MBI Guides #1

How to Come Up With an Engaging Phenomenon to Anchor a Unit Written by Nicole Lum (Orr Academy High School) & Kat Lucido (Phillips Academy High School)

What is a Phenomenon and how does it improve Student Learning? Transitioning to the Next Generation Science Standards (National Research Council [NRC], 2013) way of constructivist teaching seems a daunting task initially, but it is highly worthwhile and we’ll share with you some easy ways to get started. One of the most important components while making this transition is planning your units within a new structure: each unit is focused around a big question tied to a puzzling phenomenon. This How-ToGuide focuses on the steps involved in creating and implementing student-centered, engaging phenomena for your NGSS units. NGSS shifts the focus from science classrooms as environments where students learn about science ideas to places where students explore, examine, and use science ideas to explain how and why phenomena occur (Reiser, 2013). If you pique student curiosity they will be driven to want to learn more (Krajcik & Mamlok-Naaman, 2006). Though the transition to NGSS and phenomenon-driven instruction may be challenging, there are small initial changes you can make that will provide large positive outcomes with regard to student motivation and depth of thinking. Perhaps the most dramatic transition in the classroom is the contextualization of scientific concepts. As you go through this How-To-Guide keep in mind how everything is geared toward creating real life context before throwing in scientific content.

What is the Ultimate Goal with this Strategy? The ultimate goals with utilizing a phenomenon to anchor a unit are: 1. to provide students with a specific scenario to focus their explanations, and 2. to have students apply and relate new concepts learned back to the initial phenomenon. Students are revisiting the initial phenomenon after each new activity and are, therefore, having to revise their thinking and apply what they have learned to the BIG QUESTION of the unit. This constant revision and application helps students to retain learning, push their critical thinking, and be able to apply all they have learned to a wide variety of more general situations.

Created in 2015

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How can I start incorporating phenomena tomorrow? Want to start tomorrow? Think Student-Centered! Provide students with a questionnaire to learn about their interests and experiences. Fi (including questions about the topics, people, and things that interest them). Try to generate questions and phenomena that relate and are easily accessible by your students.

Use the Scientific Practices If you are just starting out with phenomena, and don’t feel your whole unit is aligned that is okay! Trying to incorporate the practices throughout your unit will help build those skills and allow you time to feel comfortable with how this changes the classroom environment.

Places to look for interesting scientific phenomena: Live Science Helpful Hints & Ideas Untamed Science Veritasium YouTube Channel IFL Science! Scientific American - Everyday Science Popular Science

Phenomenon: How Does Snapchat Work?

Created in 2015

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Below are the steps demonstrating the progression of developing both a phenomenon and execution of the phenomenon on anchoring activity day!

Step 1: Establish General Topic Explanation: Establishing a general topic in conjunction with the NGSS standards will help you narrow down the focus for your Scientific phenomenon. For many teachers it is easiest to choose a general topic first and then look deeper into the NGSS DCI standards to narrow this topic down.

Example Genetics & Genetic Inheritance

Beginner: Use your current scope and sequence to guide your curriculum. Also, keep in mind it is important to look to both the prerequisite standards, as well as those for your grade band! Advanced: Heading into the new year, use the NGSS standards, including the DCI’s and performance expectations. Keep in mind both the middle school and high school standards as some of the middle school standards may be required to assure foundational knowledge for the high school standards.

Step 2: Standards It is incredibly important to know the standards you are trying to discuss in your unit. Using the DCI’s are the easiest way to begin working within the NGSS standards. Start by selecting the DCI’s or parts of the DCI’s that you will be addressing. You can locate the DCIs in the orange box below the NGSS performance expectations here.

Example NGSS DCI’s: HS.LS1.A - All cells contain genetic information in the form of DNA. Genes are regions in the DNA… HS.LS3.A - Each chromosome consists of a single DNA molecule, each gene is a segment of DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes are expressed and regulated in different ways. HS.LS3.B-1 - Chromosomes can sometimes swap sections during meiosis.

Created in 2015

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Step 3: What do you want your students to know? The DCI’s are pretty specific, but it is helpful to jot down the key ideas you want them to get out of the unit. (This will help ensure your anchoring phenomenon will address all the different ideas and subtopics that you need it to.)

Example KEY content of storyline DNA exists in cells Mother & Father each give one set of 23 chromosomes These chromosomes come together in egg and sometimes swap sections The DNA codes for a unique individual. Every single cell has the DNA because every cell came from the fertilized egg. Expression occurs based on dominant and recessive traits. Traits such as: height, skin color, hair color, eye color, etc. are all determined based on what DNA you get from mom & dad.

Step 4: Planning phenomenon The phenomenon is slightly different from the anchoring activity. The phenomenon is the overarching question for the unit. Ideally, you will have hit all of the standards you picked while answering the phenomenon question. There is a lot of pressure on the phenomenon because it is the central focus of the unit. Therefore you need to be incredibly intentional with what and why you pick a given phenomenon. Picking a SPECIFIC event or situation is usually the best phenomenon. The reason being it is something they don’t have to put together in their mind. A specific event eliminates the need to try to think about “why” something is occurring, and lets them immediately start trying to answer. They will soon realize they only think they know the answer!! Choosing an event that is relatable for the students and creates a natural discourse will help your phenomenon to not fall flat. For example, instead of asking “Why can’t I play in the NBA?” You want to focus on a particular person. Why can’t I [teacher] be Michael Jordan?” Instead of “What are acids and bases?” Focus on a situation, “Why do we take TUMs?”

