Phenomena: Anchoring & Lesson Level
Phenomena: Anchoring & Lesson Level
Levels PK-12 Content - Science
Phenomena are observable events that occur in our world that students can use their scientific knowledge to explain and predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. Anchoring learning in explaining phenomena supports student agency for wanting to build science and engineering knowledge. Students are able to identify an answer to "why do I need to learn this?"
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. Therefore, the focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. The practice of asking questions or identifying problems becomes a critical part of trying to figure something out.
PRO TIP
PRO TIP
PRO TIP! Anchoring Phenomena & Lesson-level Phenomena
There are two types of phenomena: anchoring phenomena and lesson-level phenomena. An anchoring phenomenon requires an entire unit for students to be able to explain the science behind it, whereas smaller, lesson-level phenomena help students figure out smaller pieces of the larger picture. For example, a unit on HS-LS4 Natural Selection and Evolution uses MRSA infections as the anchoring phenomenon. Within this larger unit, a lesson-level phenomenon on Galápagos Finches ulitmately helps students understand the the underlying mechanism behind the emergence of MRSA.
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In which phases of the instructional model might this strategy be used?
In which phases of the instructional model might this strategy be used?
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