First Grade Teacher Padlet Discussion Board by NGSS Partnership Series

I used to think that teachers had to give out directly the knowledge to students, now I think we need to let students construct their own knowledge and teachers should just be a guidance.

2021-08-30 22:19:22 UTC

2021-08-31 15:50:05 UTC

I used to think that the more information I gave to my students the better. Now I think I should give them less information and more opportunities for them to observe, discuss and develop their own explanations of phenomena.

I used to think that teachers are the only ones that have the correct knowledge about different topics and they are the only ones that can teach to students, Now I think that we can learn from each other, teachers and students, students now can have an active role in their learning process.

2021-08-31 16:41:12 UTC

I used to think that it was very important for students to do, now I think it takes more for them to gain meaningful learning, critical thinking, and problem-solving skills.

2021-08-31 18:11:18 UTC

2021-08-31 18:15:24 UTC

I used to think it was very important for students to do, now I think it takes more for them to gain meaningful learning, critical thinking, and problem-solving skills.

I used to think that "hands-on", making experiments and letting kids use and manipulate was the best way to garantee their depeer learning and uderstainding. Now I realize the importance of incluiding DCI + SEP+ CCC.

2021-08-31 18:26:51 UTC

I used to give information to my students and now I let them construct their own knowledge.

2021-08-31 18:27:28 UTC

Mercedes Serrano

2021-08-31 19:33:18 UTC

What was the security measure they took against COVID before the passengers boarded the ship?What security measure did they take so that there were no COVID infections among passengers?What factor is there for there to be more asymptomatic passengers on the Argentina Cruise?What nationality are most of the passengers?
These were my questions because I consider the security measures taken before boarding passengers and during the trip to consider contagions important. I was quite struck by the number of asymptomatic passengers on the Argentina cruise, with reference to the other cruise. I also ask about the nationality and probably the ages of the passengers, the immune system of each person has a lot to do with it, there are places where their diet is healthier, they play sports and deal with stress in different ways.

I think that the reason why there are more asymptomatic passengers in the argentine cruise than the Princess Diamond it's because maybe there are more fully vaccinated passengers in the Argentine cruise. Also, another factor could be that the passengers that were in the Diamond Princess already had contact with the Delta strain causing passengers more severe symptoms or to show any symptom although they are fully vaccinated or not.

2021-08-31 21:27:55 UTC

I used to think that I had to provide a lot of information to my students so they could learn, but now I have realized that the discussions we have in the classroom, are very significant to them and have a great impact in their deeper learning.

2021-09-01 14:39:45 UTC

2021-09-01 18:40:39 UTC

I used to think that science education always required to provide students explicit information before they could apply it to real life, now I know that it's necessary to consider students' prior knowledge and experiences as a starting point to guide and reach deeper learning.

Mercedes Serrano

2021-09-02 14:20:58 UTC

1)I would first observe at the graph with the results of the two cruises to see the difference between them.
2)My question was:
What factor or factors contributed to the fact that there were more asymptomatic passengers on the Argentina cruise than on the other?
3)Then I will explore the literature.
4) I write a Hypothesis
5)Expected results
6)Sharing data and ideas
7)Feedback and peer review
8)Actual results
9) Results support the hypothesis
10) Publication

2021-09-02 18:42:46 UTC

I think could be many reasons, one of them are that they are more vaccinated passangers, or maybe the food they eat are more healthy.

2021-09-02 20:11:47 UTC

1. NGSS expectations are focused on 3 dimensional approach.
2. CCC explore connections across the four domains of Science

Question: Are the passengers fully vaccinated?

2021-09-02 22:02:28 UTC

I would make a survey about their vaccination process to all the passengers from both cruise ships. Then, I would compare the data and determine if this could be a factor that caused passengers in one cruise ship to be asymptomatic.

2021-09-03 00:44:32 UTC

I consider that some reasons why there were more asymptomatic passengers in the Argentine cruise
are because:

1. Maybe passengers in the Princess Diamond cruise had contact with each other during more time

2. There were more young passengers in the Argentine cruise.

3. Passengers in the Argentine cruise had a healthier lifestyle.

Ángela Erazo.

claudiabarbosafranco — 2021-09-03 02:38:49 UTC

I used to think that the students were like an empty vases at the beginning of the school year and as a teachers we had the duty to fill them with knowledge. But now I think that they are like a ocean full of experiences and they need to swim with us, share and develope different ways to learn and think trough arguments and engaging discutions.

2021-09-03 16:14:27 UTC

I used to think that students could demonstrate learning through representing systems in drawings or cake models. Now I think that students need to show deeper understanding by making analogies such as the comparison of a human cell to a prison.

2021-09-03 22:44:00 UTC

1. I would consider the questions I made, discuss them, and select one that I would like to work with. For example: what is the influence of passengers’ age and lifestyle on the fact that there were more asymptomatic people on the Argentina cruise?

2. I would identify its variables: dependent and independent.
3. I would create a survey to collect the data needed.
4.I would share my design to improve it.

5. I would record and organize the survey’s results and identify possible relationships.

6. I would share, compare, and discuss results.

Angela Erazo.

Luz Adrina B. G.

