Data visualization, an important 21-century skill

Although the gathering of raw data and its analysis is not new, in this era of information overload, it has become an increasingly important skill. A quick search of the importance of data visualization opens up a multitude of articles that tell the story about the need to teach our students to manage, work with, and analyze vast amounts of information into visuals that can easily convey complex concepts almost at a glance.

Data Visualization - What it is and why it matters

The Importance of Big Data and Data Visualization

In the context of science the use of data visualization is deeply rooted in all three dimenstions (practices, disciplinary core ideas and crosscutting concepts). Data visualizations not only force us to analyze and interpret data, but also create visual models (charts, graphs, etc.) with it and construct arguments derived from it. The data comes from the disciplinary core ideas. For example, you must collect data on things like increase in global temperatures or carbon emissions if you are studying human impact on Earth systems, while data in population variations over time is at the core of Ecosystem dynamics, functioning and resilience. If we think in terms of crosscutting concepts, data visualization helps us identify the patterns in the data and understand systems and system models.

With all this in mind, and considering that the data is out there, how do you teach students data visualization techniques? It is not enough to simply tell students to create an infographic. After all, you do not want them to create a collage of images that do not tell the story of the data. In looking for anwers to this, a while back I took the course on Infographics on KQED Teach 

"KQED Teach is a free online learning platform, that supports educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments."

The course itself contains easy to digest modules that guide you through the design process for an infographic, considering elements such as font combinantions, colors and great places to manipulate images. This in turn is easy to adapt to any lesson you are currently teaching where data plays a role.

Here are a couple of examples that my students have created using the skills I was able to teach them through the use of this course.

Invasive species:

Endangered species:

Severe Weather Project

There is, of course, still work to be done, especially regarding the creation of graphs and charts to map ideas, but I think we are off to a good start. What do you think?

An Hour of Code With Edmodo

Hour of Code and Edmodo is a logical pairing. Hour of Code (December 4-10, 2017) is a yearly worldwide event that promotes the idea that anyone can code, aimed at encouraging students to develop an interest in STEM. Edmodo is a superior LMS that allows teachers and students to connect by sharing ideas and helpful tips.

The question then is "How can you use Edmodo to run an Hour of Code event?" This is my answer:

A Chemical Bonding Lesson with Old-School Manipulatives

For many years, I have been using ACS's "Middle School Chemistry" as my main curriculum to teach chemistry concepts in my middle school classroom. I love the simplicity and ease with which these lessons can be used in a classroom that does not have a traditional lab set-up. I have also always felt very confident with the knowledge gained by my students through the use of this curriculum. However, this year, as I was moving along in the unit, I came to the realization that this particular crop of students was very comfortable reciting answers without much in the way of understanding.

This was especially apparent when it came to bonding. In our assessment, my students were able to recite the difference between covalent and ionic bonding, but as soon as the question required even an iota of critical thinking, they were completely lost. Mind you, this is middle school chemistry, and I know that many of these students are not particularly interested at this point in pursuing chemistry careers, but I still felt an obligation to ensure that they could do more than simply recite information.

So, I set about trying to find some way for the students to gain that conceptual understanding of bonding that I saw as lacking. During these explorations, I came across a couple of good things that students could do in a virtual space - the ChemThink tutorials for example. These were good, but a little too much for middle school. As I continued to look for something that students could manipulate I found an awesome SEP lesson titled "Exploring Chemical Bonding", and that is when it became clear. If students could actually manipulate those valence electrons, perhaps they would finally move beyond stating "covalent bonds form when non-metals share electrons", and actually be able to explain why.

I modified the SEP lesson templates (simply to add color to the valence electrons so that students would not lose track of what they had) and  dedicated one full Saturday (and over 500 brass fasteners) to creating 9 sets of atoms. I also created a sheet to go along with the manipulatives that would help guide students through the task. Here is a link to the adapted lesson plan.

With all of this in place, Tuesday morning I finally taught the lesson, and was overwhelmed by the engagement and results. Although the students did struggle a bit to finally figure it out and at times I felt like a spinning top as I tried to listen in on all the conversations that were happening, having these old-school manipulatives helped my students visualize exactly what was needed for the different types of bonds to form. Physically moving electrons created the opportunity for actual discovery of concepts in a way that no computer simulation had been able to achieve. Even though creating all of those atoms took a lot more time than many teachers usually have, I highly recommend spending that time. Your students will reap the benefits of handling your "old school" manipulatives!

