Lesson 2: Create a Unit Phenomenon Lesson
Objectives:[edit | edit source]
Learners will...
- Create a anchoring phenomenon lesson plan.
- Engage in reflective practices to evaluate their teaching methods and instructional decisions.
- Plan for ongoing professional growth and development in implementing standards-aligned pedagogy.
Purpose
This lesson focuses on developing an effective anchoring phenomena lesson as we build our unit plan. Using the same lesson plan template from unit 3, you will develop a lesson that demonstrates the key components that make up an effective lesson for this objective.
This lesson plan should be:
- The first lesson of the new unit.
- Engaging and promote wonder and curiosity
- Student Centered
- Connected to the Real World
Assignment
You will be creating a Anchoring Phenomenon Unit Plan for the Unit of your choice from the Google Doc Sign up.
MAKE A COPY of the NYSSLS Lesson Plan Template: https://docs.google.com/document/d/1qSaviNy0_2YDaMzNd4B_gAmztXCs4GWx/edit?usp=sharing&ouid=115144279588686560732&rtpof=true&sd=true and title it "YOURLASTNAME_UNITPHENOMENON"
Complete you lesson plan.
Make a copy of this unit plan template: https://docs.google.com/document/d/1hXxRUsfetS5Uul-u2Z3b0Vd41-emi7Of/edit?usp=sharing&ouid=115144279588686560732&rtpof=true&sd=true title it "YOURLASTNAME_UNITPLAN"
Fill in the "Anchor Phenomena Opening Activity – Phenomena/Access Prior Learning / Stimulate Interest / Generate Questions:" spot of your unit plan template. Link ay videos/resources.
Lesson Summary
A good phenomena lesson in science education is characterized by several key elements that engage students in authentic inquiry, foster curiosity, and promote deeper understanding of scientific concepts. Here are some components that contribute to the effectiveness of a phenomena lesson:
Engaging Phenomena: The lesson starts with a captivating and real-world phenomenon that sparks students' curiosity and generates questions. The phenomenon should be relevant to students' lives and connect to the science concepts being taught.
Student-Centered Inquiry: Students are actively involved in investigating the phenomenon through inquiry-based learning. They formulate questions, design investigations, collect and analyze data, and draw conclusions based on evidence. The teacher serves as a facilitator, guiding students' inquiry process and providing support as needed.
Crosscutting Concepts: The lesson integrates crosscutting concepts such as patterns, cause and effect, scale, proportion, and quantity, systems and system models, energy and matter, structure and function, and stability and change. Students identify and apply these concepts to analyze the phenomenon and make connections across different scientific domains.
Science and Engineering Practices: Students engage in science and engineering practices such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information. These practices are central to the inquiry process and help students develop scientific literacy skills.
Disciplinary Core Ideas: The lesson addresses disciplinary core ideas related to the phenomenon, providing students with a conceptual framework for understanding the underlying science concepts. Students learn key scientific principles and develop a deeper conceptual understanding through their investigation of the phenomenon.
Connection to Real-World Contexts: The lesson connects the phenomenon to real-world contexts and applications, helping students see the relevance of science in their everyday lives. Students explore how scientific knowledge is used to address societal challenges, make informed decisions, and contribute to scientific advancements.
Reflection Question
Add this to your reflective journal.
What is the most challenging part of planning for an anchoring phenomenon lesson?