Seventh Grade Teacher Padlet Discussion Board by NGSS Partnership Series https://padlet.com/ngsspartnership/vwubt44noylrnj46 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 20:21:55 UTC 2023-02-18 14:06:26 UTC hello@padlet.com ASSESSMENTS tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1704584450 I used to think that we did not need to create assignments using all three dimensions. Now, I think that it is important to include them all.]]> 2021-08-30 14:11:11 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1704584450 Raquel Reflection: https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710408072 I used to think "Cookbook" Lab activities were the best hands-on activities through which students were thinking by themselves. Now I think that was only my perception because we were having so much fun doing the activities; and the excitement of getting the exact results.  ]]> 2021-09-01 16:51:04 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710408072 Cruise Ship Data Explanation Model-Raquel Molina https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710702885 2021-09-01 19:14:29 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710702885 Investigation- ANALOGY How are animal and plant cells like YOUR city/neighborhood? https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710793884 Students imagine cells as their city and/or neighborhood in miniature size. The organelles might represent companies, places or parts of the city because they may have similar jobs. ]]> 2021-09-01 20:08:32 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1710793884 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1712939943 2021-09-02 14:46:16 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1712939943 Lidia Valdes https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716250205 I used to think that first students had to learn about a topic and then they applied it. I also though appropriate that the teacher gave driven questions for students to learn about a topic.Now I think that phenomenon can be used to build understanding by using all 3 dimensions, and that students' prior learning is important.]]> 2021-09-04 01:53:13 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716250205 Lidia Valdes https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716309611 2021-09-04 03:20:15 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716309611 ngsspartnership https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716949851 Breakdown this Performance Expectation into even smaller learning targets for each dimension:
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

SEP - Constructing Explanations
DCI - Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. 
CCC - Energy and Matter]]> 2021-09-05 01:01:31 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1716949851 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717044541 I used to think that first students needed to know concepts perfectly to be able to apply them. 
Now I think the process of understanding a concepts requires of the practice and applicability. As relations are set, and as they see how applicable the concept and knowledge is, the easier is for them to "absorb", and see the beauty in their learning process, which is transferable and usable from day 1.  ]]> 2021-09-05 03:21:23 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717044541 When learning is designed with the students and around their questions and interests they have a more authentic learning experience. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717688734 2021-09-05 18:40:21 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717688734 Lidia https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717717704 Two of my questions were how old were the passengers and if they had any chronic diseases. 
So I would try to find answers to these questions in passengers who tested positive and were symptomatic from both ships.
I would analyze the data and try to find any relation between them]]> 2021-09-05 19:31:19 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1717717704 tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719278003 On the Argentine cruise they were not using masks or any of the recommendations of the CDC. There were a good percentage of people following the recommendations on the other ship.]]> 2021-09-06 12:48:20 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719278003 Investigation tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719812478 One of my questions was if passengers were vaccinated. Also if they were following the recommendations from CDC.

1. I would conduct an investigation by checking if there was a larger % of vaccinated passengers in the cruise with less sick people than in the other one.
2. I would conduct an investigation by checking if there was a larger % of passengers following the CDC guidelines in the cruise with less sick people than in the other one.]]> 2021-09-06 17:54:52 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719812478 Posting for Blaire Dawkins TCS ngsspartnership https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719960825 I am from North Carolina, and Britta's anecdote completely aligns with what I have experienced in the past 6 years of teaching. A concrete list of standards, some key verbs, and that's all. (fun fact, NC hasn't updated their standards since I was in middle school!!!) Last spring, however, I completed an IB training course where I learned how to plan an IB unit, write standards, and design my lessons. I was overwhelmed at the time because, again, I still had to follow NC curriculum, but I am discovering now that NGSS is very similar to the IB structure! In the video on step 3, reading the standards parallels with the IB format so beautifully. I am finding NGSS less intimidating with the marriage of content from NC + intentionality and process from IB]]> 2021-09-06 20:05:31 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1719960825 1.1 Reflection - I used to think...Now I think.. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1722502344 I used to think that having students work on various hands-on activities was enough for them to understand and think critically about the perfomed activity...now I think that by applying the Three Dimensions for Instruction and Assessment my students will actually develop critcal thinking in my science class.]]> 2021-09-07 17:13:27 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1722502344 1.1 Reflection - I used to think...Now I think.. cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1722720158 I used to think that teachers needed to "teach Science". Now I think that through NGSS, we become "activators of students' learning."]]> 2021-09-07 18:50:31 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1722720158 tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1723038943 In my case, since I am a new science teacher, and my school uses NGSS, I have only used that as a teaching framework, which I consider great because it includes the SP (the what to do) and CCC (the how/perspectives) students need to use in order to learn the concepts in each Science discipline. I can only contrast it to the method my teachers used to teach science to me. I remember having to memorize many concepts from a book and just recalling them during a test. I remember applying the SM for Science fairs. ]]> 2021-09-07 22:22:48 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1723038943 Argentine Cruise vs. Diamond Princess Model cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1724732658 2021-09-08 12:50:44 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1724732658 Investigation cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725132032 My first question was the range of population (kids, adults, elderly). My second question was how many passengers actually used a facemask all the time. Therefore,