Chrome Extensions for Teachers

Although I have been in a 1:1 classroom for many years and my students have been exploring Chrome extensions for a while, it was not until my district disabled student access to Chrome extensions that they became an issue for me. Perhaps it was that little rebel in me that questioned that decision or simply a case of "you don't know what you got till it's gone". While I understood the need to get rid of the annoying bee in student devices, having to go to IT to enable a specific extension pushed me to find the ones that I believe are a must for every teacher and student.

So what exactly is a Chrome extension?

Chrome extensions are small programs that live inside your Chrome browser, allowing you to customize Chrome, adding features and functionality. Once you install them, they appear next to your address bar, and you access them by clicking on them, much like you would a bookmark. Watch this video to learn how to install them.

The cool thing about extensions is that once you have added them, they are "attached" to your Chrome browser, so it does not matter which device you are using, as long as you are logged in to your Chrome browser, they are there for you to use.

There are thousands of extensions, and a simple search of education related extensions in the Chrome Webstore is bound to be overwhelming, so which ones are the ones that I chose for my students?

Chrome Extensions You Should Know About

Share to Classroom : Allows both teachers and students to push web pages directly to Google Classroom. Everybody goes to the right page without the need to type or copy/paste long URLs.

Mercury Reader: You found the perfect article to share with your students, but it is riddled with ads and distractions. With one click, this extension removes all that noise leaving only the text and images and helping your students focus on the content. You can even print the uncluttered article.

Read&Write for Google Chrome: By far the accessibility tool. With dual color highlighting, this extension will read any article, web page or document to your struggling readers. Premium functionality, as explained by Teacher's Tech, is available for free to teachers.

Scrible Toolbar: My absolute favorite collaborative tool for reading online. Scrible will allow you and/or your students to annotate any web page together! Once the permalink is created and shared among collaborators, Scrible will not only keep all notes and allow you to sort them, but also will notify you when you are on a web page you previously annotated.

Grammarly: Your students are ready to respond to a prompt, but they have been raised in a world with spell checker and although they know better, they don't always revise. Grammarly will identify misused homophones, subject-verb agreement and other common grammar and spelling mistakes. It can get annoying at times, but much better than the alternative.

Screencastify: If a picture is worth a thousand words, a video is priceless. Screencastify allows you to quickly record, edit, annotate, store, and share video screen captures. Create a mini-lesson or have your students record their thinking as they work out a problem. The mini-videos are instantly stored in your Google drive for easy access and sharing.

Install and Remove Chrome Extensions

More Extensions, please...

For more Chrome extensions for education, I invite you to visit ShakeUpLearning's searchable database. And if you use one that is a must in your classroom, let me know!

We don't need badges, or do we?

When I started my gamification journey, one of the sore spots, if you will, was the awarding of badges. On the one hand, I agree with the ideas in Daniel Pink's Drive and the overjustification effect, and which translates into "Badges ruining intrinsic motivation to learn". On the other hand, I have a gamer son, who keeps going back to specific games in his collection simply because he wants to get that elusive gold badge just so he can show it off in his profile. So which is it?

As I continued to ponder the answer to this question, I participated in a couple of workshops and PD that offered badges that could be "added to my profile". I was surprised by my own drive to complete the activities, not really for the sake of learning, but because I wanted to show off the badges I had. Badges were giving me a sense of accomplishment and encouraged me to persevere, even when I got bored! If badges were doing this for me, why was I being so reluctant to add them to my classroom?

I began exploring different ways that other educators have used badges and came up with two reasons that if addressed would make me re-think the whole badging issue.

First, if I were to include badges, I had to make sure that the badges represented real achievement. One of my concerns with badging is that it can simply become a sticker chart. The idea that everyone gets a badge simply for showing up or participating in an activity takes away the value of the badges. Let's face it if the students know that they will get a badge simply for filling in boxes in an assignment, will they put any effort into making sure that their answers are correct? Probably not. However, if they know that they will only get the badge if they get a high enough score, then they may feel that the badge has some value attached to it. Even better, let's say that they did not get a high score in the badge assignment(s) the first time around. Will knowing that they can re-work the assignment giving them more than one opportunity to earn the badge, motivate them to keep at it, even if they think it is boring or not worth their time? I think it will.

