Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how instructional materials designed for widespread use can support teacher localization through phenomenon adaptation, whereby teachers add or swap phenomena relevant to students' interests, identities, and community. Using design-based research, we developed two upper elementary storyline units and professional learning to support teachers' pedagogical design capacity for phenomenon adaptation. We studied 12 teachers' adaptations during their first implementation of the units by analyzing teachers' interviews, reflections, and professional learning discussions. Findings from both units showed that all teachers added phenomena, with common adaptations including adding student-generated phenomena. In the unit anchored around one phenomenon, teachers extended exploration of existing phenomena, citing student interest and cross-curricular connections as rationale. In the unit motivated by multiple phenomena, teachers added new phenomena to support knowledge building and connect to students' lived experiences. Embedded curricular resources offered low-floor entry points for teachers new to the unit. Supplementary resources showed potential as high-ceiling options for more experienced teachers. Phenomenon adaptation requires teachers to coordinate their knowledge of curriculum, students, and community resources to incorporate meaningful phenomena while maintaining coherence. Challenges included time constraints, high quality of existing materials, limited knowledge of local phenomena, and limited confidence. Implications for curriculum and professional learning are discussed, highlighting the potential to turn curricula designed for widespread use into locally-relevant learning experiences.
Harris, E. M., Mohan, L., Hanson, A. A., Cook Whitt, K. A., Guy-Gaytán, C., & Kenyon, L. O. (2025). “Adapting for a local space can be tricky”: Designing units for teachers to localize through phenomenon adaptation. Science Education. https://doi.org/10.1002/sce.21978