Making Everyday Phenomena Phenomenal: Engaging Diverse Student Groups in Learning Science

• In Event: Bringing Equity to Science Education Through Curriculum, Assessment, and Community-Based Experiential Learning

Abstract

This paper addresses the learning opportunities and challenges in selecting phenomena when designing NGSS-aligned instructional materials for diverse student groups. Although the NGSS instructional shifts for three-dimensional learning and learning progressions are clearly delineated, the role of phenomena is not explicitly defined and requires further attention. In developing yearlong fifth-grade science instructional materials, we frame each unit (physical science, ecosystems, Earth’s systems with engineering embedded, and space systems) around a local phenomenon that is compelling to diverse student groups. Through field testing of our instructional materials in five, fifth grade classrooms, we report lessons learned in regard to using local phenomena to develop NGSS-aligned instructional materials for diverse student groups.

Authors

• Marcelle Goggins, New York University

• Okhee Lee, New York University

• Rita Januszyk

• Alison Marie Haas, New York University

• Lorena Llosa, New York University

• Scott Grapin, New York University