# data[].attributes.body
I used to think using the NGSS was just having different standards for Science, now I think it means having a shift in the way we as teachers teach our classes. I see that NGSS looks for classes that are more engaging and allow for students' inquiry and agency to be developed.

# data[].attributes.body
I used to think implementing NGSS was very difficult. I can see now that all that it is asking is that we allow the students to take charge of their learning.

# data[].attributes.headline
I think that we have such different results because the people that tested the people on the cruise ship tested the people differently from each other. 

# data[].attributes.subject
I think that we have such different results because the people that tested the people on the cruise ship tested the people differently from each other. 

# data[].attributes.body
I used to think all the student's came up the to the starting line all together. Now I know that NGSS 3-D standards allow for multiple entry points.

# data[].attributes.body
I have been working with NGSS before. However, now I understand why the different practices are so important. Using the 3D model helps us to improve our practice by connecting to reality. Students will get involved in different situations that are not far from their reality. They will be making meaning to all the knowledge they will learn applying it to real life. I think this system works wonderfully and can improve our science practices.

# data[].attributes.body
Possible differences in demographics, and in testing measures (timing and type of test used) affect the results given, thereby skewing the statistics presented.

# data[].attributes.body
WRITE AN EXPLANATION

My explanation is just what I wrote on the Google Form.
I suspect one ship had young people and the other ship was full of the elderly folks.

# data[].attributes.body
Based on the data that was collected, some predictions were made. The evidence demonstrated that the Diamond Princess passengers were older than the Argentine Cruise passenger. In addition, the first population had comorbidity and never received a flu shot. On the other hand, the Argentine Cruise passenger received different flu shots and did not present comorbidity

# data[].attributes.headline
I used to think NGSS was just a different set of standards. Now I think its a whole new way of teaching a set of standards.

# data[].attributes.subject
I used to think NGSS was just a different set of standards. Now I think its a whole new way of teaching a set of standards.

# data[].attributes.headline
The data on the AC showed a lot more people asymptomatic possibly due to the type of covid tests they were using.  The test could not be as accurate as the test that was used on the DP. Other possibilities could involve where most of the passengers were from and where they were traveling on their trip.  Could the passengers came into contact with different variations of the virus and the one on the DP is a stronger strand which is why they had more people with symptoms.  

# data[].attributes.subject
The data on the AC showed a lot more people asymptomatic possibly due to the type of covid tests they were using.  The test could not be as accurate as the test that was used on the DP. Other possibilities could involve where most of the passengers were from and where they were traveling on their trip.  Could the passengers came into contact with different variations of the virus and the one on the DP is a stronger strand which is why they had more people with symptoms.  

# data[].attributes.body
I very much enjoy the Pre-planned outcome for “cookbook” laboratories or hands-on activities and the students too! There is something relaxing about knowing the outcome of the lab and that all my students will witness the same results.
However,  I understand an appreciate the importance and the benefits that Multiple investigations driven by students’ questions with a range of possible outcomes bring to the students.
I need to relearn to teach phenomena in a different way and appreciate the chaos of not knowing what will happen.

# data[].attributes.body
Differences in age, climate, passenger backgrounds, and possibly the testing kits that were used to determine the positive cases.

# data[].attributes.body
Something that would help me answer one (or perhaps all) of my questions would be to perform a survey.

# data[].attributes.headline
Cruise Ship Data Explanation- Raquel Molina

# data[].attributes.subject
Cruise Ship Data Explanation- Raquel Molina

# data[].attributes.body
I think the data is different because of the people who were on each cruise. I think the Diamond Princess cruise had older people, probably families, while the Argentine cruise had younger people, probably 15 years old celebrating their birthdates. I also think, the food people have eaten might have had some influence on them.

# data[].attributes.headline
I was thinking the same at the beginning. I didn´t know much about NGSS, but I thought it was all about different standards. Now I think it has to do more with having the students be the ones responsible for their learning. It allows more collaboration among students, and they can learn from each other. They have the teacher and peer feedback.

# data[].attributes.subject
I was thinking the same at the beginning. I didn´t know much about NGSS, but I thought it was all about different standards. Now I think it has to do more with having the students be the ones responsible for their learning. It allows more collaboration among students, and they can learn from each other. They have the teacher and peer feedback.

# data[].attributes.body
I think that the Diamond Princess was an older ship, therefore their ventilation system and air conditioner filters were less efficient. In addition, I think that the Argentine Cruise population might have been younger than the one on the Diamond Princess.

# data[].attributes.headline
I used to think that it the main goal was to guide project based learning and inquiry through phenomena. Now I think that it actually guides students through the scientific process quite well through the claim, evidence and reasoning, that starts with the phenomena.

# data[].attributes.subject
I used to think that it the main goal was to guide project based learning and inquiry through phenomena. Now I think that it actually guides students through the scientific process quite well through the claim, evidence and reasoning, that starts with the phenomena.

