NGSS, ACOS, Learning Targets by Sandy Lampley https://padlet.com/sandralampley/v0yc5kjtouy2 Made with panache en-us 2017-08-28 18:33:27 UTC 2017-08-30 02:45:53 UTC hello@padlet.com ACOS questions sandralampley https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212540
  • At what age would you use CCC? 
  • What establishes required content for instruction from the science course of study? 
  • In what time frame are the students expected to meet the specific standards? 
  • How do you abbreviate the standard with the appropriate grade level and number? 
  • Are teachers required to cover every ACOS standard? 
  • Would you teach DCI or CCC separately or together? 
  • When teaching the three domains, is there a specific grade band that each domain would be taught in? 
  • Why doesn't every standard contain an engineering practice?
  • Do the ACOS standards get revised every year? 
  • How do I create an effective standard to allow the studen
  • Who creates ACOS? ts to get engaged. 
  • Are we suppose to incorporate the three domains into all the standards. 
  • I feel like the standards seem to be ambitious and and lack the simple knowledge of the content? Should we make sure we cover the basic knowledge first before we jump into procedures and performance activities? 
  • Can a teacher add or change a topic? 
  • Is this the most updated version?  
  • Should I print these out for when I teach? 
  • How difficult is it to attend seminars on NGSS?
  • Are other state standards similar to AL? 
  • Why are examples not included within the standards? It helps clarify the standards. 
  • How am I going to figure out how fast to go through the standards? 
  • What if I do not get to a standard by the end of the year? 
  • Why is science the lowest number of credits in elementary school? 
  • How long has engineering been in the standards? 
  • Is ALCOS more intricate than NGSS? 
  • How difficult is it for teachers to keep up with so many standards from so many subjects and stay accountable in covering them all? 
  • Do all the 5Es need to be used in an instrucitonal model? 
  • How do we know if these connections are working in the classroom? 
  • Why am I only seeing teachers teach science 30 minutes a week if it is recommended 30 minutes a day
  • What are various ways to incorporate the instructional strategies if there are very little resources available? 
  • Is there a pacing guide? 
  • Should we go by the ACOS or NGSS? 




    • ]]>     2017-08-28 18:34:59 UTC https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212540     NGSS Questions sandralampley https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212613 Would a 5E lesson plan work with a lesson that is infused with all three dimensions? 
    1. Will the new standards be the common core for science? 
    2. What is the difference between CCSS and NGSS?
    3. How often do science standards change? 
    4. How do you let your students question the world through NGSS? 
    5. What would all three dimensions look like in a lesson? 
    6. Is the NGSS the same as ACOS? 
    7. Is any of the dimensions more important than the other? 
    8. Are they accepted everywhere 
    9. Should we teach CCC explicitly? 
    10. How are we going to do all of these hands on experiments?  
    11. Is there a site where we can get experiments? 
    12. How were they developed? 
    13. If just reciting scientific facts and principles is not the goal of educating students, why do we focus so much on students memorizing that information for tests? 
    14. Where does all of the actual content fit into the standards? 
    15. Can NGSS and ACOS co-exist? 
    16. Can NGSS be used with K-2 students?
    17. What does taking the vision from the framework for these standards mean? 
    18. Why isnt there  one scientific method? The videos seem like the SEP are similar to the scientific method. 


    ]]>     2017-08-28 18:35:12 UTC https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212613     Magnet lesson standards sandralampley https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212734 Grade K:  Motion and Stability   Investigate the resulting motion of objects when forces of different strengths and directions act upon them 

    3.3 Explore objects that can be manipulated in order to determine
    cause-and-effect relationships (e.g., distance between objects affecting
    strength of a force, orientation of magnets affecting direction of a
    magnetic force) of electric interactions between two objects not in
    contact with one another (e.g., force on hair from an electrically
    charged balloon, electrical forces between a charged rod and pieces of
    paper) or magnetic interactions between two objects not in contact
    with one another (e.g., force between two permanent magnets or
    between an electromagnet and steel paperclips, force exerted by one
    magnet versus the force exerted by two magnets).

    Scientific and Engineering Practices

    Apply scientific ideas about magnets to solve a problem through an
    engineering design project (e.g., constructing a latch to keep a door shut,
    creating a device to keep two moving objects from touching each other
    such as a maglev system).* ]]>     2017-08-28 18:35:34 UTC https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212734     Magnet lesson learning targets sandralampley https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212826 I can identify what substances are ferromagnetic.
    I can compare how items repel and attract. 
    I can describe magnet interactions with other magnets.
    I can make predictions about magnets and their interactions with other common objects.
    I can demonstrate
      

    ]]>     2017-08-28 18:35:54 UTC https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183212826     Learning Targets Question sandralampley https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183570391
    • Are learning targets only the "I can" statements or are they also the student objective? 
    • ARe the targets always increasing in information? 
    • How much time should be spent on a learning target if students do not grasp it?  
    • Are learning targets a part of every science lesson? 
    • Would you introduce every new lesson by first explaining the learning target and discussing it? 
    • Should all learning targets for the day be posted at the beginning of the day 
    • How do you find the fine line between being too broad or too specific? 
    • How do I decide what part of the standard I need to make a narrowed learning target? 
    • How long and specific should a learning target be? 
    • Will learning targets help differentiate instruction? 
    • How are learning targets different from learning objectives? 
    • Should we use "I can statements?
    • Is there an easier way to find the learning targets? 
    • Can learning targets change while doing an experiment? 
    • How long have learning targets been used? 
    • How would you implement learning targets in a meaningful way for students. 
    • Do they have to be "I can" statements? 
    • Can learning targets be used as a hook? 

    ]]>     2017-08-30 01:27:50 UTC https://padlet.com/sandralampley/v0yc5kjtouy2/wish/183570391