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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.

*I can explain how different organisms go through the process of photosynthesis.
*I can construct an explanation using a model or representation of the process of photosynthesis.
*I can explain how energy is transferred during photosynthesis.

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Performance expectations are different in that they make it easier to decide what to assess. Since the PE is broken down into DCI, CCC, and SEP, it is more helpful when designing assessments.

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I am interesting in NGSS Storylines

and the Performance Assessment Bank

I would like to read and understand better all this tools.

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The NGSS vetting is a excelent tool to use in class. Help the teachers understand the 3 D planning for teachers.

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I used to call NGSS a Curriculum, now I know it is a framework. Considering most science resources available for schools, even those that claim to be aligned with NGSS, still use cookbook style lab experiments, the curriculum design process will be a long but worthwhile journey. Hopefully through collaboration in the Tri-Association network, we can accelerate this process!

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https://www.nextgenstorylines.org/middle-school

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Middle School - Next Generation Science Storylines

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This middle school unit on sound starts off with students exploring a perplexing phenomenon where sounds and voices are heard coming from a paper cup and needle as a plastic disc (a record) is spun underneath it.

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Middle School Storylines

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MS-LS1-6: and PS3.B: r 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.

Model what is meant by conservation of energy? How is energy transferred between objects or systems?

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I think the NGSS vetting tool is very effective and straight forward since it helps me as an administrator to guide my teachers in thinking about the effectiveness of their SEP's CCC"S and DCI's

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I choose MS-LS1-1: Cell Theory

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells

Anchoring phenomenon: All living things are mage up of cells.

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I want to dig deeper into the NGSS resources for high school and see how they line up with or support pre-AP Science classes.

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Linking water availability and distribution with plant requirements-air and water. Students would be able to make the connection as to how water is naturally distributed throughout the world, how humans alter the course of freshwater for agricultural, and the effects this has on communities and plant life.

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I found the NGSS lesson screener quite useful and thorough. I am wondering how much time and training teachers will need to properly create and vet their units and lessons.

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1-LS1-1: Biomimicry Design Solution and 1-PS4-3: Light and Materials

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1-LS1-1: Biomimicry Design Solution and 1-PS4-3: Light and Materials

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Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. (Structure and Function)

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (Cause and Effect)

These two performance expectations could relate thematically since the use of plants' external parts to survive has to do with the connection with sunlight, which implies that plants inthe path of a beam of light will have an effect as other materilas do in this position.

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I'm not currently teaching a specific grade but I've always found interesting the Inquiry approach to teaching, and I saw in this site how important it is to spark curiosity in our students and also for them to know how to express the inquiry process by communicating it. So I'd love to see how we could adapt inquiry practices in our Science and Language Arts classes.

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3-LS4-3:-3-ESS2-2:

The PE-LS is about the organisms and their habitat make up a system in which the parts depend on each other and the PE-ESS is about climates in different regions of the world. These PEs could work togethr in a unit to talk about the possible changes in organisms depending on the area they live in. So based on the climate changes what those traits could be for the organisms in order to survive.

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I used the 3D lesson screening tool.
I used a lesson from Mystery Science. It introduces the lesson with a video about a phenomena and it catches the student´s attention. The lesson develops chances for students to give their opinion and promotes discussion and investigation. The lesson also includes formative assessment opportunities. I believe the lesson did not give differentiated instruction options.

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This activity helps students understand that objects cannot be seen unless they have light to illuminate them. Check out the lesson to learn more about this phenomena.

https://betterlesson.com/lesson/638177/the-dark-box

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Advanced Preparation: You will need to make a box for each team of four. The box would have a lego figurine inside it and a quarter sized hole in one of the sides. The box should be sealed shut at the top.
"I would like to read a book to you. It is called All About Light. Once I am done, I am going to ask you to work on another light activity."
I am choosing to read this book because it hits the basics of light through the eyes of children and offers a great vocabulary review at the end of the book. It also reinforces the idea of need for light to be able to see an object.
"Let's talk about the light vocabulary words that were discussed in the book. Were there any familiar ones (referring to unit words on our vocabulary words)?"
Use as much time as you feel is needed to solidify the students knowledge of familiar terms.
"You are now going to work in teams of four on the next task. Each team will need a box, and a flashlight."
I then go over What Do You See Inside? recording sheet. Once they are clear not the directions, I have them go ahead start the task.