2021-09-03 23:12:25 UTC

I used to think that the classes should be guided directly by the teacher, but now I think that the students can contribute and share their ideas before, during and after the class

Luz Adriana B.G

2021-09-03 23:14:25 UTC

I think there may be many reasons, one of them is that culturally they took biosecurity processes more seriously, it may be that there are more vaccinated passengers, or also the food they eat is healthier

Luz Adriana B. G

2021-09-04 00:11:09 UTC

I would consider the following steps:

1. I would take into account the questions I asked the passengers, and choose one that I would like to work with. Example, how did you follow the biosafety protocols?
2. It would take into account the population with ease of access to information and who does not (or less).
3. I would do a survey to collect the necessary data.
5. I would record the results of the survey and identify possible relationships.
6. I would evaluate the results and analyze the facts

Sabine Lefkowitz

2021-09-04 15:10:57 UTC

Model:
Diamond Princess - greater percentage of older passengers

Argentine Cruise - greater percentage of younger passengers

Sabine Lefkowitz

2021-09-04 15:56:09 UTC

For my investigation I would start with my question, were a greater percentage of passengers on one cruise ship older than passengers on the other. This question came from the more broad question/phenomena of why a greater percentage of COVID-positive passengers on one ship demonstrated symptoms than on the other ship.

To investigate my question, I would collect data and find out the age of each of the passengers one each ship, looking closely at the ages of the COVID-positive passengers and the percentage of ones who showed symptoms vs. asymptomatic.

I would share my data and any patterns I notice with colleagues and discuss.

Based on the points that came up in our discussion, I would decide how to proceed in my investigation.

2021-09-04 18:20:13 UTC

I used to think that it was more important to get to the solution than the process itself Now I think that the process and the opportunities for different solutions is key to the science learning process. I used to think that I had to teach everything to students instead of allowing them to discover it for themselves, now I know that when students discover they learn much more and make it their own.
Gema Pereira

Gema Pereira

2021-09-04 19:09:45 UTC

Gema Pereira,

2021-09-04 23:24:59 UTC

I used to think teaching Science was bored because it involved knowing a lot of concept; in other words I though I had to know everything inside the classroom. However, now I think teaching science is a beautiful opportunity to foster several skills and abilities in the same activity.

2021-09-04 23:41:11 UTC

I think there were more asymptomatic passagers in the Argentine cruise because most of them were fully vaccinated. Also, another relevant aspect to bear up is the ages of passengers. Likewise, it is important to see what and how biosecurity measures were taken during the two cruises.

ngsspartnership — 2021-09-05 00:21:01 UTC

Breakdown this Performance Expectation into even smaller learning targets for each dimension:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

SEP - Plan and Carry Out Investigations
DCI - Sound can make matter vibrate, and vibrating matter can make sound.
CCC- Cause and Effect

Q: What is the general Health and age status of Passengers of the ships?

gpereira4 — 2021-09-05 00:37:45 UTC

The first step I would take is to find the point of origin and identify passengers age and if passengers are locals or tourists.
If most are local then I would look at the culture, what do they eat regularily, do the exercise.
If most are tourists (which might be the most logical case), then the investigation would extend overseas to do the same and study the culture of eating and exercising habits.
Once this is identified I would then proceed to the next question... G.P

2021-09-05 01:01:03 UTC

I would inquire about passengers vaccinations in the argentine cruise. 1. I would create a survey to collect the data about vaccination. 2. I would analyse it taking in mind aspects such as age and lifestyle. 3. I would share my hypothesis with others.

I used to think that I was the one that had to look for the information tools to teach and guide students to place I wanted them to be. Now I think I should first reach inside of them to find out what they already know, what they would like to know, and what they think before inviting them to investigation to be able to reach their goals and knowledge.

2021-09-05 07:43:09 UTC

I think people from Argentina and people in the Diamond Cruise were exposed to different life styles, diet, viruses and general conditions that made Argentinian´s immune system stronger.

2021-09-05 07:48:10 UTC

I would take a close look at all facts like: age, nationality, gender, health condition, ocupation, province of residence, and diet, among others.

2021-09-05 07:50:00 UTC

NGSS expectations are similar to other Science standards in that both look for answers, fact knowledge, and valid explanations. They are different in that NGSS is student based and other Science resources are teacher based.

2021-09-05 07:51:50 UTC

DCI - Invite students to place ear on wall, floor or other solid surface while others take some percussion instruments or play music to make sound which will make surface vibrate. Invite them to watch top surface of a drum vibrate and sound when loud sound is played closeby.

2021-09-05 08:12:35 UTC

CCC- What causes sound? What causes vibration? ... How do they relate? What else could we do to make the same cause-effect?

2021-09-05 17:49:31 UTC

I used to think that teachers were the center of the teaching in a science class and students were "the followers" who received all the information and they migth use it in their future plans. Now I think that students are the center of the class and they are able to analysing, reasoning and creating new strategies to find answers realated to the new learning. They are able to challange themselves to solve a science issue and teachers are their guides.

