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I probably gave too much importance to knowledge in the Science room. Now I think that by centering science education on phenomena, students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens

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I used to think the 3 dimensions should be thought in isolation now I think that the best way to teach science is to incorporate the 3 dimensions that way students can design a solution or explain phenomena.

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I used to think that the scientific method was ideal for teaching science, but now I think that true student exploration is the best way to learn science!!!! 

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I used to think that the scientific method was ideal for teaching science, but now I think that true student exploration is the best way to learn science!!!! 

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The teacher's role is to guide student explanation... we use the data provided through exploration rather than giving and bringing data into the situation. 

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The teacher's role is to guide student explanation... we use the data provided through exploration rather than giving and bringing data into the situation. 

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Cruise Ship Investigation Marici Errazuriz

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Cruise Ship Investigation Marici Errazuriz

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After collecting evidence through surveys, interviews and analysis, we can use comparative research to identify similarities and differences between both datasets in order to come up with a valid scientific claim. The process should include visual analysis of data, that could provide clues of any connected values as well as possible differences.

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I used to think that knowing concepts and skills was the basis for understanding, but student´s exploration and creativity to solve problems is the key to learn science.

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I used to think that knowing concepts and skills was the basis for understanding, but student´s exploration and creativity to solve problems is the key to learn science.

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

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

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NGSS practices vs other science practices

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NGSS practices vs other science practices

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With the NGSS practices, I have found that they pretend to take our students to a higher level by studying special phenomena and from it make students analyze, evaluate and come out with their own reasoning based on a scientific inquiry.

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NGSS Performance Expectations compared to other science standards--> Marici Errazuriz

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NGSS Performance Expectations compared to other science standards--> Marici Errazuriz

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The NGSS is not a set of daily standards, but a set of expectations for what students should be able to do by the end of instruction (years or grade-bands). They're all about higher order thinking skills.
The standards are no longer just separate facts that students need to know. Instead, every performance expectation is supported by a foundation of three dimensions: scientific and engineering practices, crosscutting concepts, and disciplinary core ideas.
Students will have to analyze, evaluate and  create.

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Here is a pear deck/ google slide I created for students to interact with MS- PS-4-2 using the water refraction activity. you are welcome to use it!

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Learning Target Breakdown--> Marici Errazuriz

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Learning Target Breakdown--> Marici Errazuriz

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DCI-->Information students should know

The process of Photosynthesis

Chemical Reactions

Sugars

Microorganisms

Processes in Plants

CCC-->
1. Pattern
2. Cause and effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter

SEPS-->

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

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Marici Errazuriz     MS-ESS3–3.	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment

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Marici Errazuriz     MS-ESS3–3.	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment

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Glacier National Park Is Melting Away — The Wonder of Science

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Description:   Glacier National Park used to have 150 glaciers and it now has 25. Photographic evidence in this video shows how drastically the glaciers are being shaped by a warming planet. This phenomenon can be used to show two forms of freshwater (ice and water) in elementary s

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I used to think too much about whether or not I was basing my units/lessons on phenomenon, but now I realize that I am not that far off and with a little tweaking I can make it much intentional.

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I used to think too much about whether or not I was basing my units/lessons on phenomenon, but now I realize that I am not that far off and with a little tweaking I can make it much intentional.

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I am a bit hesitant to create a model for this data set right now without doing further research. My assumption right now is that argentine boat had a much smaller population and that it skewed the data. I also am curious about when the data was taken and if a variant was involved.

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Cruise Ship investigations- genetic variants

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Cruise Ship investigations- genetic variants

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Students would collect evidence on symptomatic rates of covid depending on the variant. From the evidence students would make some claims about why the Argentine boat had more asymptomatic cases and how a genetic variant plays a role in the data.

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NGSS focuses on the skill students should obtain to become a scientifically literal human. This is different from a list of content based, fact based standards that are common in text books or more traditional science lessons.

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SEP-  Construct an Explanation based on Evidence.
-Students could generate their own evidence by growing a plant and taking data on that plant's growth and report their findings.
-Students could explore and research real scientific studies on various photosynthetic organisms from different ecosystems and present their research.

DCI-
-Students jig-saw vocabulary and use previous knowledge to understand content.
-Create graphic organizers that help students understand the role of each part of the system.

CCC-
-Students use the graphic organizers and notes from DCI to highlight the role of energy (sunlight) and the role it plays in the transformation of matter (Carbon dioxide to O2 and sugar) in photosynthesis.

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HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms

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HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms

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This is a HS standard, but it is used with my 8th grade.

