The Navigation routine is conducted throughout the unit at transition points to further solidify the connection between related science classroom resources and topics. It also provides a valuable opportunity for students to reflect on their learning over time. The Navigation routine enables students to experience the unit as a coherent storyline in which each activity has a purpose and is connected to what has gone before and what is coming. Navigation Routine Motivating the Next Step in an Investigation Creating a shared classroom representation of an initial class consensus model, a Driving Question Board, and ideas for potential investigations.Discussing an initial model, explanation, or design solution with a classmate.Drawing or writing initial science models, explanations, or design solutions in their science notebooks.Students might represent their thinking in the following ways:

The Anchoring Phenomenon routine pushes students to represent their initial thinking. The Anchoring Phenomenon is introduced at the beginning of a unit. The Anchoring Phenomenon routine also serves as a critical place to capture students’ initial ideas as a pre-assessment opportunity. More specifically, the Anchoring Phenomenon routine serves to ground student learning in a common experience and then use that experience to elicit and feed student curiosity, which will drive learning throughout the unit. The purpose of the Anchoring Phenomenon routine is to build a shared mission for a learning community to motivate students in figuring out phenomena or solving design problems.

The Anchoring Phenomenon routine is used to kick off a unit of study and drive student motivation throughout the unit. A phenomenon is an observable thing happening in the world or universe that we can explore using techniques of science. Anchoring Phenomenon Routine Kicking off a Unit with an Experience to Motivate Investigation

Science phenomena