tag:nabble.aealearningonline.org,2006:forum-13899Nabble - What are your students are expected to know and do?2024-03-29T04:45:39ZAfter identifying the three dimensions of your standard (the SEPs, DCIs, and the CCCs) and watching the three NGSS videos, what should you address with this standard? Remember to address all three dimensions of the standard.
<br/><br/>To expand your thinking read through at least 3 other participant's thoughts.tag:nabble.aealearningonline.org,2006:post-20367Theresa Taylor --What are your students expected to know and do?2023-05-21T15:39:57Z2023-05-21T15:39:57Zttaylor@cam.k12.ia.us
I am a 6, 7, and 8th grade teacher and next year will teach 5th and 6th grade science. I selected the following:
<br/><br/>MS-LS1-1:
<br/>Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
<br/><br/>SEP:
<br/>Carrying out an Investigation would be the Engineering Practice that I would select. I would also incorporate questions that expanded from general to higher level checking on understanding as we progressed through the investigation. The students would be given microscopes and create wet mount slides along with prepared slides of eukaryotes (different cells and tissues from different organs) and prokaryotes. The students would have learned and discussed the different organelles that make up the cells of animals and plants. Students would be given supplies and the question, "Cells can be seen with a microscope. What kinds of YOUR cells can you see under a microscope along with plants being used in the process."
<br/><br/>CCC:
<br/>The students can look for patterns to the cells that they create and are exposed to using the premade slides. Also, looking at scale and quantity to what they are looking at through the different objectives of 100x and 430x magnification.
<br/><br/>Disciplinary Core:
<br/>Discussing cell theory with the students prior to the investigation. Ask the students what they know about the content and allow them to explore on line eukaryotes and prokaryotes on line.
tag:nabble.aealearningonline.org,2006:post-19870Expected to Know and Do2023-02-05T14:42:05Z2023-02-05T14:42:05ZMolly Fox
3-LS-1-1
<br/>Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
<br/><br/>SEP: Developing and using models
<br/>I learned that mental models are unstable and are just yours. To address this SEP I would have students construct drawings and diagrams of a plant and animal life cycle based on what they already know. This can then be used to identify misconceptions. During our lima bean dissecting and inquiry or placing beans around the room, outside, and on the window, students can draw what they see to represent the phenomena. After learning about plant and animal life cycles, students can draw their diagrams again to compare what they knew and what they now know.
<br/>
<br/>Disciplinary core idea: Growth and Development of Organisms
<br/>To address this, we will need to identify that plants and animals grow but also change during their life cycle. Plants and animals grow bigger but also develop which causes changes. This could be tied in with their diagrams and labeling of the life cycle to include explanations of how the organism is changing.
<br/><br/>Crosscutting Concept: Patterns
<br/>Patters in the first of seven crosscutting concepts. To address patterns, we can look at life cycles of a variety of animals and plants to recognize patterns and notice what is predictable. The patter for this standard is: birth, growth, reproduction, and death.
<br/>
tag:nabble.aealearningonline.org,2006:post-19549Structure and Functions2022-10-22T19:13:58Z2022-10-22T19:13:58Ztaryn.kromminga@gmail.com
<a href="https://docs.google.com/document/d/1lZFx0RKx6etOo6UkSmntDDR4gVbTyK3wE06XTGyTjVI/edit?usp=sharing" target="_top" rel="nofollow" link="external">https://docs.google.com/document/d/1lZFx0RKx6etOo6UkSmntDDR4gVbTyK3wE06XTGyTjVI/edit?usp=sharing</a>
tag:nabble.aealearningonline.org,2006:post-18219Expected to know2021-12-02T21:45:44Z2021-12-02T21:45:44Zfisherrich
I chose the standard MS-LS1-2:Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
<br/><br/>SEP: The thing I liked about the video is it talked about the progression between a drawn model to representing the information in middle school. I taught this unit this year and notice that students that were able to take their model and place information on it had a overall better understanding.