I am choosing to do teams of four strictly for the purposes of materials and preparation. You could make smaller teams or even have them work as individuals if you have the materials.

As students are working, I will circulate to make sure that students understand the idea that the object is only seen when it is illuminated.

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Students will try to identify an object with no light, little light, and full light. Through their observations and work, they will understand that in order to see an object it must be illu Plan your 60-minute lesson in Science or Light with helpful tips from Thomas Young

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MS-PS1-1: Atomic Composition Model Develop models to describe the atomic composition of simple molecules and extended structures. (Scale, Proportion, and Quantity)

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MS-PS1-1: Atomic Composition Model Develop models to describe the atomic composition of simple molecules and extended structures. (Scale, Proportion, and Quantity)

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SEP Design a test of a model to show its reliability.
CCC: Student explain All substances are made from different types of atoms, which combine with one another in various ways through different kinds of bonding.
DCI They recognize patterns observable at one composition that may not be observable or exist in other. Students can create relationships

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I  would use this link to navigate through a variety of examples of NGSS anchoring phenomena to get ideas and strengthen knowledge on this new 21ST C learning approach.

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The Next Generation Science Standards (NGSS) ask us as science teachers to provide anchoring phenomena, opportunities for real-world application of concepts, and flexibility to allow students to follow their own curiosities while learning science. They are asking us to learn with our students and to adopt the mindset that new theories can always surface and paradigms do indeed shift. I've realized that the NGSS burst open a door that I've always tried to keep a foot in- getting my students to authentically care about our planet and to have a genuine interest in the wonderful operations of our universe.

Now, "How the heck are we busy, overwhelmed teachers supposed to have our fingertips on the pulse of every awesome and interesting thing going on in science in order to structure these phenomena-based units?"

Find Freebie Content and Follow Your Curiosity!

I have compiled a list of websites that contain rich ideas and real-world issues that are useful for finding the phenomena that can 'anchor' lessons and units aligned with the Next Generation Science Standards. Spend some time looking for the ideas and stories that pique your interest.

I recommend reading this article on the Atlas blog to learn more about how to choose good lesson-level and unit-level anchors!

Create a quick Powerpoint slide to showcase a neat phenomena that you find in order to instigate an engaging whole-class or small-group discussion on the concept. Try having your students make a list of as many 'What If...?' and 'I Wonder...?' questions as they can think of about the phenomena that they've been asked to consider. (I call this a measure of their 'I.Q.' or 'Inquiry Quotient'!).

Here are some Anchoring Phenomena examples:

To begin a unit on water properties, you could show this video of Wringing Out Water on the International Space Station. Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on matter, you could show this video of a Railroad Car Collapsing. Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on chemical reactions, you could show this video of a Match Burning in Slow Motion (by the way, any physical phenomena shown in slow motion is amazing for helping students to consider the physics!). Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on waves/light, you could show a picture of this London skyscraper that's been nicknamed the 'Walkie Scorchie' and explain how it has melted cars parked in the street near it. After they consider that the building heats specific points to extreme temperatures, the students could draw a model of what they think is going on... they'll revise the model as they progess through the lessons in the unit.

During the lesson or unit, refer back to that phenomena so that your students continue to mold their understanding of the science behind the issue. Ask them to keep writing their 'What If...?' and 'I Wonder...?' questions. Let their questions guide your future planning! Maybe Bobby is ultra-intrigued by the idea of plastic-eating caterpillers... could this be a future anchoring phenomena for a unit on synthetics or the basis for a project-based learning assignment? Maybe Olivia wonders how elephants are able to 'hear' through the adipose tissue in their feet... could this question ground a future unit on the behavior of sound waves? This process is like climbing a rock wall- your ascension path changes as you find different grips and attain more stable footing.

