HS Biology Teacher Padlet Discussion Board by NGSS Partnership Series https://padlet.com/ngsspartnership/bv15itvaublfums0 Throughout the NGSS Virtual Crash Course, discussion prompts will be posted as column headings in this space. Please respond beneath the appropriate prompt, and feel free to show your colleagues some love by liking or commenting on their posts! en-us 2021-08-25 20:22:29 UTC 2025-10-02 16:04:12 UTC hello@padlet.com NGSS - Biology mluethmers https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1705550807
I used to think that planning NGSS aligned lessons was very difficult, now I think it will be easier with the screening tools that have been shared!


]]> 2021-08-31 00:02:36 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1705550807 NGSS-Biology katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1708848419 I used to think that planning lessons and units aligned to NGSS was challenging. Now I know that with the right tools and support it can be done. I can start with small changes in my learning activities that will make a big difference in student engagement and learning outcomes. ]]> 2021-09-01 03:17:45 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1708848419 I used to think that finding phenomena was something that took quite a bit of research for the teacher, but actually I now think that the most effective phenomena to use are things that the students "see" in their daily life, but didn't really observe, explore, or understand. cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1711671036 2021-09-02 03:34:56 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1711671036 More Asymptomatic Passengers https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1714293912 There were more asymptomatic passengers on the argentine cruise ship than on the diamond princess due to a number of factors. First, the argentine cruise ship contained more young people. These young people had a weaker reaction to the virus in their bodies. In addition, the passengers on the argentine cruise ship were mostly of south americans. Something about their genes predisposed them to be asymptomatic when infected with covid-19. The argentine cruise ship had more asymptomatic passengers due to age and ethnicity. ]]> 2021-09-03 02:30:32 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1714293912 I have always been a fan of giving my students the freedom to explore all the phenomena we study. Now that I understand that NGSS is not just a list of topics that I need to cover I realized that I have been closer to this philosophy all along. https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1715469031 2021-09-03 15:13:26 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1715469031 Investigation. Question: Do age and ethnicity impact the number of aymptomatic vs symptomatic people with COVID? https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1715986998 To test this question I would collect more data. I would go back and look at the people who tested positive for COVID and obtain their age and ethnicities. I would then compare the ages and ethnicities of asymptomatic vs symptomatic people on both ships.  ]]> 2021-09-03 19:55:54 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1715986998 cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716851110 2021-09-04 20:39:18 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716851110 What I would need to investigate the issue of the COVID symptomatic vs. asymptomatic patients on the cruise ships would be the demographic data. From this data, I would explore relationships among age, sex, and ethnicity between the symptomatic vs. asymptomatic groups. cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716886261 2021-09-04 22:08:28 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716886261 ngsspartnership https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716956121 Breakdown this Performance Expectation into even smaller learning targets for each dimension:
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

SEP - Using Mathematics and Computational Thinking
DCI - Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
CCC - Scale, Proportion and Quantity]]> 2021-09-05 01:11:42 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1716956121 I used to think... https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717699481 I did not know how to implement NGSS and now i think that i already have done some NGSS practices mixed with traditional practices. 
-Ameyali Garrido.]]> 2021-09-05 18:58:57 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717699481 Cruise Ship Data https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717703477 My explanation is that people in Argentinian Cruise were all vaccinated so that's why they were more likely to be asymptomatic than the people in the other cruise. Age, gender and nationality may also be a factor to consider.
-Ameyali Garrido]]> 2021-09-05 19:06:11 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717703477 Investigation https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717705621 My essential question is: Does vaccination has an effect in the rate of infection? 
I would start by gathering the data of vaccinated + not vaccinated people but i also will gather extra information such as age, gender, nationality, comorbidities.
After, i will analyze the data and start to think of correlations.
 -Ameyali Garrido

]]> 2021-09-05 19:09:34 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717705621 I use to think students would get bored with the phenomena, or a story line, after a few weeks, but now I think it's what helps them connect all of the information together, and they are excited to be so familiar with our topic. https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717824516 2021-09-05 22:49:18 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717824516 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717836099 2021-09-05 23:08:14 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717836099 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717838223 EQ - Does age, frequency of testing, and climate impact the number of reported asymptomatic vs. symptomatic people on two cruise ships? 