1. Gather up as much data and organize it according to age range: kids (0-17 years), young adults (18-25), adults (26-60) and elderly (60+).

2. Usage of facemask according to age range.]]> 2021-09-08 14:50:36 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725132032 NGSS vs others tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725682370 As a new Science teacher, I have only used NGSS because my school uses it. I can only compare it to when I was a student in that we used textbooks and reproduced the contents during our tests. We applied the SM for science fairs. With NGSS, my students do not only learn the contents (DCI), but do they also learn what to do to learn (SEP) and how they learn it (CCC). This is a great approach to teach and learn science.]]> 2021-09-08 17:58:42 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725682370 NGSS vs. Other Science Standards cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725860163 Just like Thelma Blandon's post, I am a new Science teacher and NGSS is the only framework I've used. So there's not much space for comparison. However, I can compare methods of teaching between NGSS and my experience as Science student back in the 90's! We used to do a lot of "taking notes", worksheets, textbooks and labs which were like cooking recipes. In other words, we were given things "already chewed". With NGSS, students are more "the creators of their learning", being curious, hypothesizing and finding the answers for and by themselves. They are not pretending to be scientists; they get the chance of being scientists and get those A-ha Moments! were learning really permeates their minds and souls.]]> 2021-09-08 19:16:50 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1725860163 1.1 Reflection | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1726941594 I use to think that in order for a student to come up with a solution to a problem the needed to learn before all concepts and then apply them to construct their solution. 
Now I think that new concepts can be integrated and learned during the process of getting the solution to a problem. ]]> 2021-09-09 04:20:08 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1726941594 Model | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727056458 2021-09-09 05:14:40 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727056458 Investigation|Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727196429 Question was related to the age of the passengers on the ships. 

1. Gather the ships passenger range of age.
2. Group the numbers in 4 age ranges
- Childs 
- Tennegers
- Adults
-Older Adults
3. Correlate the ages with the COVID + cases and groups ( Symptomatic & Asymptotic) 
4. Correlate the COVID + cases with the general care protocoles that this 4 age ranges followed accordingly to world wide results found.

]]> 2021-09-09 06:25:19 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727196429 I chose # 30 cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727911342 This is a fantastic website, specially for us who are new to NGSS, because it gives us a breakdown of how to write a 3D assessment to engage students with different learning styles. Great ideas to implement in class and have fun! ]]> 2021-09-09 12:53:46 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1727911342 potencialdenicaragua https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1728672006 2021-09-09 16:45:59 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1728672006 Lidia https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1732309797 NGSS are very different from what our school uses. Science standards that we have been using focus mostly on concepts and does not prepare the students for scientific inquiry as NGSS does. Mostly we have been been teacher centered even though we thought we were not! Last year we started exploring the NGSS and I am sure learning experiences for students will definitely change as we start using NGSS.]]> 2021-09-11 06:44:13 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1732309797 2.1 NGSS vs Others | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734154340 NGSS includes a complete package of needed guide, information, relationships, boundaries. It helps to determine the rigor, skills and set the guide for a teacher to follow. NGSS is totally different from the curriculum the school used in the past, in which the teacher base on only content created the standards. All of the standards were created based on the Book content. ]]> 2021-09-12 20:20:55 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734154340 Learning Target breakdown | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734466230 MS-LS1-6 
SEP Construct an explanation 
DCI Photosynthesis 
CCC Energy & matter 

