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Grade X
Phenomena TrackerGrade 4
Phenomena Tracker
Egg Racers Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Race cars slow down quickly when they drive over gravel traps.
What happens to energy when objects collide?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What is energy and how is it transferred from one thing to another?
Building on students’
prior knowledge of
forces, these lessons
introduce students to
the concept of energy
and how to identify
evidence that energy
is being transferred.
Students distinguish
between forces and
energy and investigate
ways of transferring
energy to objects.
Teacher Edition
Twig Book
Driving Question
4-PS3-1 Use evidence to construct an
explanation relating the speed of an
object to the energy of that object
4-PS3-2 Make observations to
provide evidence that energy
can be transferred from place
to place by sound, light, heat,
and electric currents
Anchor Phenomenon
4-PS3-1, 4-PS3-3
Almost every object
that does something
has to have energy to
be able to do it.
Humans, animals,
plants, and non-living
objects all use energy
to do things.
Energy cannot be
created and does not
get used up—it only
ever moves from place
to place.
The energy gained
by one object always
comes at the loss
of energy from
somewhere else.
Explore the phenomenon
of energy
Work in a team to build
a model car
Find evidence of energy
and energy transfer
Transfer energy to my
model car in different
ways.
Students engage with
the Anchor Phenomenon
by watching a video.
They then generate
questions about the
Anchor Phenomenon (see
example in Lesson 2).
Students investigate the
Anchor Phenomenon by
collecting and organizing
data about an object's
energy (see example in
Lesson 4).
Students evaluate the
Anchor Phenomenon in
a class discussion and
answer questions about
energy and speed (see
example in Lesson 5).
Driving Question 2: How can I increase my car's energy?
Students continue
to use their physical
models to understand
energy transfers:
through a series of
investigations, they
explore the relationship
between how much
energy is transferred to
an object and its speed.
Teacher Edition
Twig Book
Driving Question
4-PS3-1 Use evidence to construct an
explanation relating the speed of an
object to the energy of that object
When something is
faster, it has more
energy.
When something
is brighter, it is
transferring more
energy.
When something
is louder, it is
transferring more
energy.
When something
is warmer, it is
transferring more
energy.
Transfer more energy
to my car to make it
go faster
Conduct fair tests like
an engineer
Explain how to make
the car gain energy.
xxxiv
GRADE X
MODULE XGRADE X
MODULE X
GRADE 4
MODULE 1
Egg Racers Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Race cars slow down quickly when they drive over gravel traps.
What happens to energy when objects collide?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How does the energy of a moving object change during a collision?
Students explore the
idea that energy is
transferred when
objects collide.
Students develop
their own questions
about collisions, design
investigations to
answer them, predict
outcomes, and test their
ideas. They apply this
learning to understand
how engineers use
knowledge of energy
transfers to design
safety features for cars.
Teacher Edition
Twig Book
Driving Question
4-PS3-1 Use evidence to construct an
explanation relating the speed of an
object to the energy of that object
4-PS3-3 Ask questions and predict
outcomes about the changes in
energy that occur when objects collide
Anchor Phenomenon
4-PS3-1, 4-PS3-3
When objects collide,
energy is transferred.
Some energy is
transferred as sound.
Some energy is
transferred to the
objects, resulting in a
change of shape and/
or a change in motion.
Understand the energy
transfers in a collision
Investigate cause and
effect
Understand car safety
features.
Students investigate the
Anchor Phenomenon
by observing a video
and collecting data in
a graphic organizer (see
example in Lesson 1).
Students evaluate the
Anchor Phenomenon by
discussing the results of
the investigation (see
example in Lesson 3).
Driving Question 4: How can I make my car safer so my egg is not damaged?
Students apply recent
learning to solve an
engineering problem:
designing safety
features for their car
models. As they reflect
on their designs,
students sum up their
ideas about energy
transfers, and gain
an understanding of
the Module Anchor
Phenomenon.
Teacher Edition
Twig Book
Driving Question
4-PS3-3 Ask questions and predict
outcomes about the changes in
energy that occur when objects collide
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
4-PS3-1, 4-PS3-3
Safety measures
applied to cars limit
the damage caused by
collisions by reducing
the forces acting on
passengers (seat belts,
airbags).
