![]() A phenomenon is very simply put an observable event. For resources that explain the role of phenomena in NGSS and how to design learning. ![]() This tool, created in collaboration with staff at Achieve and Next Gen Science Storylines, explores the significance and nuances of using phenomena in instruction aligned with the vision in the NRC Framework and NGSS. NGSS & Phenomena-based Science: The Science Curriculum of the Future. Phenomena collections/sources to anchor and drive lessons and units. By exploring phenomena, students have opportunities to apply science and engineering practices and to build their own larger scientific conceptions and identities. While this unit is not framed around specific phenomena, it is designed to be used flexibly. They encourage phenomena that matter to students and connect to their lives. ![]() MND recognizes that teaching science is about helping students make sense of the world around. The authors of NGSS suggests starting each unit with a phenomenona real-life example that engages students and encourages them to ask questions. Module 2 summarizes why and how the Teacher Institutes NIH-SEPA work evolved away from the original vision. Module 1 provides background, a summary of key takeaways from the evaluation, and an overview of Modules 2, 3, and 4. Click Using Phenomena in NGSS-Designed Lessons and Units.pdf link to view the file. The story of the Teacher Institutes NIH-SEPA grant is about evolution and lessons learned in the time of NGSS. Science instruction has often been centered on learning general knowledge rather than exploring and explaining specific phenomena, such as directly teaching Newton’s Laws of Motion rather than learning about them through an engineering design challenge. MND + NGSS: 3D Learning through Earth Science Phenomena. Using Phenomena in NGSS-Designed Lessons and Units.
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