{"version":1,"type":"rich","provider_name":"Libsyn","provider_url":"https:\/\/www.libsyn.com","height":90,"width":600,"title":"Phenomena","description":"I was recently reading the July\/August 2026 issue of \u201cScience and Children\u201d a publication of the National Science Teaching Association. In this issue I read the section \u201cTeaching Teachers\u201d written by Lin Xiang, Kristin Cook, Caitlin Ousley, Stephanie Harmon, and Corinne Lardy.  They wrote an article entitled \u201cUsing a Tool to Demystify the Complexity of Choosing Anchoring Phenomena.\u201d The Next Generation Science Standards emphasize that making sense of phenomena in the natural and human-affected world is at the core of all science learning. Teachers should not merely use a phenomenon as a \u201chook\u201d or confirmation of certain scientific concepts but use it to anchor their students\u2019 learning throughout a unit of instruction to make sense of the phenomenon. These phenomena are known as anchoring phenomena. ","author_name":"K12Science","author_url":"http:\/\/k12science.libsyn.com\/website","html":"