# data[].attributes.body
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

# data[].attributes.body
In order to determine whether the Diamond Princess is an older cruise ship and has an out-of-date ventilation system, I would access records at the United Stated Coast Guard. If the ships are registered to sail in U.S. waters, there might be information about where the ship was built and when.
To test the idea that the passengers of the Argentinian ship were younger, since infected elderly people are more apt to be symptomatic, I would make a survey.

# data[].attributes.body
that the Scientific Method was the best way to teach Science, but now I think that I will like exploring the NGSS method of teaching Science as it aligns well with our PBL school standards.

# data[].attributes.body
I would like to perform an investigation into the training of each of the testers. I would interview the testing trainers on each of the ships to further investigate how they trained their testers in order to see if there was a difference in training that led to the vastly different outcomes.

# data[].attributes.headline
I WOULD WANT TO CONDUCT SURVEYS TO SEE HOW THE SITUATION WAS HANDLED ON BOARD AS WELL AS A SAFETY INSPECTION OF ALL ROOMS AND VENTILATION.

# data[].attributes.subject
I WOULD WANT TO CONDUCT SURVEYS TO SEE HOW THE SITUATION WAS HANDLED ON BOARD AS WELL AS A SAFETY INSPECTION OF ALL ROOMS AND VENTILATION.

# data[].attributes.headline
What are the factors for the difference in percentages of symptomatic and asymptomatic cases in each cruise?

# data[].attributes.subject
What are the factors for the difference in percentages of symptomatic and asymptomatic cases in each cruise?

# data[].attributes.body
To answer this question, I would conduct a survey to know the ages of the people in the cruises. I will also conduct some interviews to learn what people have done before and during the cruise. Also, I will ask them about the protocols followed by the crew and passengers in the cruise. I will also ask them about their eating diet, and to know if they have been taking any vitamins that might have helped their inmune system to be stronger.

# data[].attributes.body
I use to think that all lesson had to have a specific order but I've learned that every group as well as every lesson are different. Sometimes a group may have a better understanding of the concept if you start off the lesson with a lab and then work in the explantations while another group may have a better understanding of the concept when you front the information prior to the starting labs.

# data[].attributes.body
The evidence showed that based on the data the passengers on the Argentine Cruise had a younger demographic than those passengers on Diamond Princess.

# data[].attributes.body
I would conduct a survey in order to better understand the population for each ship in general. I would ask questions specific to age, cultural, health concerns, etc. I would also survey the stand conducting the tests in order to determine the level of training received on each ship.

# data[].attributes.body
I am from North Carolina, and Britta's anecdote completely aligns with what I have experienced in the past 6 years of teaching. A concrete list of standards, some key verbs, and that's all. (fun fact, NC hasn't updated their standards since I was in middle school!!!) Last spring, however, I completed an IB training course where I learned how to plan an IB unit, write standards, and design my lessons. I was overwhelmed at the time because, again, I still had to follow NC curriculum, but I am discovering now that NGSS is very similar to the IB structure! In the video on step 3, reading the standards parallels with the IB format so beautifully. I am finding NGSS less intimidating with the marriage of content from NC + intentionality and process from IB

# data[].attributes.body
To me it is different in the way NGSS connects to other disciplines of science and Math/ELA Common Core.

# data[].attributes.headline
ESS2.A: Earth’s Materials and Systems  The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2) 

# data[].attributes.subject
ESS2.A: Earth’s Materials and Systems  The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2) 

# data[].attributes.body
Saharan Air Layer
https://ngss.sdcoe.net/Phenomena-and-the-NGSS/-ProjectPhenomena-Database

# data[].attributes.attachment_link.readable_text
In this animation of Earth Observatory images, hundreds of millions of tons of dust are picked up from the deserts of Africa and blown across the Atlantic Ocean each year. (NASA Earth Observatory)

Leave your car parked outside in Miami for too many days in August, and you're likely to see a fine film of orange powder coating the windshield.

It's dust - African dust - carried thousands of miles across the Atlantic to parking lots in Florida.

This phenomenon, known as the Saharan Air Layer, brings several hundred million tons of dust to the Americas each year. It helps build beaches in the Caribbean and carries nutrients that fertilize the Amazon rainforest. The dust is also thought to help suppress hurricanes along the coast.

It has been happening for thousands of years, but in the past few decades, scientists have become concerned about the effects of this dust on coral reef ecosystems in the Caribbean. Studies have linked the dust plumes to toxic "red tides" - huge algae blooms that poison fish and trigger skin and breathing problems in people. There's also some evidence suggesting that African microbes may be hitching rides on the dust and poisoning corals on the other side of the sea.

This toxin could be causing deadly brain damage in sea lions - and we might be to blame

But what about the bacteria that already live in the ocean? In a study published this week in the Proceedings of the National Academy of Sciences, scientists examined how one genus of bacteria, a pathogen called Vibrio, responded to the influx of dust that rains down on the Caribbean in the late summer months.

