Phenomena

Overview

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. 

NGSS Website: https://www.nextgenscience.org/resources/phenomena 

Additional resource on phenomena is science and engineering: https://www.nextgenscience.org/resources/phenomena 

• https://thewonderofscience.com/phenomenal  A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard. 

• The Master List of Phenomenon is an open Google doc that lists all phenomenon we have aggregated.  These phenomenon will be tagged and added to the website (with relevant links, videos, and images) over time.

• http://sunrisescience.blog/free-websites-ngss-anchoring-phenomena/ 

Iowa Phenomena Project

Iowa PBS Phenomena site

The site includes resources to explore Iowa-based phenomena. 

Sample phenomena / potential questions by grade level

Middle and high school relate to the authentic data units developed by ICEC.

PreK - Grade 2

• • Insect behavior (flight, feeding, etc.)

  • Butterfly/moth life cycle

  • Chewed leaves (other signs of insect damage on plants)

  • Flock of monarchs in a tree

  • Do young animals look like their parents?

  • Where do insects go in winter?

  • What do insects eat?

  • How many different animals (animal signs) can we find?

Grades 3-5

• • What kind of animals live here? (school yard, park, pond, stream,etc.)

  • Are the animals we see always here?

  • If animals are not here, how can we tell animals were here?

    • Why do animals live where they live? Can all animals live in the same place?

      • [Focus on aquatic macroinvertebrates]

      • Different aquatic animals inhabiting different water bodies (e.g., streams)

    • Differences in water (muddy/clear; amount of plants, algae, substrate in two streams)

    • Algal bloom

    • Fish kill

Middle School

General animal distribution and population questions:

• • What animals are in my area?

  • What affects animal survival? Population numbers?

  • How could we investigate animal populations?

  • Presence/absence of animals in different areas

  • http://www.iowapbs.org/iowaphenomena/34397/studying-acoustic-ecology

Specific to frogs:

• • Why do frogs call?

  • Where can we find frogs calling?

  • When do frogs call?

  • (Different) frogs calling during different times throughout the year

High School

• • Expansion of bald eagle nest locations in Iowa

  • Presence of lead in bald eagles coming into rehabilitators

  • Large groups of birds or other animals at different places during different times of the year

  • Why have bald eagle nest locations expanded across Iowa?

  • Why are birds concentrated in certain areas?

  • What is the trend in the number of overwintering bald eagles in Iowa?

  • Why do birds admitted to rehabilitators have lead in their system?