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Grade X
Phenomena TrackerGrade 2
Phenomena Tracker
My Journey West Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: We can use models to help us find Ruthie’s new home in the San Francisco Bay Area.
How can we understand and describe the land and water on Earth?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How can we use models to understand and describe the land?
Students are introduced
to landforms and
learn that maps are
models of the real
world. By creating two-
dimensional paper maps
and three-dimensional
clay models, students
learn both how to
create a map and how
to read one, as well
as finding out about
symbols.
Teacher Edition
Twig Book
Driving Question
2-ESS2-2 Develop a model to
represent the shapes and kinds of
land and bodies of water in an area
Anchor Phenomenon
2-ESS2-2, 2-ESS2-3
Maps are models of
landforms.
Make a model to show
the shape and scale of
the land
Read a map to find out
information
Describe different
landforms.
Students engage with
the Anchor Phenomenon
by reading an entry
from Ruthie’s diary
about a place in the San
Francisco Bay Area (see
example in Lesson 4).
Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 4).
Students investigate the
Anchor Phenomenon by
identifying the landforms
described in Ruthie’s
diary entry (see example
in Lesson 8).
Driving Question 2: Where is water found in a landscape?
Students focus on the
patterns of where water
is found in a landscape,
how it flows and
collects. In addition to
learning to spot water
on a map, students
learn that water can
be found in both liquid
and solid forms and can
change between forms.
Teacher Edition
Twig Book
Driving Question
2-ESS2-2 Develop a model to
represent the shapes and kinds of
land and bodies of water in an area
2-ESS2-3 Obtain information to
identify where water is found on Earth
and that it can be solid or liquid
Anchor Phenomenon
2-ESS2-2, 2-ESS2-3
Water flows from
higher ground, such as
a mountain, to lower
ground, eventually
ending in the sea.
Water freezes into ice
at low temperatures.
Water is found in
liquid and solid forms
on Earth.
Use models to explore
the phenomena of
freezing and melting
Identify patterns on a
map that show where
water is found
Explain the journey of
a river
Plan and carry out a
scientific investigation.
Students evaluate the
Anchor Phenomenon
by making a map of
the landforms Ruthie
described (see example
in Lesson 4).
xvi
GRADE X
MODULE XGRADE X
MODULE X
GRADE 2
MODULE 1
My Journey West Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: We can use models to help us find Ruthie’s new home in the San Francisco Bay Area.
How can we understand and describe the land and water on Earth?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How can we describe the water around the world?
This Driving Question
widens the focus from
landscapes to the entire
world. Students learn
about oceans and
continue to describe
patterns of where and
in what form water is
found. In the process,
they continue to
practice interpreting
maps.
Teacher Edition
Twig Book
Driving Question
2-ESS2-3 Obtain information to
identify where water is found on Earth
and that it can be solid or liquid
Anchor Phenomenon
2-ESS2-2, 2-ESS2-3
There is more water
on Earth than land.
Most of the water on
Earth is found in the
oceans.
Identify patterns on a
world map that show
where water is found
Make a bar graph to
represent information
Tell the difference
between fact and
opinion.
Students explain the
Anchor Phenomenon
by writing explanations
of their maps and what
they show (see example
in Lesson 4).
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 4).
Driving Question 4: How can we use our understanding of maps in our own lives?
This Driving Question
synthesizes students’
learning and connects
it to their personal
experiences. Students
explore maps online
to discover landforms
in their own area. As a
final task, they use their
learning to find a route
between two points on
a map, create a model
of the landforms along
the route, and describe
the journey.
Teacher Edition
Twig Book
Driving Question
2-ESS2-2 Develop a model to
represent the shapes and kinds of
land and bodies of water in an area
Satellite maps are
models that show the
land and water in a
given area.
Maps can be used to
plan routes from one
point to another.
Compare maps and
identify what kind of
information they show
Use a map to plan the
best route for a journey
Write a report about my
work.
xvii
Grade X
Phenomena TrackerGrade 2
Phenomena Tracker
Master of Materials Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: A spaghetti tower can stand up and hold weight until it is put in hot water.
How can we describe materials as different from one another and understand how their properties relate to their use?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How are different kinds of materials similar and different?
Students discover that all
things are made of materials,
and materials have different
properties. Using hands-on
exploration, video, and text,
students observe, classify,
compare, and contrast
materials. Students also
realize that objects with
specific properties can be
used for specific purposes.