"Bacteria are really the first rapid responders to what's coming in," said and a co-author of the study. William Landing, professor of Earth, ocean and atmospheric science at Florida State University Vibrio bacteria are able to snatch up nutrients blown in with the dust before other microorganisms.

On a heavy dust day, the bacteria immediately start capitalizing on the sudden influx of iron, which is otherwise hard to come by in the ocean. Within 24 hours, they grow into vast blooms. Before the dust, Vibrio bacteria may represent 1 percent of all microbes in the water, but that proportion swells to nearly 20 percent afterward.

"A lot of work has gone into trying to understand what happens to a marine ecosystem under a dust event, but m ost of that work has been on phytoplankton and algae" - the culprits behind the red tides - said Erin Lipp, a microbiologist at the University of Georgia who was also part of the study. "But no one has really looked at how bacteria might be responding to the dust."

After mass extinctions, the meek (fish) inherit the earth

This study provides a model of how bacteria respond to the influx of dust, she said. And that will let Lipp and her colleagues start asking the big questions that naturally come next:

"What does it mean?" she said. "Does it help or hinder primary productivity? What does it mean when you have these blooms of vibrios that could potentially be pathogenic t o humans and corals?"

Landing said it's too soon to say whether the bacteria blooms are good for the ecosystem. In fact, he resists the urge to qualify them as "good" or "bad."

"It's not 'bad' or 'good';it's just a component of the nutrient cycle that they're sitting in the middle of," he said.

Although humans are not likely to want to go swimming or eat fish from water with Vibrio blooms (the bacteria can cause diarrhea, wound infections and other unpleasantness), its presence may be beneficial in some cases. Landing pointed out that the bacteria blooms may help feed phytoplankton, photosynthetic microbes that absorb carbon dioxide from the atmosphere.

On the other hand, Vibrio bacteria are toxic to the Caribbean's already-stressed corals, which we would very much like to protect. It can contribute to bleaching and destroy tissue, and although Vibrio bacteria are usually never present in large enough numbers to pose a major threat,under the right environmental conditions (such as those created by a dust-borne surge in iron) it will overwhelm reefs' defenses.

Gene Shinn, a retired U.S. Geological Survey scientist now based at the University of South Florida, said he was "delighted" to see Lipp and Landing's study.

Shinn, who was not involved in the study but has worked with some of its authors in the past, has been sounding the alarm on African dust in the Caribbean for more than a decade, ever since he noticed that the first major Caribbean coral die-off began in 1983 - the same year that a catastrophic drought struck North Africa, turning acres of farmland there into dusty desert. In a later study, Shinn showed that Aspergillus, a soil fungus that doesn't reproduce in sea water but is endemic to Africa, was killing off Caribbean sea fans.

The bacteria blooms, he said, are further evidence that African dust is something to concern marine scientists. Exactly how worried they should be is still unclear.

"Bacteria have always been there," Landing said. "It's only if we get them more frequently that it's going to cause a problem."

Much of that depends on how climate change affects the dust in the Saharan Air Layer, and the science on that is still unsettled. On one hand, desertification of the Sahel, the arid transitional region at the edge of the Sahara that provides much of the dust, could increase the amount of dust in the air. But other studies have suggested that climate change will cause that dust to linger over Africa, rather than crossing the Atlantic, because of changes to regional wind patterns.

"That's something we're still looking into," Lipp said. "This study was about homing in on what's happening."

Now, she added, the goal is to figure out what's going to happen next.

Scientists say there's basically no way the Great Barrier Reef was bleached naturally

Why dead coral reefs could mark the beginning of 'dangerous' climate change

Dust blows in from the ends of the Earth, even beyond

A NASA video shows how dust leaves the Sahara and floats to the Amazon rainforest

How the Sahara Desert is helping make it tough to breathe in London

Today's Headlines The most important news stories of the day, curated by Post editors and delivered every morning.

# data[].attributes.attachment_link.title
How dust from the Sahara fuels poisonous bacteria blooms in the Caribbean

# data[].attributes.attachment_link.description
Leave your car parked outside in Miami for too many days in August, and you're likely to see a fine film of orange powder coating the windshield. It's dust - African dust - carried thousands of miles across the Atlantic to parking lots in Florida.

# data[].attributes.body
I believe the age population of the two cruises had an influence of the amount of asymptomatic passengers

# data[].attributes.body
Phenomenon driven teaching/learning is similar to the methodology my instructors used in the most interesting and unforgettable science classes I went to.
Jim Burkhart was my college professor at UCCS. I smashed a cinderblock with a sledge hammer while it rested on his stomach as he lay on a bed of nails. Teaching Science is all about the attention grabbers.

# data[].attributes.body
I use to teach in Texas which has a different set of standards. In Texas they use the Texas Teks. I've learned by comparing NGSS to Teks that the concepts being taught are the same but the grade levels in which they are taught to are different. Often with the Teks you are teaching concepts to younger age groups than you would using the NGSS standards. Personally, I prefer the NGSS vs. the Teks because I've found that in Texas they push concepts at much younger ages which can lead to many misconceptions at a young age which in turn causes the teacher to have to reteach concepts in order to move forward.

