Research on science teaching and learning supports instructional sequences that are driven by phenomenon, provide student-agency, and are made relevant to students. The use of locally-based, phenomenon-driven instruction that creates opportunities for students to engage in coherent investigations can provide opportunities to realize a vision of science for all students. The purpose of this article is to share a local, phenomenon-based instructional sequence that supported all students in connecting to their place, drawing from their experiences, and pursuing their curiosities in order to make sense of an intriguing event while learning about science ideas. By using local examples, our students were able to quickly connect to the material and focus on the concepts rather than trying to make sense of the landscape. They were able to use the local phenomenon as an anchor for understanding these abstract physical science concepts in meaningful ways.