Grade X
Phenomena TrackerGrade 3
Phenomena Tracker
The Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What happens when several different forces push or pull on an object at once?
This Driving Question
introduces the
module challenge of
designing the Ultimate
Playground. Students
study forces and
changes in motion as
cause and effect. They
focus on roller coaster
(gravity-based) rides
and kicking a ball as the
first elements of their
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-1 Plan and conduct an
investigation to provide evidence
of the effects of balanced and
unbalanced forces on the motion of
an object
Anchor Phenomenon
3-PS2-1, 3-PS2-3
• Unbalanced forces
cause an object’s
motion to change.
• Unbalanced forces
cause an object to
slow down or stop.
• Unbalanced forces
cause an object to
change direction.
• Explore the phenomena
of forces
• Observe how playground
objects use forces
• Investigate how the size
and direction of forces
can change a ball’s
motion
• Use models to show
how forces act on and
change the motion of
objects.
• Students engage with
the Anchor Phenomenon
by watching a video
about a fairground
ride (see example in
Lesson 3).
• Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 3).
Driving Question 2: How can an object be pushed or pulled but not move?
This Driving Question
uses tug-of-war as an
introduction to and
example of balanced
and unbalanced
forces. Students use
this concept to further
design and test their
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-1 Plan and conduct an
investigation to provide evidence
of the effects of balanced and
unbalanced forces on the motion of
an object
Anchor Phenomenon
3-PS2-1
• If the forces acting
on an object are
balanced, there will
be no change to its
motion.
• Explore the phenomena
of forces and motion
• Work well in a team
• Identify whether
forces are balanced or
unbalanced based on an
object’s motion.
• Students investigate the
Anchor Phenomenon by
exploring how push and
pull forces affect the
movement of the Dragon
Ride (see example in
Lesson 3).
• Students evaluate the
Anchor Phenomenon
by discussing the data
they collected in their
previous investigation
and describing the forces
involved (see example in
Lesson 4).
xxiv
Phenomena TrackerGrade 3
Phenomena Tracker
The Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What happens when several different forces push or pull on an object at once?
This Driving Question
introduces the
module challenge of
designing the Ultimate
Playground. Students
study forces and
changes in motion as
cause and effect. They
focus on roller coaster
(gravity-based) rides
and kicking a ball as the
first elements of their
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-1 Plan and conduct an
investigation to provide evidence
of the effects of balanced and
unbalanced forces on the motion of
an object
Anchor Phenomenon
3-PS2-1, 3-PS2-3
• Unbalanced forces
cause an object’s
motion to change.
• Unbalanced forces
cause an object to
slow down or stop.
• Unbalanced forces
cause an object to
change direction.
• Explore the phenomena
of forces
• Observe how playground
objects use forces
• Investigate how the size
and direction of forces
can change a ball’s
motion
• Use models to show
how forces act on and
change the motion of
objects.
• Students engage with
the Anchor Phenomenon
by watching a video
about a fairground
ride (see example in
Lesson 3).
• Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 3).
Driving Question 2: How can an object be pushed or pulled but not move?
This Driving Question
uses tug-of-war as an
introduction to and
example of balanced
and unbalanced
forces. Students use
this concept to further
design and test their
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-1 Plan and conduct an
investigation to provide evidence
of the effects of balanced and
unbalanced forces on the motion of
an object
Anchor Phenomenon
3-PS2-1
• If the forces acting
on an object are
balanced, there will
be no change to its
motion.
• Explore the phenomena
of forces and motion
• Work well in a team
• Identify whether
forces are balanced or
unbalanced based on an
object’s motion.
• Students investigate the
Anchor Phenomenon by
exploring how push and
pull forces affect the
movement of the Dragon
Ride (see example in
Lesson 3).
• Students evaluate the
Anchor Phenomenon
by discussing the data
they collected in their
previous investigation
and describing the forces
involved (see example in
Lesson 4).
xxiv
GRADE X
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 1
The Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What do we need to know to predict the motion of objects?
Students learn to
recognize patterns
and use them to make
predictions. Students
study swings and create
models, realizing that
models are useful to
the design process.
Teams build models
of both one-rope and
two-rope swings, look
for patterns, and decide
which type of swing to
include in their Ultimate
Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-2 Make observations and/or
measurements of an object’s motion
to provide evidence that a pattern
can be used to predict future motion
3–5-ETS1-3 Plan and carry out fair
tests in which variables are controlled
and failure points are considered
to identify aspects of a model or
prototype that can be improved
• We can predict the
motion of an object
based on previous
patterns and prior
knowledge of how
unbalanced forces
affect motion.
• Plan a fair test
• See patterns in the
motion of a swing
• Use patterns to predict
how a swing will move.
Driving Question 4: How can some objects push or pull one another without even touching?