<br/><br/>DCI: Once again I liked the video and how it broke down this standard from the elementary perspective to the middle school perspective (I teacher 5th and 6th grade). I like it because of the relationship between what is observable at the elementary level to the middle school level that is only partially observable under a microscope.
<br/><br/>CC-1A: Watching this video made me feel better about how I reevaluated students and their understanding of the cell parts and functions. Much like anything we can make analogies or connections to other things and the cell parts and functions are no different.
tag:nabble.aealearningonline.org,2006:post-15155Identifying what should be addressed (Bozeman)2020-01-17T12:15:52Z2020-01-17T12:15:52ZTeacher 3
The standard I chose to use as a learning experience for my students is MS-LS1-5: Construct a scientific explanation for how environmental factors and genetic factors influence the growth of organisms.
<br/><br/>The Science and Engineering Practice on which to focus would be Constructing Explanations. Scientists form explanations for why something happens, basing their reasoning on previous knowledge and theories from experimentation and other scientists. The students would make observations during experiments and would draw from previous knowledge of scientific theories they studied in lower elementary grades.
<br/><br/>The Disciplinary Core Idea would be that genetic factors as well as local conditions affect the growth of the adult plant. Experiments should be set up to explore this.
<br/><br/>The Crosscutting Concept is Cause and Effect. The idea that "for every effect there is a cause" is innate in all of us. Students will explore the idea that phenomena may have more than one cause; some cause and effect relationships in systems can only be addressed as probability. Middle school students will learn to argue from evidence when making their explanations of why some scientific phenomena occurs.
tag:nabble.aealearningonline.org,2006:post-15154Bozeman2020-01-17T12:15:14Z2020-01-17T12:15:14ZTeacher 3
<br/><br/>I chose 4-LS1-2 From Molecules to Organisms: Structures and Processes Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
<br/><br/>SEP: The Bozeman video said that children at this age need to have actual physical models to understand what is being taught. They should construct something or use computer generated models. Even a drawing by the student is okay. The mental image is not enough.
<br/><br/>DCI: The idea of sense receptors and how the brain uses that information is important at this level. Reflex and memory reactions are key concepts also. The model could be used to understand where the action is taking place and what is happening.
<br/><br/>CCC: The structure of the sense organs needs to be defined and evaluated for their function. Why is the ear shaped the way it is? Why does the tongue have little bumps? The skin can feel so much, why?
<br/><br/>I liked the videos very much and will go back to them for information I need while teaching this year.
<br/>
tag:nabble.aealearningonline.org,2006:post-151533-LS1-1 What I Should Address2020-01-17T12:13:34Z2020-01-17T12:13:34ZTeacher 3
<br/><br/>I decided to look at 3-LS1-1: Develop Models to describe that organisms have unique and diverse life cycles but ALL have in common birth, growth, reproduction, and death.
<br/><br/>SEP: Developing and Using Models: My goal with 3rd graders is to help students develop models, by constructing drawings to represent phenomena, then use those models through simulations to test their designs! Examples may include them drawing a praying mantis with labels of its parts. Another example would be to draw a car on a ramp, anticipating slope and speed. A physical model is a manifestation of a mental model, so lots of drawings and sketching in the early elementary stages. Google Sketch-up and netlogo were resources mentioned in the video. I really appreciate knowing new technology to incorporate with students!
<br/><br/>CCC: Patterns: In Science, teaching and doing many activities with patterns is important because they initiate questions from students which can lead to better explanations! My goal with 3rd graders is to get students to recognize patterns, classify patterns, and evaluate patterns. Students should start collecting data. An example activity would be to have students draw the different phases of the moon. Then through their sketches, have them predict the next phase. What would it look like? How do you know? Classifying animals and plants is a good lesson also.
<br/><br/>DCI: Growth and Development of Organisms: At the elementary level, I want to teach and focus students to Growth and Change. Growth is defined as a species showing size; getting bigger. Development shows change. E.g. acorn to an oak tree, egg to a chicken, baby to mom to grandma to great grandma. With 3rd graders getting them to talk about changes in looks of animals, trees, humans sounds simplistic, but is important for building blocks to the next state of asexual/sexual changes.
<br/>