Phenomena: How Can They Be Used?

Learning Activity

The learning and teaching that occurs are guided by the phenomenon used and the student-generated questions attempting to figure out the phenomenon. 

Providing Guidance 
When there can be a variety of lines of inquiry about a single phenomenon, teachers should help students identify different aspects of the phenomenon as the focus of their questions. When students ask questions about a phenomenon motivates a line of grade-inappropriate investigation or may lead to ineffective use of important disciplinary ideas, teacher guidance may be needed to help students reformulate questions so they are grade appropriate.

Providing Equity 
Whether your classroom is comprised of students from a homogenous or diverse background, it is important that they are supported when working with phenomena. “While starting with one phenomenon in the classroom, it is always a good idea to help students identify related phenomena from their lives and their communities to expand the phenomena under consideration” (NGSS, 2016).

Time Phenomena
Not all phenomena need to be used for the same amount of instructional time. A single phenomenon doesn’t have to cover an entire unit, and different phenomena will take different amounts of time to figure out.

To complete this activity, you'll need to read through the links in the Resources section of this activity and reflect on the benefits that a phenomena-based lesson can offer your classroom. 

Resources

Using Phenomena in NGSS-Designed Lessons and Units

How to Use Phenomena to Develop NGSS Practices in the Classroom

Planning for Engagement with Important Science Ideas