# data[].attributes.headline
Question: Does the population age has an influence on the amount of asymptomatic cases 

# data[].attributes.subject
Question: Does the population age has an influence on the amount of asymptomatic cases 

# data[].attributes.body
Conduct a survey to check the population age span

# data[].attributes.body
MS-ESS1-3. | Analyze and interpret data to determine scale properties of objects in the solar system.

SEP - Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)

DSI - The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)

CCC- Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),(MS-ESS1-4)

# data[].attributes.headline
2.3 What anchoring phenomenon did you find for your chosen PE?

# data[].attributes.subject
2.3 What anchoring phenomenon did you find for your chosen PE?

# data[].attributes.body
Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations.

# data[].attributes.attachment_link.readable_text
Description: Asteroids have the potential to cause catastrophic loss of life on our planet upon impact. In 2013, the Chelyabinsk meteor injured 1500 people when it exploded over Russia. If researchers could identify potential asteroids early enough they could change their orbit to eliminate the threat to Earth. This phenomenon could be used to explore the motion of orbiting objects in the solar system or to gain a better understanding of gravitational forces and fields.

Web Resource: Asteroid Impact Avoidance - Wikipedia

# data[].attributes.attachment_link.title
Protecting the Earth from Killer Asteroids

# data[].attributes.attachment_link.description
Description: Asteroids have the potential to cause catastrophic loss of life on our planet upon impact. In 2013, the Chelyabinsk meteor injured 1500 people when it exploded over Russia. If researchers could identify potential asteroids early enough they could change their orbit to eliminate the th

# data[].attributes.headline
Compare and Contrast NGSS with other Science standards.

# data[].attributes.subject
Compare and Contrast NGSS with other Science standards.

# data[].attributes.body
A huge difference i find is the amount of Science content we used to think was necessary for students to learn. Even textbooks are evidence of how general knowledge has taken over the unnecssary details of Science concepts and natural phenomena.
Also, the flexibility that NGSS demands from teachers and students is a big plus for both parties.
There are still some similarities among all science standards.

# data[].attributes.headline
I used to think NGSS was quite similar to my state standards.  Now I think that they look similar but NGSS allows for more student-centered engagement.  

# data[].attributes.subject
I used to think NGSS was quite similar to my state standards.  Now I think that they look similar but NGSS allows for more student-centered engagement.  

# data[].attributes.body
The science standards I have used so far are different from the NGSS in the emphasis on content that was made. With NGSS, we allow students to develop their science skills and knowledge by letting them be agents of the process. I have also reflected on how NGSS are very aligned to the IB process, which is also a plus as my school is on the path of implementation of this program

# data[].attributes.body
Performance expectations, or content standards, i'm used to usually don't have many skill based standards as NGSS tries to implement. These skill based expectation come in the form of the SEPs and CCCs. The DCIs seem more similar to what I'm used to seeing when I'm told by a school what I need to be teaching.

# data[].attributes.body
SEP - Students can make a system model explaining their scientific cause of the phenomenon. (photosynthesis)

DCI - make a whole class generated CORRECT system model of the process of photosynthesis. Have students correct their misconceptions on their original model, done in the SEP task, or have them make a new one and make it as the class discussion progresses.

CCC-  Make a system model specifically about how energy is changing during the process of photosynthesis. Also, this can be integrated with the carbon cycle and the conservation of energy.

# data[].attributes.body
Burning steel wool to discuss chemical reactions and the conservation of mass

# data[].attributes.body
MS-LS1-6 Construct a scientific explanation  (SEP) based on evidence  (CCC) for the role of photosynthesis (DCI) in the cycling of matter and flow of energy into and out of organisms.

DCI- Place some seedlings in a closet and water them twice a week. Similarly, place some seedlings near a window and water them on the same days. Take photos of your seedlings and include them in a Google Slides presentation.

CCC- After 3 weeks measure the height of the seedlings and record the results on a graph.

SEP- Show your results on your Google Slides Presentation and brainstorm “Why did the plants near the window grow more? What further wonderings do you have (include these); e.g. Would it help to water the plants in the closet more? What would happen if we only put the seedling in the closet at night? What would happen if we put fertilizer in the soil of the seedlings in the closet. Test your idea then repeat the activity.

# data[].attributes.headline
1.3 Plan an Investigation: Does comorbidity influence the number of asymptomatic and symptomatic cases? 

# data[].attributes.subject
1.3 Plan an Investigation: Does comorbidity influence the number of asymptomatic and symptomatic cases? 

# data[].attributes.body
I would first research if there is a correlation between the cases of COVID and the preexistent diseases from different people who suffered COVID. I would survey and interview people that were infected by the virus from a varied range of ages, symptoms, diseases, etc. Moreover, I would classify how mild the symptoms were based on the previous diseases they would have had. I would graphic the information and analyze my results to draw conclusions and trends to help me to predict if comorbidity is related to the degree of the symptoms.

