# data[].attributes.body
Used in math-integrated tasks to such as graphing population trends, calculate decline rates, and visualize deforestation data.

# data[].attributes.attachment_link.description
Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

# data[].attributes.headline
NGSS Hub by National Science Teaching Association

# data[].attributes.subject
NGSS Hub by National Science Teaching Association

# data[].attributes.body
Access NGSS-aligned resources, including lesson plans, assessment examples, and teaching strategies. Great for planning three-dimensional learning experiences.

# data[].attributes.attachment_link.readable_text
A Framework for K-12 Science Education , the Next Generation Science Standards promote a three-dimensional approach to classroom instruction that is student-centered and progresses coherently from grades K-12.

# data[].attributes.attachment_link.description
Founded on the groundbreaking report A Framework for K-12 Science Education, the Next Generation Science Standards promote a three-dimensional approach to classroom instruction that is student-centered and progresses coherently from grades K-12.

# data[].attributes.body
Find master teacher-created lessons aligned to NGSS standards. Includes detailed instruction plans, materials lists, and assessment strategies.

# data[].attributes.attachment_link.title
Next Generation Science Lesson Plans & Ideas | BetterLesson

# data[].attributes.body
A comprehensive resource for Spanish-language science content, focusing on connecting Hispanic scientists and educators. Includes articles, lesson plans, and educational resources in Spanish.

# data[].attributes.attachment_link.description
Welcome to CienciaPR, an expert and resource network for all who are interested in science and Puerto Rico.

# data[].attributes.body
Students use Tinkercad to create digital 3D models of conservation inventions, such as seed-dispersing machines or animal habitat protectors. They apply mathematical concepts like scale, symmetry, area, and volume as they prototype their ideas digitally before creating physical models. This tool bridges engineering, design thinking, and real-world problem solving.

# data[].attributes.attachment_link.title
Tinkercad | From mind to design in minutes

# data[].attributes.attachment_link.description
Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

# data[].attributes.body
This lesson plan provides the foundation for the class Engineering Design Challenge. Students are tasked with building and improving a seed-dispersing machine to counteract deforestation. It includes the design process, materials, testing procedure, and reflection prompts. This resource connects science content with authentic engineering practices.

# data[].attributes.attachment_link.title
Design and Build a Seeding Machine to Counteract Deforestation | Lesson Plan

# data[].attributes.attachment_link.description
Build a miniature seeding machine that is able to disperse seeds to help reforestation efforts.

# data[].attributes.body
This lesson encourages critical thinking and estimation strategies. In this unit, students apply similar logic to predict population recovery with conservation interventions or graph class survey data (like project topic preferences) using sticky notes to make quick bar graphs, leading into data literacy conversations.

# data[].attributes.attachment_link.readable_text
There's no denying the power of the Post-it. Many brilliant minds within the #MTBoS have harnessed its' power to help students make sense of mathematics and this week was no different.

Only this time we infused them into a Marilyn Burns must have...

To start we had students build animals from pattern blocks and had partners guess the animal.

Some students were not sold on their partner's creation which lead to some heated discussions. Score a point for SMP3.

I showed my animal and we decided that it looked most like a dog.

I built the dog to show what it looked like on day 2 and 3.

Teacher tip from Mike Wiernicki: if you have foam pattern blocks you can wet them and they'll stick to your dry erase board...unfortunately these were wood.

Then we asked... What do you notice?

And we followed that up with, "What will the dog look like on day 4 & 5?"

We asked students to organize their thinking in a table and this is what they collectively came up with:

This was a great opportunity to pull out specific vocabulary with students:

Students said "The body, head, and feet never change. They always have the same number of pieces." The term was introduced.

They also noticed that "The dog's tail grows one rhombus for every day it's alive." was introduced.

We had students find the total number of pieces for the 11th and 21st day.

Student: Do we have to build it?!? That will take forever. What if we don't have enough pieces?

Me: Can you use what information you already have to figure it out?

