Each of these questions that we expect students to ask should be linked to learning that will happen in the Unit. So now you should feel pretty confident that your students are going to ask some of the questions that you have anticipated remember there may be unrelated questions and that is okay. Can you add a story to your introduction of the phenomenon (without giving anything away)? Or can you add context that helps students ask questions about certain aspects of a phenomenon? Are there opportunities to present the phenomenon in multiple ways, can you add a hands on component, or opportunities for students to discuss ideas with each other? What are the Crosscutting Concepts that students will be utilizing in this Unit? Can you introduce one of these to help focus student thinking? These are all ways that you can support students in asking the questions we want them to ask while still giving them control. If you don’t think that your students will ask the “right” questions there are a couple of questions you can ask yourself that will help to prepare your phenomenon for success. The power of student driven learning only exists if they are able to generate these questions independently or with peers. If not, then we need to take some time to think about how we can frame the phenomenon to encourage students to ask those “right” questions on their own. Are you students going to ask the questions you want them to about this phenomenon? Does the Unit’s Driving Question connect to the anchor phenomenon? If yes, great you can move forward planning your unit. Once you have generated these anticipated student questions, look back at your phenomenon.Think about your students. These are questions that you WANT students to ask as a result of experiencing the anchor phenomenon. As you go through the process for unpacking the DCI’s for your unit you will be anticipating student questions. But what now? I have my phenomenon but how do I move forward?Įven if you are working with a curriculum that you have taught before it is important to take some time to understand the content for the unit that you are approaching. A great refresher for choosing a phenomenon can be found here. We have covered how they should be relatable to our students and that we should be thoughtful about what our students’ prior experiences are that they are able to draw from. We have discussed how phenomenon should be observable events that can be explained by scientific ideas, but not TOO easily explained.
SCIENCE PHENOMENA GROUP DISCUSSION HOW TO
In previous blog posts and videos we have discussed what a phenomenon is and how to go about choosing a phenomenon that will work for your students and your content. I have spent the past year taking a deep-dive into the purpose of phenomenon and how we can utilize phenomenon in our teaching to drive student learning, while also taking a close examination of curriculum design and coherence. Learning about the use of Phenomena in NGSS aligned units has really been the bridge of understanding for me between how I have always known science should be taught and implementing the NGSS.
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