To test, I would need to collect data on:
-  the ages of all people on board both cruise ships
- the frequency of testing on each cruise ship
- the locations of each cruise ship during the time of that specific cruise.  ]]> 2021-09-05 23:11:53 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1717838223 mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718081510 I used to think that elaborating a NGSS lesson was going to be a challenge, now I know that having the flexibility to develop your own curriculum is easier to meet students’ needs. ]]> 2021-09-06 01:40:54 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718081510 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718299169 I used to think that using NGSS was going to involve starting from scratch. With the screening tool I realize now how to incorporate new aspects that I are not quite adequate while keeping those that are aligned with NGSS practices.]]> 2021-09-06 03:14:40 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718299169 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718380162 2021-09-06 03:53:53 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1718380162 Compare and Contrast katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1719875702 2021-09-06 18:47:20 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1719875702 mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1726427840 2021-09-09 00:57:56 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1726427840 nahielinoemizyanya https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1731357320 2021-09-10 16:18:54 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1731357320 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733676494 I used to think that I could adapt existing schemes of work to NGSS, however after reading the screening tool I now realize that in order to fully embrace 3D learning it requires more of a radical change and a shifting towards phenomenon anchored storylines.  
Helen Burnham]]> 2021-09-12 13:30:30 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733676494 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733690821 The performance expectations for NGSS are different because developing proficiency requires students to master specific SEPs, to use CCCs and link them to the Core ideas. Previous performance expectations were limited to demonstrating mastery via recalling a very specific snippet of knowledge, i.e., mainly memorizing facts. 
Helen Burnham]]> 2021-09-12 13:40:14 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733690821 Previous to adopting the NGSS at my school, we had standards that were heavily content driven. The standards were lists of knowledge statements of which the students were to gain an understanding. Since we have adopted the NGSS, the standards contain content, but also focus on students building skills, or the science and engineering practices. cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733755524 2021-09-12 14:18:06 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733755524 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733772754 Analogy model: You could use a bag with balls or counters of two different colors to represent the symptomatic infected and the asymptomatic infected on the two ships. This could be further developed into a behavioral simulation model to include different aspects such as the number of susceptible individuals, the number of people infected at the start and the R number.

A simple mathematical model:
Total passengers on cruise = covid negative passengers + (covid positive asymptomatic + covid positive symptomatic)



]]> 2021-09-12 14:30:09 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1733772754 HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734219942 With this PE, you are looking at using mathematical or computational representations. This is the science and engineering practice. To be able to allow students to gain this skill, the teacher will have to practice with them. Students will need to understand + and - integers, for example, so that they can represent mathematically how various factors may add to or reduce a carrying capacity. This will need to be modeled within examples that are shown to the class. The crossing cutting concept here is cause and effect. Building the skill of students making links between variables in experiments and observational data to indicate cause and effect relationships will need to be done. The content (DCI), then, specifically deals with knowing what a carrying capacity is and understanding how parts of an ecosystems interact to positively or negatively impact that carrying capacity.]]> 2021-09-12 21:37:19 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734219942 I use to think that teaching NGSS was something so new and different. I was intimidated but now I realize it's what I have been doing for many of my favorite lessons all along. Now I think I am excited and feel more confident with NGSS. adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734404116 2021-09-13 00:33:44 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734404116 Diamond Princess cruise could have had more older people while the Argentine cruise had younger people. Also the strain could have been slightly different if the cruise ships didn't happen at the same time. Also, if it happened at different times then maybe the people in the Argentine cruise were mostly vaccinated. adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734461059 2021-09-13 00:58:02 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734461059 What was the boarding and testing date and the ages and sex of the population. mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734851867 I would collect and analyze data. ]]> 2021-09-13 03:37:13 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734851867 mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734933818 The previous standards I’ve worked with are just lists of content expectations that the student should learn that often promote memorization as opposed to a deep understanding. NGSS is designed to be assessed in real world context, the past standards I had worked with do not provide real life scenarios and are not interdisciplinary. 