The table really helped students recognize vertical AND horizontal patterns which are typically harder to find. We were really surprised by how quickly students found shortcuts to complete the table.

What they noticed...

The head and body column never change so they placed 4s all the way down.

The number that went in the tail column matched the number of days.

The total number of pieces goes up by one each day it grows. (recursive rule)

The total is always 4 more than the day. (explicit rule)

For the most part, students did an excellent job completing the table...when the days were identified. But when we added a Post-it to the day column things went a little sideways.

Students: Hey! That's not fair. We don't know what day it is.

Me: I know. It's my mystery number.

Student: We can't finish it without knowing the day.

Me: So give up then! I guess there's no way for you to tell me how many pieces there will be on the mystery day.
The students began talking amongst each other because they knew something was up.
Student: Yes!!! We CAN do it. We know that the feet, body, and head stay the same no matter what day it is. So put a 4 in that column.

Me: Ok. What else do you know?

Student: Well since we know the tail and day always match, can we put another Post-it in the tail column and put a question mark on it just like the day column? I asked the class to check with their table and decide. Each group came back and said that's what they wanted.

Me: What about the total?

Student: That's easy...to figure out the total we just add 4 to the mystery number. So we just write 4 + a Post-it with a "?" mark.

Me: Oh that's awesome. What happens if I ran out of Post-its. What could we use instead?

Student: Well you could always just draw a square and put a "P" in it for Post-it. It doesn't matter if we have a "P" or a "?" on it because it's still gonna be the mystery number.

I could have swore I heard math angels at this very moment. It was one of those moments I'll never forget.

Looking back at the lesson I would definitely say it went "much too whole group" towards the end. I would have liked students to grapple with the idea of the mystery Post-it at their tables before discussing as a class. I think I just got caught up in the excitement of the moment. (note to self)

I definitely wouldn't say that we're Visual Pattern experts but we have till 8th grade to get there. I'm sure the early start makes Fawn happy.

# data[].attributes.attachment_link.description
There's no denying the power of the Post-it. Many brilliant minds within the #MTBoS have harnessed its' power to help students make sense of mathematics and this week was no different. Only this time we infused them into a Marilyn Burns must have...

# data[].attributes.body
National Geographic Español provides a variety of articles, visuals, and interactive materials focused on endangered animals and ecosystems in Spanish-speaking countries. Students select and annotate articles from this source to research their animals, practicing language acquisition and science interpretation simultaneously.

# data[].attributes.attachment_link.title
National Geographic España - Web Oficial - Ciencia, naturaleza, historia y viajes

# data[].attributes.attachment_link.description
Web oficial de la revista National Geographic España: reportajes y fotografías de naturaleza, ciencia, historia, viajes y aventura

# data[].attributes.body
This site offers fact sheets and articles in Spanish about habitat destruction, species extinction, and conservation efforts. Students cite it in their research infographics and use it to gather examples of real conservation strategies applied in the Spanish-speaking world.

# data[].attributes.attachment_link.description
La supervivencia de la naturaleza y el bienestar de la humanidad dependerá de lo que hagamos en los próximos años para protegerla y recuperarla. Ayúdanos a proteger nuestro Planeta.

# data[].attributes.body
Mongabay Español is used for deeper dives into environmental challenges. Students can

read and annotate investigative reports about illegal wildlife trade, poaching, pollution, or species reintroduction.

# data[].attributes.attachment_link.readable_text
¿Conoce el camu camu? Este fruto amazónico, rico en vitamina C, es el centro de un proyecto de conservación que busca proteger la Amazonía colombiana y generar recursos económicos para...

# data[].attributes.attachment_link.description
Mongabay pretende aumentar el interés y la apreciación por la tierra salvaje y la vida silvestre a la vez que examina los efectos de las tendencias emergentes en el clima, la tecnología, la economía y las finanzas en la conservación y el desarrollo

# data[].attributes.body
Science Gallery Atlanta offers a unique blend of science, art, and sustainability. Students visited the 'Resilient Earth' exhibit which highlighted how humans interact with natural systems through creative installations. This inspired students to think outside the box for their own conservation inventions.

