What if the very first thing students did in a science lesson was notice something — and ask why? In this session, K-12 science teachers will step into the role of learner and experience firsthand how a well-chosen phenomenon or problem can spark genuine curiosity, surface prior knowledge, and launch meaningful three-dimensional learning. Because you can’t really talk about phenomena without talking about the three dimensions — science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs) — we’ll explore both together, the way they actually show up in the classroom.

Rather than talking about phenomena-driven, three-dimensional instruction, we’ll engage with it together, then unpack what made it work. You’ll leave with a clear understanding of what makes a phenomenon or problem effective, criteria for evaluating phenomena in your own curriculum, practical tools for identifying where tasks and assessments are missing a dimension, and dedicated time to strengthen upcoming lessons with grade-band colleagues from across the region.

Note: This is the first session of a three-session series running throughout the year. Sessions may be attended individually or as a full series — choose what works best for you!

6 Hours of PD/EILA credit