D: The Process of Science In The Classroom

INTRODUCTION

"...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School

Read the brief statements below about phenomena.

What are phenomena in science and engineering?

• Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.
• Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions.
• In this way, phenomena are the context for the work of both the scientist and the engineer.

How do we use phenomena to drive teaching and learning?

• 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 phenomena itself. It is the phenomena plus the student-generated questions about the phenomena that guides the learning and teaching. The practice of asking questions or identifying problems becomes a critical part of trying to figure something out.
• There could potentially be many different lines of inquiry about the same phenomenon. Using the phenomenon of tree growth, a middle school teacher might want middle school students to develop and apply DCI's about photosynthesis and mitosis; alternatively, a third grade teacher might want students to learn and apply DCI's about life cycles. In each case, teachers should help students identify different aspects of the same phenomenon as the focus of their questions.

Open Appendix E: Progressions within NGSS

1. Read the first page.
2. On your own, find your grade or grade band in the document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision.
3. Be ready to discuss what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences?
4. Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea.

Prepare for Zoom:

1. Download the reasoning triangle here.
2. Each person will share an example of when they have opened a unit, activity or exploration with a question.
3. Each person will share an example of when they have started with a phenomenon.
4. We will discuss: How do you think this tool changes your approach or thinking about phenomena, questions, and modeling?

During Zoom one person in the group open Survey 2.DA and shares the screen so all participants can see. Complete this survey as a group.

1. As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea.
2. If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas.
3. Once your group submits your response, select the link to see all previous responses.
4. Does your group agree or disagree with the previous responses?
5. Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's?
6. If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it!

Repeat for survey 2.DB and rotate the responsibility to share the screen during your discussion.

Open and complete survey 2.DB. In each survey:

1. Select if the statement is a phenomena or NGSS Disciplinary Core Idea.
2. If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas.
3. Once you submit your response, you will see all previous responses and reasoning.