2021-09-05 19:15:37 UTC

2021-09-05 21:40:46 UTC

1) I would check the list of passengers who boarded the cruise to get more information about: Age, nationalities, professions, status.
2) I would talk with the cruise manager to know about the routes that the cruise took the past two months.
3) I would interview some passengers to know about their symptoms and when they started to feel them.
4) I would talk with a virus expert to search for more information about the illness and how we can handle it.
5) I would explore the literature to write a hypothesis and expect some results.
6) Make sure if others share the same information with me or if they want to add something else.
7) Actual results which support the hypothesis and finally, publication.

Now days I think best learning is that the students gain critical thinking, and can solve real life problems.

2021-09-05 22:33:39 UTC

Stephanie Sharp

2021-09-06 01:16:02 UTC

I used to think... as I was learning to be a teacher that we needed to know everything and always have an answer. Over the past several years of teaching, I now think that we don't need to know the answers. We need to tell the students...I don't know, that is interesting, how can we find the answer? I learned so much about different animals last year with my first graders through our PBL units about habitats of the world.

Mercedes Serrano

2021-09-06 17:12:57 UTC

I have handled the NGSS standards but I needed to add in my plans the three tables below where we find DCI, CCC, and SEP, to complete my teaching with the details of the three dimensions.

The NGSS performance expetations are based more on experiental experiences.

2021-09-06 18:32:29 UTC

NGSS are astudent driven rathar that teacher driven, they are also divided into the 3 dimentions, DCI's Sep's and CCC's. Gema Pereira

gpereira4 — 2021-09-06 23:51:01 UTC

Luz Adriana Bedoya G

2021-09-07 22:59:14 UTC

The NGSS expectations are similar to other science standards in that they both seek answers, and clear explanations. They are different in that NGSS seeks that students are more immersed in the development of the class and as they said in the video, the cause and effect is explained in a more simple but concise way in the mini lesson to give an example to the students and they understand in a more entertaining way, this with the help of planning such as DCI, CCC and SEP

Luz Adriana B. G

2021-09-07 23:46:07 UTC

SEP - Show in class two plastic cups joined by a string and indicate how sound can be transmitted by this means
DCI - Ask the students to do this creative activity in pairs - artostoca, then one student places his ear in a glass and the other student makes a loud sound, this must be done at least one meter away, joined only by a string slim.
CCC- Ask the students to ask themselves the following questions What causes the sound? What Causes Vibration? ... How they relate? What else could we do to produce the same cause and effect? And in the end clarify all these doubts.

Dancing Rice

2021-09-08 01:48:24 UTC

SEP: Show students a cup of loose rice on a speaker, then play music, ask students how does the begin to dance?
CCC: Cause and Effect: what causes the rice to move? What causes the music to play? What effect does the playing music have on the rice?
DCI: Have students place their hands on the speaker while the music is on, then while the music is off. Have students place different items on the speaker, then turn music on an off.
Gema P.

2021-09-08 15:58:43 UTC

1 .NGSS performance expectations are contructed taking into account the 3 dimensions: SEP, CCC and DCI.
2. The NGSS performance expectations are organized into grade levels or bands.

I used to give information to the students to teach. Now I allow them to discover by asking questions.

2021-09-08 18:19:15 UTC

2021-09-09 01:17:18 UTC

I think they are similar because they seek to adress science concepts that help students understand how things in their environment work. However, I think they are different because of the way it is presented the instruction and the purpose of the activities is to respect the students ages.

I used to think my students were learning with content and hands on activity, now a I know I need to incorporate the 3D dimmensions to reach their goals.

2021-09-09 19:37:45 UTC

1-LS3-1: Heredity: Inheritance and Variation of Traits

2021-09-09 22:08:05 UTC

My anchoring Phenomena is this video about baby animals and how their appearance leads to parental care that allows them to survive. I could ask my students what similar traits does the baby animals have with their parents and which traits are very different.

Luz Adriana B.G

2021-09-09 23:12:10 UTC

My anchor phenomenon is this video about Who moves- Sky or us? https://www.youtube.com/watch?v=Wr-CRKsTYGs&ab_channel=learningjunction You could ask the students to make a game where they make teams of 3 students, each representing the sun, the moon and the earth and only One of them should be moved, who should do it?

2021-09-10 02:47:11 UTC

I would like to plan and carry out investigations.
SEP: Designing models and share them with peers.
DCI: Patterns in the sky.
CCC: How can the moon and sun are related?

2021-09-10 11:54:00 UTC

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. DCI: students will touch a speaker when it is on and talk about how it feels when the volume is up and down. They will discuss about vibration. SEP: The speaker, a plate with some rice grains will be given to students, so that they will plan and conduct an experiment to find a way that the sound produced by the speaker could move the rice. Students will come up with different ideas that will be shared and tested in class. CCC: After testing the experiment, students will explain how the sound produced by the speaker can move the rice grains without touching it. Cause-effect

Mercedes Serrano

2021-09-10 14:08:22 UTC

DCI: Know

Investigate everything related to sound.

Everything related to vibration

Relationship between vibrations and movement.

In what kind of matter sound can pass trough.

Use a Tunning fork

CCC: Think

Students are going to work in an Analogy

What is sound?

What is vibration?

What is movement?

What cause vibration and what is its effect.

SEP: Do

Students will make a model in which sound can be heard. It can be a drum, a guitar, etc.

