Watch and listen as teachers across different grade levels discuss this strategy and see them use it in their classes. While implementing a DQB can take finesse and patience, when done well, it can be a powerful classroom tool in the phenomena exploration process. In each case, teachers should help students identify different aspects of the same phenomenon as the focus of their questions."Ī Driving Questions Board (DQB) can be an effective strategy to explore a phenomenon, allowing students to brainstorm, sort, synthesize and continually revisit student questions to drive investigations. 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 3rd grade teacher might want students to learn and apply DCIs about life cycles.
#ELEMENTARY LESSONS CLIMATE SCIENCE PHENOMENA PLUS#
It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching.
Therefore, the focus is not just on the phenomenon itself. "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.Learn more from the video below, as Iowa teachers and students discuss phenomena basics and how implementing phenomena-based strategies into your classroom can help drive your students' questioning and learning.Īccording to ACHIEVE, " Using Phenomena in NGSS-Designed Lessons and Units": The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. According to the Next Generation Science Standards (NGSS), phenomena are "Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict.
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