Evaluate engineering
designs
Design and refine car
safety designs
Create safety gear
to save Egg in a crash.
Students explain the
Anchor Phenomenon
by creating a news
report about how a
car’s energy is changed
when it enters a gravel
trap (see example in
Lesson 1).
Students resolve the
Anchor Phenomenon by
developing a model of
a race track layout (see
example in Lesson 5).
xxxv
Grade X
Phenomena TrackerGrade 4
Phenomena Tracker
Sparks Energy Inc. Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some parts of the United States generate more electricity from wind power than others.
How do people produce and transfer energy for their use?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1. How can people make practical use of energy transfers?
In this Driving Question,
students briefly explore
how people make use
of wind and water
as sources of energy,
before focusing on
energy from the Sun.
They investigate using
solar power to melt ice
before designing their
own solar cookers using
an interactive. This
learning is assessed as
they are asked to create
an advertisement for
their solar cooker.
Teacher Edition
Twig Book
Driving Question
4-PS3-2 Make observations to
provide evidence that energy can
be transferred from place to place
by sound, light, heat, and electric
currents
4-PS3-4 Apply scientific ideas to
design, test, and refine a device that
converts energy from one form to
another
4-ESS3-1 Obtain and combine
information to describe that energy
and fuels are derived from natural
resources and their uses affect the
environment
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.
Anchor Phenomenon
4-PS3-2, 4-PS3-4, 4-ESS3-1
Energy cannot be
created and does not
get used up—it only
ever moves from place
to place.
The energy gained
by one object always
comes at the loss
of energy from
somewhere else.
Energy from the Sun,
wind, and water can
be transferred to
power homes and
communities.
Explore the phenomena
of energy and energy
transfers
Draw models to describe
energy transfers
Understand how people
make use of energy from
the Sun
Design my own solar
cooker.
Students engage with
the Anchor Phenomenon
by watching a video.
Then they generate
questions about the
Anchor Phenomenon (see
example in Lesson 2).
Students investigate the
Anchor Phenomenon by
watching a video and
developing a model of a
wind turbine system (see
example in Lesson 6).
xxxvi
GRADE X
MODULE XGRADE X
MODULE X
GRADE 4
MODULE 2
Sparks Energy Inc. Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some parts of the United States generate more electricity from wind power than others.
How do people produce and transfer energy for their use?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 2. How can people use energy resources to generate electricity?
Students bridge from
exploring direct use of
energy from the Sun
to thinking about how
electricity is generated.
They learn about
batteries as sources
of stored energy and
investigate simple
battery-powered
circuits. They build
their own working
wind turbines and
use them to light
an LED. The Driving
Question concludes
with a reading about
hydropower.
Teacher Edition
Twig Book
Driving Question
4-PS3-2 Make observations to
provide evidence that energy can be
transferred from place to place by
sound, light, heat, and electric currents
4-PS3-4 Apply scientific ideas to
design, test, and refine a device that
converts energy from one form to
another
4-ESS3-1 Obtain and combine
information to describe that energy and
fuels are derived from natural resources
and their uses affect the environment
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
4-PS3-2, 4-PS3-4
Energy from the Sun,
wind, and water can
be used to generate
electricity.
Burning fossil
fuels can generate
electricity.
Some energy sources
are renewable (Sun,
wind, water).
Some energy sources
are nonrenewable
(fossil fuels, nuclear
energy).
Explore the phenomenon
of renewable energy
Evaluate the benefits
and disadvantages
of different energy
resources
Recognize the many
ways people use
electricity
Build a complete circuit
that allows an electric
current to flow.
Students evaluate the
Anchor Phenomenon by
self assessing their wind
turbine system models
(see example in Lesson
7).
Students investigate the
Anchor Phenomenon by
collecting data about
wind speed across
the United States (see
example in Lesson 9).
Driving Question 3. What are the main energy resources used in the United States?
This Driving Question
contrasts the
renewable energy
resources explored in
previous lessons with
nonrenewable resources
like fossil fuels and
nuclear power. Students
prepare for and engage
in a debate evaluating
the advantages and
disadvantages of various
energy resources. For
the final assessment,
students write an article
for the Sparks Energy,
Inc. website about an
energy resource of their
choosing.