# data[].attributes.attachment_link.readable_text
ABOUT THE NETWORK

The Science Gallery Network consists of leading universities united around a singular mission: to ignite creativity and discovery where science and art collide.

The eight galleries of the Science Gallery Network are committed to bringing science, art, technology and design together to deliver world-class educational and cultural experiences for young people.

WHAT SCIENCE GALLERY DOES

Science Gallery delivers unique, transdisciplinary exhibitions, events and educational programmes that engage millions of inquiring minds every year in connective, participative, and surprising ways. It offers a social space to develop ideas, imagine the future, and realise dreams.

Science Gallery's internationally acclaimed approach encourages the development of creative, agile thinkers and doers for the 21st century - perceptive problem solvers that can bring together insights from diverse disciplines by moving effortlessly between these core areas.

OUR UNIVERSITY MEMBERS

Our university members, with Science Gallery, are shaping the next generation of science and technology trailblazers.

Universities are rapidly realising the importance of building meaningful avenues for young people who would not normally engage with the institutions on their doorsteps. By joining the Science Gallery Network, universities can draw on global connections to benefit their local communities, and use their local insights to generate new research with international impact.

BENEFITS OF THE NETWORK

Member universities of the Science Gallery Network reimagine what education looks like in the 21st century. The Science Gallery Network makes this possible by enabling collaborative partnerships with other galleries and universities in the Network.

All Network members have exclusive access to Science Gallery tools and resources, state of the art technology and digital platforms; unique learning and knowledge exchange; peer support; mobility programmes, and much more - enabling a truly global learning experience for university faculty, students and researchers and the local community.

# data[].attributes.attachment_link.description
The eight galleries of the Science Gallery Network are committed to bringing science, art, technology and design together to deliver world-class educational and cultural experiences for young people. Science Gallery's internationally acclaimed approach encourages the development of creative, agile thinkers and doers for the 21st century - perceptive problem solvers that can bring together insights from diverse disciplines by moving effortlessly between these core areas.

# data[].attributes.body
The Fortson 4-H Center, affiliated with UGA Extension, offers hands-on environmental education. Students engage with virtual field trip content and expert advice about forest ecosystems, food webs, and environmental restoration practices, building background knowledge for their invention work.

# data[].attributes.body
The Georgia Aquarium’s conservation team supports marine science outreach and offers opportunities to connect virtually or in-person with experts. This partner can help inform students about marine-focused invention designs for species threatened by ocean plastic or tourism.

# data[].attributes.attachment_link.readable_text
Happening Today

Group 63

Research & Conservation

African Penguins Could be Extinct by 2035

African penguin population numbers have dropped 60% in the last 30 years. Georgia Aquarium aids in their fight for survival through breeding programs and partnerships with organizations in their native South Africa, like the South African Foundation for the Conservation of Coastal Birds.

Find out what we're doing, how we're succeeding, and how you can support our mission.

How You Can Help

Become a Member to Help Us Make a Difference

Georgia Aquarium membership supports not only African penguin survival but all of the Aquarium's efforts in aquatic animal research and conservation. Membership and other contributions are critical to continuing our efforts and success in our mission.

Members can take advantage of free general admission, plus discounts on special events, Aquarium programs, products, and more.

NEW: Introducing the Colorful Wonders of Coastal Birds

For the first time ever, Georgia Aquarium is proud to announce a brand-new coastal birds exhibit, featuring roseate spoonbill and scarlet ibis. The Margaritaville Vacation Club Dolphin Coast gallery is now home to these colorful birds and this new habitat is the first of its kind at the Aquarium-featuring both aquatic and arboreal elements. Visit us to learn about the importance, diversity, and delicate balance of coastal ecosystems.