2021-09-10 16:24:06 UTC

My anchoring phenomenon is in the the following video

Dubai 24 hours Elapse Time (patterns in the sky) https://thewonderofscience.com/phenomenon/2017/10/8/dubai-24-hour-timelapse

Through this phenomenon students will observe and discuss changes in the sky as they wonder about what causes of them.

2021-09-11 02:48:34 UTC

NGSS performance expectations includes three dimensions (practices, disciplinary core ideas and crosscutting concepts) while the science standards I used to know frequently focused on one dimension: disciplinary concepts. Therefore, these latter standards were made in terms of students' knowledge rather than their performance.

2021-09-11 15:28:09 UTC

My phenomenon is sound and vibrations.
There are several ways to approach it.
https://thewonderofscience.com/phenomenon/2018/7/8/rubens-tube
With this phenomenon students can understand the relationship between the waves and sound experimental way.

2021-09-11 21:19:32 UTC

SEP:
- Students will ask questions about a specific phenomenon: guitar strings vibrate when someone touches them. Students will choose one question to investigate.
- Students will make observations of different objects that produce sounds and they will collect and produce data.
DCI and CCC:
- Students will explain how guitar strings produce sound based on their investigation (cause-effect)

Sabine Lefkowitz

2021-09-11 22:18:01 UTC

They are similar because they both have a list of goals for each grade level. They are different because NGSS standards connect to other discipline standards and they are not just based on students "knowing" things.

2021-09-11 22:23:58 UTC

Performance standard: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Phenomena: pictures and videos of the night and day sky:
https://contrib.pbslearningmedia.org/WGBH/buac18/buac18-int-peeppatternssky/index.html

1-PS4-1

2021-09-11 23:51:05 UTC

Plan and conduct investigations to provide evidence that vibrating materials can make sound, and that sound can make materials vibrate. Gema P.

Mercedes Serrano

2021-09-12 03:46:25 UTC

My anchoring Phenomena is this video is:
Why are babies so cute?

https://thewonderofscience.com/phenomenon/2018/5/3/cute-baby-animals

This video is linked to the topic that will be seen and shows the similarities and differences between parents and children in humans and between different types of animals.
Students will use Tridimensional learning, developing a model showing the similarities and differences, based on the performance Expectations and the structure of living things.

2021-09-12 11:53:49 UTC

D.C.I Through differente resources students will investigate and look about what is vibration and movement. they can watch a video about how does the music makes rice to jump with different types of music.

c.c.c we can get them into the questions about what makes he rice to move? whay kind of music make it move harder and why?

sep Make an experiment with them showing how does the rice move with different vibrations tools, like music, claps, or yeilling.

2021-09-12 13:38:54 UTC

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

SEP - Plan and Carry Out Investigations: For this part, I really liked the example that someone else put of the dancing rice. Students can put rice on a speaker and see how emitting different sounds from the speaker affects the rice.

DCI - Sound can make matter vibrate, and vibrating matter can make sound. : For this part I would have students make and record observations from their investigation. We could discuss their observations and come up with questions and ideas about what they observed.

CCC- Cause and Effect: For this part, we could record the cause and effect from the investigation and come to the conclusion that sound makes matter vibrate.

1-PS4-1: Sound and Vibrating Materials

2021-09-12 14:13:01 UTC

Anchoring Phenomena: Tuning Fork Resonance and Ping Pong Ball

2021-09-12 18:21:01 UTC

They are similar because they assigne goals to achive, like unit to complete. They are different because NGSS gives time to have sequence and complete infomartion.

Stephanie Sharp

2021-09-12 19:18:23 UTC

Some basic possible explanations

2021-09-12 19:57:51 UTC

3-LS1-1

Plant and Animal Life Cycles
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-ESS2-1

Seasonal Weather Conditions
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
How do weather conditions during a particular season affects the life cycle of the organisms.

Stephanie Sharp

2021-09-12 20:45:32 UTC

1) Collect data about the ship and crew: time on ship, time in port, methods of sanitation between cruises, ports visited with passengers, percentage of crew members sick and what area they worked in and if they share living quarters, crew vaccinated or no and what vaccine, health protocols on board to prevent spread of illness
2) Collect data about passengers: age, country of residence, complete vaccine or no and if so, which vaccine, prior travel in the past 2 weeks, number of passengers per cabin, use of face masks
3) As the data is being collected, I would study recent articles about the most common ways of spread and research the hot spots in the world for covid during that time period as well as standardized health protocols for cruise ships
4) After researching and collecting the data, then I would form my first hypothesis
5) Once my hypothesis is formed, I will share it with my colleagues and others to help test the validity
6) If needed, we go back and refine the hypothesis and try to validate again, and again and again...until we can come to a more exact, more concrete finding....for now

Stephanie Sharp

2021-09-13 00:09:42 UTC

We were able to incorporate most of the new NGSS standards either within our integrated projects or through connections with our music and art teachers.

Providing criterion-based feedback and suggestions for improvement to the developer of the lesson under review is important to the review process. This methodology was designed by focusing and connecting all students in making sense of phenomena.

lufebernal — 2021-09-13 23:07:30 UTC

1-ESS1-1 and 1ESS1-2

2021-09-14 00:29:24 UTC

The PS performance expectation is related to cause and effect of patterns. The sun, moon and star and the seasonal light require understanding of patters in these two phenomenon.