DCI
- Identify Reactants and Products in reactions. 
- Determine the chemicals involve in Photosynthesis
-Determine chemicals in Cellular Respiration

CCC 
- Analyze similarities and differences between Photosynthesis and Cellular respiration.
- Determine the process that different organism use to obtain energy. 

SEP 
- Explain what will happen to Photosynthesis reaction in the absence of sun light.
- Explain how animals depend on photosynthesis to occur in a correct way. 
- Explain Photosynthesis and  Cellular Respiration in terms of energy for different Organism





]]> 2021-09-13 01:00:05 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734466230 2.3 Anchoring Phenomenon | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734662998 PE - MS-LS1-3 From Molecules to Organism: Structures and  Processes ]]> 2021-09-13 02:20:29 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1734662998 PE breakdown tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1736081796 MS-LS1-6 
SEP Constructing a scientific explanation based on evidence
DCI the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

DCI
The role of photosynthesis in matter and energy flow in an ecosystem food web.

SEP 
Explain how matter and energy flow from producers that go through photosynthesis to high level consumers. 

CCC Energy & Matter.  How matter and energy flows in order to keep ecosystem cycle.


]]> 2021-09-13 13:35:32 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1736081796 YAEL FONSECA: I used to think that provide students with some useful background and concepts will help them better understand a phenomenon/topic. Now I think that letting students build their own knowledge helps them create more meaningful connections with their learning. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1737304581 2021-09-13 20:16:53 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1737304581 YAEL FONSECA https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1739987603 2021-09-14 16:01:45 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1739987603 PE-MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1740793632 Wolves of Yellowstone]]> 2021-09-14 22:00:07 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1740793632 Learning target breakdown Lidia V https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1741354277 DCI
Carbon flows from the environment to organisms and back again in the carbon cycle
Photosynthesis and cellular respirations are responsible for much of the transformation of carbon during the carbon cycle.
SEP
Construct a scientific explanation of what will happen to a plant that lacks air and light, and what will happen to another one that is exposed to light and air.
CCC Analyze similarities and differences in both events.]]> 2021-09-15 02:37:06 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1741354277 3.1 | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1741774833 Vetting Tool: NGSS Vetting Tool
Evaluating the lesson Middle School 5E NGSS Human Body Systems MS-LS1-3 from TpT I found it, complete. It includes phenomena that was driving the lesson, CCC like systems, patters, cause and effect.. SEP, with a variety of levels and types like model or argumentation. DCI Life science and being relevant for kids since it relate the different systems and the way one depends of other. ]]> 2021-09-15 05:51:59 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1741774833 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1743443049 My questions was: Is there a correlation between the symptoms of the disease and the sex gender of the passengers?

-Send a survey massively, and asking questions about sex gender, if they were tested positive or not, if they were symptomatic or not.

-Then, make graphs (bar plots) with all the info from people who were covid + only, and specifically comparing the percentages for symptomatic and asymptomatic persons for men and women.]]> 2021-09-15 16:59:27 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1743443049 MS-LS1-6 cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1743808779 DCI Photosynthesis
CCC Energy & Matter AND Cause & Effect
SEP Construct an explanation 

DCI
Sun and water are necessary for photosynthesis to occur. Certain chemicals are needed for cellular respiration. Students need to identify reactants and products in this process. 

CCC 
1. Observe and analyze what will happen if sunlight and water is taken about from plants (cause & effect)
2. Analyze similarities and differences between Photosynthesis and Cellular respiration.
3. Determine how different organisms obtain energy. 