What's New With the Aquarium

Buy Tickets

# data[].attributes.attachment_link.title
Georgia Aquarium | Open to the Public | Buy your tickets online | Visit Today

# data[].attributes.attachment_link.description
Georgia Aquarium Visit Today. Explore a world under the sea with our newest gallery, Sharks! Predators of the Deep. Plus you'll see whale sharks, beluga whales and other marine life. Save money, get your tickets online now.

# data[].attributes.body
This PBS NewsHour segment showcases how conservationists use 3D-printed turtle eggs with GPS trackers to catch poachers, highlighting innovative technology in wildlife protection.

# data[].attributes.attachment_link.readable_text
It takes Williams-Guillen's 3-D printer about 90 minutes to lay a decoy egg, and then it's elaborately painted to look like the real thing, with the help of a Hollywood special effects makeup artist.

The eggs go from the snowy fields of Michigan to the tropical forests of Costa Rica. Wildlife biologist Helen Pheasey takes them from there. She joined Paso Pacifico's project in late 2016 as part of her Ph.D. research. It's her job to plant the decoy eggs, which takes us back to our nighttime beach excursion.

Three hours after our first sighting, we'd given up on seeing another one. But on the way back to our cars, we stumbled upon an olive ridley turtle digging her nest. For 20 minutes, her hand-like rear flippers scooped away sand, crafting a chamber for her eggs, and then...

Oh, there you go.

The turtle laid more than 50 eggs. And, to demonstrate, Pheasey added an impostor.

# data[].attributes.attachment_link.title
Cracking down on poaching with 3D-printed fake turtle eggs

# data[].attributes.attachment_link.description
One of the world's most endangered species, the sea turtle, is under threat from human encroachment and poaching. But a conservation biologist has developed a strategy that could help save them. By placing 3D-printed eggs with GPS trackers in nesting grounds, poachers who scoop up decoys unwittingly provide information for conservationists and law enforcement.

# data[].attributes.body
This video explores how a Hong Kong startup uses 3D-printed terracotta tiles to restore coral reefs, demonstrating a blend of technology and marine conservation.

# data[].attributes.attachment_link.title
Are 3D-printed tiles the way to save coral reefs on the brink of extinction?

# data[].attributes.body
In this TED Talk, young inventor Richard Turere shares how he created "lion lights" to protect his family's livestock, offering an inspiring example of human-wildlife coexistence.

# data[].attributes.attachment_link.description
In the Maasai community where Richard Turere lives with his family, cattle are all-important. But lion attacks were growing more frequent. In this short, inspiring talk, the young inventor shares the solar-powered solution he designed to safely scare the lions away.

# data[].attributes.body
Topher White discusses how recycled cell phones are transformed into devices that detect illegal logging, emphasizing accessible technology in rainforest conservation

# data[].attributes.attachment_link.title
What can save the rainforest? Your used cell phone

# data[].attributes.attachment_link.description
The sounds of the rainforest include: the chirps of birds, the buzz of cicadas, the banter of gibbons. But in the background is the almost-always present sound of a chainsaw, from illegal loggers. Engineer Topher White shares a simple, scalable way to stop this brutal deforestation — that starts with your old cell phone.

# data[].attributes.body
This video highlights how drones are employed to plant trees efficiently, showcasing a high-tech approach to reforestation efforts.

# data[].attributes.body
Mark Rober introduces a robotic solution to ocean pollution, illustrating how engineering can address environmental challenges.

# data[].attributes.body
Students use Data Nuggets to analyze published ecological data in digestible, student-friendly formats. These case studies support critical thinking, cause-effect analysis, and interpretation of biodiversity data, often aligned with NGSS standards and ecological models.

# data[].attributes.attachment_link.title
Data Nuggets | Bringing authentic research and data into K-16 classrooms

# data[].attributes.attachment_link.description
Free activities that bring real scientific data into the classroom, guiding students through the process of science while building their quantitative abilities.

# data[].attributes.body
Brief #42 focuses on how to anchor lessons in observable phenomena. It helped frame the unit around the central question: 'How can we use technology and engineering to protect endangered species?' and scaffold how students trace causes, effects, and propose solutions through modeling and presentation.

