Resources to Support Phenomena-Based Instruction Watch as this high school class uses photos, videos, datasets and more to learn about phenomena impacting their community. Online phenomena can include more than just photos or videos. Watch and learn as middle school teachers and students discuss how local phenomena can make science relevant and engaging. Watch as this elementary teacher models and discusses effective phenomena-based strategies and hear directly from students about the power of exploring phenomena that are meaningful to them. Online-based media can be an effective way to engage elementary students with locally-relevant phenomena. Wondering if phenomena-based strategies can work for your grade level? Explore these videos from real classrooms to learn more! Elementary School Check out this student guide for ideas about get your students engaging phenomena for themselves. Over time, engaging students with local phenomena has the power to teach your students that science happens here and that they can be scientists. Such phenomena highlight how science ideas help us explain aspects of the real world, or lead to solutions to science-related problems that matter to students, their communities, and society. The most powerful phenomena are those that are culturally or personally relevant or consequential to students. Learn more about this strategy from teachers across different grade levels as they discuss and demonstrate the Notice and Wonder strategy with their students. The Notice and Wonder routine can provide students of all grades and abilities a low-stakes opportunity to observe a new phenomenon and identify things they notice or wonder about what they see. Watch and listen as teachers across different grade levels discuss this strategy and see them use it in their classes. While implementing a DQB can take finesse and patience, when done well, it can be a powerful classroom tool in the phenomena exploration process.
In each case, teachers should help students identify different aspects of the same phenomenon as the focus of their questions."Ī Driving Questions Board (DQB) can be an effective strategy to explore a phenomenon, allowing students to brainstorm, sort, synthesize and continually revisit student questions to drive investigations. Using the phenomenon of tree growth, a middle school teacher might want middle school students to develop and apply DCIs about photosynthesis and mitosis alternately, a 3rd grade teacher might want students to learn and apply DCIs about life cycles.
"There could potentially be many different lines of inquiry about the same phenomenon.
The practice of asking questions or identifying problems becomes a critical part of trying to figure something out."
#Ngss phenomena plus#
It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. Therefore, the focus is not just on the phenomenon itself. "The point of using phenomena to drive instruction is to help students engage in practices to develop the knowledge necessary to explain or predict the phenomena.Learn more from the video below, as Iowa teachers and students discuss phenomena basics and how implementing phenomena-based strategies into your classroom can help drive your students' questioning and learning.Īccording to ACHIEVE, " Using Phenomena in NGSS-Designed Lessons and Units": The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. According to the Next Generation Science Standards (NGSS), phenomena are "Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict.
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