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Lithium-ion batteries solve many problems, yet also create new problems like thermal runaway. To better understand the phenomenon themselves, the authors participated in a two-day workshop about the science of thermal runaway, when lithium-ion batteries enter an uncontrollable self-heating state; then collaborated to transform these experiences in potentially meaningful ways for their students. Beginning units of instruction with good phenomenon like overcharging a lithium-ion battery or lab footage of what happens when batteries are damaged, piques and sustains student curiosity, interest, and engagement. Penuel and Bell (2016) outline qualities of good anchor phenomenon as those that are observable, build on experience, apply all dimensions of Next Generation Science Standards, requires more than a single lesson, and utilize multiple sources of information as part of the sense-making process. In this manuscript, the authors overview their professional development experiences and successful sequence of lessons; but then specifically detail the more impactful lesson about overcharging. The authors have chosen to highlight this lesson for two reasons: (a) its potential to broaden awareness of safe charging practices, and (b) the undeniable impact it had on the safety practices in their students' lives. [ABSTRACT FROM AUTHOR]

This article introduces the Data Puzzles instructional framework as a means to engage middle school students in the exploration of wind energy and its potential for future wind farm locations across the United States. By eliciting and leveraging student resources through an opening scenario that prompts personal experiences with wind, teachers can effectively connect students to abstract science phenomena and facilitate sensemaking. The Data Puzzles framework combines authentic scientific data sets with the Ambitious Science Teaching pedagogical practices to support students in constructing knowledge and addressing contemporary phenomena. [ABSTRACT FROM AUTHOR]