Teacher Edition
Twig Book
Driving Question
2-PS1-1 Plan and conduct
an investigation to describe
and classify different kinds of
materials by their observable
properties
Anchor Phenomenon
2-PS1-1, 2-PS1-2, 2-PS1-4
All things are made
of materials, and
materials have
properties.
Different materials
have different
properties.
Objects can be
classified according
to the materials they
are made of, and their
properties.
Describe objects by their
properties
Sort objects into groups
based on properties
Compare and contrast
the properties of two
objects.
Students engage with
the Anchor Phenomenon
by watching a video
about a spaghetti tower.
Then, they generate
questions about the
Anchor Phenomenon (see
example in Lesson 1).
Driving Question 2: How can testing materials help us to understand their properties and how they can be used?
Students test materials
for specific properties:
hardness, flexibility,
absorbency, and strength.
They also discover that
there can be varying
degrees of a given property.
Teacher Edition
Twig Book
Driving Question
2-PS1-1 Plan and conduct an
investigation to describe and
classify different kinds of materials
by their observable properties
2-PS1-2 Analyze data obtained
from testing different materials to
determine which materials have
the properties that are best suited
for an intended purpose
Anchor Phenomenon
2-PS1-1, 2-PS1-2
Material properties
can be tested and
measured. There can
be varying degrees of
a given property.
Materials are chosen
for a particular
purpose based on
their properties.
Test different materials
for the properties of
hardness, flexibility,
absorbency, and strength
Understand that different
materials have properties
to different degrees
Analyze data from
testing to choose the
best materials for a
specific purpose.
Students investigate the
Anchor Phenomenon
by testing cooked and
uncooked spaghetti for
different properties (see
example in Lesson 4).
Students evaluate the
Anchor Phenomenon by
completing a cause-and-
effect graphic organizer
relating properties to
function (see example in
Lesson 5).
Driving Question 3: What materials are best for building a strong structure?
This Driving Question focuses
on selecting a material for a
particular purpose: building a
structure that won’t collapse
under weight. Students
design and build three towers
with different materials and
test them to determine which
materials are best suited to
the purpose.
Teacher Edition
Twig Book
Driving Question
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
2-PS1-3
Engineers develop and
use models to test their
designs, and identify
materials that are
most suitable for a
particular purpose.
Design and build towers
out of different materials
Test towers for strength
Write a report about the
results of a test.
Students evaluate the
Anchor Phenomenon
through a discussion of
their spaghetti towers
(see example in Lesson 3).
xviii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 2
MODULE 2
Master of Materials Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: A spaghetti tower can stand up and hold weight until it is put in hot water.
How can we describe materials as different from one another and understand how their properties relate to their use?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 4: How can the properties of materials change?
The focus shifts from
determining observable
properties of materials to
how material properties
can undergo changes, both
reversible and irreversible.
Through hands-on
exploration and videos,
students explore changes,
and make arguments about
whether a given change is
reversible or irreversible.
Teacher Edition
Twig Book
Driving Question
2-PS1-4 Construct an argument
with evidence that some changes
caused by heating or cooling can
be reversed and some cannot
Anchor Phenomenon
2-PS1-4, 2-PS1-1, 2-PS1-2
Material properties
can undergo changes,
some of which are
reversible and some of
which are irreversible.
Explore the phenomena
of melting and freezing
Give examples
of reversible and
irreversible changes
Use the terms solid,
liquid, melting, and
freezing to explain how
crayons can be made
Solve a problem
involving reversible and
irreversible changes.
Students investigate the
Anchor Phenomenon
by observing and
discussing reversible and
irreversible changes (see
example in Lesson 1).
Students evaluate the
Anchor Phenomenon
by determining whether
the changes caused by
cooking spaghetti are
reversible or irreversible
(see example in Lesson 5).
Students explain the
Anchor Phenomenon
using evidence (see
example in Lesson 6).
Driving Question 5: How can we use the same materials to make something new?
Students observe that
objects made of smaller
pieces can be taken apart
and reassembled in different
ways. They design and build
two different bridges from
the same set of materials.
Teacher Edition
Twig Book
Driving Question
2-PS1-2 Analyze data obtained
from testing different materials to
determine which materials have
the properties that are best suited
for an intended purpose
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
2-PS1-4, 2-PS1-1, 2-PS1-2,
K-2-ETS1-3
Objects made of
smaller pieces can
be taken apart
and reassembled
in different ways.
Objects are created
from multiple different
pieces or materials.
The same materials
can be used to make
something new.
Build two different
bridges using the same
materials
Test the strength of the
bridges
Compare the results of
the bridge tests.
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 2).
xix
Grade X
Phenomena TrackerGrade 2
Phenomena Tracker
Save the Island Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Tangier Island has changed shape over time.
How do natural processes shape the Earth?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How long does it take landscapes to change?
This Driving Question
expands on student
knowledge about landforms.
Students learn that some
changes to landscapes
happen quickly, while other
changes are slow and
continuous. In this context,
they study Earth events
such as volcanic eruptions,
landslides, and glacier valley
formation. Students are
introduced to Tangier Island
and its erosion problem.
Teacher Edition
Twig Book
Driving Question
2-ESS1-1 Use information from
several sources to provide
evidence that Earth events can
occur quickly or slowly
Anchor Phenomenon
2-ESS1-1
Some changes to
landforms happen
very quickly (such as a
landslide), but others
happen very slowly
and continuously (such
as erosion).
Erosion can show
us how a landform
or landscape has
changed over time.
Tangier Island’s
landscape is changing
slowly.
Explore the phenomenon
of erosion
Study images, videos,
and texts to understand
how different Earth
events can change the
landscape
Observe that some Earth
events happen quickly,
and some happen slowly
Use observations and
evidence to make a
claim.
Students engage with
the Anchor Phenomenon
by making observations
about the changing
shape of Tangier Island.
Then they generate
questions about the
Anchor Phenomenon (see
example in Lesson 9).
Students investigate the
Anchor Phenomenon
by observing maps
of Tangier Island and
comparing changes over
time (see example in
Lesson 10).
Driving Question 2: How do water and wind change landscapes?
This Driving Question
delves deeper into the
forces that cause erosion.
Demonstrations, hands-on
investigations, and texts
give students a deeper
understanding of eroding
landscapes; they apply this
understanding in order
to define the situation on
Tangier Island.
Teacher Edition
Twig Book
Driving Question
2-ESS2-1 Compare multiple
solutions designed to slow or
prevent wind or water from
changing the shape of the land
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
Anchor Phenomenon
2-ESS1-1, 2-ESS2-1
Ocean waves, wind,
and storms all cause
erosion.
Build and observe
models to investigate
how water and wind can
affect landscapes
Use informational texts
and videos to discover
more about what is
causing the problem on
the island.
Students evaluate the
Anchor Phenomenon
by analyzing the data
they gathered in the
investigation (see
example in Lesson 2).
Students explain the
Anchor Phenomenon
by writing a newspaper
article (see example in
Lesson 5).
xx
GRADE X
MODULE XGRADE X
MODULE X
GRADE 2
MODULE 3
Save the Island Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Tangier Island has changed shape over time.
How do natural processes shape the Earth?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How can we protect places from erosion by water and wind?
This Driving Question
provides information about
eight potential engineering
solutions to erosion
problems. Students work in
teams to research, discuss,
and evaluate the solutions.
Teacher Edition
Twig Book
Driving Question
2-ESS2-1 Compare multiple
solutions designed to slow or
prevent wind or water from
changing the shape of the land
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
Some problems caused
by erosion can be
solved by engineering
solutions.
Engineering solutions
are designed to solve
different problems.
Investigate different
solutions that can
prevent erosion
Evaluate and compare
different engineering
solutions
Use information and
knowledge to determine
which solutions will work
for a given scenario.
Driving Question 4: How can we save Tangier Island?
Student teams choose the
engineering solution they
think will work best for
Tangier Island. They sketch
and build models, and
simulate waves to see how
effective their solutions are.
Finally, teams create posters
and present their work.
Teacher Edition
Twig Book
Driving Question
2-ESS2-1 Compare multiple
solutions designed to slow or
prevent wind or water from
changing the shape of the land
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
2-ESS1-1, 2-ESS2-1
Engineering solutions
can help solve the
problem of erosion on
Tangier Island.
Engineers create
models to test and
iterate their design
solutions.
Work with a team
to build and test an
engineering solution
model
Create a poster to
explain how our
engineering solution can
help save the island.
Students resolve the
Anchor Phenomenon
through a class discussion
(see example in Lesson 6).
xxi
Grade X
Phenomena TrackerGrade 2
Phenomena Tracker
A Garden for Life Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: In this garden, bees are more likely to visit some flowers and butterflies are more likely to visit other flowers.
How do living things in an environment depend on one another and what do they need to grow?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How can we compare different habitats?
This Driving Question
prompts students to think
about how the types of living
things vary from habitat to
habitat. Students observe
the living things in three
habitats (desert, rain forest,
farm) using an interactive.
They design and execute
a study comparing the
biodiversity in two areas of
their school.
Teacher Edition
Twig Book
Driving Question
2-LS4-1 Make observations of
plants and animals to compare
the diversity of life in different
habitats
Anchor Phenomenon
2-LS4-1, 2-LS2-2
A habitat provides
living things with all
they need to survive.
Different living things
are found in different
habitats.
Biodiversity is the
variety of living things
in a given habitat.
Sampling is a tool
scientists use to
measure biodiversity.
Explore the phenomenon
of biodiversity
Explain what a habitat is
Compare different
habitats
Use the method of
sampling to study the
biodiversity of a habitat.
Students engage with
the Anchor Phenomenon
by observing an image
of a garden. Then they
generate questions about
the Anchor Phenomenon
(see example in Lesson 1).
Students investigate
and evaluate the
Anchor Phenomenon by
comparing the diversity
of different habitats and
completing a graphic
organizer (see example
in Lesson 6).
Driving Question 2: How can we help the plants in our garden grow?
Students begin the process
of designing a garden
habitat for plants and
animals. They plan and
execute experiments to
see if plants need water
and light to grow, making
predictions, drawing
conclusions, and sharing
their results with the class.
They will apply their findings
toward the creation of their
garden plan.
Teacher Edition
Twig Book
Driving Question
2-LS2-1 Plan and conduct an
investigation to determine if
plants need sunlight and water
to grow
Experiments can be
designed to answer
a question.
Plants need light and
water to grow.
Explore the phenomena
of plant needs
Design and carry out
a fair investigation
Collect and interpret
data about how plants
grow
Write and present
a report about my
investigation.
xxii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 2
MODULE 4
A Garden for Life Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: In this garden, bees are more likely to visit some flowers and butterflies are more likely to visit other flowers.
How do living things in an environment depend on one another and what do they need to grow?
SUMMARY PERFORMANCE
EXPECTATIONS
KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How will the plants and animals in our garden depend on each other?
This Driving Question
explores the interdependence
of plants and animals
(including humans) by
investigating pollination
in detail. Students discover
how the structures of plant
and pollinator parts are
related to their functions and
influence their interactions.
Students choose a pollinator
and construct a model to
show how it pollinates plants.
Teacher Edition
Twig Book
Driving Question
2-LS2-2 Develop a simple model
that mimics the function of an
animal in dispersing seeds or
pollinating plants
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
2-LS2-2
The living things in
a given habitat are
interdependent.
Some plants depend
on animals to survive
and grow.
The structure of
something can tell us
about its function.
Flowers of different
shapes and colors are
pollinated by different
animals.
Human actions can
negatively impact the
habitats of pollinators.
Humans can use
artificial pollination to
pollinate certain plants.
Explore the phenomenon
of interdependence
Explain how plants and
animals depend on each
other
Use a model to explain
how pollination works
Identify which pollinators
would be good for
different plants.
Students investigate the
Anchor Phenomenon by
observing and comparing
a bee on one flower and
a butterfly on another
(see example in Lesson 7).
Students evaluate the
Anchor Phenomenon by
discussing and writing
about how plants and
pollinators depend on
each other (see example
in Lesson 8).
Driving Question 4: How can we design a garden that will help pollinators?
Students draw on learning
from throughout the
module to design pollinator
gardens. In the final task,
they build and present
dioramas of their gardens
using what they have
learned about pollinators,
plants, and their habitats.
Teacher Edition
Twig Book
Driving Question
2-LS2-2 Develop a simple model
that mimics the function of an
animal in dispersing seeds or
pollinating plants
2-LS4-1 Make observations of
plants and animals to compare
the diversity of life in different
habitats
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.
Anchor Phenomenon
2-LS4-1, 2-LS2-2, 2-LS2-1
Gardens can be
designed to attract
pollinators.
We can use 2-D
models to represent
3-D designs.
Design a garden habitat
Apply my knowledge to
my garden design
Use appropriate
materials to represent
ideas in a model.
Students explain the
Anchor Phenomenon by
creating a poster or fact
sheet about the best
way to design a garden
for pollinators (see
example in Lesson 2).
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 4).
xxiii