Dci, SEP and CCC

2021-09-14 12:01:54 UTC

I used to think those acronyms were confusing and irrelevant. Now, I finally understand them and their importance.

2021-09-14 18:33:54 UTC

I would like to use the https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary. I like the scalfolding resource about the sound. I can implement it based on my students´ needs.

1-ESS1-1 and 1-PS4-2

2021-09-14 22:51:12 UTC

The performance expectation of patterns in the sky can be related to illumination and darkness. This is because an understanding of the sky patterns, such as the reason why the moon and the stars are visible at night, requires an understanding of the fact that objects can be seen if light is available.

2021-09-14 23:45:52 UTC

I would like to use the Sound Unit: https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary. This resource is useful because it includes progressive lessons that allow students to explore and use models to explain how sound is produced. Likewise, this resource includes activities that are related to students' contexts.

I used to think…

2021-09-15 00:09:33 UTC

I used to think that the modeling of teachers was one of the most important aspects of teaching science because it provided students an overview of the course, before they could start actually applying this instruction. Now I understand the importance of working side by side with students and being more and more, a curiosity guide and problem poser.

2021-09-15 15:49:21 UTC

(K-5) Mystery Science (3rd grade): Where do clouds form? Yes, I vet this resource because it presents an anchoring phenomenon which leads students to conduct observations and wonders. It also contains some Science and Engineering practices that allow students to build an experiment and solve real life situations.

The CCC is cause and effect and this instruction is presented through a phenomenon and inquiry. The whole lesson is embeded in revelant situations for students. Discussions and assessment were also included.

1-ESS1-1: Sun, Moon, and Star PatternsUse observations of the sun, moon, and stars to describe patterns that can be predicted.1-ESS1-2: Seasonal SunlightMake observations at different times of year to relate the amount of daylight to the time of year. (Patterns)The P.E’s above can be bunddled together because both of them are related to patterns AND light. Cause AND effect is another CCC that both P.E’s can approach.

2021-09-15 23:23:20 UTC

Hypothetic model regarding more asymptomatic cases in Argentine cruise

2021-09-16 00:36:21 UTC

Mercedes Serrano

2021-09-16 02:26:13 UTC

(K-5) Mystery Science (1st grade). The name of the video is Why thw Woodpeckers peck wood? I vet thie video because it presents an anchoring phenomena that makes students visualize and have the relevance of a different context, observing it and making it their own. Discussions, questions (scientific inquiry) and assessments is part of the loesson plans. The lesson will be based on DCI (core ideas), SEP (formulation of a problem that can be solve) and CCC's (find the pattern of the different animals of the phenomenon).

2021-09-16 14:53:55 UTC

The tool I used for vetting was a Teachers Pay Teachers 1st grade NGSS unit on light and sound. In evaluating the lesson I found that the lesson used phenomena but not one specific anchoring phenomena. Students were exploring many different sources of light an sound. The unit includes several experiments that students conduct to show that vibrating materials can cause sound and vice versa. I found that the unit includes that SEPs, DCIs and CCs. It also includes reflections for students to reflect on their new understandings and develop understandings.

1-ES S1-2 Seasonal Sunlight: Make observations at different times of year to relate the amount of daylight to the time of year. AND 1-P S4-2 Illumination and Darkness: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

2021-09-16 15:19:24 UTC

These two standards could be taught together in the same unit because they are both focused on light and the same anchoring phenomena could be used to teach both standards.

https://docs.google.com/document/d/1vw9_MyTCSeoC0gP8T21zP48nKAYcJPDR0iQJ50H4Mqs/edit

2021-09-16 15:29:35 UTC

This Unit Resources Landing page has everything I need to teach a 1st grade NGSS unit. I love how it includes the storylines, lessons, and assessments.

https://iexplorescience.com/anchor-phenomenon/

2021-09-16 15:49:39 UTC

I like the way this site presents literature on phenomena, why it is important by giving specific examples that leads to a better comprehension of phenomena-driven teaching. It also gives you other links to explore and get more ideas.

1.1 Reflection- I used to think... Now I think...

2021-09-16 17:36:25 UTC

I used to think that younger learners need more structure and guidance i.e. specific answers to specific questions. Now I think the sky is the limit and the genuine engagement with inquiry and research will make a greater impact than being a ¨know it all, sage on the stage¨.

2021-09-16 20:03:18 UTC

The tool I used for vetting was Mystery science. The video I chose was "Why are polar bears white"? I think this is a good opportunity to engage students to question certain aspects of their environment. Through this lesson it is expected that they are able to identify and explain the reason some animals are different than others.

2021-09-17 00:36:57 UTC

1-PS4-2: Illumination and Darkness

1-PS4-3: Light and Materials

These standards could be implemented in the same unit since they share a common aspect: light. In this way, students can explore this phenomenon and find an explanaition to it. Besides, I consider they can identify the cause and effect of ligthening by using different materials.

Does the age of the passengers on board have an effect over the difference in the symptomatic vs. asymptomatic COVID positive cases on board?