# data[].attributes.headline
2.1 How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

# data[].attributes.subject
2.1 How are NGSS performance expectations (standards) similar to or different from other science standards or resources you have seen or used?

# data[].attributes.body
We have the opportunity to work with two curricula at the same time since we have to cover topics from both countries. Nonetheless, we realized that just using the NGSS is enough so students can have a better learning experience and acquisition of knowledge and skills. Standards in my country have too much information that is not connected to their real-life experiences. They might have some scientific skills so students can practice. Nonetheless, they are not even close to those from NGSS. On the other hand, when it comes to CCC, my country is not even taking into consideration that big transferable part that enables students to be real scientists in any context they are facing.

# data[].attributes.body
I have barely taught Science previously. The NGSS standards are certainly more in depth and very complex compared to the Science classes I have taught previously. Maybe they will not seem as complex once I get to know and use them in the future.

# data[].attributes.body
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 use scientific evidence from experiments to construct explanations for how plants and other organisms transform matter using energy to generate an outcome.

*Students will interpret data to construct explanations for how carbon dioxide, water, and sunlight can be broken down and rearrange into new forms of energy and compounds.

*Students will elaborate arguments that demonstrate how important photosynthesis is in the cycling of matter and energy for ecosystems.

# data[].attributes.body
P.E.:MS-LS2-5: Biodiversity and Ecosystem Services Solutions
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (Stability and Change)
Anchoring Phenomenon:
https://www.youtube.com/watch?v=DWWU-8_4wu0

# data[].attributes.headline
I think there were  prior events that resulted in the symptoms & no symptoms.  I think the cruise line   nurses, doctors, passengers and crew had 2 different ideas of alarming symptoms  and when to go to the clinic, therefore different  triggers before getting a test.

# data[].attributes.subject
I think there were  prior events that resulted in the symptoms & no symptoms.  I think the cruise line   nurses, doctors, passengers and crew had 2 different ideas of alarming symptoms  and when to go to the clinic, therefore different  triggers before getting a test.

# data[].attributes.headline
At this time after the events, a survey of a subset from each ship will answer when they think they need to go see the doctor. Taking data from records of passengers and employees on each ship will show if there are different preceding events on the 2 ships. 

# data[].attributes.subject
At this time after the events, a survey of a subset from each ship will answer when they think they need to go see the doctor. Taking data from records of passengers and employees on each ship will show if there are different preceding events on the 2 ships. 

# data[].attributes.body
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 observe and interpret data to explain the role of photosynthesis in the cycling of matter and energy.

*I can observe plants and construct an explanation for the process of photosynthesis.

*I can create a model that explains the process of photosynthesis and the importance of energy and matter in organisms.

# data[].attributes.body
Find your Pangea Address

# data[].attributes.attachment_link.description
Earth looked very different long ago. Search for addresses across 750 million years of Earth's history.

# data[].attributes.body
I used Option #1 and Option#3. I feel like even though we want our resources to reflect NGSS alignment, choosing resources needs not be a dragged out process that adds even more to your plate. Having a "to the point" and "easy to refer to" tool can make a difference. Quick check lists with reminders to all key components works for me.

# data[].attributes.body
Each lesson can be downloaded. There's also a review available where you can take a look at the materials’ purpose, strengths, and areas of improvement. Can't wait to try it out in my class.

# data[].attributes.attachment_link.title
Middle School: Investigating Life on the Third Rock

# data[].attributes.attachment_link.description
In Investigating Life on the Third Rock, middle school students work to generate and explore the overarching question of "How does the solar system and its objects affect life on Earth?" Students use modeling and argumentation to explore the lesson-level questions: "What properties of the solar system and its objects help explain why Earth can sustain life?"

# data[].attributes.body
I chose cleaning water. Student can observe a variety of methods to clean water, as we are located in a desert. They can observe which of these methods works the best for our area and what the costs are for each of the methods to clean water.

# data[].attributes.headline
NGSS standards look similar to Texas standards with concepts to know, and performance expectations. We used the 5E model. One difference is that I can use student inquiry and give students choices  instead of an interesting Engage piece, then teach directly, labs that were really demonstrations, and a predetermined differentiation.

# data[].attributes.subject
NGSS standards look similar to Texas standards with concepts to know, and performance expectations. We used the 5E model. One difference is that I can use student inquiry and give students choices  instead of an interesting Engage piece, then teach directly, labs that were really demonstrations, and a predetermined differentiation.

# data[].attributes.body
I used the NGSS vetting tool. It is clear cut, given that one completely understands all of the descriptive wording. I like that it is a checklist which quite clearly delineates what works and what does not work in NGSS instruction.