I chose this as the phenomenon because 1. is there anything more engaging than explosions??? 2. There are many aspects of the video that can be revisited through the unit.

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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. 

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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. 

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Identify the genetic characteristics of the groups. For example, men are more likely to have covid due to their genetic characteristics. There are also certain blood groups that are more sensitive to the disease

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Students will learn about genetics and the implication of genetics in COVID. Why are the groups differents? Types of bood, groups of persons, male and female, and they will collect the more information they can to get a result.

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I used the Wonder of Science 3D Screening tool to evaluate BrainPop Science. In the evaluation, I found that most of the criteria were met. Phenomena, SEP of obtaining information and defining problems, etc. and CCC's were all met. The videos literally start with a posing question that is then investigated. There were some areas that I feel were not covered in the BrainPop series: student centered, instruction on how to use SEP and CCC's, and opportunity for student discourse (naturally. The teacher could obviously pause the video to allow for this opportunity). I also appreciate how BrainPop includes a formative assessment at the end of the video. 

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I used the Wonder of Science 3D Screening tool to evaluate BrainPop Science. In the evaluation, I found that most of the criteria were met. Phenomena, SEP of obtaining information and defining problems, etc. and CCC's were all met. The videos literally start with a posing question that is then investigated. There were some areas that I feel were not covered in the BrainPop series: student centered, instruction on how to use SEP and CCC's, and opportunity for student discourse (naturally. The teacher could obviously pause the video to allow for this opportunity). I also appreciate how BrainPop includes a formative assessment at the end of the video. 

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I was very excited to see the MS NGSS storylines resource available since I feel I struggle most with this, but it seems to be pending for the most part! In the future, I can definitely see myself revisiting. 

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I was very excited to see the MS NGSS storylines resource available since I feel I struggle most with this, but it seems to be pending for the most part! In the future, I can definitely see myself revisiting. 

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I used NGSS Vetting Tool and the Wonder of Science Lesson Screener.
After analyzing a TPT resource (labeled NGSS) I saw that for the most, the criteria was met. As far as being a coherent storyline example, I felt the steps of the lesson were driven by the students as they continue to engage in the analysis of the phenomenon. Engineering was also part of this lesson and it was integrated carefully in the PEs.

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https://www.openscied.org/instructional-materials/covid-hs/

What can we learn from the spread of the COVID-19 virus to protect our communities?

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities. I feel real life connection cannot get any better and authentic. This unit will be personally relevant to students and can generate good investigations.
Open Scied provides valuable instructional material

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COVID-19 & Health Equity, High School Science

Unit Summary

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. There are four broad areas of learning goals targeted in this unit:

virus transmission between people and communities,

mitigation strategies and using probabilities to explain how we can lower the chance of transmitting the virus between people and across communities,

understanding disproportionate impacts on communities and the policies and practices that lead to those impacts, and finally,

development of two social emotional competencies--self awareness and social awareness.

Unit Examples

Simulations

Additional Unit Information

Building Toward the Following Standards and Practices

Next Generation Science Standards: Science and Engineering Practices

Students build toward these elements for high school:

Practice 2: Developing and Using Models.

Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

Practice 4: Analyzing and Interpreting Data.

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

Practice 6: Constructing Explanations and Designing Solutions.

Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Practice 8: Obtaining, Evaluating, and Communicating Information

Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.

Next Generation Science Standards: Crosscutting Concepts

Students build toward these elements for high school:

Crosscutting Concept 1: Patterns.
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Crosscutting Concept 2: Cause and Effect.

Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

Changes in systems may have various causes that may not have equal effects.

Crosscutting Concept 3: Scale, Proportion, and Quantity.
The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

Collaborative for Academic, Social, & Emotional Learning (CASEL) Core Competencies

Self-awareness: The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior.

Identifying emotions

Self-efficacy

Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

Perspective-taking

Empathy

What should my students know from earlier grades or units?

This unit builds on previous grade band understanding from middle school in order to support understanding of the COVID-19 pandemic across high school levels from 9th to 12th grade.
Mathematics
This unit assumes that students will use the following middle school CCSS math concepts:

CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

CCSS.MATH.CONTENT.7.SP.C.7
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

NGSS Science and Engineering Practices
Students would benefit from having prior experience doing the following science and engineering practices (SEPs) at the middle school grade-band level. They include the following:

Developing and using models
Develop and/or use a model to predict and/or describe phenomena.

Analyzing and interpreting data

Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.

Analyze and interpret data to determine similarities and differences in findings.

Constructing explanations and designing solutions
Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real world phenomena, examples, or events.

Obtaining, evaluating, and communicating information

Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).