These websites are all FREE and they offer an amazing smorgasbord of cool phenomena, real-world science applications, information databases, video collections, inquiry project ideas and more! Explore, brainstorm, and get excited about the possibilities! Oh and p.s. I plan to add to this list as I find more!

Project Phenomena

On Project Phenomena you can search by Disciplinary Core Idea (DCI) and grade level to find interesting real-world phenomena from which to launch your units! There are also tons of links to additional resources embedded on the site!

Wonderopolis

Oh my gosh. Talk about kids following their curiosities! This. Website. Is. Incredible. Head over to Wonderopolis and go to the Explore Wonders page where you can search for topics that you are going to be teaching. You can find relevant videos that will help you to isolate a phenomenon to base your students' studies on. Don't miss the Educator page called The Wonder Ground, where there is a database of lessons and other educator resources!

NOAA

The National Oceanic and Atmospheric Administration site is chockfull of incredible happenings in Earth and Ocean science. Check out the Education section to find resources and activites for specific DCI's.

Model Based Inquiry

The Phenomena Ideas section of the Model Based Inquiry site is easy to navigate as it is organized by NGSS Discipline. This site has excellently-curated questions and associated resources to help you plan specific unit investigations with super engaging anchoring content!

Jet Propulsion Laboratory

On the Jet Propulsion Laboratory website you can find NASA-approved mini-projects, slideshows, videos, and games sorted by topic and grade level.

The Kid Should See This

The best site for finding kid-friendly videos that will WOW and amaze your students is The Kid Should See This! Try showing a video that will provide the foundation for students to come up with further questions that they can explore. But BEWARE: once you're on this website it's hard to leave if you love learning strange and incredible things!

Exploratorium

'Hungry for fresh, exciting science activities based in amazing phenomena?' Check out the Exploratorium website's Science Snacks- fun, hands-on activities that will get your students engaged and thinking! I love exploring this site for neat ideas aligned with the NGSS.

The Wonder of Science

Now here is a WONDERful resource! This one will be a go-to for me! The Wonder of Science has tons of curated phenomena ideas, video links, anchor chart examples, and assessment possibilities all organized by standard. And the whole website is sort of set up in a 3-dimensional manner where you can explore by DCI or by science practice to locate appropriate resources for your class.

NGSS Phenomena

The name says it all! The author of NGSS Phenomena calls himself an 'extreme hoarder' of NGSS resources. Type your topic into the Searchable Phenomena search bar and find some fascinating photos that could simply be used as conversation pieces to engage your students or that might spark a great idea for a performance assessment.

Veritasium YouTube Channel

The name ' Veritasium' stems from the Latin veritas, meaning truth. This YouTube channel has hundreds of videos that explore the science behind real life phenomena. To focus your unit of study, show short clips from one of the videos and have your students write lots of questions that they have about the phenomena. Write their questions on a poster paper, then go through them and check off the ones that could be investigated in class.

Zooniverse

Want your students to see how data collection and observation skills are utilized in the real world? Find a project relevant to your current unit on Zooniverse! This website catalogues citizen science projects going on around the globe.

Teach Engineering

If you are looking to incorporate more of the engineering standards into your planning, try searching the STEM curriculum or Maker Space lesson inventories on TeachEngineering! This is an invaluable resource for planning lessons and units through an engineering lens.

Physics Girl YouTube Channel

Another great science YouTuber Dianna Cowern explores fascinating facets of physics on her Physics Girl YouTube Channel. Gather ideas for investigations that your students could do within your classroom to find answers to a specific phenomena, or show clips of Dianna's videos to anchor your unit.

cK-12

If you have Google Classroom, this one is for you! The cK12 website has loads of lesson ideas and supplemental resources for hitting the DCI's in each NGSS standard. You can assign videos and activities for your students to complete from this website directly through your Google Classroom.