SEP 
1. Explain what will happen to Photosynthesis reaction in the absence of sun light.
2. Explain how animals depend on photosynthesis to gain energy. ]]> 2021-09-15 19:22:30 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1743808779 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744003828 2021-09-15 21:18:27 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744003828 1.1 Reflection "I used to think...now I think..." sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744183264 I used to think that students needed to be tested on concepts, but now I think that they can demonstrate understanding as they explain an investigation.  The tested knowledge probably never stuck anyway, but  the experience of learning through investigations likely lasts longer.]]> 2021-09-15 23:38:14 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744183264 1.2 Explanation of Cruise Ship Data sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744225790 The Argentine cruise ship was traveling in a warm place where passengers spent more time outside, compared to the Princess cruise. Due to the nature of airborne viruses in open spaces, many passengers contracted covid-19 viruses but in lower populations that the body could manage and fight. The Princess passengers were in a colder place and spent more time inside where the virus particles were trapped and people contracted larger numbers, such that the body had to fight more rigorously (symptoms).]]> 2021-09-16 00:07:01 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744225790 1.3 Plan an Investigation: Which ship had a better ventilation system? sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744604662 Investigation:  
Create teams of 3-4 students to each design a ventilation system using cardboard boxes, straws, paper fans, etc. Dispense confetti or glitter into each system and measure the distance the confetti travels from the drop off point.]]> 2021-09-16 02:35:46 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1744604662 PE-MS-LS1-1, MS-LS1-2 and MS-LS1-3 cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1746204744 COVID-19]]> 2021-09-16 14:45:35 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1746204744 3.2 Two PEs| Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1747759450 From cells to Organism: 

MS-LS1-3: Interacting Body Systems

Matter & Energy in Life:
MS-LS1-7: Food and Chemical Reactions
This two standards can be together since the systems require energy to function, and the systems that need to ve covered have relationship in the acquisition of energy as well as transportation of it in the human body. MS-LS1-7 needs to explain how the chemical reactions broken the molecules in order to released. This two can be teach simultaneously with support of formative assessments to reinforce separated each of it.
]]> 2021-09-17 04:01:46 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1747759450 3.3 Resource to Try out | Raquel G https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1747832009 The attached link offers a complete unit that can be linked to a phenomena I found also within this course. My next unit will be base on MS-LS1-3 Interacting Body Systems, and will let my students a real case o a middle schooler, just like them. Trigger their curiosity as well as make them feel part of the solution of a real problem applying their knowledge learned in class. ]]> 2021-09-17 04:43:06 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1747832009 tblandon1 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1749459610 The link that I am attaching has all the resources to develop a whole unit. It includes clear PE, DCI, SEP and CCC for every lesson in the unit. Since my next unit is Matter and Energy in Organisms and Ecosystems, I can implement the lessons with my students.]]> 2021-09-17 19:00:42 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1749459610 Lidia V. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750092833 The tool I used was 3 dimensional lesson screening tool and the lesson was Matter and Energy from the Wonder of Science. The lesson contains an anchoring phenomena, is student centered,  and the three dimensions are present.
It uses many SEP practices: asking questions and developing a model, analyze and interpret as well as plan an investigation. As of CCC it uses cause and effect, patterns and energy.
The lesson is relevant and age appropriate. 
I did not find embedded assessments, though.]]> 2021-09-18 07:13:02 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750092833 I thought it was just different standards, but now I realize it's a new way of teaching the standards. jalvarez94 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750530435 2021-09-18 15:09:38 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750530435 Lidia V. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750675660 MS-ESS3-3 Earth and human activity and MS -LS2-5 Ecosystems: Interaction, Energy and Dynamics
The LS performance expectation is related to how small changes in one part of a system might cause large changes in another part. The ES performance indicators is related to the human impacts on Earth's systems. Both PE's can be taught together because if you are learning about changes in parts of systems, you must understand the impact of humans on the environment.
]]> 2021-09-18 17:17:42 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750675660 Lidia V. https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750729464 A Medical Mystery https://3dmss.bscs.org/unit-introduction/a-medical-mystery/
This is awesome! Definitely I want to try it in the Human Biology unit that we have now in school. Using this material, students will be engaged in their own learning and I can just see them discussing and arguing over the evidence. The way we teach this unit now is boring and filled with only content. 
Great material!]]> 2021-09-18 18:15:43 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750729464 NGSS Vetting Tool: The Wonder of Science cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750923206 Evaluating the Unit: Matter & Energy
MS‐PS1‐1, MS‐PS1‐4, MS‐PS3‐3, and MS‐PS3‐4.

