- Why TCI?
- Free Lessons
- Professional Development
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|
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 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|