2021-09-17 00:43:57 UTC

1. Gather data about both cruise ships, specifically regarding the average age of the people on board, but also just in general to have a clear picture of what other elements are different between both cruises.

1.1. If, indeed, there is a significant difference between age groups on both cruises, proceed to explore and research the effects that age can have on a COVID positive case.

1.2. If, on the other hand, the difference between age groups on both cruises is not significant, it is important to consider what other factors could've contributed to the difference in the symptomatic vs. asymptomatic COVID positive cases on board.

2. Research about similar cases that could shed light on the phenomena being researched (relationship between COVID symptoms in positive cases and age).

3. Share with others who might have more expertise in the matter to see what other factors I haven't considered and can give me other ideas or indications as to how I can reframe my investigation.

2021-09-17 00:52:17 UTC

https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary

I would like to try this resource because I found it uselful, interesting and simple to investigate about sound. Besides, I think students would engage with the activity because it is something they can try at home and with different materials.

Mercedes Serrano

2021-09-17 02:10:18 UTC

1-ESS1-1

Sun, Moon, and Star Patterns
Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-PS4-2

Illumination and Darkness
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

Lighting and darkness can be linked when taking the sun, moon and stars lesson by describing the patterns of each of them. Who gives light to the planet and the reason for the night, its darkness and what we see in the sky.

2021-09-17 17:40:57 UTC

Here are some reasons why there were more asymptomatic passengers on the Argentine cruise:

1. Maybe passengers in the Princess Diamond cruise had contact with each other during more time

2. There were different demographics on each ship, perhaps more older passengers in the Princess Diamond Cruise

3. Passengers on the Argentine cruise were probably from a similar background and had less contact with the initial strain of the virus or depending on the time frame of the research, could have had more vaccinated passengers as the restrictions for international travel are more strict

2021-09-17 18:08:09 UTC

My Plan and Investigation centers around identifying data collection systems that could have generated this phenomena. I would research the original source of the data then I would recreate the data collection protocol or protocols with my students. For example, we have three first grade classes could research how many have already had chickenpox and determine if there were any variations in their symptomps. Then we would probably reasearch statistics about the health history of people whith symptoms and those without .

Luz Adriana B.G.

2021-09-17 22:17:10 UTC

The tool I used to research was the Wonder of Science Lesson Screener. Evaluating the lesson I found that for 1st grade Why are polar bears white? Yes, I examine this resource because it presents an anchoring phenomenon that leads students to make observations and wonders. It also contains some science practices that allow children to solve real-life situations.
CCC is cause and effect and this instruction is presented through phenomenon and investigation. The entire lesson is embedded in situations relevant to students. It really is charming, cute and entertaining for them.

Luz Adriana B.G.

2021-09-17 22:40:51 UTC

-ESS1-1: I used the patterns of the sun, the moon and the stars using observations of the sun, the moon and the stars to describe these patterns that can be predicted as well as that can be related to light and dark and in different times of the year, also in some places on planet earth where darkness and light last much longer, thus explaining a bit the process of cause and effect

Luz Adriana Bedoya G

2021-09-17 22:54:19 UTC

https://ambitiousscienceteaching.org/orientation-ambitious-science-teaching/?_sft_subject=earth-space-science
This resource is useful because it includes progressive lessons that allow students to explore and use models to explain through videos the key characteristics of each of the four sets of teaching practices. Likewise, this resource includes activities related to the contexts of students and teachers.

1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

rebecca_strong — 2021-09-18 02:14:40 UTC

To discuss how light waves work, we could either watch this video or use a real one, if I could get my hands on one, of the Trichroic Prism to look at how light does different thing depending on the type of material it is shining through.

2021-09-18 18:11:26 UTC

Plan and Investigation

Students choose a inquiry or question that sparked their interest regarding the phenomena of the cruise ships.

I would choose the to investigate the data collection method or methods that were used to obtain the percentages that were shared when then phenomena was presented. I would research other viruses or health related phenomena that used the same data collection model to understand its accuracy.

Then I would investigate other cruise ships that reported asymptomatic and symptomatic cases to see if there was a pattern based on data collection.

If a pattern is not found I would redirect my investigation towards biosecurity protocols and biological predesposition.

I used to think that telling the students the experiment and what to create was better. Now I think, giving students an open ended prompt with less guidance to see what they create is a better way for students to learn. Students need to have more of an active role and engagement in their own learning.

2021-09-18 21:35:55 UTC

I think one cruise ship has more vaccinated members than the other cruise ship. I also think that if originally if there were more asymptomatic people, than overall more passengers would be asymptomatic. My last explanation would be that both cruise ships may have had a different strain of covid.

2021-09-18 22:04:31 UTC

1. Have students choose questions that were most interesting to them.

2021-09-18 22:51:07 UTC

2. Have students look at all of the data presented. Maybe have students look at more background information or data from other cruise ships?

3. Have student come up with common patterns or themes based on the data and information presented. Maybe bring a scientist to the classroom and have the students come up with questions.

4. Circle back and listen to their peers and the different questions that they presented and came up with.

2021-09-19 00:20:21 UTC

In the past, the science curriculum I have taught has been based on carefully structured project-based learning themes that are guided by the application of the scientific method. NGSS initally seems very overwhelming due to the various acronyms but in short, three-dimensional learning focuses on support learners in how they interact with science and what they can produce based on their interactions. The disciplinary core ideas and performance expectations help guide but do not limit the student´s inquiry. I´m already a fan!