Gather, read, synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts.

NGSS Crosscutting Concepts

Having students familiar with using focal crosscutting concepts (CCCs) for this unit at the middle school grade-band level would be helpful. They include the following:

Patterns

Graphs, charts, and images can be used to identify patterns in data.

Patterns in rates of change and other numerical relationships can provide information about natural systems.

Patterns can be used to identify cause-and-effect relationships.

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

How do I support students to write in their journals to foster Social Emotional Learning?

One goal of this unit is to support students with social-emotional well-being and growth. Given that the COVID-19 pandemic has taken a toll on most people in both social and emotional ways, we want to help students process their experience in both academic and holistic ways. Thus, included with this unit is a journal. Some lessons have prompts that are considered "required," so that students have as much assistance with integrating their learning as possible. Other lessons have prompts that are "optional," so that students can choose whether they want to use the journal for that lesson.

Important notes about the journal

The journal is meant to be a private place for the students to process their experiences with the pandemic and their learning about the pandemic. It is not meant to be read or graded by the teacher. Students may choose to share their writing and thinking with the teacher and/or class, and this may prompt helpful discussion.

No student should ever be required to share anything they've written in their journal.

You can model that journal writing is a valuable learning tool by having your own copy of the document and writing in it at the same time that students are writing in theirs.

Lastly, we strongly recommend that you consider the hard copy, handwriting option for students' use of the journal. There is research that shows that handwriting is beneficial for the brain and for learning as compared to typing. Feel free to look into the issue yourself if you'd like to know more, and here are some statements from one article ( https://www.psychologytoday.com/us/blog/memory-catcher/201710/is-it-better-write-hand-or-computer ):

"Writing by hand connects you with the words and allows your brain to focus on them, understand them and learn from them."

"Writing by hand activates more parts of the brain than typing."

"Writing by hand can be rhythmic, therapeutic, and calming. It can also jumpstart creativity."

How do I support students who have been impacted by the COVID-19 virus and systemic racism?

In this unit, students build on their life experiences and previous understandings of the COVID-19 virus. Students will come to the unit with a wide range of background knowledge about symptoms, and some students will have been more-directly impacted than others by the COVID-19 virus in their families or communities. Some students will have experienced watching friends or family members with COVID-19 or may have been sick themselves. Some students may have been to funerals or experienced personal losses from COVID-19. As we discuss in the unit, People of Color have been disproportionately impacted by the COVID-19 virus, and for some students of color, systemic racism will be in the front of their mind as they watch the discrepancies between the impact on their own communities versus those of their White peers. During this unit, acknowledge that this topic may be really difficult for some students. Remind students that emotions are real and that it's OK to feel angry, sad, scared, and a myriad of other feelings. Identifying how we feel is one of the best tools we can use to feel regulated. Demonstrate for students that when you feel your heart rate elevate, a pain in your gut, or a tingle up your spine, you can say to yourself, "This is me feeling angry, and my anger is valid." Let students know that if they need to take a step outside the room or take a moment to themselves to breathe and feel their emotions, that's always OK. If students would like to write about how they are feeling, call a family member, or speak with a school counselor, support them in doing so. Teachers modeling coping strategies can support students' social and emotional development.

Learning for Justice has a set of resources for supporting students through coronavirus, which may be helpful: https://www.learningforjustice.org/supporting-students-through-coronavirus

How do I support students who do not believe the COVID-19 pandemic is a public health emergency?

Some students may perceive the COVID-19 virus as not serious, not real, or not a public health emergency. The disconnect between students' beliefs and science may cause discomfort in class. Ensure students that in this class we are examining data and looking at evidence from the science of the COVID-19 pandemic. We will use the data to ground every conclusion we draw about the pandemic, and we will look closely at communities that have been greatly impacted by the COVID-19 pandemic. We will hear different perspectives from people and try to take on those perspectives to see what others are experiencing. Remind students to support their ideas with evidence and data from science.

How do I support classroom discussions?

It is unlikely that this will be the first unit of the school year, and when you use this unit, you and your class will have established community norms. Before you start this unit, it may be productive to revisit your community norms and update them by asking students what they want to add to the list. This is important because the unit will bring up difficult and emotional discussions and topics for everyone, and topics about which students may differ in their beliefs. We want to note that norms and norming activities are tricky. They can be important and helpful for having classroom discussion. Norms such as "be nice" or "be kind" are often normed for whiteness and can be used to maintain White comfort. It will be important to make sure norms in your classroom are not being used to police or silence students who may feel hurt or angry during conversations, particularly Black and Hispanic/Latinx students. This is important because we will be talking about structural inequalities and racism during the unit.