Students explore
more forces. Students
already know about
gravity; now, they learn
about static electricity
and magnetism.
Students begin to
design a magnetism
game for the Ultimate
Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-3 Ask questions to determine
cause and effect relationships of
electric or magnetic interactions
between two objects not in contact
with each other
Anchor Phenomenon
3-PS2-1, 3-PS2-3
• Static electricity
produces a force that
can move objects,
even when they don’t
touch.
• Gravity, static
electricity, and
magnetism can all
cause forces between
objects without the
objects touching.
• When magnets get
closer to an object,
the force is stronger.
When two magnets
interact, the force can
be a push or a pull.
• Explore the phenomenon
of magnetism
• Ask questions about
cause and effect
• Identify the effects of
gravity, static electricity,
and magnetism between
objects that are not
touching.
• Students investigate the
Anchor Phenomenon by
finding out how to move
the Dragon Ride without
touching it (see example
in Lesson 3).
• Students evaluate the
Anchor Phenomenon
by discussing and
answering questions
about their investigation
into magnetic forces (see
example in Lesson 4).
xxv
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 1
The Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What do we need to know to predict the motion of objects?
Students learn to
recognize patterns
and use them to make
predictions. Students
study swings and create
models, realizing that
models are useful to
the design process.
Teams build models
of both one-rope and
two-rope swings, look
for patterns, and decide
which type of swing to
include in their Ultimate
Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-2 Make observations and/or
measurements of an object’s motion
to provide evidence that a pattern
can be used to predict future motion
3–5-ETS1-3 Plan and carry out fair
tests in which variables are controlled
and failure points are considered
to identify aspects of a model or
prototype that can be improved
• We can predict the
motion of an object
based on previous
patterns and prior
knowledge of how
unbalanced forces
affect motion.
• Plan a fair test
• See patterns in the
motion of a swing
• Use patterns to predict
how a swing will move.
Driving Question 4: How can some objects push or pull one another without even touching?
Students explore
more forces. Students
already know about
gravity; now, they learn
about static electricity
and magnetism.
Students begin to
design a magnetism
game for the Ultimate
Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-3 Ask questions to determine
cause and effect relationships of
electric or magnetic interactions
between two objects not in contact
with each other
Anchor Phenomenon
3-PS2-1, 3-PS2-3
• Static electricity
produces a force that
can move objects,
even when they don’t
touch.
• Gravity, static
electricity, and
magnetism can all
cause forces between
objects without the
objects touching.
• When magnets get
closer to an object,
the force is stronger.
When two magnets
interact, the force can
be a push or a pull.
• Explore the phenomenon
of magnetism
• Ask questions about
cause and effect
• Identify the effects of
gravity, static electricity,
and magnetism between
objects that are not
touching.
• Students investigate the
Anchor Phenomenon by
finding out how to move
the Dragon Ride without
touching it (see example
in Lesson 3).
• Students evaluate the
Anchor Phenomenon
by discussing and
answering questions
about their investigation
into magnetic forces (see
example in Lesson 4).
xxv
Grade X
Phenomena TrackerThe Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: How can we solve a design problem by using magnets?
Students are introduced
to an industrial
application of magnets:
maglev trains, and
then go on to design a
tabletop game that uses
magnets, and a model
for a Dragon Ride,
the centerpiece of the
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-2 Make observations and/or
measurements of an object’s motion
to provide evidence that a pattern
can be used to predict future motion
3-PS2-4 Define a simple design
problem that can be solved by
applying scientific ideas about
magnets
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
3–5-ETS1-3 Plan and carry out fair
tests in which variables are controlled
and failure points are considered
to identify aspects of a model or
prototype that can be improved
Anchor Phenomenon
3-PS2-1, 3-PS2-3, 3-PS2-2, 3-PS2-4
• Engineers use
magnets to solve
design problems.
• Define a problem to be
solved
• Work within constraints
• Provide a design solution
that meets specific
criteria.
• Students explain the
Anchor Phenomenon
by creating posters to
advertise the Dragon
Ride (see example in
Lesson 1).
• Students resolve the
Anchor Phenomenon
by writing diary entries
about designing two
fairground rides (see
example in Lesson 8).
Grade 3
Phenomena Tracker
xxvi
Phenomena TrackerThe Ultimate Playground Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Dragon Ride can be moved without a person touching it.
How are objects affected by the forces of push and pull?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: How can we solve a design problem by using magnets?
Students are introduced
to an industrial
application of magnets:
maglev trains, and
then go on to design a
tabletop game that uses
magnets, and a model
for a Dragon Ride,
the centerpiece of the
Ultimate Playground.