It is very complete because it has:
1. Anchoring Phenomena: Collapsing Train Car
2. CCC: Cause & Effect, Energy & Matter, Scale, Quantity & Proportion,
3. SEP: Observation, analysis, plan an investigation, construct argument based on evidence, develops models,
4. DCI: Matter, Energy, Molecules, Transfer of Energy, Temperature]]> 2021-09-18 22:10:23 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750923206 Cells to Organisms: MS-LS1-6 & Engineering Design Unit cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750948082
Cells to Organisms: MS-LS1-6 & Engineering Design Unit are very interconnected. This is how I teach it:

My students initially grow bean seeds using the accelerated farming technique (put them in separate cotton balls, droplets of water and close it in a ZipLock). When they start to germinate, we take then to the garden, put them in soil and start observing their growth and adaptation to climate. They are also observing how plants use solar energy to grow (photosynthesis) and reproduce and we start testing: what happens if we take solar energy? Water? Air? They conduct this investigation in a series of steps that are planned throughout the unit. They also learn about organic fertilizers & pesticides.

So, where's the Engineering Design portion of this? They have to plan, construct and create an irrigation system to keep plants watered even if we do not go everyday to the garden. They have to design their model using tinkercar.com bring, and then bring their own materials to construct their irrigation system. The Engineering Design Process is extra handy here and creativity is a must!

]]> 2021-09-18 22:47:27 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750948082 NEXT GENERATION SCIENCE STORYLINES cmartinez203 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750955753 HOW DO EGGS BECOME CHICKENS OR OTHER LIVING THINGS? Middle School — Next Generation science storylines (nextgenstorylines.org)

I will immediately use this because I'm just starting "Living vs. Non-Living Things" and "Characteristics of Living Things" lessons and this addresses both ideas in a very "phenomenal" way! As the website indicates, this will certainly "help students uncover the role that food, blood, cells, and tissues play in the in the development of embryos and growth in different animals. (LS1, LS4)" Thank you!]]> 2021-09-18 23:00:00 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750955753 2.1 NGSS Performance Expectations vs other science standards. sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750965288 When I started teaching science, I just followed content and did the little activities and labs that were mentioned in the book. With the NGSS performance expectations, I am much less focused on content and give more attention to the SEPs. I also teach math, which have a similar pattern of practices to emphasize different ways to think. Right now, I am teaching waves to grade 7 students. We have covered the basic content and done several activities and investigations, including a student-designed investigation. Normally, at this point, I would move on to a new topic, but I plan to spend a couple more weeks with waves so that students can continue to dive deeper into understanding. We collected data, so now we'll spend some time making tables and graphs. I plan to introduce Desmos and Google graphing tools. It is fun to think that the understanding will be applicable to other concepts due to developing the performance expectations.]]> 2021-09-18 23:16:28 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1750965288 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751691864 My question was related to the age of the passengers and possible health conditions being connected to the rates of symptomatic and asymptomatic passengers.
To undergo such investigation I would classify and group passengers by their age, creating a differentiation between symptomatic/ asymptomatic. 
Then, survey the presence of comorbidities. Discuss and analyze the results.]]> 2021-09-19 13:32:24 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751691864 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751727082 As a biologist teaching science for the past 5 years, getting to know the NGSS is amazing since these shows the reality of making science. Used to work with other standards when I just started my teaching career, and those were really far from what I was experiencing in my every day life as a researcher. 
NGSS have been motivating since they brings the real science to the real world. Is extraordinary to feel again the excitement of teaching the process of doing science by doing so! The books are a great guide however, NGSS opens the doors to create knowledge by experiencing nature and our surroundings. I declare myself in love of them! ]]> 2021-09-19 13:52:22 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751727082 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751774132 MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

SEP: Construct a scientific explanation based on evidence
DCI: Photosynthesis. Role of photosynthesis in the cycling of matter and flow of energy.
CCC: Energy & Matter. Cycling of matter and flow of energy .

