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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: Let’s figure out what plants need to live. You’ll use what you know to plant your own garden.
Anchoring Phenomenon: One strawberry plant grew berries. One wilted.
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)||How it works online|
Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigation.
Lesson 2’s Phenomenon: This plant’s wilted leaves lifted.
By the end of the lesson, students will be able to explain the phenomenon.
|View in Science Journal (p. 25)||How it works online|
Hands-on investigations allow students to take on the role of scientists and explore real-world problems.
In Lesson 2: What Do Animals and Plants Need to Survive? students grow plants with and without water or light to determine whether plants need water and light to grow.
At the end of the lesson, students demonstrate what they’ve learned with Show What You Know and Making Sense of Phenomenon.
In unit 1, lesson 2, students fill out the Venn diagram for what plant needs and animal needs and explain why the needs are different. Then, they use the Claim-Evidence-Reasoning model to answer the question: What do living things need to survive?
|View in Science Journal (p. 37-38)||How it works 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 3 of unit 1, students act as engineers to design a tool for pollinating a flower by hand. They build a hand pollinator and test it on a model of a flower.
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.
|View in Print||How it works online|
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 2’s Super Simple Science, students first learn about honey bees and the functions of their honeycombs for storing food and keeping them warm in the winter. Then, they make their own model of a honeycomb using material found at home and explain how the model is like a real honeycomb.
Students apply what they have learned in a hands-on Performance Assessment where they are evaluated across the three dimensions.
Unit 3 Performance Assessment: Plan for a Food Garden for Your School
What if you could grow your own fruits and vegetables? Use what you know to plan your own food garden.
|View in Science Journal (p. 142-144)||How it works online|