Teacher Edition
Twig Book
Driving Question
3-PS2-2 Make observations and/or
measurements of an object’s motion
to provide evidence that a pattern
can be used to predict future motion
3-PS2-4 Define a simple design
problem that can be solved by
applying scientific ideas about
magnets
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
3–5-ETS1-3 Plan and carry out fair
tests in which variables are controlled
and failure points are considered
to identify aspects of a model or
prototype that can be improved
Anchor Phenomenon
3-PS2-1, 3-PS2-3, 3-PS2-2, 3-PS2-4
• Engineers use
magnets to solve
design problems.
• Define a problem to be
solved
• Work within constraints
• Provide a design solution
that meets specific
criteria.
• Students explain the
Anchor Phenomenon
by creating posters to
advertise the Dragon
Ride (see example in
Lesson 1).
• Students resolve the
Anchor Phenomenon
by writing diary entries
about designing two
fairground rides (see
example in Lesson 8).
Grade 3
Phenomena Tracker
xxvi
GRADE X
MODULE XGRADE 3
MODULE 1
xxvii
MODULE XGRADE 3
MODULE 1
xxvii
Grade X
Phenomena TrackerGrade 3
Phenomena Tracker
Welcome to the Biodome Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two painted lady butterflies have similarities and differences as they grow and change, but only one of them is
eaten by a bird.
How do plants’ and animals' life cycles help them survive?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: In what ways are the life cycles of living things the same or different?
Students begin their
study of life cycles by
learning about eggs,
learning to classify
them and studying
the life cycles of egg-
laying animals such
as birds, reptiles, fish,
and amphibians. They
begin the ongoing
Tropical Rain Forest
Biodome project and
start two observational
experiments to study
painted lady butterflies
and two kinds of plants.
They also study the life
cycle of flowering plants
and learn the traits that
mammals have.
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Every living thing
has a life cycle.
• Some animals
go through
metamorphosis,
in which their body
structures change
dramatically.
• An egg is the first
stage in the life
cycle of amphibians,
reptiles, birds, fish,
and insects.
• A seed is the first
stage in the life
cycle of plants.
• Explore the phenomena
of plant and animal life
cycles
• Observe and record data
about the life cycles of
butterflies and plants
• Find patterns in the life
cycles of different types
of organisms
• Predict and make
models of stages in
organisms’ life cycles.
• Students engage with
the Anchor Phenomenon
by observing a visual
story about the life
of two painted lady
butterflies. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 3).
• Students investigate the
Anchor Phenomenon by
observing the patterns
of change in the painted
lady butterflies’ life
cycle (see example in
Lesson 11).
Driving Question 2: Do plants and animals inherit traits from their parents?
This Driving Question
continues the study
of traits, focusing
especially on the
traits that parents
and offspring share.
Students predict the
traits of offspring based
on traits of the parents.
Students also look at
stripes on zebras and
how that trait varies but
is similar among siblings
and families.
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
3-LS3-1 Analyze and interpret data
to provide evidence that plants and
animals have traits inherited from
parents and that variation of these
traits exists in a group of similar
organisms
Anchor Phenomenon
3-LS1-1
• Young plants and
animals are similar,
but not identical, to
their parents.
• An offspring’s traits
are inherited from
their parents.
• Explore the phenomena
of traits
• Match plants and
animals to their
offspring
• Identify patterns in traits
between parents and
offspring
• Explain that many
features of living things
are inherited from their
parents.
• Students evaluate the
Anchor Phenomenon
by comparing the order
of their cards to their
life cycle models (see
example in Lesson 7).
xxviii
Phenomena TrackerGrade 3
Phenomena Tracker
Welcome to the Biodome Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two painted lady butterflies have similarities and differences as they grow and change, but only one of them is
eaten by a bird.
How do plants’ and animals' life cycles help them survive?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: In what ways are the life cycles of living things the same or different?
Students begin their
study of life cycles by
learning about eggs,
learning to classify
them and studying
the life cycles of egg-
laying animals such
as birds, reptiles, fish,
and amphibians. They
begin the ongoing
Tropical Rain Forest
Biodome project and
start two observational
experiments to study
painted lady butterflies
and two kinds of plants.
They also study the life
cycle of flowering plants
and learn the traits that
mammals have.
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Every living thing
has a life cycle.
• Some animals
go through
metamorphosis,
in which their body
structures change
dramatically.
• An egg is the first
stage in the life
cycle of amphibians,
reptiles, birds, fish,
and insects.
• A seed is the first
stage in the life
cycle of plants.
• Explore the phenomena
of plant and animal life
cycles
• Observe and record data
about the life cycles of
butterflies and plants
• Find patterns in the life
cycles of different types
of organisms
• Predict and make
models of stages in
organisms’ life cycles.
• Students engage with
the Anchor Phenomenon
by observing a visual
story about the life
of two painted lady
butterflies. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 3).
