Small Shifts in Science: Using Phenomenon
By Megan Hurley and Cathy Goodheart
As we shift our science instruction to include the three dimensions, an easy way to shift is simply changing the order in which we plan and implement our instruction.
Moving the explanation to after the exploration of ideas, builds on student sense making. To do just that, teachers can ask students to explore using a variety of teaching strategies; however, starting with a natural phenomenon is a perfect fit.
A phenomenon is simply an observable event. In the science classroom a carefully chosen phenomenon can drive student inquiry. Phenomena add relevance to the science classroom showing students science in their own world. A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard. Watch Paul Anderson discuss Scientific Phenomena and Sensemaking
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Curriculum & Instruction