Phenomenon-Based Learning, Animal Adaptations, and Three-Dimensional Teaching

Integrating the Three Dimensions of Science

Instructor: Chance Duncan Meeting Time: MWF, 1:00–1:50 PM Classroom: WSC 209

1. Louisiana Pine Snake Example 🐍

The professor brought a young Louisiana pine snake to class to help students learn about animal adaptations and phenomenon-based education.

Important facts:

• The Louisiana pine snake is a critically endangered species.

• It lives in longleaf pine forest habitats in Louisiana and eastern Texas.

• It eats pocket gophers and spends much of its time underground.

• Its scales have ridges that help it move through soil.

• Its pointed nose helps it dig.

• It lays large eggs but has relatively few babies at a time.

• Habitat destruction and its low reproductive rate contribute to its endangered status.

How does this connect to science?

The snake gives students something real to observe and investigate. Students can ask questions about its body, habitat, behavior, and survival.

Examples of student questions:

• Why does the snake have ridges on its scales?

• How does its pointed nose help it?

• Why is the snake endangered?

• How does its body help it live underground?

2. Animal Adaptations

An adaptation is a feature or behavior that helps an organism survive in its environment.

Examples from the snake:

• Ridges on scales: Help it get traction in the soil.

• Pointed nose: Helps it dig underground.

• Large body size at birth: Can help young snakes handle larger prey and avoid some predators.

• Hissing: Can discourage potential predators by making the snake seem threatening.

The professor explained that even harmless animals may use defensive behaviors to protect themselves.

3. Phenomenon-Based Education

A phenomenon is something students observe that makes them curious and encourages them to ask questions.

The snake was a good example because students reacted to it differently. Some were curious and wanted to hold it, while others were afraid.

Teachers can use these reactions to begin a science lesson.

The process

• Notice: What do you see?

• Wonder: What are you curious about?

• Ask questions: What do you want to find out?

• Investigate: Gather evidence to answer questions.

• Make sense: Use the evidence to explain what is happening.

Main idea: Start with something interesting, then let students’ questions help guide the learning.

4. Topic-First vs. Phenomenon-First Teaching

The professor compared two ways to teach science.

Topic-First Teaching

The teacher introduces the topic and explains the information first.

Example: Erosion

• Define erosion.

• Read the textbook.

• Label erosion diagrams.

• Complete a demonstration.

• Answer review questions.

Phenomenon-First Teaching

Students observe something happening and investigate it to understand the science.

Example: Erosion

• Observe a muddy stream after heavy rain or watch a video.

• Write down what they notice and wonder.

• Ask questions about water and soil.

• Investigate how moving water changes the ground.

• Use evidence to explain erosion and make predictions.

Which is more three-dimensional?

Phenomenon-first teaching often provides a stronger opportunity for three-dimensional learning because students use science practices, connect scientific concepts, and learn science content together.

Topic-first teaching can still be effective. Teachers should make lessons engaging and help students understand and apply what they learn.

5. Making Science Lessons Engaging

The professor explained that simply copying definitions is not always the best way for students to learn.

Instead, teachers can ask students to:

• Explain a concept in their own words.

• Teach the concept to another student.

• Act out the concept.

• Create a model.

• Use evidence to explain an idea.

• Investigate a real-world example.

These activities help students understand concepts and remember what they learned.

Important point: Writing should help students learn, not be used as punishment.

6. Three Dimensions of Science

The three dimensions work together during science learning.

A strong three-dimensional lesson includes all three instead of teaching science facts by themselves.

7. Phenomenon-Based Lesson Design Activity

The professor assigned an activity called the Phenomenon Makeover Studio.

Students were asked to choose an elementary science topic and redesign the lesson so it begins with an interesting phenomenon.

Possible topics:

• States of matter

• Plant needs

• Weathering and erosion

• Magnets

• Animal adaptations

• Moon patterns

The activity requires these parts:

• Specific phenomenon: What will students observe?

• Notice and Wonder: What will students see and become curious about?

• Student questions: Write 2–3 questions students might ask.

• Evidence: What information or observations can students collect?

• Three-dimensional connections: Identify the DCI, SEP, and CCC.

• Final performance: Explain what students will do to show what they learned.

8. Midterm Exam Announcement

The professor announced that the midterm exam is next week and will cover material going back to August.

The reason for having a midterm is to help students review earlier content before the final exam in December.

Be sure to check the course materials or ask the professor for the exact exam date and format.

⭐ Main Things to Remember

• A phenomenon gets students curious about science.

• Students should notice, wonder, ask questions, investigate, and make sense of what they observe.

• Adaptations help organisms survive in their environments.

• Phenomenon-first teaching starts with something students can observe and investigate.

• Students learn through explaining, modeling, investigating, and using evidence—not just copying definitions.

• SEPs = what students do.

• CCCs = ideas that connect science topics.

• DCIs = science content students learn.

• Three-dimensional science brings all three dimensions together in one learning experience.