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Explore these phenomenal sites and share your learning using a 3-D model.

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Explore these phenomenal sites and share your learning using a 3-D model.

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1.  https://www.ngssphenomena.com

2. https://thewonderofscience.com/phenomenal

3. https://learningcenter.nsta.org/share.aspx?id=Ug6XucyQFX

4. https://sites.google.com/site/sciencephenomena/

5.    https://beyondpenguins.ehe.osu.edu/issue/polar-patterns-day-night-and-seasons/using-discrepant-events-in-elementary-classrooms

6. https://www.georgiascienceteacher.org/phenomena

7. https://www.carolina.com/teacher-resources/Video/phenomena-video-gallery/tr48120.tr

8. https://www.carolina.com/knowledge/topic/phenomenon-driven

9. https://www.carolina.com/teacher-resources/free-next-gen-activities/29001.co

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K-2: https://www.nextgenscience.org/sites/default/files/K-2Topic.pdf
3-5:
https://www.nextgenscience.org/sites/default/files/3-5Topic.pdf
MS: https://www.nextgenscience.org/sites/default/files/MSTopic.pdfhttps://www.nextgenscience.org/sites/default/files/MSTopic.pdf

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I recently did a lesson about paying attention to the details. It started off with a picture titled What's Wrong. It was a WW2 photo of 4 guys carrying a tank. I told them about the "Ghost Army" that kept the Germans in check. Ended that portion by asking them what would have happened if the Germans paid attention to the details. One kid said... "We'd all be speaking German". Yes... it's a very stretched out comparison to the math lesson, tenuous at best, but that's one of the first time that kid has spoken in class so pbbbthh...

It's all about hooking them in the beginning then not talking past the point where they're entertained.

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I am actually going to use our rubber band car in my resource math class. They were hooked when I showed them the videos from our flipgrid. I am going to allow them to construct their own rubber band cars with varying materials (mostly different wheel sizes) and we are going to do trials for capturing the rate of speed of their cars. My hopes are to get them to become interested and apply the math in a competition. Later through the reflection piece I hope that they engage and ask why some cars went further, faster, both than the other cars. 

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I am actually going to use our rubber band car in my resource math class. They were hooked when I showed them the videos from our flipgrid. I am going to allow them to construct their own rubber band cars with varying materials (mostly different wheel sizes) and we are going to do trials for capturing the rate of speed of their cars. My hopes are to get them to become interested and apply the math in a competition. Later through the reflection piece I hope that they engage and ask why some cars went further, faster, both than the other cars. 

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-Antonio (Resource HS Math)

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Phenomena can guide instruction by engaging students and getting them to ask more questions. It gets students to question and wonder. They start to take charge of their own discovery of knowledge. Why do people follow orders they disagree with?

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The second website has a feature about the Arecibo Message. A use for an English elective on sci-fi literature could be to observe different ways that different life forms on earth communicate and then try to design a message that would be understandable to an alien intelligence as the Arecibo Message was designed to do.

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The second website has a feature about the Arecibo Message. A use for an English elective on sci-fi literature could be to observe different ways that different life forms on earth communicate and then try to design a message that would be understandable to an alien intelligence as the Arecibo Message was designed to do.

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Recently my students have been into whales. I can see myself using the whale bubble feeding clips to spark wonder and curiosity.

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From the website, the wonder of science, 4-ESS1-1: Evidence from Rock Layers. Fourth graders would watch video about the formation of the grand canyon, engage in table talks and discussion, with a KWL chart. Students would then create their own layered art with sand and rocks in a jar, describing their artwork and the process in their artists statements. Students could extend the lesson in a mixed media art creation, of the Grand Canyon.

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In my science classes, it is essential to engage and capture the attention of students. I use videos or other hands on examples of phenomenon all the time. For example, we've been studying plate tectonics so there are so many videos of amazing and extreme landslides, earthquakes, and other natural disasters. The more intense and almost unexplainable things are the best in order to get students to wonder and ask for more. 

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In my science classes, it is essential to engage and capture the attention of students. I use videos or other hands on examples of phenomenon all the time. For example, we've been studying plate tectonics so there are so many videos of amazing and extreme landslides, earthquakes, and other natural disasters. The more intense and almost unexplainable things are the best in order to get students to wonder and ask for more. 