history, discover incredible scientific theories and explore some bonkers experiments in our science for kids!

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K-PS2-1: Pushes, Pulls, and MotionPlan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (Cause and Effect)

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K-PS2-1: Pushes, Pulls, and MotionPlan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (Cause and Effect)

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The lesson I used with the tool was from Air Masses and Weather fronts from Generation Genius.  It was for grades 6th - 8th grade.

The lesson plan has SEP, DCI, and CCC present in the instruction.  An anchoring phenomenon assesses prior knowledge and an experiment that can be used as an investigatory phenomenon but with additional work.

It provides various assessments: a quizzizz of 10 Q&A, a PDF quiz with fill-in-the-blank, true and false, and short answer questions, and an exit ticket that is also Q&A. There is another assessment that I was not able to access.  Nonetheless, the first 3 are 1D assessments concentrating on DCI. The assessments are not phenomena-based.

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I used to think Science lessons should be hands on and directed mostly by the teacher.

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Impact of vaccines in not getting Covid and if so how do vaccines affect symptoms.

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Impact of vaccines in not getting Covid and if so how do vaccines affect symptoms.

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Gather data and correlate data.

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The fact NGSS is not a curriculum is a 3D approach.

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I used the three-dimensional lesson screening tool.

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Force

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We provide immersive workshops for educators to learn about phenomenon centered instruction by engaging in activities to experience this type of learning. As a community, we identify strategies to support students as they engage with phenomena and find opportunities within lessons to connect the learning to student's lives. We use a variety of planning tools to bring phenomena to the classroom, with a focus on three dimensional learning.

Follow up options for all formats, can include in-classroom visits or a series of scheduled sessions using an online video platform to continue learning and to build a collaborative environment of ongoing support.

Focused Learning with Teacher Leaders and Science Coaches

This professional learning focuses on gaining a deeper understanding of phenomena and NGSS to support leadership and coaching roles and to position these educators as high value resources within their schools. Additionally, we identify appropriate tools and strategies to help connect what is happening in the classroom to department and district initiatives, examine student work and support classroom visits and peer feedback. Develop tools .

Build Administrator Awareness and develop Supportive Observation Practices

We work with leaders to build a common language around science which supports the effective implementation of instructional materials and the continued learning of classroom teachers. Together we work to transform observations into an educative and professional learning endeavor which supports the growth and development of a professional learning community within a school.

Individual or small group Learning and Coaching

In-person or blended learning with virtual meetings and resources to support your learning, lesson development and more. Support small groups of interested teachers, with colleagues within your school or friends in other districts.

coming soon

Blended learning courses for individuals, schools, and districts ..... please contact us at ngssphenomena@gmail.com to inquire!

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Professional Learning With NGSS Phenomena

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By learning through working with classroom educators, support staff and administrators, we have developed professional learning resources and classroom strategies to make the NGSS more accessible for teachers and to build confidence in implementing phenomena based, three dimensional lessons and unit

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Interested in getting acquainted some more with vet resources. 

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Interested in getting acquainted some more with vet resources. 

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Interested in researching more about vet resources to motivate and  effectively lead my staff on its use and relevance. 

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Interested in researching more about vet resources to motivate and  effectively lead my staff on its use and relevance. 

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NGSS Storylines, interested in this resource to lead my staff to plan to  provide relevant activities in which the students make progress and learn significantly through a coherent, interesting inquisitive, fun learning  journey

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NGSS Storylines, interested in this resource to lead my staff to plan to  provide relevant activities in which the students make progress and learn significantly through a coherent, interesting inquisitive, fun learning  journey

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How does the immune system work in people from different ages?

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How does the immune system work in people from different ages?

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Research about our body immune system, and how keeping it healthy would prevent certain diseases to emerge. Gather information from people of different age, regarding the characteristics of the immune system, and pilot the food and nutrients that they consume.

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I have used other resources for planning Science, I think that the main difference is that NGSS focus more on the phenomena that the content itself. On the other hand, a similarity is that NGSS and the rest of the resources for science are calling for action in terms of differentiation of instruction, and student-centered experiences.

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For me the big difference is how the Performance Expectations encompass everything (the Three Dimensions). The focus is on what the student can ultimately do with the content and skills.

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Vetting tool for amplify 2nd grade unit on properties of materials

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Vetting tool for amplify 2nd grade unit on properties of materials

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Yes it is 3 dimensional students become glue engineers and develop a glue. Throughout the unit they look at cause and effect and compare and contrast. They also have 3 dimensional assessments including how to choose a glue base on what a hamster needs for it 's home.

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Linking animals receiving information through their senses and modeling how light waves reflect from objects and enter the eye. Two different animals can be compared and contrasted on how this works.

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https://islandwood.org/community-waters-science-unit/

Connecting community to school to water issues

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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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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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Learning targets:
-I can create a model that explains the concept of photosynthesis.
-I can identify examples in nature that show how photosynthesis works.
-I can generate methods to collect evidence which shows how photosynthesis works.
-I can prove that my evidence is causal.
-I can explain how matter and energy cycle in and out of organisms.
-I can construct a scientific experiment that produces evidence to explain a phenomenon.

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Rosalie: Wonder of Science Lesson Screener

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Rosalie: Wonder of Science Lesson Screener

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In evaluating a Generation Genius lesson about weather and climate, I found that the opportunity for students to engage with the phenomena was limited. Although engaging, many of the videos start to explain the phenomena instead of allowing students to engage with the phenomena and ask their own questions first. The “before video” questions are also very teacher-led. There are some questions that help support CCCs but not a lot of explicit instruction around SEPs. The assessments are also focused around DCIs rather than allowing students to work around phenomena.

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Causes of Global Warming & Natural Hazards:

Students could explore how the rise in global temperatures are affecting (or could possibly affect) future catastrophic events, such as natural disasters, and consider possibilities for technologies that could mitigate the effects.