]]> 2021-09-13 04:17:01 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1734933818 Question: Does age impact the number of asymptomatic people that have tested positive with COVID? adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1736592038 I would go back to the cruise ships and look at the data for age groups amongst the people that tested positive for COVID and compare. I would also take a look at data reported around my community, in the hospitals. See the age group that have been reporting symptoms and testing positive. Those that are asymptomatic probably have not even known they were sick so hospitals might not have data on that. I would try to do an investigation where I test people from the community who don't have any symptoms to see if they test positive for COVID or could we do an antibody test and see if they had COVID recently? This data could have correlations with the cruise ship data or not. But would be interesting...]]> 2021-09-13 15:53:13 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1736592038 Breaking Down Learning Targets katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737283147 I can identify abiotic and biotic factors that affect the ability of populations to survive. 

I can analyze and interpret data on living (biotic) and nonliving (abiotic) factors influencing the ecosystem.

I can analyze a graph to determine the ideal living conditions (including temperature, population density, and food supply)  for a population. 

I can analyze graphs of predator-prey population sizes and explain how carrying capacity is influenced by this relationship. 

I can make a prediction of how a predator population will be impacted based on evidence of the prey population size. 

I can make predictions about how various populations will be impacted when given a food web and scenarios related to that food web, such as destruction of a key producer due to a pest or over-hunting of a keystone species. 

I can analyze data to determine which factors have a greater or lesser impact on carrying capacity.]]> 2021-09-13 20:05:38 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737283147 Bonnie Book https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737367238 I used to think that it was so difficult to find space to allow students to engage with real life science happening around them. Now I think with NGSS this is the entire focus of the course. ]]> 2021-09-13 20:53:26 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737367238 Bonnie Book https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737410276 At this point I still have questions as there was one poorly defined set of data.  
How were symptoms determined? Self reported? If one ship's passengers were locked down and the other were not symptoms may be noticed more. What was the time on deck/inside/inside with others in the ship itinerary? More outdoor activities could affect viral load and therefore severity of symptoms. When were symptoms determined, before or after testing? Numbers could change after reporting. No information about age or other relevant health is provided which could be relevant, as could the places the passengers were from and where the ship stopped as variants could account for differences in symptoms. ]]> 2021-09-13 21:20:55 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737410276 NGSS Performance Expectations vs other Science Standards adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737702427 NGGS is 3D; it has content but it also gives lots of importance on skills. This I feel is similar to AP Standards which also have Science Practices but is much more content heavy. NGSS focuses much more on real science and having students exploring and doing science where other standards like state standards were more focused on knowing this and that. ]]> 2021-09-14 00:35:46 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1737702427 HS-LS2-1 Breakdown adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1740717998 Students will have to know what is carrying capacity and how it affects populations. 

Students will need to know how to analyze and interpret graphs (population graphs and predator-prey graphs)

Students will mathematically calculate the change in populations and use this as evidence for population growth

Students will analyze data to determine the type of impact different factors are having on the population

Students will make predictions of how different factors may affect populations (cause and effect)]]> 2021-09-14 21:06:59 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1740717998 HS-LS1-4 adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1740812296 The Immortal Cells of Henrietta Lacks --> what are cancer cells and how are HeLa Cells immortal? Video Link: https://youtu.be/22lGbAVWhro]]> 2021-09-14 22:15:26 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1740812296 NGSS Vetting Tool adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743308291 I chose Saving Corals from teachers pay teachers which I have used before. Link: https://www.teacherspayteachers.com/Product/STEAM-Project-Based-Learning-Saving-Coral-4044826?st=cc987abd3c4913bad0f509ad1735be77

The tool I used for vetting was the NGSS Vetting Tool. In evaluating the lesson I found that this lesson has a anchoring Phenomena, and it is definetly relevant to our students. It has DCI and SEP. I am not to clear about the CCC - but I still havent gotten a hang on identifying CCC. So I think maybe some minor tweaking is needed. But it has great potential and it is a PBL which is also great too :)]]> 2021-09-15 16:15:54 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743308291 Is there a correlation between age, sex and ethnicity between asyntomatic and symptomatic patients? nahielinoemizyanya https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743354862 2021-09-15 16:29:50 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743354862 Soooo different!! nahielinoemizyanya https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743925411 In the past I have always used standards that focus entirely on knowledge, specially because the education system in my country used to be based on that.
But!! NGSS is based on concepts and skills which are way more usefull for kids.]]> 2021-09-15 20:26:26 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1743925411 HS LS 1-4, 3-1, 3-2, 3-3 katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1744109496 Malaria and sickle cell disease--> how a mutation leads to new geno/phenotypes, how this trait gets passed down from generation to generation ]]> 2021-09-15 22:38:32 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1744109496 HS-LS3-2 and HS-LS4-4 adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1744781861 HS-LS3-2 Inheritable Genetic Variation and HS-LS4-4 Natural Selection Leads to Adaptation can be combined together. They can be linked in a unit by analyzing how genetic variation causes diversity which causes organisms to better adapt to the environment and through natural selection evolve.]]> 2021-09-16 03:51:18 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1744781861 I used the NGSS vetting tool. katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1746534235 The resource I evaluated was related to DNA and RNA: https://www.teacherspayteachers.com/Product/High-School-Life-Science-Biology-DNA-and-RNA-2505989  