How do I customize language around race and ethnicity to fit within my local context?

In this unit, we refer to racial and ethnic groups using the language and terminology that is used in nationwide data reporting in order to match the data we will be looking at in the unit. We also use terms recommended by equity experts, like Indigenous and Latinx. However, local communities and people may prefer different terms to identify themselves. We suggest you take steps to understand the terms used within your community and then use language that aligns with community-accepted identifying preferences. This may require you to modify some of the terms used on student-facing resources, such as handouts, slides, and readings.

How do I adapt this unit into my remote learning environment?

This unit was designed so that students could engage with the materials in a classroom setting or at home via remote learning. The unit is written in "days", each of which is equal to a 45-minute class period. Each lesson includes a "lesson snapshot" at the beginning of the learning plan that summarizes the activities in the lesson and the estimated time. You may choose to break the "days" into different pieces, some of which could be done asynchronously. You may also choose to combine "days" of instruction if you are teaching on a block schedule.

The following sections provide suggestions for setting up components of the unit for remote learning. Recall that many of the artifacts you create as a class (such as the Driving Question Board) will be referenced throughout the unit, so you'll need a way to link back to them or reshare them in your virtual learning space.

Leading Discussions

Due to privacy concerns and equity issues (such as unreliable internet access), not all students may choose to have their video on during virtual class discussions. Encourage students to join in the conversation via audio only, with no stigma, and invite students to reply to questions using the meeting's chat feature. Use breakout rooms to allow for small group or partner talk and post the discussion prompt(s) in the chat so everyone can refer to them.

Collecting Shared Class Ideas

Many lessons call for "chart paper and markers". Your remote teaching setup may include chart paper, and you can scribe student ideas or create a consensus model as you would in your typical classroom, just on video so students can see and participate. However, you may also choose to create a shared Google document when collecting student ideas (and you can type into it as students share aloud or give all students editing access and have them each type their ideas into a certain area of the document, such as a table row). Padlet, Jamboard, and Mural are platforms that use digital "sticky notes" and are helpful for times when everyone is contributing ideas (such as for the Driving Question Board).

If you are looking for additional resources, please review OpenSciEd's Staying Grounded when Teaching Remote : https://www.openscied.org/remote-teaching/

Katie Van Horne, Unit Lead, Concolor Research

Lindsey Mohan, Unit Storyline and Reviewer, BSCS Science Learning

Dawn Novak, Writer and Reviewer, BSCS Science Learning

Holly Hereau, Writer and Reviewer, BSCS Science Learning

Nicole Vick, Writer and Reviewer, BSCS Science Learning

Michael Novak, Writer, Northwestern University

Ally Orwig, Writer, Denver Public Schools

Tyler Scaletta, Writer, Chicago Public Schools

Dan Voss, Writer, Dallas Center-Grimes High School

Joy Barnes-Johnson, Writer, Morgan State University

Arash Jamshidi, Unit Storyline, University of California, Berkeley

Rebecca Kaplan, Unit Storyline and SEL Learning, Summit School District

Audrey Mohan, Unit Storyline and Reviewer, BSCS Science Learning

Lindsey Mohan, Division Director, Instructional Materials Development, BSCS Science Learning

Danny Edelson, Executive Director, BSCS Science Learning

Renée DeVaul, Copyeditor, BSCS Science Learning

Stacey Luce, Copyeditor, BCSC Science Learning

Kate Herman, Copyeditor, Independent Contractor

Becca Greer, Project Coordinator, BSCS Science Learning

Chris Moraine, Multimedia Graphic Designer, BSCS Science Learning

Kate Chambers, Multimedia Graphic Designer, BSCS Science Learning

Sean O'Connor, GIS Mapping, BSCS Science Learning

Gretchen Peterson, GIS Mapping, PetersonGIS

Dr. Doriane Miller, The University of Chicago Medicine

Carlos Nelson, Greater Auburn Gresham Development Corporation

Norma Sanders, Greater Auburn Gresham Development Corporation

Haya Muhammad, Greater Auburn Gresham Development Corporation

The development team consulted with the following experts to inform their development of the unit.

Larry Gold, SomaLogic

Ashley St. John, Duke-NUS Medical School

Maria Sundaram, Emory University

Tiffany Clark, Seattle, WA

Claudia Ludwig, Institute for Systems Biology

Becky Howsmon, Institute for Systems Biology

The development team wants to thank the following experts who reviewed parts of the unit.