• Students investigate the
Anchor Phenomenon by
observing the patterns
of change in the painted
lady butterflies’ life
cycle (see example in
Lesson 11).
Driving Question 2: Do plants and animals inherit traits from their parents?
This Driving Question
continues the study
of traits, focusing
especially on the
traits that parents
and offspring share.
Students predict the
traits of offspring based
on traits of the parents.
Students also look at
stripes on zebras and
how that trait varies but
is similar among siblings
and families.
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
3-LS3-1 Analyze and interpret data
to provide evidence that plants and
animals have traits inherited from
parents and that variation of these
traits exists in a group of similar
organisms
Anchor Phenomenon
3-LS1-1
• Young plants and
animals are similar,
but not identical, to
their parents.
• An offspring’s traits
are inherited from
their parents.
• Explore the phenomena
of traits
• Match plants and
animals to their
offspring
• Identify patterns in traits
between parents and
offspring
• Explain that many
features of living things
are inherited from their
parents.
• Students evaluate the
Anchor Phenomenon
by comparing the order
of their cards to their
life cycle models (see
example in Lesson 7).
xxviii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 2
Welcome to the Biodome Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two painted lady butterflies have similarities and differences as they grow and change, but only one of them is
eaten by a bird.
How do plants’ and animals' life cycles help them survive?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: Do some traits provide individuals with survival advantages?
In this Driving
Question, students
look at how trait
variation can provide
individuals with survival
advantages. Students
focus on camouflage
(leaf-tailed geckos) and
reproduction (plants).
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
3-LS3-1 Analyze and interpret data
to provide evidence that plants and
animals have traits inherited from
parents and that variation of these
traits exists in a group of similar
organisms
3-LS4-2 Use evidence to construct an
explanation for how the variations
in characteristics among individuals
of the same species may provide
advantages in surviving, finding
mates, and reproducing
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Variation in traits,
such as skin color and
wing patterns, provide
species with survival
advantages.
• Observe trait variation in
painted lady butterflies
and two varieties of
plant
• Explain why variation in
the trait of skin color can
help leaf-tailed geckos
survive
• Explain how trait
variation can help birds
produce more offspring.
• Students evaluate the
Anchor Phenomenon
through a discussion.
Then they develop a
model of how a painted
lady butterfly’s life cycle
and its traits help it to
survive (see example
in Lesson 4).
• Students explain the
Anchor Phenomenon
by constructing an
explanation about
why one butterfly
survived and the other
did not (see example
in Lesson 5).
Driving Question 4: Why do some animals live alone while others live in large groups?
This Driving Question
focuses on animals
that live in groups and
the reasons they do so.
Students learn about
leafcutter ants, bison,
savanna herbivores
(wildebeest and zebras),
and birds.
Teacher Edition
Twig Book
Driving Question
3-LS2-1 Construct an argument that
some animals form groups that help
members survive
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Animals, such as
leafcutter ants, zebras,
bison, and lions, form
groups that help
members survive.
Lions hunt together to
increase the chances
of catching prey.
Zebras protect each
other from predators.
• Explore the phenomenon
of social interaction
among animals
• Make a claim about
how some animals form
groups to survive
• Use evidence from
articles and videos
to support my claims
about how animals form
groups to survive
• Write about how
monarch butterflies
form groups to survive in
winter and explain why.
• Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 5).
xxix
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 2
Welcome to the Biodome Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two painted lady butterflies have similarities and differences as they grow and change, but only one of them is
eaten by a bird.
How do plants’ and animals' life cycles help them survive?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: Do some traits provide individuals with survival advantages?
In this Driving
Question, students
look at how trait
variation can provide
individuals with survival
advantages. Students
focus on camouflage
(leaf-tailed geckos) and
reproduction (plants).
Teacher Edition
Twig Book
Driving Question
3-LS1-1 Develop models to describe
that organisms have unique and
diverse life cycles but all have in
common birth, growth, reproduction,
and death
3-LS3-1 Analyze and interpret data
to provide evidence that plants and
animals have traits inherited from
parents and that variation of these
traits exists in a group of similar
organisms
3-LS4-2 Use evidence to construct an
explanation for how the variations
in characteristics among individuals
of the same species may provide
advantages in surviving, finding
mates, and reproducing
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Variation in traits,
such as skin color and
wing patterns, provide
species with survival
advantages.
• Observe trait variation in
painted lady butterflies
and two varieties of
plant
• Explain why variation in
the trait of skin color can
help leaf-tailed geckos
survive
• Explain how trait
variation can help birds
produce more offspring.
• Students evaluate the
Anchor Phenomenon
through a discussion.
Then they develop a
model of how a painted
lady butterfly’s life cycle
and its traits help it to
survive (see example
in Lesson 4).
