Oftentimes, we as teachers already know and can see the connection between all the different material we plan to cover within a unit.
One reason is that it makes units feel more cohesive to students. It can also be thought of as a spark that ignites curiosity in students and engages them in the lessons that are going to follow.Īside from making science lessons relevant for students, there are many reasons to use anchors in your science classroom. It gives you a basis to build your lesson around, and it gives you an experience to refer back to as lessons progress. You can really look at it as the glue that holds your lesson together. Instead, it is a real-world, relevant experience that drives questioning by students throughout a science unit. However, anchoring phenomena is not a hook, or a question to be answered. I also initially thought of anchoring phenomena as a question for students to answer.
This took away the relevancy for my students, because I wasn’t taking the time to put our lessons back in a real-world context. When I first started using anchors, I used them more as a “hook” to my unit, rather than referring back to them throughout the unit. What exactly is anchoring phenomena? (and what it is NOT)
#The anchoring phenomenon how to
To take away some of the confusion, I’ve explored some of the biggest questions you may have about anchoring phenomena, including what they are, how to use them, and examples of what they look like in the classroom. However, when diving into using anchoring phenomena, it may seem confusing, or you may have some misconceptions (trust me, I had them all!).
Anchoring phenomena spark the questions your students will investigate and tie entire science units together. Using anchoring phenomena in your middle school science classroom is fundamental to implementing NGSS-aligned, student-driven learning units.
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