# data[].attributes.attachment_link.readable_text
Practice Brief 42 -- Topics:Instruction Practices ESPAÑOL
Using Phenomena in NGSS-Designed Lessons and Units

Anchoring student learning in phenomena can help educators align their teaching to the new vision for science education in the NRC Framework and the Next Generation Science Standards. By investigating compelling real-world phenomena, students have opportunities to apply science and engineering practices to disciplinary core ideas and gain a better idea of crosscutting concepts.

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. By exploring phenomena, students have opportunities to apply science and engineering practices and to build their own larger scientific conceptions and identities. 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.
PDF download
There are additional resources to go with this resource, including:

Authors:

Achieve, Next Gen Science Storylines & STEM Teaching Tools - October 2016

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

# data[].attributes.attachment_link.title
Using Phenomena in NGSS-Designed Lessons and Units : StemTeachingTools (en-US)

# data[].attributes.attachment_link.description
Practice Brief 42 -- Topics:Instruction Practices ESPAÑOL Anchoring student learning in phenomena can help educators align their teaching to the new vision for science education in the NRC Framework and the Next Generation Science Standards. By investigating compelling real-world phenomena, students have opportunities to apply science and engineering practices to disciplinary core ideas and gain a better idea of crosscutting concepts.

# data[].attributes.body
Used to help students and teachers design high-quality tasks aligned to science standards and real-world applications. Brief #28 in particular was used to create the tiered rubric and structure of the engineering and research checkpoints in this unit.

# data[].attributes.attachment_link.readable_text
Practice Brief 28 -- Topics:Instruction
Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons

This tool was created in response to a felt need among educators working at Research + Practice Collaboratory project sites where educators and researchers are partnering to develop and adapt curriculum materials to support implementation of the NRC Framework vision. At these sites, educators often found it difficult to select phenomena and design problems to anchor their lessons, yet also found that the selection of phenomena/design problems was critical to their students' learning. In response, Research + Practice Collaboratory members created this short resource to help educators working to adopt this new vision for science education as they select anchor phenomena and engineering design problems.

Instructional sequences are more coherent when students investigate compelling natural phenomena (in science) or work on meaningful design problems (in engineering) by engaging in the science and engineering practices. We refer to these phenomena and design problems here as 'anchors.'

This short tool, "Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons," outlines criteria to consider when selecting an anchor phenomena or design problem to fit with the NRC Framework for K-12 Science Education vision.
PDF Download

Authors:

BY WILLIAM R. PENUEL AND PHILIP BELL - MARCH 2016

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

# data[].attributes.attachment_link.title
Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons : StemTeachingTools (en-US)

# data[].attributes.attachment_link.description
Practice Brief 28 -- Topics:Instruction This tool was created in response to a felt need among educators working at Research + Practice Collaboratory project sites where educators and researchers are partnering to develop and adapt curriculum materials to support implementation of the NRC Framework vision.

# data[].attributes.body
A global set of 17 goals guiding sustainability and social justice. Students referenced Goals 13 (Climate Action), 14 (Life Below Water), and 15 (Life on Land) to frame their conservation projects and connect their inventions to real-world impact.

# data[].attributes.body
Apply strategies for fostering creativity and risk-taking to STEAM projects in Spanish. For example, students could experiment with coding or engineering while documenting their process in Spanish.

# data[].attributes.attachment_link.readable_text
I asked my other son the same question and got an equally troubling answer. He never had to take a risk because his classes were too easy. That raised a new question: Do I make my classes challenging enough so students have to take risks?

I strongly believe that you have to fail in order to grow, and you need to do that through difficult situations. How rigorous are my classes? Do I create a safe space for everyone to speak freely? Are my students respectful to one another, and do they support each other to take risks and fail?

With so many questions, I decided to turn to a group of 2016 state teachers of the year and ask them what they do to encourage students to feel safe taking risks and pushing the boundaries of what they know or think they know.