• Students explain the
Anchor Phenomenon
by constructing an
explanation about
why one butterfly
survived and the other
did not (see example
in Lesson 5).
Driving Question 4: Why do some animals live alone while others live in large groups?
This Driving Question
focuses on animals
that live in groups and
the reasons they do so.
Students learn about
leafcutter ants, bison,
savanna herbivores
(wildebeest and zebras),
and birds.
Teacher Edition
Twig Book
Driving Question
3-LS2-1 Construct an argument that
some animals form groups that help
members survive
Anchor Phenomenon
3-LS1-1, 3-LS4-2
• Animals, such as
leafcutter ants, zebras,
bison, and lions, form
groups that help
members survive.
Lions hunt together to
increase the chances
of catching prey.
Zebras protect each
other from predators.
• Explore the phenomenon
of social interaction
among animals
• Make a claim about
how some animals form
groups to survive
• Use evidence from
articles and videos
to support my claims
about how animals form
groups to survive
• Write about how
monarch butterflies
form groups to survive in
winter and explain why.
• Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 5).
xxix
Grade X
Phenomena TrackerGrade 3
Phenomena Tracker
How to Survive an Ice Age Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some types of squirrel can survive in the Arctic, while other types cannot.
What is the relationship between an organism and its environment?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How does the environment affect the traits of plants and animals?
Students study the
seeds of the plants they
planted in Module 2.
Students are introduced
to the concept that
humans can influence
traits through selective
breeding. Teams plan
an investigation they
will conduct throughout
the module that
explores the influence of
a single environmental
variable on traits.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Humans can use
selective breeding to
influence the traits of
plants and animals.
• Some trait variations
(such as eye color) are
inherited, while others
(such as weight) are
environmental.
• Environmental
variables can influence
the traits of plants
and animals.
• Changing one
condition in a plant’s
environment can
influence that plant’s
traits.
• Explore the phenomenon
of the inheritance of
traits
• Observe that an
organism’s traits are
influenced by their
parents and by the
environment
• Plan an investigation
into an environmental
influence on plants.
• Students engage with
the Anchor Phenomenon
by observing images
and information about
two different types
of squirrel. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 3).
Driving Question 2: What do an organism's traits tell us about how likely it is to survive in a particular environment?
Students compare and
contrast the traits of
animals from the Ice
Age with present-day
animals. Students
learn about various
environments, the traits
of organisms that live
in each, and consider
how those traits help
organisms to survive
in that environment.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
3-LS4-1 Analyze and interpret data
from fossils to provide evidence of
the organisms and the environments
in which they lived long ago
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Fossils provide
evidence of the
environment in which
a plant or animal
lived.
• A plant or animal’s
traits can help it
survive in a given
environment.
• A plant or animal’s
traits can tell us in
what environment
that plant or animal is
likely to live.
• Analyze fossils to
compare the traits of Ice
Age animals to present-
day animals
• Read informational
texts and share key
information with my
team
• Write about what I have
learned about traits and
environments.
• Students investigate the
Anchor Phenomenon by
interpreting information
about the squirrels’ traits
and the environmental
conditions in the
Arctic (see example in
Lesson 4).
• Students evaluate the
Anchor Phenomenon
by determining which
squirrel could survive in
the Arctic (see example
in Lesson 7).
xxx
Phenomena TrackerGrade 3
Phenomena Tracker
How to Survive an Ice Age Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some types of squirrel can survive in the Arctic, while other types cannot.
What is the relationship between an organism and its environment?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How does the environment affect the traits of plants and animals?
Students study the
seeds of the plants they
planted in Module 2.
Students are introduced
to the concept that
humans can influence
traits through selective
breeding. Teams plan
an investigation they
will conduct throughout
the module that
explores the influence of
a single environmental
variable on traits.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Humans can use
selective breeding to
influence the traits of
plants and animals.
• Some trait variations
(such as eye color) are
inherited, while others
(such as weight) are
environmental.
• Environmental
variables can influence
the traits of plants
and animals.
• Changing one
condition in a plant’s
environment can
influence that plant’s
traits.
• Explore the phenomenon
of the inheritance of
traits
• Observe that an
organism’s traits are
influenced by their
parents and by the
environment
• Plan an investigation
into an environmental
influence on plants.
• Students engage with
the Anchor Phenomenon
by observing images
and information about
two different types
of squirrel. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 3).
Driving Question 2: What do an organism's traits tell us about how likely it is to survive in a particular environment?
Students compare and
contrast the traits of
animals from the Ice
Age with present-day
animals. Students
learn about various
environments, the traits
of organisms that live
in each, and consider
how those traits help
organisms to survive
in that environment.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
3-LS4-1 Analyze and interpret data
from fossils to provide evidence of
the organisms and the environments
in which they lived long ago
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Fossils provide
evidence of the
environment in which
a plant or animal
lived.