Marceline DuBose, Equity Literacy Institute

Brian Donovan, BSCS Science Learning

Monica Weindling, BSCS Science Learning

Zoë Buck Bracey, BSCS Science Learning

Cari Herrmann Abell, Senior Research Scientist, BSCS Science Learning

Joseph Hardcastle, Senior Research Associate, BSCS Science Learning

Lisa Carey, Senior Research Associate, BSCS Science Learning

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COVID-19 & Health Equity, High School Science - OpenSciEd

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COVID-19 & Health Equity, High School Science This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color.

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Explain what photosynthesis is.
Conduct a reasearch of how the photosynthesis provides energy.
Explain how that energy is used in plants and algae.
Explain the flow of the energy produced by photosynthesis  in plants and algae for reproduction.
The impact of the climate change in algae.
Explain why the algae comes to our coasts every year and do they reproduce affecting our beaches.

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Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

For this I will use the anchoring phenomena of regelation.  https://www.youtube.com/watch?v=qQCVnjGUv24

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I use http://www.bozemanscience.com.
It's a very good tool, updated and aligned with the standards I work with.
It has posters I can use, we can study different concepts,  and with the 3D planning for a 3D world. The website is created according to NGSS Performance Expectations and aimed to all levels of education.

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Paul has provided training for students, teachers, administrators, and professors around the world. Paul's specialties include the Next Generation Science Standards, educational technology, the flipped classroom, and effective classroom design. In addition to his work as a trainer Paul is an accomplished keynote speaker.

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Paul has provided training for students, teachers, administrators, and professors around the world. Paul's specialties include the Next Generation Science Standards, educational technology, the flipped classroom, and effective classroom design. In addition to his work as a trainer Paul is an accomplished keynote speaker.

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http://www.bozemanscience.com/

Very ueful and complete, according with everything I learned in this course.

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Paul has provided training for students, teachers, administrators, and professors around the world. Paul's specialties include the Next Generation Science Standards, educational technology, the flipped classroom, and effective classroom design. In addition to his work as a trainer Paul is an accomplished keynote speaker.

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Paul has provided training for students, teachers, administrators, and professors around the world. Paul's specialties include the Next Generation Science Standards, educational technology, the flipped classroom, and effective classroom design. In addition to his work as a trainer Paul is an accomplished keynote speaker.

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How has the Earth changed?

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

These two seem to fit well in a student driven Unit to investigate how Earth has changed due to Plate motions.

Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. Models of all kinds are important for testing solutions.

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I used to think giving students step-by-step instructions was the best way to make my expectations for a lab or experiment clear and ensure all students had the desired learning outcome. Now I think that we should guide students to generate the questions that we research in lab, design the experiments, and determine the most effective ways to organize and present their work.

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I've thought of three possible explanations (and I'm sure there are many more).
1.  The ships were affected by different variants of the virus.
2. The number of people on one or both of the ships was small, which skewed the data.
3. The passengers on the Diamond Princess had preexisting health conditions or genetics that made them more likely to be symptomatic. Maybe the Argentine Cruise was geared more toward those who were likely to be younger and in good health, and therefore more likely to be asymptomatic, while the Diamond Princess had more relaxing activities that appealed more to an older crowd or those with health conditions that may have prevented them from enjoying the activities on the Argentine Cruise.

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There are quite a few reasons that there could be large discrepancies in the data.  I would like to investigate the following questions in order to form an explanation about the data.

1. What is the demographic breakdown of each cruise (age, gender, etc.)

2. When was this data collected - later on in the pandemic, larger chunks of the population would have already had COVID or received a vaccine.

3. Were there vaccine mandates on either of the cruises?

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I evaluated the sample middle school lesson on the states of matter unit. https://docs.google.com/document/d/1h9me-ZbKnrm5lTkN0nZJl1h7CQ1wWUizrQ5NC3Id7r8/edit#     unit, I 

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I evaluated the sample middle school lesson on the states of matter unit. https://docs.google.com/document/d/1h9me-ZbKnrm5lTkN0nZJl1h7CQ1wWUizrQ5NC3Id7r8/edit#     unit, I 

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I cover the states of matter unit with my 8th grade physical science students, so this may be a good unit plan to integrate into my teaching.  To evaluate the unit, I used the 3D Lesson Screening Tool from Wonders of Science. The lesson has multiple phenomena, including an anchoring phenomena, and is student-centered as students use investigatory phenomena throughout the unit, using the SEPs. Therefore, it is scientifically authentic. It seems that student discussion during these investigatory phenomena would happen naturally, as long as the classroom environment has allowed for this type of discourse in the past. The investigatory phenomena are used to help the students gain an understanding of the DCIs and have a strong connection with the Cause and Effect CCC, as the students are attempting to find relationship between the phenomena they witness and what are the causes of it. The lesson plan is vague about to use the SEPs, but has explicit discussion about how to teach the CCC looking for causation, not correlation. Formative assessments are lacking. There are a few, but not enough to ensure that students are capturing all the understandings from each investigation. Formative assessments could easily take place in the form of discourse between the teacher and students or by adding exit tickets for the students to explain their understanding from the investigation. Overall, the unit plan seems grade appropriate and relevant to the students. Differentiation is largely lacking from the unit plan (only mentioned in one place) and additional supports, such as graphic organizers, would need to be added, based on one's student group.