Science Buddies

ScienceBuddies has a sorting function for topic and grade level and a nice collection of NGSS-aligned lesson plans and suggested performance assessments.

PBS Learning Media

Browse the standards to find a plethora of idea-generating resources for teaching to the NGSS on PBS Learning Media. You can find videos of other teachers teaching certain topics, articles, public broadcasting show clips, vetted webpages, and more.

The Concord Consortium

Wow. The Concord Consortium website is a gem, especially if you appreciate visuals. Click on the buttons for your science content area, the science and engineering practice you're looking to practice, and the cross-cutting concept you'd like to incorporate. There are some excellent ideas here.

eGFI

Check out the neat ideas on the eGFI website (this is sponsored by the American Society for Engineering Education and it stands for Engineering: Go For It! There are great lesson plans and project ideas here.

Cool Green Science

If you teach life science, the Cool Green Science blog by The Nature Conservancy has lots of fascinating posts that dig into wildlife and biology-related questions. Use this blog for phenomena-finding inspiration!

EnviroLink and Inhabitat

If you're looking for recent news stories relevant to a topic that you're teaching, check out the headlines at EnviroLink or Inhabitat. A lot of the news is sobering, but some of it is hopeful... and it's all going on in our world.

Science Friday

One of my favorite radio programs has a website that is a great resource for finding eye-popping examples of cool science! Check out the collection of free articles at Science Friday! I also suggest trying the Chrome extension Insert Learning to turn the articles into awesome interactive lessons and post them on your Google Classroom.

Pulitzer Center

To find authentic examples of science-based humanitarian issues like water quality, nuclear issues, climate change, and pollution, go to the lesson builder at the Pulitzer Center. Try the advanced search feature and select 'science'.

Science Journal

If you have iPads in your classroom or you are able to allow your students to use their smart phones to collect data, check out the neat experiments at Science Journal. You can have your students monitor motion, light levels, heart rate and more! They'll collect information to graph and analyze and they can come to conclusions about the relevant science phenomena behind their empirical data.

National Geographic

National Geographic stole my heart a long time ago and it still delivers in every issue. The website also has a great collection of lessons that will help ground your students' explorations in real phenomena and events. Search the lesson database by subject to find intriguing ideas!

If you have found other great web resources, please leave the links in the comments section to share!

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ideas and resources for middle school science educators

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Free Websites for Finding NGSS Anchoring Phenomena

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The Next Generation Science Standards (NGSS) ask us as science teachers to provide anchoring phenomena, opportunities for real-world application of concepts, and flexibility to allow students to follow their own curiosities while learning science. They are asking us to learn with our students and to adopt the mindset that new theories can always surface and paradigms do indeed shift.

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I chose this resource because it contains sample storylines that the teachers at my school might use as the basis to create their own. Tbis sample storylines also show the supporting resources for each part. I also think thas assessment has been included in a comprenhensive way.

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High School - Next Generation Science Storylines

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In this first part of a two-part high school ecosystems unit, students investigate the claim that planting trees can help combat climate change by absorbing carbon dioxide and storing carbon in wood.

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Sheila - PE´s:  HS-LS1-5: Photosynthesis and Energy Transformation     HS-PS3-3: Energy Conversion Device Design

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Sheila - PE´s:  HS-LS1-5: Photosynthesis and Energy Transformation     HS-PS3-3: Energy Conversion Device Design

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The PE stated in HS-LS1-5 is about modeling how photosynthesis transforms light energy into stored chemical energy, and the PE HS-PS3-3 is about creating a device that works in different contraints to convert one form of energy to another form of energy.  So if we planned this unit, students can begin by skething their ideas and come up with a prototype to explain how photosynthesis work.

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Most of my experience in science before was heavily based on knowledge of content and left inquiry to if there was time to cover it. Now NGSS provides this unique focus on exploration and doing that promotes understanding of concepts which increases student performance levels

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I really liked the way they introduced concepts and goals for the lesson. Loved the approach!

