- Why TCI?
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Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigation.
Lesson Phenomenon: Pig grow larger as they eat.
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 1, lesson 3, students do a flowchart to model how energy flows through an ecosystem and use the Claim-Evidence-Reasoning model to answer the question: How do consumers get energy?
|View in Science Journal (p. 69-70)||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 3’s Super Simple Science, students read about how humans can identify which animals are present nearby by looking at animals’ waste. Then, they find images of scat from different animals and practice identifying them outdoors.
Students apply what they have learned in a hands-on Performance Assessment where they are evaluated across the three dimensions.
Unit 4 Performance Assessment: Planning an Episode of Colossal Travels
Colossal Travels is hiring you as a segment producer for an episode on big organisms. You will plan segments on three different organisms and their ecosystems, including one near you!
|View in Science Journal (p. 172-177)||View it online|