Teacher Edition
Twig Book
Driving Question
4-ESS3-1 Obtain and combine
information to describe that energy
and fuels are derived from natural
resources and their uses affect the
environment
Anchor Phenomenon
4-PS3-2, 4-PS3-4, 4-ESS3-1
Humans use energy
to power homes and
businesses.
Humans generate
electrical energy
using renewable
and nonrenewable
sources.
Nonrenewable energy
sources, such as fossil
fuels and nuclear
energy, produce
harmful waste
products.
Explore the phenomenon
of nonrenewable energy
Compare and contrast
renewable energy
resources
Understand the
environmental effects
of different energy
resources.
Students evaluate the
Anchor Phenomenon by
analyzing the wind speed
data they collected (see
example in Lesson 1).
Students explain the
Anchor Phenomenon
by writing a proposal,
supported by data, for
where to build their wind
farms (see example in
Lesson 5).
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 6).
xxxvii
Grade X
Phenomena TrackerGrade 4
Phenomena Tracker
Time-Traveling Tour Guides Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Grand Canyon has changed in shape and size over time.
How have weathering and erosion sculpted some of Earth’s most interesting landscapes?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What makes landscapes change over time?
Students start to
explore changes over
time—first in their
immediate surroundings
and then on a larger
scale around the world.
They are introduced
to their role as tour
guides at the Grand
Canyon, and think of
questions they could
ask a tour guide about
the changes that have
taken place in the
landscape.
Teacher Edition
Twig Book
Driving Question
4-ESS2-1 Make observations and/or
measurements to provide evidence
of the effects of weathering or the
rate of erosion by water, ice, wind,
or vegetation
4-ESS2-2 Analyze and interpret data
from maps to describe patterns of
Earth’s features
Anchor Phenomenon
4-ESS1-1, 4-ESS2-1
Landscapes change
over time.
Water, wind, and ice
cause landscapes to
change shape over
time.
Explore the phenomena
of erosion and
weathering
Identify landscape
changes in the
schoolyard and in
an interactive
Use texts to learn about
causes and effects of
weathering and erosion
on structures.
Students engage with
the Anchor Phenomenon
by observing images of
the Grand Canyon. They
define and generate
questions about the
Anchor Phenomenon
(see example in Lesson 4).
Driving Question 2: Why do we see different rock layers in the Grand Canyon?
In this Driving Question,
students study the
layers and fossils in
the Grand Canyon
by making models,
reading texts, and
watching videos. Teams
create Claim-Evidence-
Reasoning statements
to assess their learning.
Teacher Edition
Twig Book
Driving Question
4-ESS1-1 Identify evidence from
patterns in rock formations and
fossils in rock layers to support
an explanation for changes in
a landscape over time
Anchor Phenomenon
4-ESS1-1
The Grand Canyon
is formed from rock
layers.
Fossils in the rock
layers can tell us when
the rock formed.
Fossils can tell us
what the land used
to be like.
The rock layers in
the Grand Canyon
represent different
geological time
periods.
Explore the phenomena
of rock layers
Read texts, watch
videos, and use models
to learn about rock
layers and fossils in
the Grand Canyon
Use claims, evidence,
and reasoning to explain
why we see different
rock layers in the
Grand Canyon.
Students investigate the
Anchor Phenomenon by
collecting data about
rock layers and fossils in
the Grand Canyon (see
example in Lesson 1).
Students evaluate the
Anchor Phenomenon by
providing evidence of
landscape changes over
time (see example in
Lesson 3).
xxxviii
GRADE X
MODULE XGRADE X
MODULE X
GRADE 4
MODULE 3
Time-Traveling Tour Guides Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Grand Canyon has changed in shape and size over time.
How have weathering and erosion sculpted some of Earth’s most interesting landscapes?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How did the Colorado River sculpt the Grand Canyon?
This Driving Question
starts with students
considering what
happened to the rocks
that once filled the
Grand Canyon. To
answer this question,
they create stream
trays and plan and
investigate a chosen
variable. They test
the effect it has on
weathering and erosion,
and how the landscape
changes.
Teacher Edition
Twig Book
Driving Question
4-ESS2-1 Make observations and/or
measurements to provide evidence
of the effects of weathering or the
rate of erosion by water, ice, wind,
or vegetation
4-ESS2-2 Analyze and interpret data
from maps to describe patterns of
Earth’s features
Anchor Phenomenon
4-ESS1-1, 4-ESS2-1, 4-ESS2-2
Models can help
scientists figure out
Earth processes.