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My previous science standards were very short sentences telling me what the students should know. They did not include any disciplinary core ideas or engineering practices.

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My previous science standards were very short sentences telling me what the students should know. They did not include any disciplinary core ideas or engineering practices.

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It was useful looking at the resources available. I did find that most of the tools were good resources for building lessons and units, I didn't find anything that I think would stand alone, except for the lesson plan from Dubai on Wonder of Science. I have used Teacher Pay Teacher extensively, however I don't think I have ever used anything without modifying it to meet the needs of my classroom. I like this practice of evaluating units and lessons, because it forces teachers to evaluate constantly, I think it's important to keep improving and revising...especially as science teachers because, as we have learned, this is the process of science.

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- I chose the Burning Steel Wool to Show an anomaly of how it gains mass after burning it. 

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- I chose the Burning Steel Wool to Show an anomaly of how it gains mass after burning it. 

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https://thewonderofscience.com/phenomenon/2018/7/8/burning-steel-wool

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What were the age groups in each cruise?

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What were the age groups in each cruise?

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I will collect data through surveys, interviews, information from the Cruise Line about the age of the passengers. Then, classify and organize this data to find patters, cause and effect, etc.

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They are different because there is no recipe or steps that you have to follow in a specific order, it is flexible, and it adjusts to the current research and your findings. It is similar, because students need to have the science skills to go from the activity they need to perform and jump into another accordingly.

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NGSS different or similar from other science standards

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NGSS different or similar from other science standards

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Different in the way they are structured, NGSS focus the begining of the performance through engineering processes as other practices go through content. Similar is that both try to connect ideas with other subjects.

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MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

For this I will use "Sea Fossils high in the Rocky Mountains" from the Georgia Science Teachers Association.

https://www.youtube.com/watch?v=Z4jgtHT5A7o

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I still think there is a place for cookbook laboratories if they are service of helping students explain a phenomenon.

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The diamond princess had older passengers and were more affected by the virus.

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MS-LS3-1 Mutations and MS-PS4-2 Waves reflection, absorption, transmission

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MS-LS3-1 Mutations and MS-PS4-2 Waves reflection, absorption, transmission

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I think connecting mutations to waves would be really interesting for the students. They could explore various conditions caused by radioactivity. They could do plan investigations with sunscreens or other materials that keep humans from absorbing too many electromagnetic waves, and what it means when that occurs.

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I am in the middle of our chemical reactions unit in 8th grade and in the past we have designed ice packs. However, I really like this lesson which uses MRE as a phenomenon. I am going to use this as well, students will have a choose between designing an ice pack or a hot pack.

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Score: 9
Awarded the NGSS Design Badge
Science Discipline: Physical Science, Engineering

Length: Unit

Year Reviewed: 2021

In this 21-day unit, students are introduced to the anchoring phenomenon-a flameless heater in a Meal, Ready-to-Eat (MRE) that provides hot food to people by just adding water. In the first lesson set, students explore the inside of an MRE flameless heater, then do investigations to collect evidence to support the idea that this heater and another type of flameless heater (a single-use hand warmer) are undergoing chemical reactions as they get warm. Students have an opportunity to reflect on the engineering design process, defining stakeholders, and refining the criteria and constraints for the design solution.

In the second lesson set, students develop their design solutions by investigating how much food and reactants they should include in their homemade heater designs and go through a series of iterative testing and redesigning. This iterative design cycle includes peer feedback, consideration of design modification consequences, and analysis of impacts on stakeholders. Finally, students optimize their designs and have another team test their homemade heater instructions.
The following link will direct you to OpenSciEd's Unit 7.2 Unit Overview Page: OpenSciEd Unit 7.2: How Can We Use Chemical Reactions to Design a Solution to a Problem?
The NGSS Design Badge is awarded only to the version of this unit that was reviewed. If any modifications are made to this unit, the revised version cannot be promoted as having earned the badge.

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Middle School: OpenSciEd Unit 7.2: How Can We Use Chemical Reactions to Design a Solution to a Problem?

