There will be a couple of posts about implementing a phenomenon into your classroom effectively, but today, I'm focusing on the phenomenon for my Anatomy & Physiology class.
If you have never done a phenomenon before, this is probably one of the easiest to implement with minimal time commitment! If you want to "ease" yourself into this new way of teaching, START HERE!
Before I move on, I want to thank the person who submitted this phenomenon at HASTI in 2024! She presented the idea, how she implements it in her classroom, and how to add some community service/impact, too! She did a fantastic job and should get all the credit for making this phenomenon, so THANK YOU, Caitlyn Garber! This is going to be a fantastic year because of your ideas!
Feel free to skip, as this is me GUSHING about conferences and finding a way to get to one!
Before I continue, I've got to state how important it is for our teachers to have a community to look after each other and provide resources and advice. Social media has made it possible more than ever before, but real-life, person-to-person, can never be replaced. The phenomenon curriculum I will present to you is one of MANY examples of how impactful physical conferences can be on a teacher (no matter your level of teaching!)
So, find your area's local science group (Hoosiers, it's called HASTI, check it out!) Get involved in national groups like NABT or NSTA. Get to those conferences whenever you can because it is electrifying!
Gush over!
The phenomenon is introduced AFTER your introductory unit, which covers the various body planes, organization of organisms, and essential vocabulary! At the end, you reveal to your group that WE'RE EXPECTING! Introducing your phenomenon!
How do you introduce the phenomenon?
When introducing the phenomenon, use the PPT provided by Caitlyn Garber, linked here!
I then provide them with four cover page options. They are to color it and place their names on top. Because I'm extra and got a mini laminator, the front cover is turned in and laminated! Once their books are constructed, we will review what happened from weeks 1-4 (during our first unit) for fetal development.
If you look at the document, you will see that the students will record what happens to the woman's body and what happens to the fetus. I've taken the various pictures from the PowerPoint and added them to the end of the book for my students to cut and paste when needed.
After this, we will then talk about the big project! A pregnancy issue case study (Example provided HERE). The students will sign up for one they find interesting and the time when the issue arises. From there, when you talk about that particular week (e.g., Week 22-26), you'll have your students do a quick 2- 5 minute presentation on their case study and highlight the issue before filling in the notes from the PowerPoint. That is also when that particular student's entire case study is due!
You've done the hard work now; it's time to enjoy the ride. Once it is set up, you'll revisit the pregnancy journal every four weeks to see what's happening with your baby. Students will fill in the information as they go. I take the journal as a final grade for them to turn in when they complete the course.
How do you end the phenomenon?
The last week is labor and delivery! The students have a little "baby shower" with foods that represent the different dilations, watch a video on natural and cesarian births, and bring in a pregnancy story from someone they know! They share these stories and talk about the joy and sadness that follows, but that's not all!
Caitlyn Garber and her students had a great idea to extend their party to mean something! At their "baby shower," students ask if they could bring baby and mother items for a local women's shelter. These items are donated at the end of the semester! (I plan on doing that this year!)
Not only does this wrap up the phenomenon beautifully, but it also shows them that they can impact their community significantly!
Phenomenon-based teaching is a change for many of us, and it's hard to see the purpose. In this phenomenon, the lessons they learn and the possible impact they can make are when they define the importance of our teaching! Try it, and watch your classroom before it becomes less traditional and more impactful!
Below is a list of resources for you regarding this phenomenon! Please feel free to use them as you wish!
Best of luck this year!
That One Science Teacher
Resources for YOU!
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