• A plant or animal’s
traits can help it
survive in a given
environment.
• A plant or animal’s
traits can tell us in
what environment
that plant or animal is
likely to live.
• Analyze fossils to
compare the traits of Ice
Age animals to present-
day animals
• Read informational
texts and share key
information with my
team
• Write about what I have
learned about traits and
environments.
• Students investigate the
Anchor Phenomenon by
interpreting information
about the squirrels’ traits
and the environmental
conditions in the
Arctic (see example in
Lesson 4).
• Students evaluate the
Anchor Phenomenon
by determining which
squirrel could survive in
the Arctic (see example
in Lesson 7).
xxx
GRADE X
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 3
How to Survive an Ice Age Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some types of squirrel can survive in the Arctic, while other types cannot.
What is the relationship between an organism and its environment?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What happens to organisms when the environment changes?
Students examine
what happens when an
organism’s environment
changes. With the help
of an interactive, they
study how two species
of herbivore adapted to
changing environmental
conditions, and conclude
their plant experiment.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
3-LS4-1 Analyze and interpret data
from fossils to provide evidence of
the organisms and the environments
in which they lived long ago
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
Anchor Phenomenon
3-LS4-3
• Plants and animals
can adapt to changing
environmental
conditions.
• The end of the last ice
age was marked by
the mass extinction of
megafauna.
• Human hunting and
warming temperatures
contributed to this
mass extinction.
• Explore the phenomenon
of variation of traits
• Compare and contrast
present-day mammals
• Use a computer model
to explore how Ice Age
species were affected by
warmer temperatures.
• Students evaluate the
Anchor Phenomenon
by comparing Ice Age
animals to the squirrels
to determine which
traits would help them
survive in the Arctic (see
example in Lesson 3).
Driving Question 4: How can we solve problems caused by changes to the environment?
The final Driving
Question in this module
focuses on changes
to the environment
that were caused by
humans, including
the introduction of
invasive species to an
environment. Students
work in teams to
propose solutions to
the problems caused by
an invasive species in
California.
Teacher Edition
Twig Book
Driving Question
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
3-LS4-4 Make a claim about the merit
of a solution to a problem caused
when the environment changes and
the types of plants and animals that
live there may change
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Environments
can have native,
non-native, and
invasive species.
• By introducing
invasive species to an
environment, humans
can negatively change
that environment.
• Scientists use evidence
to evaluate solutions.
• Explain why some plant
and animal species
survive in human-built
environments
• Predict how invasive
plants and animals
affect other organisms
in an environment
• Develop and evaluate
solutions to a problem.
• Students explain the
Anchor Phenomenon by
creating an infographic
(see example in
Lesson 1).
• Students resolve
the Anchor
Phenomenon through
a class discussion (see
example in Lesson 3).
xxxi
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 3
How to Survive an Ice Age Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some types of squirrel can survive in the Arctic, while other types cannot.
What is the relationship between an organism and its environment?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What happens to organisms when the environment changes?
Students examine
what happens when an
organism’s environment
changes. With the help
of an interactive, they
study how two species
of herbivore adapted to
changing environmental
conditions, and conclude
their plant experiment.
Teacher Edition
Twig Book
Driving Question
3-LS3-2 Use evidence to support
the explanation that traits can be
influenced by the environment
3-LS4-1 Analyze and interpret data
from fossils to provide evidence of
the organisms and the environments
in which they lived long ago
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
Anchor Phenomenon
3-LS4-3
• Plants and animals
can adapt to changing
environmental
conditions.
• The end of the last ice
age was marked by
the mass extinction of
megafauna.
• Human hunting and
warming temperatures
contributed to this
mass extinction.
• Explore the phenomenon
of variation of traits
• Compare and contrast
present-day mammals
• Use a computer model
to explore how Ice Age
species were affected by
warmer temperatures.
• Students evaluate the
Anchor Phenomenon
by comparing Ice Age
animals to the squirrels
to determine which
traits would help them
survive in the Arctic (see
example in Lesson 3).
Driving Question 4: How can we solve problems caused by changes to the environment?
The final Driving
Question in this module
focuses on changes
to the environment
that were caused by
humans, including
the introduction of
invasive species to an
environment. Students
work in teams to
propose solutions to
the problems caused by
an invasive species in
California.
Teacher Edition
Twig Book
Driving Question
3-LS4-3 Construct an argument with
evidence that in a particular habitat
some organisms can survive well,
some survive less well, and some
cannot survive at all
3-LS4-4 Make a claim about the merit
of a solution to a problem caused
when the environment changes and
the types of plants and animals that
live there may change
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
Anchor Phenomenon
3-LS4-3, 3-LS3-2
• Environments
can have native,
non-native, and
invasive species.
