3/10/2023 0 Comments Phenomenon or phenomena![]() Once an anchoring phenomenon has been established, it is time to move to investigative phenomena most likely at the lesson level. From here, students can begin asking questions about how or why young animals are different from adults and whether there are different life cycles for different animals. “A series of photos showing an animal growing from very young to an adult” is an example of an anchoring phenomenon. Instead, they should need to ask questions about the phenomenon that they can begin to explore. Students shouldn’t be able to fully understand the anchoring phenomenon with their current science knowledge. Anchoring phenomena are larger, much broader observable events that can drive student learning across several lessons or an entire unit. ![]() When thinking about science instruction and how to incorporate phenomena, the developers of the NGSS refer to three different types that help set the foundation for student success and engagement: anchoring, investigative, and everyday. Science is about doing and playing an active role in learning, and that is much more meaningful for students. It is important for students to make sense about why or how something happens and not just learn the concepts from their teacher. Using relatable phenomena in the classroom provides the opportunity for students to explore their curiosity and ask questions. Look around your community and you will see examples of phenomena everywhere-a bee pollinating a flower, animals changing the environment, weathering and erosion affecting local roads and buildings, or how gasoline makes a car move. Doing this will help students feel more invested and engaged in their science explorations. ![]() Tie phenomena to student experiences or even to student cultures. Phenomena need to be something that students can relate to. While events like that can be intriguing to some students, they are not always attainable for all students to understand. Phenomena can be defined as “ observable events that occur in the universe and that we can use our science knowledge to explain or predict.” Phenomena don’t have to be spectacular. In addition to the increased usage of hands-on activities and the adoption of more purposeful standards, phenomena are a breath of fresh air making their way into today’s science classrooms.īut what are phenomena? Many people ask this question. Times have changed! Science instruction is so much more than when we were kids in the classroom. I would ask myself, “Why did I have to learn this?” as I couldn’t find the purpose in it. I found it boring and not relatable at all. When I was a kid, science was not my favorite subject. Phenomena are everywhere! You just have to keep your eyes and ears open!
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