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Dolphins and Humans Fishing Together

How Dolphins help fishermen catch fish.

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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

Learning Targets:
DCI-I can explain photosynthesis' role in different organisms.
SEP-I can construct an explanation based on evidence
CCC-I can explain the chemical reaction by which plants produce food molecules

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2-LS2-1

Environmental Plant Needs  and

2-LS4-1

Habitats and Biodiversity

These 2 PE´s relate as plants are parts of habitats. So I could explain that plants, and all other elements in a habitats need each other to survive.

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Sheila - The tool I used for vetting was the Option 3 - 3D Lesson Screening Tool

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Sheila - The tool I used for vetting was the Option 3 - 3D Lesson Screening Tool

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I evaluated the Sample High School Unit Design, and I think that the tool shows step by step how a well 3D lesson should be planned and presented to the people involved. I found the wording interesting and easy to follow.

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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: I can construct a scientific explanation based on valid and reliable evidence.

DCI: I can explain the process of photosynthesis.

CCC: I can explain how the flow of energy affects the cycling of matter within an organism.

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What were the age range of the people on board. I will survey to find out the age range. Since it is known that the manifestation of the symptoms can seen in elderly people, they are more vulnerable

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looking at the way it should be, means rethinking how you introduce topics. using exploration before the lessons has been something that I have practiced, sort of like making connections to the ideas ... Now I think that teaching science this way has great advantages

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Life and the Environment/Human Impact are 2  PE’s I  chose,  they could relate thematically in a unit since students can research, build better understanding, reason, argue, design models and provide solutions  through the exploration of phenomena of how human behaviour can affect positively or negatively the environment .

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Life and the Environment/Human Impact are 2  PE’s I  chose,  they could relate thematically in a unit since students can research, build better understanding, reason, argue, design models and provide solutions  through the exploration of phenomena of how human behaviour can affect positively or negatively the environment .

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I chose HS-PS1-1 - Valence Electrons and Properties of Elements. Anchoring phenomenon: Burning Steel Wool

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Description: This is an excellent phenomenon to discuss chemical reactions and the conservation of mass. Steel wool is burned leading to an increase in mass. When doing this in class show the students the burning steel wool to begin with and have them predict the change in mass. Most students believe the mass will either increase or decrease. This phenomenon can be used at the beginning of a unit on chemical reactions and students can investigate their individual models. (e.g. mass comes from fire, oxygen, carbon, etc.)
Web Resources: Combustion of Iron Wool - CFNS Experiment 36

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Description: This is an excellent phenomenon to discuss chemical reactions and the conservation of mass. Steel wool is burned leading to an increase in mass. When doing this in class show the students the burning steel wool to begin with and have them predict the change in mass.

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How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have used?

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How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have used?

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I haven't really used any other Science standard before but I belive NGSS performance expectations are very different from other standards due to their dynamics since some other standards are more content-based.

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MS-LS1 From Molecules to Organisms: Structures and Processes

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MS-LS1 From Molecules to Organisms: Structures and Processes

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Students will conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types.
SEP
- Planning and Carrying Out Investigations
- Develop and use a model to describe phenomena.
DCI
- Structure and Function, Growth and Development of Organisms, Organization for Matter and Energy Flow in Organisms, and Information Processing
CCC
- Structure and Function
- Proportion, and Quantity
Learning Target
-  I can compare and contrast prokaryotic and eukaryotic cells.
-  I can recognize or recall specific terminology (prokaryote, eukaryote, multicellular, unicellular, cell, microscope).

Performance Expectations
LS1: help students formulate an answer to the question, How can one explain the ways cells contribute to the function of living organisms?

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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.

The Learning Targets could be:
I can explain the role of photsynthesis in different organisms.

I can use evidence to show the flow of energy in organisms.

I can construct an evidence based explanation about the role of photosynthesis and its relation to energy flow.

