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Each unit begins with a storyline that allows students to dive deep into a real-world phenomenon. The Anchoring Phenomenon encourages students to make connections with the world around them. Students then further explore the phenomenon during the Performance Assessment.
Storyline: Detectives make careful observations and find patterns to solve a case. You will be a space detective to solve the mystery of the daytime moon.
Anchoring Phenomenon: The moon can be seen in the sky at different times.
After student watches the anchoring phenomenon video, students begin a KWL chart in their Science Journal. They generate questions for inquiry and return to fill out their charts throughout the unit.
|View in Science Journal (p.3)||View it online|
Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigation.
Lesson 4’s Phenomenon: You look out of a window. You see the moon. Later that night, you have to look out of a different window to see the moon.
By the end of the lesson, students will be able to explain the phenomenon.
|View in Science Journal (p. 51)||View it online|
Hands-on investigations allow students to take on the role of scientists and explore real-world problems.
In Lesson 4: Where is the Moon in the Sky? students look for patterns as they create a flipbook to show the moon’s path across the sky in one night and a calendar to show the moon’s shape at different times of the month. Then, they use the patterns to predict the shape of the moon and where it will be in the sky.
At the end of the lesson, students demonstrate what they’ve learned with Show What You Know and Making Sense of Phenomenon.
In unit 3, lesson 4, students draw the moon’s path in a day and use the Claim-Evidence-Reasoning model to answer the question: Can you predict what the moon will look like tonight?
|View in Science Journal (p. 63-64)||View it online|
Each unit contains at least one engineering lesson. In an engineering lesson, students engage in the engineering process to think like an engineer as they solve real-world problems related to the Anchoring Phenomenon. Engineering Challenges engage students to design solutions directly related to Disciplinary Core Ideas.
In lesson 4 of unit 2, students act as engineers to design a playhouse with windows that let the sun shine inside all day long. Then, they make a model and test it.
Each lesson includes a TCI assessment that addresses all three dimensions, uses diverse stimuli, and allows students to express understanding in multiple formats. You can use it as a formative or summative assessment to evaluate students’ ability to explain real-world data and phenomena. Want more flexibility with assessments? You can also create your own, or use shared questions from other TCI teachers.
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Super Simple Science investigations are bite-sized lessons that can be done in 30-mins or less. Each Super Simple Science lesson comes with an engaging lesson video for students to follow along as they conduct them in-class or at home. These lessons are perfect “Fun Friday” lessons and do not require special materials.
In lesson 4’s Super Simple Science, students first learn about astronauts in space. Then, they draw the night sky and describe what they see.
Students apply what they have learned in a hands-on Performance Assessment where they are evaluated across the three dimensions.
Unit 3 Performance Assessment: Solving Sky Mysteries
Put your detective hat on! You’ll watch the sky and look for patterns. Then you’ll explain the mystery of the daytime moon and solve other sky mysteries.
|View in Science Journal (p. 78-82)||View it online|