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Score: 9 Awarded the NGSS Design Badge Science Discipline: Physical Science, Engineering Length: Unit Year Reviewed: 2021 In this 21-day unit, students are introduced to the anchoring phenomenon-a flameless heater in a Meal, Ready-to-Eat (MRE) that provides hot food to people by just adding water.

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MS-PS1-2.	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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MS-PS1-2.	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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MS-PS1-3. | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

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The evaluation I found here is through a quiz and also on activities my students can do while applying their knowledge through the phenomenon being studied. The reason I like to use brainpop is that brainpop illustrates lots of phenomena which later my students can observe and work with to learn in a 3D NGSS format.

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Where do rocks that are older than Earth come from?

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Where do rocks that are older than Earth come from?

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I used the 3D Lesson Screening Tool from WoS. The lesson has one driving phenomena and 2 more that are related to the one. It is a student-relevant topic, they use investigation, and they navigate using the questions, they discuss and devise models to present their findings. The engineering component is strong. It is flexible and allows differentiation. 

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I used the 3D Lesson Screening Tool from WoS. The lesson has one driving phenomena and 2 more that are related to the one. It is a student-relevant topic, they use investigation, and they navigate using the questions, they discuss and devise models to present their findings. The engineering component is strong. It is flexible and allows differentiation. 

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I would like to use "The Medical Mystery". This is definitely an issue that many students have: they don't feel well but they do not want to say anything to their parents because they don't want to stop doing what they like. It is relevant. I know that some adults have the same problem, but nobody wants to be sick, so they ignore the symptoms thinking that everything is going to be fine soon. It is interesting, it requires a lot of strategies to research for possible causes, and when solved, it solves a problem.

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I would like to use "The Medical Mystery". This is definitely an issue that many students have: they don't feel well but they do not want to say anything to their parents because they don't want to stop doing what they like. It is relevant. I know that some adults have the same problem, but nobody wants to be sick, so they ignore the symptoms thinking that everything is going to be fine soon. It is interesting, it requires a lot of strategies to research for possible causes, and when solved, it solves a problem.

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What were the ages of the passengers on each cruise ship?

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What were the ages of the passengers on each cruise ship?

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Either collect or find a source of data on the ages of the passengers on each ship and whether or not each passenger displayed symptoms. Graph the data and look for patterns.

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(K-8) Generation Genius- choose any lesson from this page. Note, if you change your state to WV it will automatically default  to NGSS lessons.   | Plant and Animal Cells7th Grade | Yes, definitely!Needs some workNo way! | Science and Engineering Practices present in instruction.Cross Cutting Concepts present in instruction.Disciplinary Core Ideas present in instruction and constructed primarily through phenomena. Uses phenomena to drive learning- anchoring and investigatory.Relevant for students in your context and their unique characteristics and experiences.The assessments also include all the criteria above.

(K-12) Wonder of Science units- choose the one closest to your grade level:  (K-5)  Grade 5(6-8) MS integrated  (9-12) Grade 10 | Matter and Energy 8th Grade | Yes, definitely!Needs some workNo way! | Science and Engineering Practices present in instruction.Cross Cutting Concepts present in instruction.Disciplinary Core Ideas present in instruction and constructed primarily through phenomena. Uses phenomena to drive learning- anchoring and investigatory.Relevant for students in your context and their unique characteristics and experiences.The assessments also include all the criteria above.

Middle School Chemistry | Molecules in Motion | Yes, definitely!Needs some workNo way! | Science and Engineering Practices present in instruction.Cross Cutting Concepts present in instruction.Disciplinary Core Ideas present in instruction and constructed primarily through phenomena. Uses phenomena to drive learning- anchoring and investigatory.Relevant for students in your context and their unique characteristics and experiences.The assessments also include all the criteria above.

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MS-LS1-4
Animal Behaviors and Plant Structures - Reproductive Success. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS4-4

Natural Selection
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

These two seem to fit well in a student driven investigation on nature vs nurture. How does the environment and genetics influence the success rate of a population?

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Previous standards asked students just to KNOW a set of facts. The SEPs were sometimes present like planning an experiment or writing a CER, but the CCC were not present in any way.

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I used to think science concepts and knowledge were teacher's centered prior an activity, spending chatty sessions to share content. Now I think is way better to enhance students to inquiry and critical thinking in a deeper perspective, they raise their voices.

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I used to think science concepts and knowledge were teacher's centered prior an activity, spending chatty sessions to share content. Now I think is way better to enhance students to inquiry and critical thinking in a deeper perspective, they raise their voices.

