Many teachers are confused about how to implement the phenomena-based teaching recommended by the "Next Generation Science Standards" (NGSS Lead States 2013). This article describes one possible approach--purposely repurposing existing activities. This process involves having teachers: (1) Choose a phenomenon that informs the development of the driving question(s) that will guide the unit; (2) Identify what students know about how and why that phenomenon--and other supporting phenomena--happen; and (3) Design instruction to help students make sense of and explain phenomena related to the driving question(s). To illustrate this process, the authors used the phenomenon of a rising balloon that eventually pops. Though this example addresses the physical sciences, the process can be applied to other content areas as well.