Q1 Tonight we are thinking about anchoring phenomena and driving questions in our science instruction? What is your thinking around anchor phenomenom? #scitlap
A1: That is the hook for the unit or essential question. Present the phenomenon have Ss explain and keep explaining as the unit progresses. All ties back to the phenomenon #scitlap
A1 Anchoring phenomena help teachers maintain coherence while providing investigational (is that a word?) flexibility. They also hook students right from the get go! #scitlap
Q1 Tonight we are thinking about anchoring phenomena and driving questions in our science instruction? What is your thinking around anchor phenomenom? #scitlap
A1-I think anchoring phenomena are great way to allow students to explore science content in an meaningful manner, but I think it is difficult for teachers if they do not know where to start when developing and using in a unit #scitlap
A1: That is the hook for the unit or essential question. Present the phenomenon have Ss explain and keep explaining as the unit progresses. All ties back to the phenomenon #scitlap
A1: That is the hook for the unit or essential question. Present the phenomenon have Ss explain and keep explaining as the unit progresses. All ties back to the phenomenon #scitlap
Q1 Tonight we are thinking about anchoring phenomena and driving questions in our science instruction? What is your thinking around anchor phenomenom? #scitlap
A.1 The phenomena of anchor phenomena is to link the phenomena something solid that students can attach the support mechanisms too. Something real in their lives that provides support for their understanding. #scitlap
A1a Here is a quote from a blog I wrote awhile ago. "Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. I Anchoring phenomena and driving questions can be the key to student engagement.#scitlap
This is where a strong #PLN helps, even if it's just a few #NGSS sci educators you click with at school or on Twitter, to brainstorm and collaborate, throwing out ideas and building. That's how my Mighty Phragmites unit was created. #scitlap
A1-I think anchoring phenomena are great way to allow students to explore science content in an meaningful manner, but I think it is difficult for teachers if they do not know where to start when developing and using in a unit #scitlap
#scitlap Anchoring phenomena is to me a little more complex than secondary phenomena and often really hooks and engages students in wanting to be able to explain the how or why.
A1b Anchoring phenomena or problem engages students in the content. It levels the playing field for All students because everyone has the same expereince. #scitlap
A.1 I try to use analogies as much as possible to bridge understanding between what they know and bring to the table and what I need them to understand.
#scitlap
A2-Our state will implement our new standards this year. I am wondering how I can best support teachers so they can teach content through phenomena versus the isolated standard approach #scitlap
A2: We use the migration of the monarch butterfly as an anchoring phenomena for our year--- their migration as an example of ecosystem dynamics and their metamorphic processes as an example of organization or organisms. #scitlap
A2 Tin can with Ice and rock salt in it to show phase changes on the outside of the can. Condensation to freezing, Put your thumb on it and you can add melting. #scitlap
A2: We use the migration of the monarch butterfly as an anchoring phenomena for our year--- their migration as an example of ecosystem dynamics and their metamorphic processes as an example of organization or organisms. #scitlap
A3. It is nice to be able to refer back to something over and over again to connect. I used to start with explanation, then do the demo. Now I do it in reverse when I can. Watch, then figure out HOW and WHY. #scitlap
A1- the Anchor should be multi-layered. Figuring out different layers should reveal the DCIs and CCCs from a thoughtful bundle of Performance Expectations. The right priming (variety of experiences and questions) around the anchor can help to build a purposeful DQB #scitlap
...and I've mostly used life science ones! But my favorite for start of the year Nature of Science discussions has to be the Nova feather/bowling ball drop. https://t.co/ZVWQB3oSf6#scitlap
A2: We use the migration of the monarch butterfly as an anchoring phenomena for our year--- their migration as an example of ecosystem dynamics and their metamorphic processes as an example of organization or organisms. #scitlap
A3: Anchoring phenomena allows my students to take more ownership of their learning. Using a KLEWS chart can help #scitlap like the one shown in this great new video / blog by @KRScienceLady ! https://t.co/SssBgWsDS4
A1- the Anchor should be multi-layered. Figuring out different layers should reveal the DCIs and CCCs from a thoughtful bundle of Performance Expectations. The right priming (variety of experiences and questions) around the anchor can help to build a purposeful DQB #scitlap
I was under the impression that is can be the first E in 5E but is more than that and/or doesn't have to be. Perhaps I'm thinking too much into it. #scitlap
Definitely the challenge! Often easier to find the smaller investigative phenomena that students will figure out along the way. Unpacking the DCIs and CCCs from your PE bundle with a group of colleagues leads to a good discussion that yields potential anchors #scitlap
A3 #scitlap. What I have noticed in my Ss is more ownership of what they know and can explain. More challenging to them when a misconception is debunked. Overall and deeper knowing and thinking about everything.