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Cruise ships are similar as closed populations. You know who is there at risk and it's easier to measure everyone. The percentage of young passengers would have been a crucial factor while measuring the total number of asymptomatic COVID + tests.

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What were the possible blood types, age groups, and inherited diseases?

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What were the possible blood types, age groups, and inherited diseases?

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Investigating the blood types would allow me to understand how the virus affect the individual or at least to verify if it has any relationship. Aging is an important factor to include as it determines the affected people due to their inherited diseases.

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NGSS performance expectations are broader and align a student's centered learning experience, to move forward the Bloom's taxonomy and empower the use of integrated subjects as well.

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Photosynthesis demonstration.
Students research the importance of photosynthesis and how it benefits us.
Prepare an analogy relating the known concepts to link the topic to real life.

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Most of my students love dogs and are part of their families as well. I'd like to talk about breed's manipulation to enhance the content and with a catchy topic for them.

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For centuries, humans have selectively bred dogs to bring about certain desired traits. Over time, this selective breeding gave way to hundreds of different dog breeds. In more modern times, groups like the American Kennel Club (AKC) uphold a set of “breed standards” – that is sets of measurable c…

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Ocean acidification: https://pmel.noaa.gov/co2/files/pmel-oa-imageee.jpg

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I like this link because it engaged our students in their previous knowledge and includes a 3D learning process, because activiites are aligned with the core standards, allow students to become scientists and integrates science with other subjects.

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This 6th, 7th, and 8th grade curriculum aligns to the California Integrated model in which earth and space science, life science, physical science and/or engineering are integrated within each curriculum unit.

All the units:

are project-based

include Instructionally embedded assessments

align to the 5E instructional model (i.e., engage, explore, explain, elaborate, evaluate)

are phenomena-based

provide students with opportunities to generate their own questions to motivate sense-making and/or problem solving

incorporate language development strategies

provide an additional pop-out lesson that allows students to apply what they've learned to delve deeper into the intersection of social justice, science, and the "greater good" (see "Pop-Outs" tabs)

In addition to our four instructional units, there is a unit devoted to groupwork to help teachers establish classroom norms and expectations around effective collaborative work.

6th Grade Curriculum 7th Grade Curriculum 8th Grade Curriculum

* For updated versions and additions to the curriculum, sign up for announcements from the SCALE Science team by contacting us through the Contact Us botton at the bottom of the page.

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Stanford NGSS Integrated Curriculum: An Exploration of a Multidimensional World

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Integrated, NGSS-designed, project-based curriculum for 6th, 7th, and 8th grades. This 6th, 7th, and 8th grade curriculum aligns to the California Integrated model in which earth and space science, life science, physical science and/or engineering are integrated within each curriculum unit. All the units: are project-based

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I used to think that sciences was a really simple subject, now I think that is really interesting subject

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The difference of data is really different from one cruise to the other one, so we need to fill that gap, implement protocols in order to get better results for the second cruise (Argentinean cruise)

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Developing a model using a storyline structure is going to be my secret weapon, I am really happy about it.

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I would like to try out a well vetted unit before I try to create my own.

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The NGSS Design Badge is awarded to top-rated science units designed for the Next Generation Science Standards (NGSS). Learn more about the digital badge here.
See the list of all units that have earned the NGSS Design Badge below:
The NGSS Design badge is awarded only to the version of these materials that was reviewed. If any modifications are made to this unit for your use, the revised version cannot be promoted as having earned the badge.

Read the Next Generation Science Standards and the Appendices.

Search our Resource Library here.

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See the list of all units that have earned the NGSS Design Badge below: The NGSS Design badge is awarded only to the version of these materials that was reviewed. If any modifications are made to this unit for your use, the revised version cannot be promoted as having earned the badge.

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We are working on MS-PS1-1 right now, so I have been searching for phenomena. I like that there is a bold driving question. I did not know that hot water freezes more quickly than cold water, so I think that students will be surprised to learn this fact as well. The phenomenon will lead students to search for explanation for multiple areas of study, including temperature, mass, volume, and water molecules. This is structured in a multiday format that gives students plenty of time to work through all the pieces and discover for themselves how this works. For example, they might focus on volume one day and on states of matter another day. Finally, it will be easy to assess student learning because this topic can be broken up into different subtopics that can have their own grading rubric.

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Why does hot water freeze quicker than cold water?

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MS-LS1-2: Cell Parts and Function

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Analogies fit better for this topic, I like the Cell's Prison technique.

MS-LS4-5: Artificial Selection

Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Integration with technology and science.

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It provides clear information and well organized Biology content.