Celebrate Perseverance

Jean Russell, an elementary school teacher from Indiana, said her class puts a marble in a jar when students persevere. That includes trying different strategies to read a new work, solve a math problem, rewrite a sentence, or work out a difference with a friend. The marbles mean that when each student sticks with learning, the whole class benefits. "When the jar gets full, we have a perseverance party!" Russell said.

Share Your Mistakes

Several teachers lead by example. Arizona's Christine Porter Marsh admits her own mistakes and talks about them. "I'll say, 'You were right. I was wrong.'" She also tells her classes that it's OK to be wrong during discussions: "I'd rather have you contribute and be wrong than not contribute." Topher Kandic of Washington, DC, demystifies the role of the teacher as an all-knowing sage by reading new texts with students and predicting how stories will turn out-often getting it wrong, but showing students that it's OK to make mistakes.

Allow Retakes

To encourage thinking and exploring ideas, Ernie Lee of Georgia says he allows retakes of assignments and tests. "The grade is important, but the main goal is for them to be able to think and to know the material." And he makes sure that whether students agree or disagree with him, they back up their comments with well-thought-out ideas to support their answers.

Discover 'the Power of Yet'

Teachers can model desired behaviors in all aspects of teaching, including how to handle a mistake and move forward, says Natalie DiFusco-Funk of Virginia. Most important, teachers can communicate how to learn from mistakes and do things differently next time. As a teacher, she says, "I use the phrase 'the power of yet.'" It means-for her personally and for her students-that just because they can't do something yet doesn't mean they can't do it.

Failure Fridays

That's right. Failure Fridays. This idea comes from Diane McKee of Florida. Each Friday, McKee shows movie clips of famous people like J.K. Rowling, Michael Jordan, or Oprah Winfrey sharing stories about how they experienced failure before going on to succeed. It's one of her students' favorite activities.

These ideas remind us that we must be deliberate about creating environments that maximize learning for all students. As a member of the Aspen Institute's National Commission on Social, Emotional, and Academic Development, I see similar ideas becoming a priority for schools across the country. The Commission's new case study, " Putting It All Together " shows how important integrating social and emotional learning into school curriculum is to that goal of maximizing learning. One teacher cited in the report works to develop life skills-"definitely independence; definitely the ability to work collaboratively; definitely perseverance"-that are equally valuable in fostering risk taking.

As a new school year begins, I'm working to set a new tone in my classroom.

A few years ago, I started my class by demonstrating something I was bad at: hacky sack. The kids laughed when I started missing the hacky sack and they saw how bad I was. I brought one of the students that I knew was good to the front of the class and had him demonstrate. I asked him how he got so good. Was it easy at first? Could I become as good as he was? Would he help me? We then had a group discussion about how failure and practice can help us grow.

That's how I'll set the tone for this year. I want my students to believe risks are valuable. I want to have a class where risks are celebrated. I want my students to feel free to make mistakes in front of friends and peers and collaborate to figure out answers. I want them to try not just when they're sure they'll succeed-I want a class of risk takers.

# data[].attributes.attachment_link.description
I asked my other son the same question and got an equally troubling answer. He never had to take a risk because his classes were too easy. That raised a new question: Do I make my classes challenging enough so students have to take risks?

# data[].attributes.body
Staff at Charlie Elliott Wildlife Center help students learn about Georgia-native species and ecological balance. Their resources supported research comparisons between global conservation efforts and local biodiversity. Students may connect with their staff for questions or expertise during the PBL.

# data[].attributes.attachment_link.title
Charlie Elliott Wildlife Center | Department Of Natural Resources Division

# data[].attributes.attachment_link.description
“There are heartbeats in the wilderness. They share our moments in the mountains, in the swamps, and in and on the waters of our land, wherever we might be. They are the large part of the reason we are there, whether with a camera, gun, fishing rod, or pack sack on.”-Charlie Elliott

# data[].attributes.body
Explains how to anchor science lessons in observable phenomena based on GSE and NGSS. Helped guide how I introduced real-world problems

# data[].attributes.attachment_link.readable_text
WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING?

Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.

Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions.

In this way, phenomena are the context for the work of both the scientist and the engineer.

WHY ARE PHENOMENA SUCH A BIG DEAL?

Despite their centrality in science and engineering, phenomena have traditionally been a missing piece in science education, which too often has focused on teaching general knowledge that students can have difficulty applying to real world contexts.

Anchoring learning in explaining phenomena supports student agency for wanting to build science and engineering knowledge. Students are able to identify an answer to "why do I need to learn this?" before they even know what the "this" is. In contrast, students might not understand the importance of learning science ideas that teachers and curriculum designers know are important but that are unconnected from phenomena.

By centering science education on phenomena that students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens. For example, instead of simply learning about the topics of photosynthesis and mitosis, students are engaged in building evidence-based explanatory ideas that help them figure out how a tree grows.

Explaining phenomena and designing solutions to problems allow students to build general science ideas in the context of their application to understanding phenomena in the real world, leading to deeper and more transferable knowledge.

Students who come to see how science ideas can help explain and model phenomena related to compelling real world situations learn to appreciate the social relevance of science. They get interested in and identify with science as a way of understanding and improving real world contexts. Focusing investigations on compelling phenomena can help sustain students' science learning.

HOW ARE PHENOMENA RELATED TO THE GSE AND THREE-DIMENSIONAL LEARNING?

The Science Georgia Standards of Excellence (GSE) focus on helping students use science to make sense of phenomena in the natural and designed world, and use engineering to solve problems.

Learning to explain phenomena and solve problems is the central reason students engage in the three dimensions of the Science GSE. Students explain phenomena by developing and applying the Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs) through use of the Science and Engineering Practices (SEPs).

Phenomena-centered classrooms also give students and teachers a context in which to monitor ongoing progress toward understanding all three dimensions. As students are working toward being able to explain phenomena, three-dimensional formative assessment becomes more easily embedded and coherent throughout instruction.

HOW DO WE USE PHENOMENA TO DRIVE TEACHING AND LEARNING?

The point of using phenomena to drive instruction is to help students engage in practices to develop the knowledge necessary to explain or predict the phenomena. Therefore, the focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. The practice of asking questions or identifying problems becomes a critical part of trying to figure something out.

There could potentially be many different lines of inquiry about the same phenomenon. Using the phenomenon of tree growth, a middle school teacher might want middle school students to develop and apply DCIs about photosynthesis and mitosis; alternately, a 2nd grade teacher might want students to learn and apply DCIs about life cycles. In each case, teachers should help students identify different aspects of the same phenomenon as the focus of their questions.

Students also might ask questions about a phenomenon that motivate a line of investigation that isn't grade appropriate, or might not be effective at using or building important disciplinary ideas. Teacher guidance may be needed to help students reformulate questions so they can lead to grade-appropriate investigations of important science ideas.

It is important that all students-including English language learners and students from cultural groups underrepresented in STEM-are supported in working with phenomena that are engaging and meaningful to them. Not all students will have the same background or relate to a particular phenomenon in the same way. Educators should consider student perspectives when choosing phenomena, and also should prepare to support student engagement in different ways. While starting with one phenomenon in the classroom, it is always a good idea to help students identify related phenomena from their lives and their communities to expand the phenomena under consideration. For example, when teaching toward 3rd grade GSE elements S3P1b and S3P1c about how sunlight warms materials at the surface of the Earth, a teacher could notice that students don't have experience with hot sand and instead engage the group in observations of hot concrete. When necessary, teachers can engage the class in a shared experience with a relevant phenomenon (e.g., by watching a video).

Not all phenomena need to be used for the same amount of instructional time. Teachers could use an anchoring phenomenon or two as the overall focus for a unit, along with other secondary phenomena that students investigate along the way as the focus of an instructional sequence or lesson. They may also highlight everyday phenomena that relate investigative or anchoring phenomena to personally-experienced situations. A single phenomenon doesn't have to cover an entire unit, and different phenomena will take different amounts of time to figure out.