I was under the impression that is can be the first E in 5E but is more than that and/or doesn't have to be. Perhaps I'm thinking too much into it. #scitlap
A3 #scitlap. What I have noticed in my Ss is more ownership of what they know and can explain. More challenging to them when a misconception is debunked. Overall and deeper knowing and thinking about everything.
Q4 What techniques/strategies might you use to introduce/engage your students in the concept you want to teach? Please share specific examples.#scitlap
In PD today, we had K-5 teachers mining for picture books for entry points. From Manjhi Moves a Mountain - What might help Manjhi move the mountain faster/easier? (ETS + PS, ESS, LS) From Whoosh - How does a Super Soaker work? (ETS + PS) #scitlap
In PD today, we had K-5 teachers mining for picture books for entry points. From Manjhi Moves a Mountain - What might help Manjhi move the mountain faster/easier? (ETS + PS, ESS, LS) From Whoosh - How does a Super Soaker work? (ETS + PS) #scitlap
The great thing about having a phenomenon to frame the context is it allows for that student led discourse around their conceptions. They can use real evidence from experience to advocate for or against a conception using evidence! #scitlap
I connected with a fantastic university professor friend who has a network of colleagues and amazing ideas. She met with me and our #STEAM director and we came up with the Phragmites unit while looking for an engaging, non-animal invasive species. #scitlap@gooderg
The great thing about having a phenomenon to frame the context is it allows for that student led discourse around their conceptions. They can use real evidence from experience to advocate for or against a conception using evidence! #scitlap
I've had so much to digest this year with new content, new textbooks, new standards ( I sound whiny, lol). I like the ideas that I'm learning tonight about AP. Something I will definitely utilize going forward.#scitlap
In PD today, we had K-5 teachers mining for picture books for entry points. From Manjhi Moves a Mountain - What might help Manjhi move the mountain faster/easier? (ETS + PS, ESS, LS) From Whoosh - How does a Super Soaker work? (ETS + PS) #scitlap
I read "How Whales Walked to the Sea" to my 7th graders last week. Ss practiced notetaking, timelining, sketching (was trying to prime them for sketchnotes!) #scitlap
I've had so much to digest this year with new content, new textbooks, new standards ( I sound whiny, lol). I like the ideas that I'm learning tonight about AP. Something I will definitely utilize going forward.#scitlap
a4: a silly new subtle thing I've been doing is embracing my inner frizzle by shopping @SvahaUSA --- they see the outfit and start to immediately make inferences. #scitlap
A4 I try to provide concrete materials for students to manipulate or closely observe for example thinking about the needs of plants I presented three of the same plant at various stages thriving, not thriving and clearly dead to explore their thinking! #scitlap
Q4 What techniques/strategies might you use to introduce/engage your students in the concept you want to teach? Please share specific examples.#scitlap
I read "How Whales Walked to the Sea" to my 7th graders last week. Ss practiced notetaking, timelining, sketching (was trying to prime them for sketchnotes!) #scitlap
a4: a silly new subtle thing I've been doing is embracing my inner frizzle by shopping @SvahaUSA --- they see the outfit and start to immediately make inferences. #scitlap
I can not recommend the routines from @nextgenstoryli1 enough. Their Anchoring Phenomenon routine is a good frame for how to introduce a phenomenon, develop student questions, and set the course of a unit with a driving question board #scitlaphttps://t.co/puKEIQt7Nf
a4: I also like to partner the phenomena with a driving question- sometimes student generated... sometimes not. For my most recent unit it was a picture of the KpG boundary and a rousing hour of "one of these things is not like the other" #scitlap
