1. Phenomena-Based Instruction and the NGSS

2. Sessions Outcomes
Understand what phenomena are and their importance in NGSS-aligned instruction.
Understand how phenomena-based instruction supports three-dimensional learning.
Understand how to identify useful phenomena that can drive instruction and student learning.
Set the stage for a full lesson that will presented in the next session
Use your notebooks to keep track of ideas shared, your thinking, and questions you are pondering.

3. Exploration On the wall are 12 different visuals.
Choose one picture which makes you curious or wonder.
Discuss:
What do you observe happening in the visual?
What questions can you ask about what is happening?
Summarize your description and questions on chart paper.
Do not try to explain what is happening, just record your observations and questions.

4. Scientific Phenomena
Scientific phenomena are occurrences in the natural and human-made world that can be observed and which cause one to wonder and ask questions.
One Minute Conversation
With and elbow partner, discuss:
What is a phenomenon?

5. Scientific Phenomena
Scientific phenomena are occurrences in the natural and human-made world that can be observed and which cause one to wonder and ask questions.
Think and Discuss at your table:
What phenomenon have you observed in the past week which has caused you to wonder and ask questions?

6. Instructional Strategies to Support Phenomena-Based Instruction
Read the selections from the CA Science Framework H1 - Instructional Strategies to Support Phenomena-Based Instruction in the CA NGSS.
Discuss:
Why is the use of phenomena such an important part of NGSS?
How does a phenomena-based approach help support three-dimensional learning?
How does the use of phenomena support the research on how people learn?
When discussing these questions, use evidence from the text to support your idea.

7. 3D Learning and Phenomena
Phenomena-based instruction is a primary feature of the NGSS classroom.
A three-dimensional learning approach requires students to use the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas in concert to explore, investigate, and explain how and why phenomena occur.
The complexity of a student explanation should be appropriate to the learning progression at the grade span.

8. Form a Discussion Group
Form groups of four (people not at your table).
Introduce yourself to your discussion group.

9. Group Discussion #1
How does a phenomena-based approach to science differ from a traditional “content-focused” or “stand and deliver” method of instruction?

10. Group Discussion #2
What challenges does a phenomena-based approach bring as we are planning for student learning?
How might we overcome these challenges?

11. Considerations Around Phenomena
Our Ability to Explain a Phenomenon
Scale or Size of the Phenomenon
Usefulness of a phenomenon in Instruction

12. Our Ability to Explain Phenomena
Let’s think about the phenomena shared earlier.
Quick Mental Reflection
Do I really understand the phenomenon?
Where can I go to learn more about this phenomenon so I can explain it accurately?

13. Phenomena Scale or Size
Anchoring Phenomena
Focus of a larger instructional unit/segment
Connects student learning across several learning sequences (6-8 weeks)
Requires understanding of several related science ideas
May only need or be able to explain particular aspects
Investigative Phenomena
Focus of a learning sequence
Provide students personal experience with observable events where an evidence based explanation can be constructed.
Relate to larger anchoring phenomena.
Often require understanding of a fewer number of connected science ideas to explain.
A.P.
Instructional Unit
I.P.
I.P.
I.P.
I.P.
Learning Sequence 1
Learning Sequence 2
Learning Sequence 3
Learning Sequence 4

14. Climate Change Agriculture, Forestry, and Other Land Use Ocean
Greenhouse Gases (GHGs)
Agriculture, Forestry, and Other Land Use
Ocean
Atmosphere
Increase in Temp.
Deforestation
Desertification
Sea Level Rise (SLR)
Ocean Acidification
Drought / extreme weather events
Heat waves
Less CO2 uptake
Land becomes infertile
Habitat loss
Coastal population suffers
Fisheries suffer
Longer Summers
More GHGs
GDP suffers
Human Action (Policy, Adaptation, Mitigation)
Vector-Borne Diseases (Zika)
Increase in Temp.
Contribution: A. Knight, Scripps Institution of Oceanography
Adapted from Intergovermental Panel on Climate Change (IPCC) at