2021-09-19 01:24:15 UTC

Learning Target breakdown

Phenomena:https://www.youtube.com/watch?v=bZbPrm8_4bk

DCI: K-ESS2-1. | Use and share observations of local weather conditions to describe patterns over time.

SEP: Students will observe the time-lapse of the phases of the moon from 2017. And will generate a mindmap of their inquiries.

CCC: Patterns. Students will then identify patterns they have found in the video.

2021-09-19 01:28:38 UTC

I sort of answered this in my 2.2 response but my phenomena would be the phases of the moon why and when can we see it in the sky?ttps://www.youtube.com/watch?v=bZbPrm8_4bk

2021-09-19 03:36:09 UTC

I used the NGSS Vetting too because the interface is the most user-friendly. I have attached my findings

2021-09-19 04:08:55 UTC

1-PS4-2: Illumination and Darkness

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (Cause and Effect)

1-ESS1-1: Sun, Moon, and Star Patterns

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

These PEs can be bundled to explain how the light from the sun is one cause of the phases of the moon.

2021-09-19 04:34:45 UTC

Before the crash course I often thought the PEs of the Light and Sound domain seemed to have lots of vocabulary my students might not be familar with yet. However, the scaffold in the Tools for Ambitions Science teaching have helped me brainstorm ways I can adapt the PE to fit my context! However, the Sound unit itself is not accessible. I have tried on multiple devices but the file will not download. Please share a copy of the PDF if you acquire access! Thanks

Stephanie Sharp

2021-09-19 21:24:53 UTC

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

SEP - Plan and Carry Out Investigations
DCI - Sound can make matter vibrate, and vibrating matter can make sound. Students will investigate and observe different plastic eggs filled with materials. They will listen to and describe the sounds the eggs make and make a hypothesis for what material they believe is in each egg. Then the students will empty each eggs contents on paper on top of a large speaker. Then turn on music to observe what happens. Students can then explore with different types of music.

CCC- Cause and Effect- students will explain their findings and show how vibration causes sound and sound can cause vibrations.

Stephanie Sharp

2021-09-19 22:35:31 UTC

1-LS3-1: Plant and Animal Structures - Parents and Offspring

https://thewonderofscience.com/phenomenon/2018/5/3/cute-baby-animals

Stephanie Sharp

2021-09-20 02:14:58 UTC

I used the NGSS Vetting Tool because it was straightforward and easy to understand.

(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.

I found this lesson on Animals and Plant Life Cycles. I really liked the resources that come with this lesson, it even has audio to read aloud the research for my first graders. The video is fun and exciting. I did not see engineering present in this activity.

Stephanie Sharp

2021-09-20 02:23:14 UTC

1-LS3-1. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

1-LS1-2. | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

These PEs go along perfectly with our units of study about habitats. We will be looking at plant and animal life cycles and we could easily include these. We can also include some of the standards about light and patterns because we will be looking at the climates of each habitat as well as hours of light and dark in habitats at the north and south poles.

Stephanie Sharp

2021-09-20 02:43:06 UTC

I would try to use the phenomscience weebly resource because it has a unit that focuses on the animal and plant life cycles that we have integrated in our units of study. I like how it is broken into cycles and it seems easy enough to follow and implement.

NGSS is student led, other science standards I have used were more teacher led

2021-09-20 02:48:15 UTC

Mercedes Serrano

2021-09-20 03:31:39 UTC

The NGSS resource that I like was the one of Sound.
https://ambitiousscienceteaching.org/sound-unit-grade-1/?_sft_grades=elementary
Is complete and engage the students with relevance, because the students works in their context and experiences using simple materials that they know in their house.

2021-09-20 15:49:11 UTC

1-ESS1-1: Sun, Moon, and Star Patterns

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

and

1-PS4-2: Illumination and Darkness

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (Cause and Effect)

These could be bundled and used to help students understand moon phases and the patterns that come from sunlight.

Luisa Fernanda B

2021-09-20 22:19:31 UTC

I thought that the teacher should give all the information to the students. But, the students should be the center of the process, the protagonist of their learning. They need to develop critical thinking.

Luisa Fernanda B.

2021-09-20 22:45:55 UTC

Making a deep reflection related to the topic, many factors can influence the situation:

1. They weren't careful with the protocol, they do not follow the rules to care their health.
2. They do not make an aware follow up of the symptoms.

Luisa Fernanda B.

2021-09-20 23:00:28 UTC

At first, I would observe the factors that could create this pandemic, then, I am Going to analyze the situation step by step:
1. I would create a survey to collect data.
2. I would analyze the information taking into account the age and the lifestyle.
3. I would share and discuss the information with my partners and create hypothesis.
Finally, I could publish the information.

Luisa Fernanda B.

2021-09-20 23:11:44 UTC

NGSS is focused on develop critical thinking and give sense to the phenomena.
Performance expectations are thought in three factors:
1.SEP
2. CCC
3.DCI

Luisa Fernanda B.