Example “Why can’t Ms. Lum BE Michael Jordan?” This example does a number of things. Regardless of their feelings toward MJ, they all know exactly who I am talking about. Some of them will love the idea of their teacher attempting to be the best ball player in the world engagement They know Jordan, using a specific individual gives greater context than saying: “Why can’t I play in the NBA?” Instead of talking about ‘work ethic’ etc they get right down to the physical features.

Keys: Think about your students... ENGAGEMENT is CRITICAL! - What do YOUR STUDENTS find interesting? - Do they have experience with the phenomenon? - Do they already think they have an idea of the answer? - Is this something that they will care about?

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Step 5: Creating the Storyline The purpose of the storyline is to create a sequential ideal explanation of what you want the kids to be able to demonstrate. The storyline should connect the key content storyline with the phenomenon.

Examples: “Why can’t Ms. Lum BE Michael Jordan?” From a Seed to a Tree

While in the unit you may have to deviate and be flexible as the student questions and understandings change. The storyline allows you to keep track of what the students still need to know in order to adequately respond to the assessment.

Step 6: Anchoring Activity Day: Implementing Your Phenomenon ***This is CRITICAL***

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This is essential for engagement, and the fervor which they carry into the unit!!!

2. Have students crumple paper and put in a bin.

Again, think about your students! Tell stories to make the whole situation more dramatic Create a game or some sort of activity to hook them into the phenomenon Be OVERLY enthusiastic about the whole situation! (If you don’t care, they won’t care) Purpose - Your Goal in implementation Hook students into a topic, situation, or problem. Elicit prior knowledge, understandings, or misconceptions they may have about a given topic. Force students to explain their ideas.

Created in 2015

Have students come in and write on a piece of paper one person they want to be and two things they could do to be that person.

3. Have students come up and read the papers and tape to board. 4. Have students pick one of the papers and in partners have them list 2 things they could do to be like that individual and 3 reasons they can’t be that person. 5. Tell story of who you wanted to be as a child. MJ. Allow kids to have fun with it! 6. Start questioning why you can’t be MJ. Push thinking. Example - Student says “I can if I practice more.” Teacher can ask, “So if Susie practices more she can be MJ?” 7. Have students explain phenomenon in a model with partners. Try to elicit all ideas they may have.

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Step 7: Initial Models and Student Questions
 Tie in to Phenomenon: This ties directly into the anchoring activity and phenomenon because you want to acquire students’ ideas on paper as well as expressed verbally. Using an initial model allows them to illustrate what their current concepts are of the phenomenon.

Student Question Wall Derived from questions on the anchoring activity day.

Student Questions: Having students ask questions as they do the initial models allows them to ask questions they think will help them answer the overall phenomenon. You can give sentence starters, such as I wonder if ____ If we tested _____ An experiment we could run is ______ The questions can be used to guide instruction. Using student questions on a daily basis increases students ownership and engagement of the learning. You can have students write these questions directly on their models, collect them on exit tickets, keep them posted in the room, or create your own mix of question collections.

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How Do Science Phenomena Align with Model-Based Inquiry? MBI centers units around a single, rich “puzzling phenomenon” question. Everything students do and learn throughout the unit is intended to help them build up knowledge in order to develop a complete model and explanation for this “puzzling phenomenon.” You can think of the “puzzling phenomenon” as the umbrella for the unit and the “why” behind all the activities, readings, and investigations students engage in. In addition to this overarching “puzzling phenomenon,” students will encounter other phenomena over the course of the unit which will unlock key science ideas and support them in answering the big unit question. Therefore, phenomena come into MBI units in two ways: 1.

as the big question for the unit (“the” puzzling phenomenon) → e.g., How and why can’t Ms. Lum be Michael Jordan?

2. as related, smaller phenomena that will help explain the big question → e.g., reproduction, variation in skin pigmentation, etc.

How does the use of a phenomenon align with NGSS? In light of the recent developments in science education, you want to ensure you phenomenon can be explained using deep understanding of the NGSS standards and that the question will be answered at as deep a level a possible. Utilizing phenomena in conjunction with Model Based Learning promotes NGSS in several ways. Phenomena is a high leverage teaching strategy that aligns with NGSS Practices 2 (Creating Models) and 6 (Constructing Explanations and Designing Solutions) in that students are creating initial models related to the phenomena and revising them throughout the unit. In conjunction with the models, students are having to construct their explanations to the Big Question through summary charts after each activity. Puzzling phenomena also aligns to NGSS Practices 3 (Planning and Carrying Out Investigations), 4 (Analyzing and Interpreting Data), and 7 (Engaging in Argument from Evidence) and 8 (Obtaining, Evaluating, and Communicating Information). Throughout the phenomena investigation process students are participating in various investigations, interpreting the data from those investigations or external data, participating in rich discussion regarding explanations for the phenomena that are backed by observations and then communicating that data to classmates and evaluating each others’ explanations and models. By creating units using the best practices of puzzling phenomena in conjunction with Model Based Inquiry aligned with the NGSS standards will create an engaging student centered science classroom.

References: Krajcik, J., & Mamlok-Naaman, R. (2006). Using driving questions to motivate and sustain student interest in learning science. Teaching and learning science: An encyclopedia, 317-327. National Research Council. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Reiser, B. J. (2013, September). What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards?. White paper presented to the Invitational Research Symposium on Science Assessment. K-12 Center at ETS. Created in 2015

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