# data[].attributes.body
I used the  NGSS Vetting Tool and the Wonder of Science Lesson Screener. On Teachers Pay Teachers, I explored a Unit that I could use for my current Ecosystems project. This packet looked great. There were lots of articles and there was a project in which students need to research possible solutions to problems in various ecosystems.

There were no phenomena or cross cutting concepts.
I went to Brainpop, because it's one resource I currently using. Our Brainpop video is a good supplement  for the Ecosystems project, but it only teaches content. There is a worksheet that accompanies the video that asks kids to investigate one of 6 suggested ecosystems, so there’s the SEP.

The CCC of Change and Stability is not there.
Finally, I looked at a Unit from Dubai that came from thewonderof science.com. The color coding indicates that the lessons and activities are 3 dimentional. There are no assessments linked to this UbD, but I think they're going in the right direction.

# data[].attributes.body
The tool I used for vetting was the NGSS Vetting Tool. I also liked the 3D Lesson Screening Tool. In evaluating the lesson I found that even though some lessons look fine to work in the classroom, not all of them present the different aspects a lesson that follows the NGSS should have. I like the tool because it guides you through the process of choosing lessons that relate more to what is expected by NGSS and that allows students to be the center of them.

# data[].attributes.body
The two PE that I could link thematically could be Ecosystems (Life Science) and Human Impact (Earth Space Science). We are now focusing on water related ecosystems, specifically how to obtain clean water locally, as we live in a desert. There is currently debate in our area about opening up a local dam to use as a water resource rather than the many very deep wells we currently use as a water resource. Therefore, the human impact unit could certainly relate insofar as which water resource we choose to use in the near future.

# data[].attributes.headline
Two PEs that could link for a thematic unit

# data[].attributes.subject
Two PEs that could link for a thematic unit

# data[].attributes.body
I teach Earth Sciences in 6th grade. I chose MS-ESS2-1 and MS-ESS1-4. The ESS1-4 is related to MS-ESS2-1 as students need to have an understanding of how rocks form creating mountain ranges and ocean basins to have a better idea on how scientists analyze rock strata and the fossils found in them as evidence to organize the historical events on Earth's history.

# data[].attributes.body
P.E.: MS ESS 2-1 CYCLING OF THE EARTH’S MATERIALS

My class is learning about the energy pyramid, they know that producers live on light. Plants need water, too.

P.E.: MS LS 2-5 BIODIVERSITY AND ECOSYSTEM SERVICES

During the same 80-minute science class, the kids are exploring Life Science while trying to solve the problem of overexploitation of the aquifer and building models of filtration devices.

# data[].attributes.headline
A resource I would like to try out and why. 

# data[].attributes.subject
A resource I would like to try out and why. 

# data[].attributes.body
I would like to try the Scale (Stanford) model. It is broken down into great details, which would be helpful. It is loaded with information, including detailed drawings and materials that I could presumably use in class. ! It also has a variety of units to choose from, which is nice.

# data[].attributes.headline
I used to think that use NGSS was hard, difficult to relate to, and also something mandatory that I must put on my lesson plans. Now I think that is a useful tool to improve how I plan, assess, and organize my class.

# data[].attributes.subject
I used to think that use NGSS was hard, difficult to relate to, and also something mandatory that I must put on my lesson plans. Now I think that is a useful tool to improve how I plan, assess, and organize my class.

# data[].attributes.body
NGSS and Science in general is new to sixth grade.  I'm taking Q1 to teach them how to inquire scientifically (5 steps posted on paul anderson's website) so all my lessons in Q1 don't have a DCI but will sometimes include mini lessons on some SEPs and CCCs.

We used the drinking bird phenomenon to practice asking scientific questions that address the phenomenon (step 2).   We share , critique and judge whether or not our questions are scientific and address the phenomenon.  They are then assessed on their ability to ask scientific questions using the rising water phenomenon.  This lesson doesn’t really fall under the 3D model but I think it’s important to teach the 5 steps of scientific inquiry because my students have no idea what any of the 5 steps mean.

# data[].attributes.headline
The resource I chose was OpenSciEd. I liked this resource because they have all the kits available to purchase.  Creating labs on your own and buying the materials is very time consuming.  The non-consumable kits are more attractive as they only require a 1 time purchase. The consumable kits require a restock once all the materials are used. 

# data[].attributes.subject
The resource I chose was OpenSciEd. I liked this resource because they have all the kits available to purchase.  Creating labs on your own and buying the materials is very time consuming.  The non-consumable kits are more attractive as they only require a 1 time purchase. The consumable kits require a restock once all the materials are used. 

# data[].attributes.body
Teaching science was about teaching the concepts only and now is teaching the skills with the concepts

# data[].attributes.body
I downloaded a book from the NGSS Resource List. It's published by the University of Connecticut and it's called "A Framework for K-12 Science Education."
This is a great source for me, I see there are entire chapters about what Cross Cutting Concepts or Science and Engineering Practices I should be teaching in Grade 6 as opposed to lower Elementary or High School. If I was an expert with these standards, I could look at a phenomenon and imediately know which CCC it envolves. I'd like to get to that level of expertise but it;s going to take time.