In evaluating the TPT resource, the bundled lessons look like your traditional science education resources… not phenomenal, not 3D. There are hands-on/student centered aspects but it's teacher guided, step by step and includes use of traditional worksheets for reading comprehension.

I didn't see SEPs or CCCs being incorporated. Only the DCI was really present. ]]> 2021-09-16 16:47:51 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1746534235 I used to think that content-focused teaching was the most efficient method of teaching science because of the volume of content, but now I think that it is imperitive that we teach based on skills and inquiry, to become more efficient at handling content when it comes! https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747072937 2021-09-16 22:13:56 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747072937 Asymptomatic Einsteins - immune memory https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747123008 One explanation could be that the individuals who were asymptomatic were previously infected with another virus that had a simiar pathology to COVID-19. 

When we are exposed to an infectious agent, our immune system is able to develop an immune response in order to fight it off. It is also able to generate a "memory" of the infection, so that we can mount a more effective immune response if we become infected with the same agent again. Almost like when we learn new formula in Math. If we are exposed to a new problem that requires us to use a new specific formula, it will take us a long time to solve it the first time around. But, if we continue to see other similar problems that can be solved using the same formula, we will become faster and faster until we're experts, and we don't even notice we're doing it (Asymptomatic Einsteins!)]]> 2021-09-16 23:03:59 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747123008 Mairi McClean: Is there a relationship between previous infection with a related (non-specified) virus and probability of asymptomatic presentation of COVID infection https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747199049 Gather data from 2 groups, both with a history of COVID infection but one with known history of infection with an infectious agent related to COVID (specific type of infectious agent should be chosen after background research) and one with no known history of infection with this particular related agent.

I would then compare the rates of asymptomatic patients between the two groups and calculate statistical significance.]]> 2021-09-17 00:04:30 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747199049 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747523317 I'm very lucky in that, being a new teacher this year, I'm learning NGSS as the only performance standard I know. ]]> 2021-09-17 02:19:14 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747523317 MS-LS1-3 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747613633 An injured body part - how does it heal?]]> 2021-09-17 02:55:36 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1747613633 HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. nahielinoemizyanya https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749162665  DO: SEP - Using Mathematics and Computational Thinking

·         Students would need to Model (Do) an ecosystem using a simulator (Game) to determine if the changes in scale, proportion and quantity of biotic and abiotic systems would affect the equilibrium of an ecosystem.

KNOW: DCI - Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

·         Students will need to Know what is carrying capacities.
·         Students would need to Know why ecosystems have carrying capacities. 
·         Students would need to Know what is predation, competition and disease.
·         Students would need to Know what biotic and abiotic factors are. 
·         Students would need to Know what is the relationship between abiotic and biotic factors.
·         Students would need to Know why equilibrium between biotic and abiotic factors is necessary.

THINK: CCC - Scale, Proportion and Quantity

·         Students would need to Think if the scale of an ecosystem will impact the resources needed to maintain said ecosystem in equilibrium.
·         Students would need to Think if the proportion of biotic and abiotic factors would impact the equilibrium of the ecosystem.
·         Students would need to Think if the quantity of biotic and abiotic factors would impact the equilibrium of the ecosystem.



]]> 2021-09-17 16:33:41 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749162665 Mairi McClean https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749579347 They are very similar to the IB DP syllabus for Biology, as they both include a focus on the Nature of Science. However, they are still quite different in terms of focus on content to the IB DP.]]> 2021-09-17 20:26:25 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749579347 NGSS Vetting Tool https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749914284 I also used the NGSS Vetting tool, and in evaluating the lesson from OpenSciEd, which I get almost all of my material from, I found all of the "Good to go" quick check list boxes checked. OpenSciEd prides itself in following NGSS to a T, and includes the anchoring and supplementary phenomenas, SPEs, DCI and CCCs. 

