Phenomena Based Instruction

What are Phenomena?

A fundamental principle in CA NGSS is that students must use the three dimensions to understand specific phenomena, and that phenomena drive science learning. The word phenomenon (plural phenomena) in science means any observable event that occurs in a natural or a designed system. A ball bouncing is just as much a phenomenon as is a volcano erupting. CA NGSS instruction begins by introducing phenomena, and lessons progress as students apply each of the three dimensions to understand and explain the phenomena. In the process, students add to their library of what they know (DCIs), extend their ability to do science (SEPs), and broaden their way of thinking (CCCs). CA Science Framework, Chapter 1 Overview, 2016.

Using Phenomena in NGSS-Designed Lessons and Units

Students are not expected to fully explain phenomena in a single class session or even a single grade level – this may be a major shift for many students. Students are, however, expected to make progress towards understanding a phenomenon by authentically engaging all three dimensions of science. Progress in science includes everything from recognizing a pattern [CCC-1] and asking a new question [SEP-1] to developing a sophisticated model [SEP-3] that explains [SEP-6] a phenomenon and successfully predicts new ones. Even when students do explain a phenomenon at one level of sophistication, they often revisit the same phenomena at a later grade level and are then able to explain it at a deeper level. CA Science Framework, Chapter 1 Overview, 2016.

Using phenomena in NGSS

Criteria for Evaluating Phenomena

Students grapple with a particular phenomenon in different ways during instruction. Some phenomena are rich and complex enough that they can motivate learning for an entire instructional unit. These anchoring phenomena inspire students to ask questions [SEP-1] and motivate more detailed investigation [SEP-3]. They also serve as a platform for reflecting on learning as students revisit an anchoring phenomenon throughout instruction and apply their new understanding. Other phenomena are simpler and focus investigation [SEP-3] for individual activities (investigative phenomena). Observable phenomena sometimes introduce a specific problem that motivates specific engineering solutions (investigative problems). While all phenomena ideally should be relevant to students’ life, culture, and experience, sometimes instruction draws attention to specific events that occur in everyday life (such as, “Smells travel across the room”). Students may not directly investigate these everyday phenomena, but they can ask questions about them or apply their scientific understanding to explaining them. In some senses, the distinction between anchor, investigative, and everyday phenomena is subjective and relates to the scale [CCC-3] of the phenomena within the lesson and within students’ experience. Students apply the three dimensions of CA NGSS to all phenomena, regardless of their scale or role in instruction. CA Science Framework, Chapter 1 Overview, 2016.

criteria for evaluating phenomena

Example and Resources

This website has been developed in response to a need to help teachers identify grade level appropriate phenomena that could be incorporated into science instruction. #ProjectPhenomena is a collaboration of teacher, industry, university, and community organization leaders who want to help students engage in relevant, engaging, and meaningful phenomena as part of science process.

TJ McKenna first commented on early drafts of NGSS and became very interested in education because of the way the Next Generation Science Standards capture what it is like to think like a scientist in authentic ways. Now, drawing on his background as a research scientist and his 7 years of on-air television work, phenomena has become a major way he engages students and teacher learners (both pre-service & in-service) with core science ideas that they want to figure out. Because the NGSS reflect how TJ thinks about science, he hopes that through curating a cache of phenomena this will open conversations and with educators across the nation who are hoping to create the next generation of student engagement in science.

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