• By introducing
invasive species to an
environment, humans
can negatively change
that environment.
• Scientists use evidence
to evaluate solutions.
• Explain why some plant
and animal species
survive in human-built
environments
• Predict how invasive
plants and animals
affect other organisms
in an environment
• Develop and evaluate
solutions to a problem.
• Students explain the
Anchor Phenomenon by
creating an infographic
(see example in
Lesson 1).
• Students resolve
the Anchor
Phenomenon through
a class discussion (see
example in Lesson 3).
xxxi
Grade X
Phenomena TrackerGrade 3
Phenomena Tracker
Weather Warning HQ Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: It is warm in Sydney, Australia, on New Year’s Day.
What is the weather like around the world?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What are the weather patterns in our local region, and how do they change between seasons?
Students explore
the phenomenon of
weather. They then
learn to measure
weather conditions—
namely, temperature,
precipitation, and wind
(speed and direction).
They also detect
seasonal patterns in
local weather data from
the past year.
Teacher Edition
Twig Book
Driving Question
3-ESS2-1 Represent data in tables
and graphical displays to describe
typical weather conditions expected
during a particular season
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Tools like
thermometers
measure temperature.
• Tools like wind
vanes measure wind
direction and tools
like anemometers
measure wind speed.
• Temperature,
precipitation, and
wind are all types of
weather conditions.
• The weather in a given
area has seasonal
patterns.
• Explore the phenomena
of weather patterns
• Explain how scientists
measure different
aspects of weather
• Show weather patterns
by creating bar graphs
for temperature, wind,
and precipitation
• Read wind vanes to tell
wind direction.
• Students engage with
the Anchor Phenomenon
by watching a video.
They then generate
questions about the
Anchor Phenomenon
(see example in
Lesson 3).
Driving Question 2: How do the weather patterns in our local region compare to patterns in other areas in the United States?
Students compare
the local data from
the previous Driving
Question with data
from Yuma, Arizona;
Minneapolis, Minnesota;
and Mobile, Alabama. A
fictional family considers
moving to the various
cities, and students
study weather data to
make recommendations
to the family based on
the data and patterns in
the data.
Teacher Edition
Twig Book
Driving Question
3-ESS2-1 Represent data in tables
and graphical displays to describe
typical weather conditions expected
during a particular season
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Weather data
can help us make
predictions about
seasonal weather
patterns in a given
area.
• Data can be
represented in graphs.
• Write a weather
forecast that shows
weather patterns in
different seasons
• Use an interactive to
present weather data in
the form of bar graphs.
• Students investigate the
Anchor Phenomenon by
examining temperature
data (see example in
Lesson 4).
• Students evaluate the
Anchor Phenomenon
by creating a bar graph
of Sydney temperature
data and comparing
this to data from other
regions, including their
own (see example in
Lesson 5).
xxxii
Phenomena TrackerGrade 3
Phenomena Tracker
Weather Warning HQ Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: It is warm in Sydney, Australia, on New Year’s Day.
What is the weather like around the world?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What are the weather patterns in our local region, and how do they change between seasons?
Students explore
the phenomenon of
weather. They then
learn to measure
weather conditions—
namely, temperature,
precipitation, and wind
(speed and direction).
They also detect
seasonal patterns in
local weather data from
the past year.
Teacher Edition
Twig Book
Driving Question
3-ESS2-1 Represent data in tables
and graphical displays to describe
typical weather conditions expected
during a particular season
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Tools like
thermometers
measure temperature.
• Tools like wind
vanes measure wind
direction and tools
like anemometers
measure wind speed.
• Temperature,
precipitation, and
wind are all types of
weather conditions.
• The weather in a given
area has seasonal
patterns.
• Explore the phenomena
of weather patterns
• Explain how scientists
measure different
aspects of weather
• Show weather patterns
by creating bar graphs
for temperature, wind,
and precipitation
• Read wind vanes to tell
wind direction.
• Students engage with
the Anchor Phenomenon
by watching a video.
They then generate
questions about the
Anchor Phenomenon
(see example in
Lesson 3).
Driving Question 2: How do the weather patterns in our local region compare to patterns in other areas in the United States?
Students compare
the local data from
the previous Driving
Question with data
from Yuma, Arizona;
Minneapolis, Minnesota;
and Mobile, Alabama. A
fictional family considers
moving to the various
cities, and students
study weather data to
make recommendations
to the family based on
the data and patterns in
the data.
Teacher Edition
Twig Book
Driving Question
3-ESS2-1 Represent data in tables
and graphical displays to describe
typical weather conditions expected
during a particular season
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Weather data
can help us make
predictions about
seasonal weather
patterns in a given
area.