It's an incredible resource if you're also teaching middle school classes, like myself. ]]> 2021-09-18 02:50:32 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749914284 HS-LS2-2 & HS-LS4-5 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749920108 HS-LS2-2
Biodiversity and Populations in Ecosystems and HS-LS4-5
Environmental Change - Speciation and Extinction,

Looking at biodiversity and populations alongside speciation and extinction seems like a very coherent mashup. If we understand the explanation of speciation, we can also better understand biodiversity and populations, how they change overtime, how they evolve, etc.
]]> 2021-09-18 02:56:33 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749920108 NGSS Storylines https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749921856 I'm looking for a way to change up my classes each year, and changing the storyline seems like an easy and smart way to do that. ]]> 2021-09-18 02:58:04 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749921856 Model Based Biology https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749924227 Looking at the initial website home page, the system of teaching biology seems chaotic, but it must be working for many to be so popular. I'd really like to explore this resource more to find out if it could be a good fit for me and my BIO class. ]]> 2021-09-18 03:00:34 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1749924227 HS-LS1-5 and HS-PS1-5 and HS-LS2-1 cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750903596 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Energy and Matter) 
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (Patterns)
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (Scale, Proportion, and Quantity)

When exploring photosynthesis, I find an interesting connection with how quickly this reaction is occurring based on climate factors, which can help students understand productivity in tundra versus tropical rainforests, for example. These three standards could be tied together to explain why biomes are developing different in various parts of our globe. ]]> 2021-09-18 21:42:27 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750903596 Mairi McClean https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750911614 DCI: The definition of carrying capacity; biotic vs abiotic factors; implications of carrying capacity and overproduction as a requirement for natural selection; relationships that exist between organisms within food webs and ecosystems; to understand that different factors affect the carrying capacity for different organisms.

SEP: Have students run exponential and logistic growth models to compare data patterns

CCC: Comparing energy pyramids for different ecosystems


]]> 2021-09-18 21:53:12 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750911614 NGSS Storylines adrianartarga https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750963966 I would like to try out from the NGSS Storyline "Why don't Antibiotics work like they use to?" for my natural selection unit. https://www.nextgenstorylines.org/why-dont-antibiotics-work-like-they-used-to This Storyline line frotm the website seems detailed and complete.... I think doing it will help me better understand what a Storyline should look like and help guide me to make my own or piece together my own for other units. I will probably explore all the other storylines they have for Biology in this website too!]]> 2021-09-18 23:14:05 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1750963966 HS-LS2-4, LS1-5 katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751045107

HS-LS2-4: Biomass and Trophic Levels

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.


HS-LS1-5: Photosynthesis and Energy Transformation

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Energy and Matter)


I think these 2 PEs could be linked by an anchoring phenomenon like viewing the different climate zones and biodiversity of Guatemala. Students could look at how primary production of a biome affects the types of biodiversity found there and figure out why. Links could also be made to cellular respiration and transfer of energy, as well as adaptations and natural selection when figuring out why certain species do well in certain biomes.
]]> 2021-09-19 01:47:11 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751045107 Here's a great resource for biology teachers katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751061760 https://curriculum.newvisions.org/science/course/biology/]]> 2021-09-19 02:15:05 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751061760 Model Based Biology katherinebement https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751065506 I am going to look through this resource a little more after I sign up. To be honest, finding good NGSS resources for biology has been difficult. There isn't a lot out there, and what is, isn't super useful. I shared a resource I came across last year and having taught a few of the units found it to be very helpful with figuring out how to use anchoring phenomenon and additonal phenomenon to support my unit. I hope this mdoel based biology will be just as useful. ]]> 2021-09-19 02:20:03 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751065506 Biology - Oriana Onofri https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751897251 I used to consider that my teaching methods were far away to be aligned to NGSS, but now I noticed that I'm on the right path, off course with many strategies and practices to improve.]]> 2021-09-19 15:30:38 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1751897251 Inquiry Hub Biology cagurcia https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752002466 I have picked the genetics unit from Inquiry Hub Biology. The unit seems very complete and has phenomena with which my student will identify. I like the connects with CRISPR as that this a great topic to build discussion and interest, as well as its a great way for students to apply knowledge about DNA structure and protein formation. ]]> 2021-09-19 16:38:17 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752002466 What if we had thermal vision? https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752150420 My plan is to link that into if they think we could see how photons move from the sun to our food and then to our bodies.