15. Anchor Phenomena and Investigative Phenomena
Ocean
A. P.
A. P.
Sea Level Rise
Ocean Acidification
Causes
Impacts
Adaptation/Mitigation
I. P.
I. P.
Thermal Expansion of Water
Ice Sheet Melt
I. P.
I. P.
A. P.
Calving of Ice Sheet
Moulins
Anchoring Phenomena
Investigative Phenomenon
I. P.
Image Source:
Image Source:
Wikimedia Commons
Image Source: Greenpeace
Contribution: A. Knight, Scripps Institution of Oceanography

16. Criteria for Selecting Useful Phenomena
Review the H2 - Criteria for Selecting Useful Phenomena document
observe and/or investigate
Core Ideas, Science and Engineering Practices, and Crosscutting Concepts
performance expectations?
grade-level appropriate?
anchored in real-world issues or the student’s local environment?
interesting and important?
financial costs and classroom time that will be used?
NOTE: It is crucial to understand your grade level Performance Expectations

17. Analyze Visuals
Go back to the visual you previously explored and identify the phenomenon.
Write down the phenomenon (the observable occurrence which can be observed).
Analyze the phenomenon for your grade level/course using the Criteria for Selecting Useful Phenomena.
Share out: We think _____ is/is not a useful phenomena because…’
For a list of standards and arrangements, visit

18. Selecting Useful Phenomena
There are multiple ways to determine if phenomena are grade level appropriate:
Use the instructional segments in the CA Science Framework
Analysis of a conceptual flow or unit in development
Grade-level Disciplinary Core Ideas
Grade-level Performance Expectations
NGSS-aligned lessons or resources

19. So I have a useful phenomenon, now what?

20. Initial thinking about the phenomenon
Planning a Phenomena-Based Learning Sequence Using the 5E Model of Instruction
5E Stage
Teacher Does
Student Does
Concept
Engage
Explore
Explain
Elaborate
Evaluate
Initial thinking about the phenomenon
Student explanation of how and why the phenomenon occurs using understanding of science ideas and concepts

21. Activity
Identify a phenomenon you will introduce to students in the coming weeks, or choose one from the visuals in the room.
Using pictures and words, write down a possible student explanation for why the phenomenon occurs?
Be ready to share the phenomenon and possible student explanation.

22. Share Out Join up with another person or group.
Share your phenomenon and possible student explanation.

23. Phenomena Identified in the CA Science Framework
H3 - Grade Level Phenomena Links
For other possible phenomena, check out the #ProjectPhenomena website at

24. Return to Outcomes
Understand what phenomena are and their importance in NGSS-aligned instruction.
Understand how phenomena-based instruction supports three-dimensional learning.
Understand how to identify useful phenomena that can drive instruction and student learning.
Set the stage for a full lesson that will presented in the next session

25. Session Acknowledgements:
Teryl Burditt Teacher, Lancaster School District
Jim Clark Teacher on Special Assignment San Leandro
Lesley Gates District Science Coach/Project Director Kings Canyon Unified District
Wendy Hagan Biology and Environ. Science Teacher Granada Hills Charter High School
Laura Henriques Professor of Science Education Cal State Long Beach
Crystal Howe TK-12 Resource Teacher, Region 9a Coord. San Diego Unified School District/CREEC
Maggie Mabery CA Science Teacher of the Year Torrance Unified School District
Jennifer McCluan Teacher on Special Assignment San Dieguito Unified High School District
Christie Pearce Science Coordinator Orange County Office of Education
Dean Reese Science Teacher/Member of the IQC Tracy Unified School District
Kathryn Schulz Director, San Diego Science Project
John Spiegel Science Coordinator San Diego County Office of Education
Bret States STEM Coordinator San Joaquin County Office of Education
“Science is beautiful when it makes simple explanations of phenomena or connections between different observations.”
---Stephen Hawking