• Data can be
represented in graphs.
• Write a weather
forecast that shows
weather patterns in
different seasons
• Use an interactive to
present weather data in
the form of bar graphs.
• Students investigate the
Anchor Phenomenon by
examining temperature
data (see example in
Lesson 4).
• Students evaluate the
Anchor Phenomenon
by creating a bar graph
of Sydney temperature
data and comparing
this to data from other
regions, including their
own (see example in
Lesson 5).
xxxii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 4
Weather Warning HQ Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: It is warm in Sydney, Australia, on New Year’s Day.
What is the weather like around the world?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What are the weather patterns in climates around the world?
In this Driving Question,
the focus turns from
weather in specific
locations to the
phenomenon of global
climate. Students learn
about three main
climate zones: tropical,
temperate, and polar.
Teacher Edition
Twig Book
Driving Question
3-ESS2-2 Obtain and combine
information to describe climates in
different regions of the world
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• The Earth has three
major climate zones.
• The climate in the
Earth’s three climate
zones is determined
by their proximity to
the equator.
• Explore the phenomenon
of climate zones
• Collect data about
different climates from
informational texts
• Compare and contrast
climates from around
the world.
• Students investigate the
Anchor Phenomenon
by using world maps
to identify the climate
zones of Sydney and
where they live (see
example in Lesson 3).
• Students evaluate the
Anchor Phenomenon
by engaging in a
class discussion and
answering questions
about the weather in
Sydney (see example
in Lesson 4).
• Students explain the
Anchor Phenomenon
by writing a script in
response to the Weather
Warning HQ question
about Sydney (see
example in Lesson 5).
Driving Question 4: How can we reduce hazards from lightning?
This Driving Question
focuses on the
phenomena of
hazardous weather.
Students’ final project is
to create a poster about
the dangers of lightning
and wildfires.
Teacher Edition
Twig Book
Driving Question
3-ESS3-1 Make a claim about the
merit of a design solution that reduces
the impacts of a weather-related
hazard
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Severe weather, like
lightning, can be
hazardous to humans.
• We can use different
techniques to
stay safe in a
thunderstorm.
• Lightning, weather,
and climate can
contribute to wildfires.
• Explore the phenomenon
of severe weather
• Understand the risks of
severe weather and how
to stay safe
• Design and create an
educational poster
about how to stay safe
during lightning storms
and wildfires.
• Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 1).
xxxiii
MODULE XGRADE X
MODULE X
GRADE 3
MODULE 4
Weather Warning HQ Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: It is warm in Sydney, Australia, on New Year’s Day.
What is the weather like around the world?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What are the weather patterns in climates around the world?
In this Driving Question,
the focus turns from
weather in specific
locations to the
phenomenon of global
climate. Students learn
about three main
climate zones: tropical,
temperate, and polar.
Teacher Edition
Twig Book
Driving Question
3-ESS2-2 Obtain and combine
information to describe climates in
different regions of the world
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• The Earth has three
major climate zones.
• The climate in the
Earth’s three climate
zones is determined
by their proximity to
the equator.
• Explore the phenomenon
of climate zones
• Collect data about
different climates from
informational texts
• Compare and contrast
climates from around
the world.
• Students investigate the
Anchor Phenomenon
by using world maps
to identify the climate
zones of Sydney and
where they live (see
example in Lesson 3).
• Students evaluate the
Anchor Phenomenon
by engaging in a
class discussion and
answering questions
about the weather in
Sydney (see example
in Lesson 4).
• Students explain the
Anchor Phenomenon
by writing a script in
response to the Weather
Warning HQ question
about Sydney (see
example in Lesson 5).
Driving Question 4: How can we reduce hazards from lightning?
This Driving Question
focuses on the
phenomena of
hazardous weather.
Students’ final project is
to create a poster about
the dangers of lightning
and wildfires.
Teacher Edition
Twig Book
Driving Question
3-ESS3-1 Make a claim about the
merit of a design solution that reduces
the impacts of a weather-related
hazard
3–5-ETS1-1 Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on materials,
time, or cost
3–5-ETS1-2 Generate and compare
multiple possible solutions to a
problem based on how well each
is likely to meet the criteria and
constraints of the problem
Anchor Phenomenon
3-ESS2-1, 3-ESS2-2
• Severe weather, like
lightning, can be
hazardous to humans.
• We can use different
techniques to
stay safe in a
thunderstorm.
• Lightning, weather,
and climate can
contribute to wildfires.
• Explore the phenomenon
of severe weather
• Understand the risks of
severe weather and how
to stay safe
• Design and create an
educational poster
about how to stay safe
during lightning storms
and wildfires.
• Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 1).
xxxiii