]]> 2021-09-19 17:52:10 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752150420 NGSS Vetting Tool https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752177802 I evaluated one of my own lesson experiences and I found that it did had SEP and CCC present, but it was not built around an anchoring phenomena, it was just a investigatory phenomena that was not relevant to the students. ]]> 2021-09-19 18:13:48 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752177802 Explanation https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752180600 Oriana Onofri - ]]> 2021-09-19 18:16:10 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752180600 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752293208 MS Life Science
LS1.C: Organization for Matter and Energy Flow in Organisms

MS Physical Science

MS-PS3-5: Energy Transfer to or from an Object


I would link these two with the phenomena of how energy from the sun moves to earth and does not get lost, but transformed. I would help students explore the idea of how thermal energy is visible (with a special camera) and if we could have a photon vision we could see photons move through all the trophic chain.
]]> 2021-09-19 19:50:29 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752293208 I would like to try nahielinoemizyanya https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752347770 I think once I give myself the opportunity to try out an already designed Unit, I would gather more experience and then be able to design my own. ]]> 2021-09-19 20:38:32 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752347770 HS-LS1-1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752353745 I chose "white blood cells kills bacteria"]]> 2021-09-19 20:43:51 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752353745 Is there a correlation in the early PCR testing and the number of total asymptomatic cases in the Argentina cruise? https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752366914 Opposite to the Diamond Princess cruise that travel around january 2021, The argentina Cruise set sail around march 2021, when there was more knowlegde about the safety protocols to follow. For that, they did PCR test as soon as possible, but covid-19 can last 14-days in a incubation  process. So maybe a huge percentage of the  a symtomatic haven´t develop any of the symptoms yet, or they can also be paucisymptomatic (with very mild symptons and never suspect an infection) 

oriana onofri]]> 2021-09-19 20:55:55 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752366914 How are NGSS performance expectations similar to or different from other science standards or resources you have seen or used? https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752459975 The NGSS are Similar  to other standars I used in the past beacuse both are students centered methods, both use the phenomena along the unit plan.
Different mainly in the order; for example I used to use explain first and then explore.  And the type of evaluation, I consider this is one part where I need to improve considerably. 
Oriana Onofri

]]> 2021-09-19 22:30:33 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752459975 HS-LS2-1. - Oriana Onofri https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752489718 HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

I can identify factors affecting the carrying capacity.

I can explain the relationship between limiting factors and population extinction.

I can analyze and use data  of the factor affecting the carrying capacity in a ecosystem.

I can use several types of data to predict predator and prey relationship.

I can use data to support an argument to infer which factor affect an ecosystem carrying capacity.

]]> 2021-09-19 23:07:36 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752489718 Ameyali Garrido https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752499327 I think that the standards i use in my country are more focused in the core ideas and with some interest in the crosscruit concept, but there is no focus on the practice part. I think NGSS are very detail on how and what the students should know. ]]> 2021-09-19 23:19:47 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752499327 Ameyali Garrido https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752536971 I can explain the interactions between species in an ecosystem.
I can use scale and proportion to analyse data of an ecosystem population.
I can use mathematics and computational thinking to process data

]]> 2021-09-20 00:03:55 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752536971 GMO https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752551003 The impact of Genetic modified organism in human nutrition. 
https://www.who.int/health-topics/food-genetically-modified#tab=tab_1 

https://www.youtube.com/watch?v=7TmcXYp8xu4 

Oriana Onofri

]]> 2021-09-20 00:18:04 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752551003 Timelapse: photosynthesis seen from space https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752561266 https://www.calacademy.org/educators/timelapse-photosynthesis-seen-from-space]]> 2021-09-20 00:27:25 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752561266 Ameyali Garrido https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752602546 Option 1: NGSS Vetting Tool Google Doc (below). I found that my lesson need some work and that i will change the phenomena so it its more relevant to students. ]]> 2021-09-20 01:01:27 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752602546 NUmber of asyptomatic vs symptomatic people with COVID aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752606563 investigate the ages of the passengers and make a table indicating whether they are asymptomatic or symptomatic, and then conclude if age has to do with being asymptomatic]]> 2021-09-20 01:04:49 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752606563 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752636954 Inquiry Hub Biology
I will use this because it is very detailed and 3D.