Now, if this is the case, then I knew that I needed to be able to make my own badges. There are several online tools that allow us to do that. Classbadges, Credly and OpenBadges come to mind. However, I prefer to fully create my own simply using GoogleDraw and clearly explained here by Alice Keeler.

Second, the whole idea of badges for me is that they must be public. Students will want to know, not only if they have the badge, but also who else in the classroom has it. That gamer sense of competition and being able to showcase achievement adds value to the badge. The tools mentioned before for creating the badges, also allow students to log in and view their badges. Now this would require students to create an account and/or log in with accounts that the teacher creates. That, for me, was a no go, and although I toyed with the idea of creating my own system using GoogleSheets, I decided against it (simply due to time constraints), when I came across Flippity.net's Badge Tracker. With a few tweaks, this tool allowed me to import the data of my existing leaderboard, use my own badges and embed it in my webpage for public viewing. All around win!

For now, I have decided on three types of badges:

Leveled Badges: These symbolize achievement in on-going assignments. Students will earn these badges by scoring well on their weekly writings and reading assignments.

Project Badges: These badges represent the skills and knowledge gained in a specific unit of study within the scope of science and engineering curriculum. 

Commitment Badges: These are badges awarded for achievement outside the leveled and project badges. What I envision here is, for example, a "Digital Citizenship" badge or a "Creative Commons" badge. 

So, what do you think about adding badges to your gamified classroom? I would love to hear your ideas.

Beyond the Leaderboard: Self-ranking charts

A couple of days ago, I talked about creating a multiple-class, self-ranking leaderboard. My students love the idea of being able to see where they rank, and compare themselves to one another, creating this competitive gaming environment that often leads them to perform and to keep working, simply to "outrank" one another. As I was updating my class website to include this new board, I started thinking about how to use the leaderboard as more than just a ranking system for the XP. Could I use it to inform students about how they are doing in different categories? Could I show the data in some way that would maintain the integrity of the leaderboard, but focus students' attention on opportunities for improvement as well? And almost as important, is there an easy way to do it; one that would not require much more than inputting values as the students grow? The answer turned out to be YES on all accounts.

Before I show you how, let me share the end products:

"I Need To Do More" chart

This first interactive chart, displays the totals for each XP category. As the year progresses, students can see how much each of the categories has impacted their XP totals. On their own, or with some help, they can decide to go back to assignments they may have missed or where they scored low XP and re-do/re-submit in order to up their total XP for that category. In my case, it could show an Aha moment akin to, "I have not done many of my blogs, if I do them now I can gain all those XP I missed".

"I Need To Do Better" chart

In this other format, the same data is displayed by average XP obtained in each category. When students see the data organized this way, they can quickly see areas where they can focus their efforts, to increase their standings.

The beauty of both of these charts is that they use the same Pivot Table I created for the self-ranking leaderboard, so not only do they update as soon as I input new values, they are also tied to the original ranking. The student order within the chart updates as well as they move up or down on the leaderboard, making it a "one-stop" responsive system that does not create more work for me to maintain or update.

The following video explains how to create the charts, and I am also sharing a template that you can use to draft your own.

Let the games begin!

Building a Classroom Website?

Many educators have decided to take the plunge to create their own websites. These websites serve as a central place to compile educational resources for students, communicate expectations, etc. We can think of them almost as interactive "green sheets". Parents can be directed to the class webpage to look at calendars, news from the classroom and upcoming events, while students can look in them to find links to content they may have missed, homework assignments, and even gain access to specific educational resources or web tools recommended by the teacher.

Some districts host teacher websites in their own servers and provide specific tools to be used (Adobe's Dreamweaver for example). However, most often teachers are left to their own devices and their website become a matter of personal preference. With little guidance, teachers choose a particular web creation tool simply because someone they know uses it. However, with the many options out there it is really up to the individual teacher to decide just how they would like their website to represent their classroom.

Google Sites

This is probably the most accessible web page creation tool, especially if you are a GaFE school. It works well simply because it integrates all other GaFE tools. It has the added benefit of allowing you to restrict views to only the individuals within your school or district domain, which for some institutions is a must. However the main disadvantage is that you are very restricted in the look and feel of what is your personal webpage. Google Sites all appear extremely similar. Customizing your navigation or adding anything non-GaFE requires a major investment of time finding tutorials, and the answer is either "It cannot be done" or working with code that, unless you know what you are doing, only makes matters worse. 

