The phenomenon and level of understanding needed to explain it should be appropriate to the learning progression for the grade span.
Seeing your breath on a cold day, noticing that your voice sounds funny when you talk into a fan, or leaves changing color in the fall are all examples of natural phenomena. A phenomenon is an observable occurrence or event that can be investigated to gather evidence to support a scientific explanation. A three-dimensional learning approach requires a thoughtful integration of the Science and Engineering Practices (SEP), Crosscutting Concepts (CCC), and Disciplinary Core Ideas (DCI) to explain the cause for how and why phenomena occur. Phenomena-based instruction is a primary feature of the three dimensions in the National Academies K-12 Framework for Science Education on which our new science standards were built. A strong, coherent science education from grades K-12 where student engagement drives learning can help unlock their curiosity and foster science reasoning and problem solving skills, along with a life-long love of learning. Scientific literacy provides students with the tools to explain and evaluate the things they see, touch, and hear every day. Few things are more inspiring than watching a student ask “why?” - except, perhaps, seeing that student use their skills and knowledge to confidently and effectively seek an answer to their own questions to make sense of the world around them.
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