This practice will help you facilitate as students engage and discuss. Sit in different seats around the room and make observations. Flashlights of different intensities, whatever types of lights you can find. Prior to the class put several lights around the room. We had a lot of questions about how bright some objects were - today we will think more about brightness. We would hope students would ask things like - Why do we see stars at night? Where is the sun? How close are the stars? Why do some stars look bigger? Why are some different colors? Why are some stars brighter? ![]() To have a common experience we can share our observations and questions, and might even seek out some larger scale and representative views of the night sky to share with the students. The night sky can look differently everywhere, even at the same exact spot depending on the night. When students recorded their observations, their journal also included a prompt to include other times they have looked at the night sky but in a different place - maybe when they visited a family member or when they went on a trip. Let’s focus on thinking about the night sky. We may recognize some student questions focus on the sky at night and some during the day. Student questions can sound like - Where does the sun go? What causes the PATTERNS we notice in the sun and moon rising and setting? Why can we see the moon during the day? Why can we see the moon at night? Where do the stars go during the day? Why does the sun look so big? How can we explain the SCALE differences in the objects in the sky? At night, we see some of the same things but we also see man-made lights, the moon and the stars. ![]() We may recognize that we see the sun during the day, and clouds and the moon and planes in the sky. To start a unit on the Earth and stars, we asked students to create a sky observation journal in their science notebooks - what do you see in the sky during the day and night?Ĭhoose a day for students to share their journal entries with each other and the whole class. We end with presenting an example of an anchor and lesson level phenomenon.Ī Quick Example of An Anchor Phenomenon and Supporting Lesson Level Phenomenon Anchor - What can we see in the sky? In this post, we will briefly describe an anchor and lesson level phenomenon and describe ways each is used in the science classroom. ![]() We have probably heard these terms - anchor phenomenon and lesson level phenomenon - and wondered, how we can tell them apart? If we aren’t familiar with phenomenon-based instruction and what a classroom centered on making sense of phenomena can look like - understanding the difference between an anchor and lesson level phenomena can prevent us from taking advantage of instructional materials using phenomena. Anchoring Vs Lesson Level - What’s the Difference? The purpose of this series is to tackle common questions about phenomena - and while our responses will just scratch the surface of these complex topics, our hope is that it is enough to get you unstuck and moving forward. Welcome to the first Phenomena in Focus post! Oftentimes an unanswered question stops our progress when we are planning - a term or a phrase acts as a barrier to progress.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |