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Grade X
Phenomena TrackerGrade 1
Phenomena Tracker
Museum of Leafology Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The thistle plants look alike, but not exactly the same.
How are all plants alike and how are they different?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What is a plant?
Students explore what it
takes to be a good scientist.
Then the young scientists
investigate the concept
of living and non-living
things, with an emphasis
on plants. They go outside
to photograph plants and
then begin an observation
experiment by planting
some seeds.
Teacher Edition
Twig Book
Anchor Phenomenon
1-LS3-1, 1-LS1-1
Plants, like
animals, are living
things.
Behave like a scientist
to explore and
observe living and
non-living things.
Students engage with the
Anchor Phenomenon by
observing patterns in the
growth of thistle plants.
Then they generate
questions about the
Anchor Phenomenon (see
example in Lesson 3).
Driving Question 2: How do plants use their parts to grow and survive?
Students start to investigate
what plants need and how a
plant’s parts help it to grow
and survive. They begin
building the first room in the
Museum of Leafology: the
Plant Parts Room.
Teacher Edition
Twig Book
Anchor Phenomenon
1-LS3-1
Plants have needs.
All plants share
common plant
parts.
Plant parts help
plants grow and
survive.
Use texts, songs,
and poems to gather
information about
how plant parts help
plants to grow.
Students investigate the
Anchor Phenomenon
by collecting data
about similarities and
differences between
plants (see example in
Lesson 2).
Driving Question 3: How are seeds dispersed?
Students explore the many
methods that plants use
to distribute seeds away
from the parent plant. In
teams, students tackle
an Engineering Design
Challenge to design and
build seeds for dispersal
by wind. They test and
present the results of
their design before adding
a Seeds Room to the
Museum of Leafology.
Teacher Edition
Twig Book
Driving Question
1-LS1-1 Use materials to design a solution
to a human problem by mimicking how
plants and/or animals use their external
parts to help them survive, grow, and
meet their needs
K–2-ETS1-2 Develop a simple sketch,
drawing, or physical model to illustrate how
the shape of an object helps it function as
needed to solve a given problem
K–2-ETS1-3 Analyze data from tests of
two objects designed to solve the same
problem to compare the strengths and
weaknesses of how each performs
Anchor Phenomenon
1-LS1-1
Plants use
different methods
to disperse their
seeds.
The structure of
a plant helps it
disperse its seeds.
Design a seed model
with shapes and
features that help it
to travel in the wind.
Students investigate
and evaluate the
Anchor Phenomenon
by comparing thistle
seeds to the seed models
they built in class (see
example in Lesson 6).
vi
GRADE X
MODULE XGRADE X
MODULE X
GRADE 1
MODULE 1
Museum of Leafology Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The thistle plants look alike, but not exactly the same.
How are all plants alike and how are they different?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 4: How are young and adult plants alike and different?
Students observe the
seedlings they planted
and record similarities and
differences. Then students
explore plants in nature,
sketching plants they find,
focusing on comparing and
contrasting young and adult
plants of the same type.
Teacher Edition
Twig Book
Driving Question
1-LS3-1 Make observations to construct
an evidence-based account that young
plants and animals are like, but not
exactly like, their parents
Anchor Phenomenon
1-LS3-1, 1-LS1-1
Young and adult
plants of the same
type are similar but
not exactly alike.
Look at evidence and
then make sketches
to show how young
and adult plants are
alike and different.
Students evaluate the
Anchor Phenomenon
by comparing and
contrasting adult and
young plants (see
example in Lesson 3).
Students explain the
Anchor Phenomenon
using evidence of
similarities and differences
between plants (see
example in Lesson 4).
Driving Question 5: What special features do some plants have that help them survive and grow?
Students investigate the
clever strategies plants
use to get what they need.
They discuss the defenses
some plants incorporate,
using these ideas to
create and sketch their
own imaginary plant with
special defenses. They
make two new rooms for
the Museum of Leafology:
the Seedlings and Parent
Plants Room, and the
Amazing Plants Room.
Teacher Edition
Twig Book
Driving Question
1-LS1-1 Use materials to design
a solution to a human problem by
mimicking how plants and/or animals use
their external parts to help them survive,
grow, and meet their needs
1-LS3-1 Make observations to construct
an evidence-based account that young
plants and animals are like, but not
exactly like, their parents
Plants use
strategies to fulfill
their needs.
Plants use different
defenses to grow
and survive.
Watch videos and
read texts to find
information
Create drawings and
models of plants with
special structures and
functions.
vii
Grade X
Phenomena TrackerGrade 1
Phenomena Tracker
Museum of Leafology Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The thistle plants look alike, but not exactly the same.
How are all plants alike and how are they different?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 6: How can plants inspire humans to solve problems?
Students tackle the
second Engineering Design
Challenge of the module.
The first half of the Driving
Question provides examples
of existing inventions that
were inspired by plants.
Then, student pairs design,
build, and present their own
plant-inspired solution to a
human problem.
Teacher Edition
Twig Book
Driving Question
1-LS1-1 Use materials to design
a solution to a human problem by
mimicking how plants and/or animals use
their external parts to help them survive,
grow, and meet their needs
K–2-ETS1-1 Ask questions, make
observations, and gather information
about a situation people want to change
to define a simple problem that can be
solved through the development of a new
or improved object or tool
K–2-ETS1-2 Develop a simple sketch,
drawing, or physical model to illustrate how
the shape of an object helps it function as
needed to solve a given problem
Engineers use
biomimicry to
design solutions to
human problems.
Plants can provide
inspiration for
biomimicry.
Observe the
structures and
functions of plants
Be inspired by plants
to design an invention
that solves a problem.
Driving Question 7: How are all plants alike and how are they different?
Students finish preparing
the Museum of Leafology,
then invite other classes
and their own families
to visit the museum in
order to demonstrate
their learning. The final
lesson features a pair
of assessment tasks
and a reading about
edible plants, followed
by a celebratory plant
parts salad.
Teacher Edition
Twig Book
Anchor Phenomenon
1-LS3-1, 1-LS1-1
All plants are
made up of similar
parts (roots,
stems, leaves,
flowers, fruits)
that they need to
survive and grow,
but they often
look different.
Parent plants and
their seedlings
can look similar
in some ways and
different in other
ways.
Give a presentation
and describe evidence
about plants.
Students resolve the
Anchor Phenomenon
through a class discussion
(see example in Lesson 1).
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GRADE X
MODULE XGRADE X
MODULE X
GRADE 1
MODULE 1
ix
Grade X
Phenomena TrackerGrade 1
Phenomena Tracker
Animal Reporters Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: A young elephant makes a sound. Then an adult elephant feeds it.
How do animals use their body parts, communicate with their young, and make sounds?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What are animal body parts and how do they use those body parts?
Taking on the role of Animal Reporters,
students begin gathering information for
an article and use observation to infer
from evidence. They focus on structure
and function, observing animals and
learning vocabulary related to body
coverings (skin/fur), how and why animals
move, and specialized body parts with
unique purposes. Students begin work
on an article that documents their
investigation of a specific animal.
Teacher Edition
Twig Book
Anchor Phenomenon
1-LS1-2, 1-PS4-1
Animals share
common body
parts.
Animals use their
body parts to
move, defend
themselves, and
communicate.
Read texts and watch
videos to make
observations about
animals and their
body parts
Ask questions, share
ideas, and examine
evidence to learn
about animals
Use evidence to
write an article about
animals.
Students engage with
the Anchor Phenomenon
by observing patterns
of behavior among
elephant parents and
offspring. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 3).
Driving Question 2: How are parents and their young alike and different?
This Driving Question starts with students
thinking about animals and their young.
Like they did with plants in Module 1,
students understand that adult and
young animals have similarities and
differences. They also learn how young
animals of the same type are alike and
different from each other.
Teacher Edition
Twig Book
Driving Question
1-LS3-1 Make observations
to construct an evidence-
based account that young
plants and animals are like,
but not exactly like, their
parents
Young and adult
animals of the
same type are
similar but not
exactly alike.
Observe animals to
find patterns
Ask questions to
gather evidence.
Driving Question 3: How do animals care for and communicate with their young?
In this Driving Question, the focus moves
from comparing adults and young to
looking at how the parents care for their
young. Students learn what baby animals
need and study how the parents meet
those needs. They also explore how the
young communicate their needs to their
parents, focusing on body language. The
Driving Question concludes with students
writing another segment of their article.
Teacher Edition
Twig Book
Driving Question
1-LS1-2 Read texts and use
media to determine patterns
in behavior of parents and
offspring that help offspring
survive
Anchor Phenomenon
1-LS1-2
Young animals
have needs, which
they communicate
to their parents.
Adult animals
meet these needs
by caring for their
young.
Animals use body
language to
communicate.
Observe patterns
in animal behavior
to learn how they
communicate
Read texts to learn
about good writing.
Students investigate the
Anchor Phenomenon by
gathering data about how
elephants communicate
with their young (see
example in Lesson 1).
Students evaluate the
Anchor Phenomenon by
identifying patterns in
animal communication
(see example in Lesson 3).
x
GRADE X
MODULE XGRADE X
MODULE X
GRADE 1
MODULE 2
Animal Reporters Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: A young elephant makes a sound. Then an adult elephant feeds it.
How do animals use their body parts, communicate with their young, and make sounds?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 4: What makes sound?
Having learned about how animals
communicate with body language,
students now look at how they
communicate with sound. They listen to
and classify animal sounds, and learn
vocabulary related to sound. Through
hands-on investigation, students
discover the relationship between sound
and vibrations, and learn that the size
of the vibration is related to the volume
of the sound. At the end of the Driving
Question, students finish their articles.
Teacher Edition
Twig Book
Driving Question
1-PS4-1 Plan and conduct
investigations to provide
evidence that vibrating
materials can make sound
and that sound can make
materials vibrate
Anchor Phenomenon
1-LS1-2, 1-PS4-1
Animals use sound
to communicate.
Vibrations produce
sound.
The pitch and
volume of a
sound can be
manipulated.
The size of
the vibration
determines the
volume of the
sound.
Sound travels
through waves.
Plan experiments
to investigate what
causes sound
Use diagrams to
demonstrate evidence
Gather evidence
to write about how
animals use sounds.
Students evaluate the
Anchor Phenomenon by
connecting vibrations
and sounds to animal
communication (see
example in Lesson 4).
Students explain the
Anchor Phenomenon
using evidence (see
example in Lesson 8).
Students resolve the
Anchor Phenomenon
through a class discussion
(see example in Lesson 9).
Driving Question 5: How can we use sound to communicate over long distances?
Students take part in an Engineering
Design Challenge, in which they must
design, refine, build, and test a device
that uses sound to communicate a
message over a distance. Finally, they
create a presentation that describes
how well their invention works.
Teacher Edition
Twig Book
Driving Question
1-PS4-4 Use tools and
materials to design and
build a device that uses
light or sound to solve the
problem of communicating
over a distance
K–2-ETS1-1 Ask questions,
make observations, and
gather information about
a situation people want to
change to define a simple
problem that can be solved
through the development of
a new or improved object
or tool
K–2-ETS1-2 Develop a
simple sketch, drawing, or
physical model to illustrate
how the shape of an object
helps it function as needed
to solve a given problem
K–2-ETS1-3 Analyze data
from tests of two objects
designed to solve the same
problem to compare the
strengths and weaknesses
of how each performs
Human-made
devices can
use sound to
communicate over
long distances.
Engineers test
and iterate their
designs to design a
solution that best
meets their criteria.
Work in a team to
build a functioning
communication device
Ask questions and
examine evidence to
solve problems.
xi
Grade X
Phenomena TrackerGrade 1
Phenomena Tracker
Shadow Town Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: During the fall, even in the daytime, the town of Rjukan is in the dark.
Why is the town of Rjukan in a shadow?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What are shadows and how are they made?
Students are introduced
to the Module Anchor
Phenomenon: Why is
the town of Rjukan
in a shadow? They
set out to investigate
shadows, light and
dark, and materials
that might solve the
problem in Rjukan.
They start by exploring
what shadows are, how
they are formed, and
how they can change.
They experiment with
making shadows,
as well as observing
and predicting the
movement of shadows
made by the Sun.
Teacher Edition
Twig Book
Driving Question
1-PS4-3 Plan and conduct
investigations to determine the effect
of placing objects made with different
materials in the path of a beam of
light
Anchor Phenomenon
1-PS4-3, 1-PS4-2
Shadows are produced
on surfaces when a
light source is blocked
by an obstacle.
Shadows will change
if their light source,
obstacle, or surface
changes.
Light travels in a
straight line.
Shadows are affected
by the movement of
the Sun.
Explore the phenomena
of shadows and light
Describe how shadows
are made and how they
can change size.
Students engage with
the Anchor Phenomenon
by making observations
about the town of
Rjukan (see example in
Lesson 1).
Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 1).
Driving Question 2: What can we see in the dark?
Students conduct
experiments to discover
they cannot see if
there is no light. They
investigate different
light sources and
discover that light
allows them to see. They
read texts and watch
videos to explore light
and dark further.
Teacher Edition
Twig Book
Driving Question
1-PS4-2 Make observations to
construct an evidence-based account
that objects in darkness can be seen
only when illuminated
Anchor Phenomenon
1-PS4-2, 1-PS4-3
Light allows humans
to see.
The Sun makes the
Earth light during the
day and dark at night.
Plan and carry out
investigations to show
that we need light to
see.
Students investigate the
Anchor Phenomenon
by creating models of
the town of Rjukan (see
example in Lesson 6).
xii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 1
MODULE 3
Shadow Town Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: During the fall, even in the daytime, the town of Rjukan is in the dark.
Why is the town of Rjukan in a shadow?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: Which materials let light through or reflect light?
Students investigate
materials and how
they relate to light
(materials can be
opaque, translucent,
transparent, or
reflective). They
experiment with and
read about reflections.
They apply what they
have learned to Rjukan’s
problem and compare
their solution to the
one that was devised in
real life—mirrors on the
mountain to reflect the
sunlight.
Teacher Edition
Twig Book
Driving Question
1-PS4-3 Plan and conduct
investigations to determine the effect
of placing objects made with different
materials in the path of a beam of
light
K–2-ETS1-2 Develop a simple sketch,
drawing, or physical model to
illustrate how the shape of an object
helps it function as needed to solve a
given problem
Anchor Phenomenon
1-PS4-2, 1-PS4-3
Light passes through
some materials but
not others.
Materials such as
mirrors reflect light.
All non-light sources
reflect light to some
extent.
Explore the phenomena
of material properties
Use models to find a
solution to a reflection
problem
Students evaluate the
Anchor Phenomenon by
discussing the results of
their investigation (see
example in Lesson 2).
Students explain the
Anchor Phenomenon by
writing an informational
leaflet on Rjukan for
tourists to the town (see
example in Lesson 4).
Students resolve the
Anchor Phenomenon by
completing informational
leaflets (see example in
Lesson 5).
xiii
Grade X
Phenomena TrackerGrade 1
Phenomena Tracker
Patterns in the Sky Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Child A can only see the Sun out of their window in the morning. Child B can only see the Sun out of their window in
the afternoon.
What patterns do we observe in the sky?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: Where is the Sun in the sky at different times?
Students explore their
first pattern: that of the
Sun’s position in the sky.
They observe shadows
to discern the pattern
of the Sun’s movement
across the sky and
make predictions based
on their observations.
They also listen to an
informational text and
use a kinesthetic model
to discover the cause of
day and night.
Teacher Edition
Twig Book
Driving Question
1-ESS1-1 Use observations of the sun,
moon, and stars to describe patterns
that can be predicted
Anchor Phenomenon
1-ESS1-1, 1-ESS1-2
The patterns in
shadows can tell
us about the Sun’s
position in the sky.
The Sun causes day
and night.
During the day, the
Sun’s position appears
to move.
Explore the phenomenon
of day and night
Use shadows to track
the position of the Sun
Make a model to show
how the Sun’s position
changes during the day.
Students engage with
the Anchor Phenomenon
by watching a video.
Then they generate
questions about the
Anchor Phenomenon (see
example in Lesson 1).
Students investigate the
Anchor Phenomenon by
observing a model and
organizing their findings
(see example in Lesson 3).
Students evaluate the
Anchor Phenomenon
by making a model (see
example in Lesson 7).
Driving Question 2: How does the amount of daylight vary between seasons?
This Driving Question
is the culmination of
a year-long project to
collect data about when
it is light outside and
when it is dark. Students
analyze their own data,
summarize this data as a
class, and compare their
data with a scientist’s
year-long data. Students
look for patterns, make
claims, and write and
present a report.
Teacher Edition
Twig Book
Driving Question
1-ESS1-2 Make observations at
different times of year to relate the
amount of daylight to the time of year
Anchor Phenomenon
1-ESS1-1, 1-ESS1-2
There is more sunlight
in summer than in
winter.
Collect data throughout
the year and analyze
patterns
Compare different data
sets to learn about
daylight and seasons.
Students explain the
Anchor Phenomenon
by writing a short
paragraph (see example
in Lesson 4).
xiv
GRADE X
MODULE XGRADE X
MODULE X
GRADE 1
MODULE 4
Patterns in the Sky Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Child A can only see the Sun out of their window in the morning. Child B can only see the Sun out of their window in
the afternoon.
What patterns do we observe in the sky?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What are some patterns between the Earth, Moon, Sun, and stars?
Students turn their
attention from the
patterns of the Sun to
those of the Moon and
stars. After learning
about the Moon
and stars, they use
graphic organizers to
record similarities and
differences between the
Sun and other stars;
the Sun and the Moon;
the Earth and the Sun;
and the Earth and the
Moon. They read texts
to support this learning
and write a report as a
summative assessment
for the module.
Teacher Edition
Twig Book
Driving Question
1-PS4-3 Plan and conduct
investigations to determine the effect
of placing objects made with different
materials in the path of a beam of light
1-ESS1-1 Use observations of the sun,
moon, and stars to describe patterns
that can be predicted
Anchor Phenomenon
1-ESS1-1
The Moon appears to
move in predictable
patterns in the sky.
The Moon reflects
light from the Sun.
The Sun can only be
seen during the day.
The Moon can be
seen during the day
and at night.
The stars can only be
seen at night.
The Sun and Moon
both rise and set.
The Sun is a star.
Scientists use patterns
to make predictions.
Do an experiment to see
if the Moon reflects light
Read and listen to texts
to learn about patterns in
the motion of the Earth,
Moon, Sun, and stars
Write and draw to show
what I know about
patterns in the sky.
Students resolve the
Anchor Phenomenon by
applying what they’ve
learned about the
phenomenon to the
motion of the Moon (see
example in Lesson 5).
xv