]]> 2021-09-19 14:18:30 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751774132 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751840682 MS-LS1-2.
https://www.youtube.com/watch?v=ntk8XsxVDi0]]> 2021-09-19 14:57:24 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751840682 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751900638 Used the  NGSS Vetting Tool Google Doc and Wonder of Science Lesson Screener PDF.

Evaluated some lessons but focused on my own lesson too. 
As a newy in the use of phenomena, my lessons needs of tons of work!
This lesson is the first unit from this school’s year. I tried creating a phenomena, explained in the performance task, which seeks to design a prototype for a problem in our world through the use of physics. However, I’m noticing that even when I try to use the 3Dimensions, the phenomena is so wide that it will create confusion.
I have brought the phenomena through most of the lessons, playing with it as kids develop parachute prototypes and rockets but, on occasions, feels disconnected.
 ]]> 2021-09-19 15:32:32 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751900638 Phenomena raquemolina644 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751912024 https://www.teacherspayteachers.com/Product/Phenomena-NGSS-Middle-School-Life-Science-Digital-and-Distance-Learning-5850648?st=c02c897eaa9e2c8271b3fe446530cca6

This unit starts by introducing the concept of phenomena to students and takes the lessons from there. It can be modified to be relevant to the students in Honduras. It includes SEP, CCC, DCIs.]]> 2021-09-19 15:39:28 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751912024 Breakdown: MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751913933 SEP - Constructing Explanations
Observe a green, happy plant and a plant that is brown, unhappy plant.  Explain why each appears the way they are and compare the two.
DCI - Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. 
CCC- Draw the movement of Oxygen from/two the plant.  How do humans benefit from this cycle?

SEP - Constructing Explanations
Students explain their thoughts on these questions:  What is a potato?  What happens to a potato if you leave it in the dark?
DCI - These sugars can be used immediately or stored for growth or later use. 
CCC- Begin the unit with several potatoes in different location (dark cupboard, countertop, in soil outside, in soil in pot, in water).  Observe and discuss the processes that occur in each scenario.  Which is the most productive cycle?

SEP - Constructing Explanations
Create two bottle gardens.  Leave one in the dark and one in the sunlight.
DCI - The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. 
CCC - Energy and Matter
Discuss the source and movement of energy in the two bottle gardes.]]> 2021-09-19 15:40:39 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751913933 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751922550 MS-LS-1. & MS-PS-1.
I could use the crosscutting concepts as both are based on structure, giving a look to organization in nature to later on try to go from the tiny details all the way out to the great complete picture building our planet.]]> 2021-09-19 15:46:14 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751922550 Juanita Rodriguez https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751935660 What Controls My Health?

I love creating connections with our own health and this source seems as an extraordinary tool to dig deeper and connect much more kids with their bodies. 

]]> 2021-09-19 15:54:30 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751935660 MS-LS1-6 and MS-LS1-4 raquemolina644 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751938323 2021-09-19 15:56:14 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751938323 Phenomena raquemolina644 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751943707 This unit seems a good starter for me as a teacher to use phenomena to develop an entire lesson or unit. 
It is 3D and easy to follow for a teacher who is starting to teach with NGSS.]]> 2021-09-19 15:59:40 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1751943707 MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals area more reliable way to encode and transmit information than analog signals. sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752172750 Use an image of a digital thermometer and an analog thermometer to kick off the concept.