WHAT MAKES PHENOMENA EFFECTIVE FOR USE IN INSTRUCTION?

The most powerful phenomena from an educational perspective are culturally or personally relevant or consequential to students. Such phenomena highlight how science ideas help us explain aspects of real world contexts or design solutions to science-related problems that matter to students, their communities, and society.

An appropriate phenomenon for instruction should help engage all students in working toward the learning goals of instruction. The phenomenon needs to be useful for teachers to help students build the target pieces of the DCIs, SEPs, and CCCs. For example, engaging in discussions about redshifts of light from galaxies is unlikely to be helpful in moving 4th grade students to a grade-appropriate understanding of GSE element S4E1b, which, at the 4th grade level, focuses on the relationships among star brightness, star age and size, and distance from Earth.

The process of developing an explanation for a phenomenon should advance students' understandings. If students already need to know the target knowledge before they can inquire about the phenomenon, then the phenomenon is not appropriate for initial instruction (although it might be useful for assessment).

Students should be able to make sense of anchoring or investigative phenomenon, but not immediately, and not without investigating it using sequences of the science and engineering practices. With instruction and guidance, students should be able to figure out, step by step, how and why the phenomenon works.

An effective phenomenon does not always have to be flashy or unexpected. Students might not be intrigued by an everyday phenomenon right away because they believe they already know how or why it happens. It takes careful teacher facilitation to help students become dissatisfied with what they can explain, helping them discover that they really can't explain it beyond a simple statement such as "smells travel through the air" or a vocabulary word, such as "water appears on cold cans of soda because it condenses."

THINKING ABOUT PHENOMENA

If it's something fun, flashy, or involves hands-on activities, it must be engaging.

Phenomena (e.g., a sunburn, vision loss) are specific examples of something in the world that is happening-an event or a specific example of a general process. Phenomena are NOT the explanations or scientific terminology behind what is happening. They are what can be experienced or documented.

Phenomena are good to bring in after students develop the science ideas so they can apply what they learned.

Engaging phenomena need to be questions.

Phenomena are observable occurrences. Students need to use the occurrence to help generate the science questions or design problems that drive learning.

Engagement is a crucial access and equity issue. Students who do not have access to the material in a way that makes sense and is relevant to them are disadvantaged. Selecting phenomena that students find interesting, relevant, and consequential helps support their engagement. A good phenomenon builds on everyday or family experiences: who students are, what they do, where they came from.

# data[].attributes.attachment_link.description
WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING? Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.

# data[].attributes.body
A huge collection of short talks by inventors, scientists, and activists around the world. I used videos like “My Invention That Made Peace with Lions” and “What Can Save the Rainforest? Your Used Cell Phone” to inspire student ideas and show how young people solve global challenges with simple, powerful innovations.

# data[].attributes.attachment_link.keywords[]
tedx ted "tedx talks" talks entertainment design lectures education

# data[].attributes.attachment_link.description
TEDx is an international community that organizes TED-style events anywhere and everywhere -- celebrating locally-driven ideas and elevating them to a global stage. TEDx events are produced independently of TED conferences, each event curates speakers on their own, but based on TED's format and rules. For more information on using TED for commercial purposes (e.g.

# data[].attributes.body
Explore global museums, art, science, and culture online. Students used this to take virtual tours and explore exhibits related to biodiversity, sustainable design, and indigenous perspectives—helping them connect conservation to culture and creativity.

# data[].attributes.attachment_link.description
Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

# data[].attributes.body
Interactive map journeys exploring wildlife, ecosystems, and human impact on the planet. Students can use this to explore habitats of endangered species and visualize real conservation areas around Latin America, supporting research and infographic design.

# data[].attributes.attachment_link.readable_text
Take a guided tour around the globe with some of the world's leading storytellers, scientists and nonprofits. Explore stories and maps about sustainability, environment and cultural preservation.

# data[].attributes.attachment_link.title
Take a tour in Google Earth – Google Earth