A4: The art of storytelling and a good narrative. I usually hook them with some retelling of an experience, or an "I was out walking/cooking/reading and noticed ... Then I started thinking ..." All with a sense of I'm sharing though maybe I shouldn't #scitlap
Coming from Texas I have had to soak in info on NGSS without much PD. I too am lurking and taking notes. My google keep is loading up with ideas. #scitlap
A4 Short video clips. For example, we watch videos of post nor'easter storm surge damage - sand swept away from a beach access staircase. The stairs were hanging way above the sand! ES unit on erosion with storm surge barrier engineering design challenge. #scitlap
Q4 What techniques/strategies might you use to introduce/engage your students in the concept you want to teach? Please share specific examples.#scitlap
Took a quick peek. Made me sad, though not surprising. I made the move to my current placement because of it. I was at one point literally told ELA and Math first. The rest is icing. #scitlap
And not enough quality PD. I've sat through enough "What is NGSS?" to last a lifetime, but not a single "Let's work on what you can do tomorrow". #scitlap
A4) I love putting stuff out on the "center table" and seeing where the questions lead...Or an image/song/photo on the smartboard with a prompt nearby #scitlap
A4 #scitlap. I often use video clips or images for anchoring phenomena when it can’t be something they can observe in person. They got to watch a partial solar eclipse earlier this year. It was great!
A4) I love putting stuff out on the "center table" and seeing where the questions lead...Or an image/song/photo on the smartboard with a prompt nearby #scitlap
I am realizing tonight, I haven't had any! Now, Massachusetts did make their own version of NGSs, which just makes it more difficult, but I definitely need some PD on this for sure! #scitlap
A4) I love putting stuff out on the "center table" and seeing where the questions lead...Or an image/song/photo on the smartboard with a prompt nearby #scitlap
A critical issue! My district allocates 3 periods per day for ELA, 2 periods per day for math, but only 1 period for half of each trimester for science (shared with social studies). Crucial skills for success in life are developed through sci investigations and collab. #scitlap
Thank you for allowing me back in the PLN. I have really missed this interaction. #scitlap Keep sharing those pebbles with each other and your students. They may all be Jewels one day.
A5-I volunteer with the @ISTA_IL and we put together a go-to site that links to phenomena banks and resources explaining the how and the why of using phenomena in the classroom https://t.co/d3mnwXtmcf#scitlap
Before you all head off to the real world, please add next week's chat to your "things to do" list! @ramusallam will be our host! Have you read Spark Learning? It's part of the @dbc_inc collection! #scitlap
Mine too, thankfully. But here we are tweeting about science education on #scitlap - so their attitudes may have more to do with parenting than with school?
In reply to
@mexusmx, @smarterteacher, @KRScienceLady
Seriously....this chat is just crazy good! Love all of the new, fresh ideas. Thank you @KRScienceLady and everyone who stopped by. Come back next week for more awesomeness! #scitlap
I think this is the common thinking. Math/Sci and ELA/SS, but in reality Sci/SS (building empathy) and Sci/ELA (conveying ideas, arguing from evidence) are better "pairings". Of course Math is needed, but not as a block IMO #scitlap
Before you all head off to the real world, please add next week's chat to your "things to do" list! @ramusallam will be our host! Have you read Spark Learning? It's part of the @dbc_inc collection! #scitlap
My take-it completely depends what you’re tackling. There are times when there’s a stronger connection to your math lesson (ie measuring angles of reflected light) and others to ELA (ie reading about a phenomenon that occurs in the Galapagos) #scitlap