]]> 2021-09-20 01:27:15 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752636954 My question would be whether there is a correlation between the % of symptomatic cases is associated with a certain age group. https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752868402 I would conduct an anonymous survey to collect basic information that may be connected to development of symptoms like age, sex and use of biosecurity measures such as mask and gel. I would also inquire about the frequency with which some areas of the cruise are used (ballrooms or other entertainment areas). Last but not least, I would include in the survey a list of symptoms that the person may have experience.
To test for association between characteristics or behaviors and the symptoms, I would conduct a correlation analysis.]]> 2021-09-20 03:59:59 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752868402 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752925399 NGSS does not leave out the content, but gives the teacher a much better idea of how to help the students build these concepts themselves or how to apply them in other contexts. The objective is not limited to the rote memorization of concepts.]]> 2021-09-20 04:35:55 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1752925399 NGSS are similar to other standards in that they describe the main idea and main concepts. They are different from others in that they embrace 3 dimensions. The other standards do not contain science and engineering practice.They also have integration with other areas such as language, mathematics or physics aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755419186 NGSS are very complete as they allow integration with other areas]]> 2021-09-20 22:02:08 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755419186 Oriana Onofri https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755460470 Yes, definitely!
The lesson is driven by the phenomena and contains 3d instruction and assessment. ]]> 2021-09-20 22:29:02 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755460470 HS - LS2-1 aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755563550 Science and Engineering Practices: use mathematical and /or computatinal representation
the Cross Cutting Concepts, explanations of factors :  DAtos,   escalas prorpociones y cantidades
estructura y función
 Disciplinary Core Ideas,hat affect carrying capacity of ecosystems at different scales.]]> 2021-09-20 23:01:43 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755563550 HS-LS4-6 and HS-ESS3-4: https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755570403 HS-LS4-6: 
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. (Cause and Effect).

HS-ESS3-4: 

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (Stability and Change)

These two performance expectations from life science and Earth science domains are linked and can be used in the same unit by making students to revise a technological solution that mitigates human impact on biodiversity.
Oriana Onofri
]]> 2021-09-20 23:06:53 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755570403 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755587109 This unit contains all the NGSS characteristics and it is very easy to understand and practical to use. 
Oriana Onofri]]> 2021-09-20 23:22:05 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755587109 HS-LS2.1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755704228 SEP: Use simulation to collect data. Analyze, interprete data. Organize the data in tables. Represent data in graphs.

DCI: Differentiate population from other levels of organization in the ecosystem. Understand that carrying capacity has effects on population size. Identify factors that can affect the carrying capacity of a given system.

CCC: Cause and effect. Scale and proportion]]> 2021-09-21 00:46:35 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755704228 HS-LS4-2 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755824402 Antibiotic-resistant bacteria in permafrost (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5614383/)]]> 2021-09-21 01:57:38 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755824402 HS-LS3.1 (and connection with others) https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755896889 Children with DMD. There is not explanations about what is going on with the kids. Students should watch the video and start formulating questions that may lead to answering how the phenomenon can be explained. Questions are then prioritized. Students narrow down the symptoms to boys and genetics and start investigating the causes.
(begining of the video is not shown, as it reveals the name of the genetic disorder)
https://youtu.be/RcQcNPn5V9Y

]]> 2021-09-21 02:40:57 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755896889 NGSS vetting tool https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755973975 I used this tool.
In evaluating the lesson from Khan Academy I found the there is very little for the student to do. The content is described in detail, but the practices are not incorporated - little to no room for inquiry.
Other resources from nextgenstorylines or the wonder of Science are a lot more explicit about what the 3 dimensions are and when and how they are being used, presented, assessed.]]> 2021-09-21 03:25:32 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1755973975 HS-LS1.1 and HS-LS3.1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1756012662  Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 
 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 
Both look at genetic information and its expression, from 2 different perspectives of concepts: structure and function, and cause and effect. They can also be bundled with a PE in evolution]]> 2021-09-21 03:48:18 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1756012662 inquiry hub bio https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1756027003 https://docs.google.com/document/d/1KASHQe6__SDk-Qkmofp4NETFaEoymOrZodMs35yl0CY/edit
I have used one of the resources in the storyline "How can science makes our lives better", and it was great (bend 1). The level of detail of the lesson makes is easy to adapt the lessons or part of lessons to our curriculum. I am ready to try bend 2: may interesting aspects to CRISPR - it is current, relevant, and exciting for the kids (I hope). It also will open the door for some Ethics debates that may spark interest as well.]]> 2021-09-21 03:56:16 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1756027003 Mairi McClean https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757316370 Vetting tool: NGSS Vetting Tool