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Lesson 4 Rocío Castillo (From my school)

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Lesson 4 Rocío Castillo (From my school)

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The CCSS was more T centered with isolated practices following Bloom's Taxonomy similarity between the CCSS and NGSS emphasize the importance of having a deep understanding of science concepts and engaging in scientific thinking. NGSS set the performance expectations that students need to be able to do including the 3 dimensions: DCIs, SEPs, and CCCs.

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Performance expectation: K-PS2-1 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. 

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Performance expectation: K-PS2-1 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. 

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Anchoring phenomenon: HOW DO OBJECTS MOVE https://www.georgiascienceteacher.org/phenomena?filterT=110

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Georgia Science Teachers Association - GSE Phenomena

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communications@georgiascienceteacher.org if you have any questions about this resource.

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Student center and teacher center.
The content is less with 3 dimensional approaches that alow the student to learn and practice science. Think and investigated from the science point of view.

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I would focus on a timeline of what happened, followed by a research.

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I would focus on a timeline of what happened, followed by a research.

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I would create a timeline of the events followed by comparing the settings and controlled variables to later compare and contrast the data. This to be able to identify and understand,  studying what happened aboard both cruises, and how the disease spread among passenger and crew members. New hypotheses may arise from the given results/demonstrations. This will invite me to a new inquiry process, gather evidence of the transmissions and understand better the percentages of asymptomatic vs symptomatic cases

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NGSS are different from the Science stadnrards I have seen since I was a child in so many aspects: they focus on the students' experience rather on the pre-established concepts isolated from real life sometimes, they encourage students to build capacity, the three dimesions of science provide a new, broad perspective towards science.

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K-ESS3-3: Environmental Solutions

Anchor phenomena

Use of face masks has increased pollution / eco-firendly alternatives for face masks

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https://sprocket.lucasedresearch.org/portal/index
It has complete unit plans and resources for grades 3, 4, and 6.

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Lucas Education Research AP Web Portal: Home Page

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Lucas Education Research is committed to the development and evaluation of rigorous project-based learning programs. We designed our web platform, Sprocket, to disseminate research-based PBL courses while building a professional-learning community for teachers to share resources and adapt courses to meet their needs.

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NGSS is a 3D approach and is not a curriculum. It is definitely more student centered.

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5-ESS2-1 Earth Sphere Interactions

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-LS1-1 Plant Requirements - Air and Water

Support an argument that plants get the materials they need for growth chiefly from air and water.

These two standards work well together because in 1-ESS2-1, students develop a model to describe ways the geosphere, hydrosphere, etc. interact, and 5-LS1-1 they need to support an argument about plants getting materials they need for growth from air and water. Shows how they are interconnected.

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I believe that for my science teachers these can be helpful to implement effectively the use of the NGSS standards, how to bundle the PEs, how to use phenomena, and it has many resources for them to use.

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These performance expectations (PE) can be taught in conjunction. An understanding of the influence that masses of interactive objects have on their gravitational forces lies the foundation to comprehend the role of gravity in the motion within the galaxies and the solar system.  The PS PE is related to gravitational interactions, and the ESS PE  is related to gravity and Motions in Space.

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I found this lesson in the resource "Design Badge Units." Originally a NextGen Storyline lesson, it is easily adaptable to relevant phenomena for our students. 

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G4 Waves and Ocean Structures Unit Landing Page-v1.0

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How may protocols impact the kind and the severity of symptoms in the population?

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How may protocols impact the kind and the severity of symptoms in the population?

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I would observe and investigate what kind of protocols were followed in both scenarios (physical distancing, use of masks, cleaning procedures, personal hygiene, amountof people in the same room), compare both populations and interconnect the observations in regards to protocols with the percentage of symptomatic or asympotamic passengers.

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I noticed in grade 1, we could link 1-PS4-3 and 1-PS4-2 in which students can explore the PE of illumination with designing an experiment to understand the role that light plays in seeing as well as exploring the types of materials that light can pass through or not.

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I noticed in grade 1, we could link 1-PS4-3 and 1-PS4-2 in which students can explore the PE of illumination with designing an experiment to understand the role that light plays in seeing as well as exploring the types of materials that light can pass through or not.