If you decide to go Google Sites, visit Mr. Amsler, who kindly published a "Working with Google Sites" web page that serves as a great guide of how and what to do.

Weebly for Education

www.adventurestemprogram.com

Weebly for Education is what a former colleague of mine decided to use for our school website, which means that, as the webpage manager, I now have the "joy" of using it on a consistent basis. Its drag and drop simplicity is a favorite with educators interested in creating a more personal look for their websites. In Weebly the website layout and design are all done for you. If you later decide to change the template, you simply click on the new template and everything is transferred to "where it should be". This seems ideal, right? It can be, but it becomes incredibly limiting when you want to get creative because Weebly only allows you to insert elements into pre-defined areas. Unless you are really handy with code, which Weebly does allow you to modify, you are kind of stuck with their templates. This is the main reason I personally dislike it.

Weebly offers other cool stuff, like the ability to add an assignment form to your site allowing students the ability to upload their assignments and submit them to you via your website. You also have the option to create student accounts so that your students can create their own Weebly websites, all moderated by you.

If you decide to go Weebly, make sure that you create an account using Weebly for Education, as opposed to just Weebly, to gain access to the educator tools. You may also wish to visit educatorstechnology.com to find some good tutorials to help you get started.

WIX

http://mariana68.wix.com/adventurescience 

This is my personal favorite due to its maximum flexibility of design. WIX is a true drag and drop web page creation tool, offering complete customization without any HTML or coding knowledge.  All you have to do is just pick a design that works for you, and swap in your own pictures, text and information. If you are feeling particularly creative, or you do not find something you like, you can choose to start with a blank template add backgrounds, images, text and embed anything anywhere. You literally design your own page with minimal effort. It is worth noting that with WIX you cannot change templates. If you decide that you want to change your look, you will need to change the individual items. 

WIX also has an incredibly comprehensive help center. There are help buttons everywhere, so that if there is ever any doubt on what or how to do something, help is just a click away. You will not need to go a-searching for anything. They have even gone the extra mile and created WixEd a free online education program that teaches Wix users everything they need to know about web page creation.

WIX does not have a dedicated "educator" side, so in some districts you may need to call your IT department before using it in order to have it white-listed. If they need convincing, feel free to show them any of the many sites I have created using the platform. They can be found by clicking on the PBL tab.

I know there are many others. Which one do you use?

Appsmash: Google cardboard +Tinkercad+Sketchfab

I am going to be totally honest here. When I first heard about Google Cardboard I figured that this was not for me. What could this contraption actually provide for my students that a video could not do? However, all that changed for me while attending the DeeperLearning Conference and landing, almost by mistake, in Carrie Lawrence's "Virtual Reality in Education using Google Cardboard" workshop.

We started with what I thought Google Cardboard was all about. Giving access to far away or impossible places that are now at our student's fingertips. Having never done the VR thing, that in itself was actually quite fun, and the apps she shared were cool. Here are some of the sites she shared and a couple more that I found after the session (all for Android, but I'm sure you can find the same or similar ones in the Apple store). Disclaimer, several of these work better on some devices than others, but don't let that deter you; find one or two that work for your device. Many more are being published.

VR Apps (Android), by mrsgarciaserrato

Now, if you have read my blog before, you know that I am more of a "student create stuff" kind of teacher. I liked the idea, but I was still not particularly enthused. However all of that changed an instant later when she began talking about 3D modeling. You see, there are a couple of tools that when used together enable students to create VR 3D models. This is how it goes:

It starts by you assigning a project that results in a digital 3D model. For example, my eco-house project.

Your students create their model in Tinkercad. This would be my go to since it is free, but I am assuming that other options would work (SketchUp or Minecraft). The limitation is really that the "output" needs to be compatible with our next step.
If using Tinkercad, once your students are done, they would click on Download for 3D printing, and select either .STL, .OBJ or .VRML.



That was the hard part. The next step is simply to upload the file to Sketchfab.

The students can tinker with it some, following these helpful tips from Sketchfab so the VR experience they create is "just right".

And just like that, the students, their parents and yourself can now use Google cardboard to virtually walk all around their model!




Google cardboard can be bought for around $10.00 from Google or Amazon (search for Google cardboard), and they work with any smartphone and even iPod touch devices. Students will also need to create accounts in both Tinkercad and Sketchfab (both free), but check with your IT first to verify that they are whitelisted.