Resource: The Wonder of Science Genetics unit planner (https://docs.google.com/document/d/1vGd2GwbPgFzsYkPFHz9d5uzjyptGrlEzbsIEDrFabJo/edit)

Evaluation: "Yes, definitely"(But tentatively, because I couldn't see the contents of the assessment. Other points:
- Clearly aligned with performance expectations and CCCs.
- SEPs present in activities chosen
- Starts with a phenomena and contains investigatory phenomena as well
- The assessments were hard to vet because I couldn’t see the content (to see how content-focused they were), so that’s why I put “needs some work”. However, the “Make a Baby” activity suggests that the assessment is 3D.


]]> 2021-09-21 14:15:19 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757316370 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. mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757446507 Identify the parts of an atom Identify mass, charge and atomic number Identify the outermost (valence) electrons in an atom recognize patterns in the periodic table.predict relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.outermost energy level of atoms.]]> 2021-09-21 14:50:23 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757446507 Mairi McClean https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757471295 HS-LS1-3: Feedback Mechanisms and Homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Stability and Change)


HS-ESS2-2: Feedback in Earth's Systems

Analyze geoscience data to make the claim that one change to earth's surface can create feedbacks that cause changes to other earth systems. (Stability and Change)


I think that you could link these two PEs based on the idea of cycling and response to stimuli at two levels of organism complexity.
]]> 2021-09-21 14:57:08 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757471295 mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757486825 HS-ESS2-3: Cycling of Matter in the Earth's Interior Develop a model based on evidence of earth’s interior to describe the cycling of matter by thermal convection. (Energy and Matter)]]> 2021-09-21 15:01:14 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757486825 Model Based Biology and Inquiry Hub mlvs1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757524535 I liked InquiryHub Biology
How do populations change over time?

They use a very interesting approach to the standard.

]]> 2021-09-21 15:11:58 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757524535 Through Course Tasks https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757528822 https://education.ky.gov/curriculum/conpro/science/Pages/tct.aspx?View=Grade%2012&Title=Through%20Course%20Task

This resource looks excellent! I think that my natural tendency as a teacher is to focus on the content (especially due to the course I teach), and my primary concern is whether my students know the content enough to pass the final assessment (external exam). However, I think that being able to practice other (more useful) forms of assessment will help me make the shifts required (and permitted within the scope of the course) towards a more holistic learning experience. Thank you very much!]]> 2021-09-21 15:13:08 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1757528822 HS-ESS3-6 Earth and Human Activity . aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1758524773 Disciplinary Core Idea: 
ESS2D: Weather and Climate
ESS3D: Global Climate Change

http://studentclimatedata.unh.edu/index.shtml
]]> 2021-09-21 22:51:15 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1758524773 The tool I used for vetting was khan academy. aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1759818547 In evaluating the lesson I found Khan academy I think it contains the 3D NGSS, because it provides practicals, videos, tutorials, as well as the extra of informing parents, students and teachers about the progress of the students. Something that does not seem to me is that students can only watch videos to earn points and leave practices behind]]> 2021-09-22 12:18:15 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1759818547 HS-LS2 Ecosystems: Interactions, Energy, and Dynamics aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1760005336
HS-LS2-1. | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent
 HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.  LS2.A: Interdependent Relationships in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience



]]> 2021-09-22 13:25:33 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1760005336 MODEL BASE BIOLOGY aabril1 https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1761050210 IF I am a member I can obtein: 
 coherently designed scope and sequence for 180 days of high school biology instruction

·       Comprehensive teacher guides, student handouts, and powerpoint slides

·       Tips and suggestions for creating a classroom environment to support student sense-making

·       All documents in editable Microsoft Word format to tailor your needs



]]> 2021-09-22 19:48:01 UTC https://padlet.com/ngsspartnership/bv15itvaublfums0/wish/1761050210