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The NGSS are more practice (hands on) oriented for the student and provide very useful connection to other Math and Reading CCS as well as across grade level, which is very interesting.

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I used to think that as students were learning science they should be able to develop understanding of the structure and behavior of the physical, social, and natural worlds through observation and experimentation, implementing the Scientific Method.

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I used to think that as students were learning science they should be able to develop understanding of the structure and behavior of the physical, social, and natural worlds through observation and experimentation, implementing the Scientific Method.

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The NGSS Performance expectations are similar to other standards in that they contain a content component that describes the Science knowledge and understanding students need to obtain. What distinguishes the Performance standards is the 3D approach (DCI, CCC,SEP) which leads to interdisciplinary opportunities and a focus on students being active learners who create their own understanding and connections to the scientific world.

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I used the NGSS vetting tool.  In evaluating the lesson, I found that the lesson was designed to engage students with entertaining explanations about science concepts but lacked the 3D rigor of getting students observing and asking questions to design their own way to seek answers or solutions.

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I used the NGSS vetting tool.  In evaluating the lesson, I found that the lesson was designed to engage students with entertaining explanations about science concepts but lacked the 3D rigor of getting students observing and asking questions to design their own way to seek answers or solutions.

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I used to think that Science was a subject independent form others that had to do with exploring and experimenting the natural worls, now I think and know that scicence is connected to all learning areas and helps students understand how the world functions and how they interact with it in an active, intentional way.

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I used to think that Science was a subject independent form others that had to do with exploring and experimenting the natural worls, now I think and know that scicence is connected to all learning areas and helps students understand how the world functions and how they interact with it in an active, intentional way.

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I would conduct and investigation to determine the number of people fully vaccinated. How many were Covid +? and the symptoms fully vaccinated people presented. After collecting the data for all passengers I would correlate the information to present possible explanations to the phenomena and probably continue researching.

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Possible scenario:
Cruise Ship 1 is for seniors. Due to their age they might be at higher risk or have preexisting conditions that exacerbate symptoms.
Cruise Ship 2 is for young adults and for this reason they might be less susceptible.

Alternative Scenario:
Cruise Ship 1 did not have timely information about virus and/or did not take timely prevention/response measures such as isolation of suspicious cases.
Cruise Ship 2 was informed on virus and had strict prevention protocols in place. As soon as suspicious cases were identified these were isolated therefore preventing spread.

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I am inerested in helping students explore how to create clean drinking water which is a problem in the area we live.

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SYNOPSIS

In this fifth-grade science and engineering unit on earth systems and on the structure and properties of matter, students investigate where the dirty water that drains out of their homes and schools goes and where the clean water they use comes from. Their investigations lead them to discover connections between the hydrosphere, geosphere, biosphere, and atmosphere. Their discoveries spark a series of design problems to solve in order to protect freshwater reservoirs and minimize human impacts on the environment, including ways to mitigate flooding and erosion, naturally filter water and prevent contamination of water reservoirs, and conserve water usage in drought-prone areas of the world.

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​Where Does Our Clean Water Come from and Where Does it Go After We Make it Dirty?​ - Next Generation Science Storylines

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In this fifth-grade science and engineering unit on earth systems and on the structure and properties of matter, students investigate where the dirty water that drains out of their homes and schools goes and where the clean water they use comes from. Their investigations lead them to discover connections between the hydrosphere, geosphere, biosphere, and atmosphere.

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That students are able to grasp concepts as they themselves discover them, no matter their age I now believe that NGSS in not hard as long as you understand how to use it .

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That it was important for teachers to be the center of teaching science content, which would facilitate students learning, and help them to retain content

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UAE building a mountain to increase rainfall.

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Middle East water crisis: UAE plans man-made mountain to increase rainfall - TomoNews

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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.

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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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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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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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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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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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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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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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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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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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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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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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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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Force

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I used the three-dimensional lesson screening tool.

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

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

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

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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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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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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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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.