Two additional "mini-hacks" before I go:

- Add a rubber band to the "crease" where the phone goes to prevent it from slipping out.
- Make sure you take the phone out of its case. This allows the use of the "trigger".

Get your "Google Cardboard" on!

My students are taking ownership of the NGSS - Part 1: The Practices

Image source: http://www.slideshare.net/nashworld/ngss-workshop-2013-2 

In a recent conversation with a group of colleagues, I was surprised to hear comments such as:
"I teach science, this NGSS are just the same content standards I already use",  "I use inquiry all the time; my lessons are already NGSS aligned" and finally "If you are teaching the content, students will grasp the crosscutting concepts. I don't need to teach the connections". This got me thinking about just what the NGSS asks educators to do, and what it means in terms of guiding student learning.

At its most basic, the NGSS tells me:

• What to teach: Disciplinary Core Ideas
• How to teach it: Science and Engineering Practices
• Why I teach it: Cross Cutting Concepts

I teach middle school, and my district has not decided whether they will adopt an integrated or science domain model. However, even if I don't know this yet, I decided that I needed to begin working towards analyzing my lessons to determine whether they are NGSS aligned, and to make the alignment visible so that students can really become immersed in the content. For this, I need a different mindset.

The question then became, "How do I get my students to think like scientists so they can make the connections necessary to apply the cross-cutting concepts?" In my quest to answer this question I asked my students to recognize when they were applying the Science and Engineering practices in my classroom. I provided students with the same yes/no questions I use when I am developing my lessons and gave them sentence frames to compose their answers.

The following examples represent student responses to the same lesson.

The fact that both students identified different practices is not a problem. They just have different perspectives on what they did to develop an understanding of the content. That in itself is a win towards making "thinking like scientists" visible and NGSS alignment

Going back to the original conversation, and specifically the comment "I use inquiry all the time; my lessons are already NGSS aligned", I would say, unless the students are asking the questions and developing their own investigations, the lesson is not NGSS aligned. Inquiry is not equal to NGSS alignment. However, having the students think like scientists as they develop their understanding is a first step.

What do you think?

Evaluating websites using Google Forms

Keyboard and phone image

We can probably all agree that the internet is a great source of information on all topics. From travel destinations or cute kitten videos to breaking news or the latest scientific discovery, everything is at our fingertips. Content is continuously added, often without any form of review for accuracy or reliability, so it is imperative to teach our students how to evaluate Web sites to determine if the information is reliable and credible.

There are many sites that offer lessons to teach students how to evaluate websites. One of the best tools I found for this is a rubric developed by the Ron E. Lewis Library - based on the CRAAP Test created by Meriam Library at California State University-Chico. Unfortunately, although the acronym is catchy, I cringed at the thought of having my middle-schoolers go home and tell their parents that I had used that specific word. Middle-schoolers are not known for providing context, plus if I know them at all, by the time they got home the CRAAP acronym would probably have changed to something even worse. So I took it upon myself to modify the rubric into something more middle-school appropriate, creating the CITE-IT rubric instead.

Over the last school year, we worked with a paper version of the CITE-IT rubric, and I required that any time that students were referencing sources they had to attach the CITE-IT scores and rubrics for the Web sites they used. This worked quite well, except for the fact that I had to keep a big stack of CITE-IT rubrics on hand. Also, although most students were able to manage this, but a few of them would invariably come towards the end of a project and fill in a bunch of the rubrics, just so they could comply with the requirement.

In a recent training, I learned about using Google forms to create rubrics, and thus be able to grade "on the fly". This means that basically you create a form with a field for student name and a series of multiple choice indicators for each of your criteria. In the end this gives you a spreadsheet where you have collected each student's score on the rubric, and which you can then sort any way you wish. As I mulled this idea as a great way to increase my productivity while grading presentations or essays, a spark of inspiration struck. "What about using that same idea and having students use it for the curation of websites with CITE-IT scores?"

So, this is what I came up with.

• I created a Google form version of the rubric.
• I modified the response sheet so that the last column on it would automatically add the correct columns. I also added a column that would advise the student on whether to use the site or not. This is based on the individual scores the student assigned - just like in the paper version.

The idea is that this will allow the students to have their own version of the CITE-IT form and response sheet, which they can then use as they are doing their research. By adding a text  field for comments, they will also be able to sort the sheet by project title (if that is what they add), share their evaluated sources with me and each other and perhaps, in my utopian dreams, even see trends in the URL addresses that come up as reliable most often.

