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.