# data[].attributes.body
I would like to try out the resources at OpenSciEd. The units and ideas look interesting and they have different materials and lessons to work with during the unit.

# data[].attributes.headline
I thought  it was just different standards, but now I realize it's a new way of teaching the standards. 

# data[].attributes.subject
I thought  it was just different standards, but now I realize it's a new way of teaching the standards. 

# data[].attributes.headline
Based on the data provided about geographic location , gender and age vaccinated population (staff and tourist) and covid kit accuracy. By using this data we can find out why one of the ships had more positive cases.

# data[].attributes.subject
Based on the data provided about geographic location , gender and age vaccinated population (staff and tourist) and covid kit accuracy. By using this data we can find out why one of the ships had more positive cases.

# data[].attributes.body
I would survey the stand conducting the tests in order to determine levels of training received on each ship.

# data[].attributes.headline
2.1 NGSS standards are more in depth and complex compared to other years of me teaching science .

# data[].attributes.subject
2.1 NGSS standards are more in depth and complex compared to other years of me teaching science .

# data[].attributes.body
cleaning water. Our studnets can observe the differents methods to clean water. They can observe which method works best and what the costs are for each of the methods to clean water.

# data[].attributes.body
This phenomenon uses a supersaturated solution of sodium acetate. Clicking the metal disc releases a small number of crystals of sodium acetate which act as nucleation sites for the crystallization of the sodium acetate into a hydrated salt. Energy is released from the crystal lattice. The heating pack can be placed in boiling water and the sodium acetate can be dissolved again. This phenomenon shows how bond energy can be released.  It also shows the importance of chemical engineering and could lead to a section where students design a device (or application) of their own.

# data[].attributes.body
https://docs.google.com/document/d/1DsoyJpRAi0gQZhqwTp8n_mFenEpiBEP-kzQFiXNQ3r4/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
MS-PS1-1: Atomic Composition Model

Develop models to describe the atomic composition of simple molecules and extended structures. (Scale, Proportion, and Quantity)

MS-PS1-3: Synthetic Materials

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. (Structure and Function)

Everthing is made up of atomic compositions.

# data[].attributes.body
https://www.openscied.org/access-the-materials/

It has detailed data, experiments, and planning. This will help in my teaching activities throughout the school year.

# data[].attributes.attachment_link.readable_text
Best Science Website for Teachers - OpenSciEd Classroom Materials

Best Science Website for Teachers - OpenSciEd Classroom Materials
Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.attachment_link.title
Best Science Website for Teachers - OpenSciEd Classroom Materials

# data[].attributes.attachment_link.description
Best Science Website for Teachers - OpenSciEd Classroom Materials Best Science Website for Teachers - OpenSciEd Classroom Materials Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.body
I used the Vetting tool because is the most practical one. I had the opportunity to study three resources and my findings were the following:

#1: BrainPOP: This is a resource that really helps a lot in terms of providing knowledge and scientific information, it provides a variety of topics that the student can use to start their own investigation about their phenomenon because it provides an excellent and detailed source of content. Nonetheless, I would use it only as a tool of resources because it does not align with the 3 dimensions in the NGSS framework. It misses a lot of CCC and SEP that are fundamental in this model.

#2: Teachers Pay Teachers: This one surprised me a little bit because I thought it was only going to provide material or activities that were not completely accurate to what we are trying to do with NGSS. Nevertheless, I found some good resources and materials that just need to be refined when it comes to CCC. Some activities have a really good phenomenon that includes SEP and DCI as well as some CCC that need to be refined and improved.

#3: Wonder of Science: The winner of the race doubtlessly was this one. It shows a really clear view of how to integrate everything in class. What I liked the most about this material was the organization that it has with the UbD framework that is actually the one my school is using. I was able to see all of the criteria required to develop a science unit based on phenomena. I also liked the fact that one or two learning targets did not include the whole framework of the 3D model because sometimes in a real context it is impossible to work with them all the time so it does not force you to use them in every single lesson.

# data[].attributes.body
I use the option 3
It is a practical and easy tool
I fund that some important aspects where missing form the lesson.

# data[].attributes.body
SEP Construct an explanation based on evidence  1. roll of photosynthesis  2. cycle of matter and energy 3. in and out or organisms  - use a model to show your explanation, construct poster paper images in groups
DCI  1.energy production in plants, algae, microorganisms uses carbon dioxide( carbon cycle)  and water ( water cycle) from atmosphere 2.  photosynthesis is a chemical reaction. 3. produces oxygen. 4. sugar can be stored or used.  5. needs energy from sunlight.
CCC- transfer of energy drives the cycling of matter.1.sunlight is the energy driving the transformation to sugar- Include sunlight on your poster model

# data[].attributes.body
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.

DCI- Organization of matter and energy flow.
Energy in chemical processes and everyday life.
SEP- Constructing explanations based on evidence
Analyzing and interpreting data
CCC- make a model that shows the transfer of energy.

# data[].attributes.body
MS-LS2-2 and MS-LS2-4
Students will watch a video on coral bleaching.

# data[].attributes.attachment_link.title
Coral Bleaching in the Great Barrier Reef | Years of Living Dangerously

# data[].attributes.headline
Human impacts on the environment. Case study: How many people´s livelihoods are affected in Bosawas Reserve located in Nicaragua by the usage of 31% of its land for agriculture.  The students are presented with a case study, and with evidence (A person from Bosawas is invited so they can ask questions). They use the scientific method to investigate and elaborate their conclusions.

# data[].attributes.subject
Human impacts on the environment. Case study: How many people´s livelihoods are affected in Bosawas Reserve located in Nicaragua by the usage of 31% of its land for agriculture.  The students are presented with a case study, and with evidence (A person from Bosawas is invited so they can ask questions). They use the scientific method to investigate and elaborate their conclusions.

# data[].attributes.body
I would join
MS-LS2- Ecosystems, interactions , energy and dynamics with
MSLS4- Biological evolution: Unity and Diversity
Students can learn how organisms adapt to their environment and learn about evolution and diversity. They can predict how different populations will evolve in the future thanks to human influences.

# data[].attributes.body
Im going to they the OpenSciEd
It has everything in detail.

# data[].attributes.body
I thought NGSS was just about different standards, but now I think is a new way of collaborative learning.

# data[].attributes.body
I think one of the ships had younger people and the type of food they ate was different (which boosted their immune system).

# data[].attributes.body
I would conduct a survey to determine the age range of people on the ship, what they ate, and the type of ventilation they have on each ship.

# data[].attributes.body
NGSS standards are different from other Science standards. They are more flexible and it allows the student to be the protagonist of the ir own learning. It generates more curiosity getting students more engaged in their learning process.

# data[].attributes.body
3.1 The tool I used for vetting was option 3. Wonder of Science Lesson Screener . In evaluating the lesson I found that this tool really helped me in better understand how the curriculum provided by my school for science aligns with the NGSS standards. The tool is clear cut, and in my eyes very user friendly.

# data[].attributes.headline
3.2 Post two PE's that you could link in a thematic unit and explain your reasoning.

# data[].attributes.subject
3.2 Post two PE's that you could link in a thematic unit and explain your reasoning.

# data[].attributes.body
The two PE's I would link in a thematic unit would be MS-ESS1-1 (Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons) and MS-ESS1-2 (Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.) By joining both of these PE's students will understand that the cyclic patterns of lunar, eclipses of the sun and moon, and seasons are intertwined with the role of the gravitational between the Earth-sun-moon.

# data[].attributes.headline
3.3 Post a link to a resource you would like to try out, and explain why.

# data[].attributes.subject
3.3 Post a link to a resource you would like to try out, and explain why.

# data[].attributes.body
I really want to use the OpenSciEd resource provided. I like that it was stuff for all of middle school. It makes it much easier to use this resource throughout the year.

# data[].attributes.attachment_link.readable_text
Best Science Website for Teachers - OpenSciEd Classroom Materials

Best Science Website for Teachers - OpenSciEd Classroom Materials
Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.attachment_link.title
Best Science Website for Teachers - OpenSciEd Classroom Materials

# data[].attributes.attachment_link.description
Best Science Website for Teachers - OpenSciEd Classroom Materials Best Science Website for Teachers - OpenSciEd Classroom Materials Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.body
I used to think that NGSS was something really difficult to implement but now I think that with the right guidance it can be possible and with a good outcome for everyone.

# data[].attributes.body
I think there are diffrences in age, health background and the ventilation system as well as the hygiene standards.

# data[].attributes.body
To answer my questions it would be best to make surveys and have interviews with everyone. Also inspections of the ship could help answering the qyestions.

# data[].attributes.body
For me the focus was always on the content which goal it was to reach. Now with NGSS the students have to develop skills that can help them in the future reaching all diffrent kinds of goals. I think with using NGSS students can have a better learning experience.

# data[].attributes.body
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

SEP: I can explain that all living things are made up of cells, which is the smallest unit that can be said to be alive.

DCI: I can analyze and interpret data to determine similarities and differences in findings.

CCC: I can make graphs, charts, and images which can be used to identify patterns in data.

# data[].attributes.body
Anchoring Phenomena: human tissue

https://interactives.bscs.org/3dmss/microscope.html?version=human

Students make observations about the patterns they see in human tissue samples under a microscope. Using evidence from the Virtual Microscope, students develop an understanding that organs are made of tissue, and tissue is made of cells that have common structures like a membrane and a nucleus.

# data[].attributes.body
I used the NGSS vetting tool since it is very structured and well-arranged for me. It tells me clearly what is expected from me and what I shouldn't do. This way i can be more secure that learning skills is the center of the lesson for the students.