If you would like to make a copy of the form for your students to use (or modify to suit your needs), it is as easy as navigating to this blank response spreadsheet, clicking on Make a Copy (make sure you are signed in to Google), and then click on View Form. This will maintain all formatting and formulas I used. Feel free to change anything that does not suit you, as this is now your own copy.

I hope you find this useful, and if you have an idea on how to make this better, please share.

Gamifying the NGSS

The NGSS standards are asking students to apply science and engineering practices in order to understand how cross cutting concepts play out disciplinary core ideas. The three dimensions of the NGSS require much more than a simple addition to an inquiry lesson. The student who is not able to make connections across the content and apply his/her understanding to one DCI concept to solve a problem or answer a question in a different context or DCI has not mastered an NGSS standard.

As I considered different ways to modify my instruction in order to provide students with maximum exposure to the science and engineering practices (S&EP), as well as the crosscutting concepts (CCC), I read Leigh Roehm's lesson "pHun with Phenolphthalein" at the BetterLesson website*. In it she masterfully exemplifies just how to incorporate the crosscutting concepts into what she calls the Ladder of Discourse. Through the use of the strategy, she transfers the responsibility for the crosscutting concepts from the teacher to the students! This got me thinking about doing something similar with the S&EPs, which finally led me to the idea of gamifying the three dimensions of the NGSS.

Before I explain, I invite you to visit any of the grade-level sites I created for this. If you check out the How to Play in any of them, you will perhaps get the idea of just what I mean about how the NGSS are tied into the game.

http://mariana68.wix.com/adventure2015-5	http://mariana68.wix.com/adventure2015-6
http://mariana68.wix.com/adventure2015-7	http://mariana68.wix.com/adventure2015-8

Disciplinary Core Ideas

The DCIs are present in the training rooms. These are the concepts I cover, mostly using PBL which already gives a lot of opportunities for choice, and do not provide XP or gold coins. The main reason I have for this is that in my previous attempts at gamification, including them in the leaderboards becomes a grading nightmare (see Gamified Classroom - A Year in Review). However, as the year progresses I will be granting access to PowerMyLearning and MySciLife activities that will allow the students to gain XP and gold coins through choices in this area.

Science and Engineering Practices = XP

These are gamified, providing students the opportunity to gain XP and level up by writing weekly blogs. I first introduced my students to the idea of obtaining XP for weekly writing two years ago (see Gamification, starting really small). The structure of the posts has changed over the years, and in this iteration I am asking the students to engage with a specific character, depending on the game, and provide evidence that they have  acquired experience in the S&EPs. To gamify the S&EPs meant that students needed a structure that would allow them to make each of the practices visible in their writing. In order to create the structure I used Rodger W. Bybee's article "Scientific and Engineering Practices in K–12 Classrooms", transforming each of the practices into student-friendly statements that they can choose to write about.  It also meant that they needed a purpose to push themselves in the critical thinking required by the assignment. This is where the leveling up comes in as higher levels of XP mean privileges, such as being able to use their phones or listen to music in class.

Crosscutting Concepts = Gold Coins

In thinking about what I want students to get through the gamified experiences I was creating, it made sense that the crosscutting concepts became the boss battles. Being able to identify and explain big underlying ideas that span different content areas is what the crosscutting are about, and as such require a rather deep understanding of the content. It also means that students need to be able to revisit them over and over as their understanding grows. The irony is that these were by far the easiest to gamify. I created the Boss Battles by  transforming the K-8 statements from the NSTA's Matrix of Crosscutting Concepts, and added the Ladder of Discourse I mentioned earlier to further help the students draft their "battle". At the moment, the battle arenas are set up in blogger, providing students a dedicated space to engage in them. However, this might change as my goal is to have the students keep the same arenas for the four years that they have with me, so the page structure I propose might become too cumbersome. I am even toying with the idea of having actual "boss battle" days in the form of classroom debates - but that is a post for another day.

At this point you may be asking why I decided to award gold coins instead of XP for engaging with the crosscutting concepts. This really comes down to motivation and the difficulty I am expecting some of my students to have with this shift, especially in the lower grades. Not every student will make a big connection every week. However making that connection and being able to explain it can, over time, earn the students big rewards. 

So, what do you think? Let the conversation about gamifying the NGSS begin.