]]> 2021-09-19 18:09:32 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752172750 Angélica M Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752357859 I used to think that because I was using the Engineering process to conduct the class challenges I was getting close to NGSS practices, now I think that the research step can be completely driven by the student, and the teacher does not have to give them all the questions to answer.]]> 2021-09-19 20:47:27 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752357859 Angelica M. Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752409158 2021-09-19 21:34:22 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752409158 3.1 Vetting Tool: Quick Checklist in Google Doc sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752429767 Using Quick Checklist:  This matter and energy unit includes all 3 dimensions.  It starts with a phenomenon, it includes CCC of cause/effect/correlation.  It includes SEP of developing models and planning an investigation. Phenomena drive the learning of the DCIs.  Assessment isn't clear to me, but could be evaluated along the way with rubrics for each activity.]]> 2021-09-19 21:56:02 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752429767 Angélica Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752466893 Question: What types of previous diseases did the symptomatic passengers have?
Investigation:
1. Write a list of comorbidities found as risk factors for Covid-19
2. Survey among the symptomatic passengers to collect data
3. Create a graph to cross the gathered info
4. Analyse the data]]> 2021-09-19 22:38:51 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752466893 PEs: ESS2.C and ESS3.A sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752503840 ESS2.C addresses the global movements of water and ESS3.A addresses human dependency on fresh water as a resource and its uneven distribution around the planet.  This can create a global water theme and the concepts can criss-cross throughout the unit.

]]> 2021-09-19 23:25:28 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752503840 NGSS similar to or different from other science standards? Angélica Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752516721 As a new MS teacher, it has been a huge and incredible challenge to unlearn how to practice/teach or guide real science. NGSS focuses on the student's curiosity and performance, providing  the 3 dimensions where you can swim through, completely different from what we used to learn back at the school (or even college) where the standards were one way focused, and the students were more oriented to memorize rather than incorporate knowledge and skills based on their own investigation process.]]> 2021-09-19 23:41:01 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752516721 3.3 Resource to Try sbinder24 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752710196 How Can We Sense So Many Sounds from a Distance?

I bumped into this storyline via two different resource links, so it must be good. It seems highly rated and the assessments are only available upon request so students can't Google it. That seems good.
]]> 2021-09-20 02:15:29 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752710196 Anchoring phenomenon. Angélica Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752725271 Anchoring phenomenon for MS-PS2-3

]]> 2021-09-20 02:25:34 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752725271 DJ https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752760508 2021-09-20 02:49:30 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752760508 NGSS vetting tool: Check list Google doc. Angélica Arteaga https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752784227 In evaluating the unit: Forces at a distance.
MS-PS2-3, MS-PS2-5 and MS-PS3-2

I found:
1. Anchoring Phenomena: 

How can a magnet move another object without touching it?

2. DCI: Types of interactions, definitions of energy
3. CCC: Cause and Effect, Systems & System Models
4. SEP: Asking Questions and Defining Problems, Developing and Using Model, Planning and Carrying Out Investigations
5. Magnetic Interactive simulation, which looks truly interesting to engage students.


]]> 2021-09-20 03:05:41 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752784227 https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752832961 I would love to try this resource out because I am about to start a challenge related to this topic in my Inventors workshop class! And, as I answered in the NGSS vetting tool question, this resource is complete and provides complete support through NGSS, which is already fantastic.]]> 2021-09-20 03:37:39 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1752832961 Explanation (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1755859911 The passengers in the Argentine Cruise Ship were high school students traveling in the Bahamas, they were all vaccinated before going on a trip. Since the weather was warm, they performed outdoor activities so when they got Covid the viral load was weak, that's why they were asymptomatic. On the other hand passengers of the Diamond Cruise were people in their 40s and 50s. Some vaccinated only with the first dose. They were traveling in a cold weather so they spent a lot of time playing board games, at the restaurant and bar. When they got Covid the viral load was heavy and they started developing symptoms. ]]> 2021-09-21 02:18:29 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1755859911 Plan an Investigation (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1757243201 Important information that I would plan to investigate would be:
1. Test passengers on both crise ships.
2. Focus on the underlying diseases of each.
3. Where all the passenegers vaccinated? Dis they have both doses? What vaccine did they receive?
4. How were the biosecurity protocols in each cruise? Was it mandatory to wear masks? Did they take the temperature every now and then?]]> 2021-09-21 13:56:23 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1757243201 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1757878097 I was so used to come to the classroom and explain concepts, ideas, methods, before students were actually required to apply them. NGSS is more focused on learn-by-doing, which basically requires students to be responsible for their own knowledge, asking their own questions, and solving those questions by themselves, therefore building their own knowledge.]]> 2021-09-21 17:02:26 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1757878097 NGSS Performance Expectations.... (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1759038682 NGSS prepares students for scientific inquiry, it´s student-based where the teachers are guiding the process. In my school we started working student-centered but now I do believe we have not yet started.
I do look forward to start implementing NGSS with my students.]]> 2021-09-22 04:43:33 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1759038682 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1760655902 MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. 