2021-09-20 23:39:26 UTC

SEP: In this step, I am going to play a song related to the planet where each student is going to performance a specific planet. While they are listening the song they should to describe with their body the characteristics.
DCI: Why the planets are different?
Why do some of them have life?
Why is the earth the only planet where humans can live?
For that reason, We are going to learn about each planet.
CCC: In this topic they can learn about: climate and mass.

Luisa Fernanda B.

2021-09-21 00:04:02 UTC

The students are going to deduct the answers of the questions through the video.
https://www.youtube.com/watch?v=w36yxLgwUOc

Luisa Fernanda B.

2021-09-21 00:11:00 UTC

They are going to make a craft related to a new planet that they are going to create. It will be thought with enough characteristics to live there. Finally, they are going to share each craft with the partners.

Luisa Fernanda B.

2021-09-21 00:17:55 UTC

https://thewonderofscience.com/1ess11
"Use observations of the sun, moon, and stars to describe patterns that can be predicted"
I decided to choose this link because, I can explain different space phenomena.

Luisa Fernanda B.

2021-09-21 00:40:29 UTC

On this link they can deep about the topic learned.
https://www.natgeokids.com/uk/discover/science/space/facts-about-the-earth/

https://youtu.be/-Oyv3Qg4a8k

2021-09-21 02:23:40 UTC

1-ESS1-1 - Use observations of the sun, moon, and stars to describe patterns that can be predicted.

gpereira4 — 2021-09-21 14:21:45 UTC

I used the Vetting tool as it was most user friendly. (K-8) Generation Genius- | 1st Reducing our Impact on Earth | Needs some work | Did not see anchoring or investigatory phenomena. Gema P

How NGSS performance expectations differ...

2021-09-21 17:09:44 UTC

NGSS performance expectations (or standards) are different because they provide a commonality across grade levels that allows teachers to build upon what has been learned before. Like a cyclical program that allows to build upon what has been built before.

Learning Target Breakdown: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate

2021-09-21 19:10:04 UTC

SEP - Plan and Carry Out Investigations

Learning Targets:

What is an investigation?
What is needed to carry out an investigation?
How can investigations help us learn about science?
How can we plan our own investigations?
What investigations can we think about in our daily lives?

DCI - Sound can make matter vibrate, and vibrating matter can make sound.

Learning Targets:

Observe sound making matter vibrate
Hear vibrating matter making sound
Understand the causality of the aforementioned learning targets
Think about other sounds that make matter vibrate (and other vibrating matter making sounds) that were not used as examples in class
Create own examples

CCC- Cause and Effect

Learning Targets:

What is cause?
What is effect?
How is sound causing matter to vibrate in the examples used in class?
How is sound being an effect of vibrating matter in the examples used in class?

Bundle PE'st

gpereira4 — 2021-09-21 23:47:01 UTC

1-ESS1-2 Seasonal Sunlight: Make observations at different times of the year to relate the amount of daylight to the time of year.
1-PS4-2 Illumination and Darkness: Make observations to construct an evidence based account that objects in darkness can be seen only when iluminated.
These two P.E's would be great as a bundle because there is a comminality, in light in both. As a result you could use the same anchoring phenomenon for both and have different investigatory phenomena for each Performance expectation. Gema P

SOUND UNIT

gpereira4 — 2021-09-22 00:00:00 UTC

I really like the sound Unit, as an anchoring phenomenon I used the dancing rice phenomenon and really enjoyed the simplicity yet wonder this phenomenon would create in the classroom. We could also use the playing kitchen instruments, something easily accesible for all. It is very versitile in the sense that during this pandemic where onlline learning is something that continues to happen when there is an outbreak on campus. Gema P.

Chosen P.E.: 1-LS1-1

2021-09-22 02:08:02 UTC

Anchoring phenomenon chosen:

Desert Beetle Harvests Water

Nicolás Adams Rico

2021-09-22 15:30:38 UTC

I used both the NGSS Vetting Tool - Quick Guide and the 3D Lesson Screening Tool for vetting different lessons from different websites. For one of the lessons I found that it needed some work because:

SEP´s present in instruction
CCC´s present in instruction
DCI´s present in instruction and constructed primarily through instruction
Has an anchoring phenomena, but could include more investigatory phenomena
Irrelevant. Primarily because of the differences in context (focus on seasons which are not a phenomena in Colombia)
2D assessment focused on CCC and DCI

I really enjoyed this activity because it allowed me to review lessons critically and interiorize a lot of the concepts reviewed in the course so far.

Nicolás Adams Rico

2021-09-22 19:11:26 UTC

1-ESS1-1: Sun, Moon, and Star Patterns:

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

+

1-PS4-2: Illumination and Darkness:

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (Cause and Effect)

=

Initial Thoughts:

The 1-PS4-2 clarifies that "Illumination could be from an external light source or by an object giving off its own light". Therefore, I believe it would be interesting to combine these two P.E.´s to explore the phenomena of the sun and moon giving off their own light and observing these patterns.

Nicolás Adams Rico

2021-09-22 19:25:49 UTC

I would like to try out the "Grade 1: How Does Light Help Me See Things And Communicate With Others?" resource because the link to this includes a comprehensive list of materials and resources that allow for a complete and thorough implementation of the lesson.