Embedded Files
NGSS Phenomenon Overview
NGSS Phenomenon Overview
Phenomena should drive units and promote students to "figure out" rather than "learn about."
All lessons either building up to explain a phenomena OR solve a problem
Not a question that can be Googled (generally)
Doesn’t give an answer (Don’t kill the wonder!)
Engaging & Relatable to students
Does not have to be phenomenal
Phenomena Examples
Phenomena Examples
Phenomena can be live demos, pictures, videos/gifs, data sets, etc and include a statement. The phenomenon is posed to students to start a unit and is referred back to throughout the unit. Students piece together information throughout a unit to explain the phenomenon.
Students will engage in the science and engineering practices (SEPs) and use the crosscutting concepts to learn and understand science concepts to explain a given phenomenon.
“This Huli can potentially become an entire kalo patch.”
“This Huli can potentially become an entire kalo patch.”
Students learn about specific parts of a kalo plant, and how it reproduces.
Students learn about specific parts of a kalo plant, and how it reproduces.
“The little tube makes your voice sound funny”
“The little tube makes your voice sound funny”
Students discover the relationship between sound and vibration to explain why and how a kazoo changes the sound of your voice.
Students discover the relationship between sound and vibration to explain why and how a kazoo changes the sound of your voice.
“Corals are dying in Hawaii and around the world”
“Corals are dying in Hawaii and around the world”
Students learn about the needs of coral and the different factors that affect the coral habitat in order to create a system where coral can thrive.
Students learn about the needs of coral and the different factors that affect the coral habitat in order to create a system where coral can thrive.
“These birds act in a strange way when grass is cut.”
“These birds act in a strange way when grass is cut.”
Students observe animal behavior to explain that when birds hear a lawn mower or smell freshly cut grass (stimuli) they immediately travel to grass, since food is easier to find.
Students observe animal behavior to explain that when birds hear a lawn mower or smell freshly cut grass (stimuli) they immediately travel to grass, since food is easier to find.
“Some animal traits can be predicted before they are born”
“Some animal traits can be predicted before they are born”
Students investigate how traits are passed down from parents to explain why some offspring look similar to their parents and siblings, while others look different.
Students investigate how traits are passed down from parents to explain why some offspring look similar to their parents and siblings, while others look different.
“This plant is growing on a lamp post. There are no other plants near it.”
“This plant is growing on a lamp post. There are no other plants near it.”
Students learn how animals change their environment to fit their needs, and how plants use animals to spread & reproduce to explain how the plant got on the lamp post.
Students learn how animals change their environment to fit their needs, and how plants use animals to spread & reproduce to explain how the plant got on the lamp post.
“This fence was put up on the Big Island. Half a year later, the ground looked different on each side”
“This fence was put up on the Big Island. Half a year later, the ground looked different on each side”
Students collect evidence around the needs of plants and animals (sunlight, water and “food”) to explain that animals change the environment to meet their needs. Pigs dug up the plants of the left side of the fence, there as the right side stayed the same.
Students collect evidence around the needs of plants and animals (sunlight, water and “food”) to explain that animals change the environment to meet their needs. Pigs dug up the plants of the left side of the fence, there as the right side stayed the same.
“The consistent increase in atmospheric CO2 is greatly affecting our oceans”
“The consistent increase in atmospheric CO2 is greatly affecting our oceans”
Students investigate the combustion of a candle, adding CO2 into a chemical and the effects of vinegar on sand to explain how carbon dioxide affects our oceans.
Students investigate the combustion of a candle, adding CO2 into a chemical and the effects of vinegar on sand to explain how carbon dioxide affects our oceans.
"Roots from a tree meet the beach coastline"
"Roots from a tree meet the beach coastline"
Students investigate the process of erosion to create a device to help prevent beach erosion, using materials with different properties.
Students investigate the process of erosion to create a device to help prevent beach erosion, using materials with different properties.
“Some freshly made musubis wrapped in plastic have a bubble up on top.”
“Some freshly made musubis wrapped in plastic have a bubble up on top.”
Students discover properties of heat (it rises) through investigations, and build evidence to explain when the hot rice is trapped inside, the bubble is actually the hot air rising up trying to escape.
Students discover properties of heat (it rises) through investigations, and build evidence to explain when the hot rice is trapped inside, the bubble is actually the hot air rising up trying to escape.
“On a hot Summer day, this dog would rather lie on the concrete than on his memory foam bed.”
“On a hot Summer day, this dog would rather lie on the concrete than on his memory foam bed.”
Students investigate how different materials transfer heat differently, and collect evidence to explain why this dog chooses to lay on concrete vs. the foam.
Students investigate how different materials transfer heat differently, and collect evidence to explain why this dog chooses to lay on concrete vs. the foam.
“While riding in the car, you see a lot of these yellow barrels along the road.”
“While riding in the car, you see a lot of these yellow barrels along the road.”
Students investigate the effects of different strengths of pushes on the motion of an object to explain different ways to slow down a moving object.
Students investigate the effects of different strengths of pushes on the motion of an object to explain different ways to slow down a moving object.
“The planets in our solar system orbit around a central object”
“The planets in our solar system orbit around a central object”
Students gather & analyze evidence about magnetism, weight on a planet and year length to explain how gravity dictates how objects in the solar system move.
Students gather & analyze evidence about magnetism, weight on a planet and year length to explain how gravity dictates how objects in the solar system move.
OpenSciEd Instructional Model
OpenSciEd Instructional Model
Storyline Approach
Storyline Approach
Resources
Resources
NGSS Phenomena & Master List of Phenomenon - The Wonder of Science
Phenomena Bank - Georgia Science Teachers Association
Phenomena Finder - University of Illinois
Lending Library NGSS Kit Storylines - Windward AIT
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