One of the major shifts that NGSS envisions for science learning, is a shift from an instructional-frame to a sense-making frame. This new frame asks us to engage students in making sense of phenomena which they do by engaging in the NGSS practices through the lenses of the NGSS Crosscutting Concepts using the NGSS Disciplinary Core Ideas. In order to understand this shift, Learning Facilitators must build their own understanding of the role of phenomena in the doing and learning of science. This includes thinking about local phenomena that is relevant to your students' everyday lives.
View video titled First Steps Towards Transitioning to the NGSS. (3:35)
View video Using Phenomena in NGSS-Designed Instruction, an interview with Brian Reiser. (2:57)
Read article: Qualities of a Good Phenomenon (one page)
Read article: Using Phenomena in NGSS-Designed Lesson and Units (3 pages)
View video to see how a Beaverton, Oregon elementary classroom is using phenomena to design lessons. (2:04)