-Lab practice: observation of animal cells under the microscope: realize that there are different types of cells, with different structure, and therefore, function (2D: SEP and CCC).

-Brainstorm on systems in general to discuss characteristics common to all type of systems. Once defined, investigate what is the equivalent of that characteristic in the cell, and make a model (drawing) to explain the corresponding structures and functions (3D).

-Spot the differences: show a picture of an eukaryotic and prokaryotic cells to compare and contrast, then translate those differences into graphic models to explain graphically the main differences and come up with the concept of organelle (3D).

-Watch video about eukaryotic and prokaryotic cells, and functions of the most important organelles, and answer handout (only one dimension, DCI).

-Lab practice: observation of animal and plant cells under the microscope, compare and contrast what we observe. Come up with a model of animal and plant cells to explain the differences between cell wall and cell membrane, infer the function of these structures (3D).

-Make analogies about cellular functions, and practice the using a memory game (3D).





]]> 2021-09-22 16:56:06 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1760655902 Learning Target breakdown (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761487790 (Learning Target breakdown
MS-LS1-6 
 SEP Construct an explanation 
 DCI Photosynthesis 
 CCC Energy of matter and Flow of Energy 
 
 DCI
 - Identify Products in reactions and what causes them.
 - Determine chemical processes in Photosynthesis
 -Identify what happens Cellular Respiration
 
 CCC 
 - Analyze similarities and differences between Photosynthesis and Cellular respiration.
 - Determine various processes organisms use to obtain energy. 
 
 SEP 
 - Describe role of sunlight in Photosynthesis
 - Explicate Cellular Respiration different organisms.
-Explain how organisms depend on photosynthesis to function properly.
 

]]> 2021-09-23 00:53:44 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761487790 Anchoring Phenomenon (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761721164 ESS1.C: The History of Planet Earth

How do people reconstruct and date events in Earth's planetary history?
]]> 2021-09-23 02:37:54 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761721164 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761800934 MS-LS1-2
Human gut microbiome
https://youtu.be/VzPD009qTN4]]> 2021-09-23 03:14:36 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761800934 PE´s that could link the thematic unit. (Regina Murillo) https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761816941 MS-ESS Earth and human activity
MS-L31 Interacting Body Systems

This can be linked and make students think critically and research how and why they can be connected.



]]> 2021-09-23 03:22:09 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761816941 Post a link. (Regina Murillo https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761827028 2021-09-23 03:26:36 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761827028 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761939647 The tool I used for vetting was the option 1 (NGSS vetting tool). In evaluating the lesson from Generation Genius that is titled Symbiosis (intereactions between organisms) I found that even if the web site seems to be really organized and nicely designed, it still needs some additional work to become truly NGSS aligned.
 
SEP is not present.
 
The assessment was mainly content-focused, the PE is not met (constructing explanations) because the answers to the questions of the activity and the assessment are rather short (filling the blanks, etc..) 
]]> 2021-09-23 04:26:02 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1761939647 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1762000030 MS-LS1-7 and MS-PS1-1

Since chemical reactions, and therefore, are at the base of biological change, and understanding matter, atoms and specific properties of matter from a physical/chemical point of view is really important to understand biological processes, such as photosynthesis, digestion, cellular respiration, etc...


]]> 2021-09-23 05:00:04 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1762000030 Yael Fonseca https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1762012029 I'd like to try 

"Where does food come from and where does it go next?" from OpenSciEd.


Since photosynthesis is among the DCI content I'm teaching the next unit, therefore it will be a great opportunity for me to get my lessons aligned with NGSS

https://www.openscied.org/instructional-materials/7-4-matter-cycling-photosynthesis/

]]> 2021-09-23 05:07:05 UTC https://padlet.com/ngsspartnership/vwubt44noylrnj46/wish/1762012029