The Grand Canyon
was carved by the
Colorado River over
millions of years.
Use a stream tray to
investigate how water
can change a landscape
Become a Grand Canyon
tour guide and work with
a partner to present my
knowledge.
Students evaluate the
Anchor Phenomenon by
describing the effects
of weathering and
erosion on the Grand
Canyon (see example in
Lesson 3).
Students explain the
Anchor Phenomenon
by creating a sign for
visitors to the Grand
Canyon (see example
in Lesson 4).
Driving Question 4: What other amazing landscapes have been sculpted by weathering and erosion?
Students broaden
their understanding
by exploring other
landscapes that have
changed over time.
Through hands-on
activities, they study
the effects of glaciers,
wind, and flooding, and
design ways to protect
buildings from wind and
flooding in particular.
Teacher Edition
Twig Book
Driving Question
4-ESS2-1 Make observations and/or
measurements to provide evidence
of the effects of weathering or the
rate of erosion by water, ice, wind,
or vegetation
4-ESS2-2 Analyze and interpret data
from maps to describe patterns of
Earth’s features
4-ESS3-2 Generate and compare
multiple solutions to reduce the impacts
of natural Earth processes on humans
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
4-ESS1-1, 4-ESS2-1
Wind and ice can
change the shape
of the land.
Engineers can design
ways to reduce the
effects of erosion on
humans.
Explore the effects of
ice, wind, sand, and
water on landscapes
Use what I have learned
in previous lessons to
design an engineering
solution to protect
a community from
flooding.
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 5).
xxxix
Grade X
Phenomena TrackerGrade 4
Phenomena Tracker
Earthquake Engineering Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: San Francisco City Hall and the Transamerica Pyramid suffered different levels of damage in the 1989 Loma
Prieta earthquake.
How can we reduce the damage caused by earthquakes?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How are waves involved in earthquakes?
Students investigate
and model wave
motion, amplitude,
and wavelength.
Using an interactive,
they explore how
waves move objects.
Students then make
connections between
wave amplitude and
earthquake magnitude.
Teacher Edition
Twig Book
Driving Question
4-PS4-1 Develop a model of waves
to describe patterns in terms of
amplitude and wavelength and that
waves can cause objects to move
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
Anchor Phenomenon
4-PS4-1, 4-ESS3-2
Waves cause objects
to move.
Earthquakes are
caused by waves of
energy called seismic
waves.
The amount of
energy in waves
can be measured
by recording their
amplitude. Waves of a
bigger amplitude have
more energy
Explore the phenomena
of waves
Watch a demonstration
and draw a diagram to
understand how waves
form when an object is
dropped in water
Use a rope model
to show how the
wavelength and
amplitude of waves
is affected by energy
transfer
Use an app and read a
text to understand that
earthquakes release
energy in the form of
waves.
Students engage with
the Anchor Phenomenon
by reading an article
about the effects of the
Loma Prieta earthquake
(see example in
Lesson 1).
Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 1).
Students investigate the
Anchor Phenomenon by
collecting data about the
Loma Prieta earthquake
and drawing models of
its wave pattern (see
example in Lesson 5).
Driving Question 2: How can patterns help us predict where earthquakes and volcanoes will occur?
Students collect and
interpret data from
the Earth Explorer
interactive to make
sense of core ideas
about patterns in the
location of tectonic
plates, volcanoes, and
earthquakes.
Teacher Edition
Twig Book
Driving Question
4-ESS2-2 Analyze and interpret data
from maps to describe patterns of
Earth’s features
Anchor Phenomenon
4-PS4-1, 4-ESS2-2
Earthquakes occur
in patterns along the
boundaries between
tectonic plates.
Identifying patterns
in information helps
scientists predict future
earthquake events.
Areas near plate
boundaries are
at higher risk
of experiencing
earthquakes.
Explore the phenomenon
of plate tectonics
Use an interactive to
explore earthquakes and
volcanoes, and interpret
data to understand the
relationship between
earthquakes and
tectonic plates
Read and analyze
informational texts
about earthquakes, and
use gathered data to
produce a news report.
Students evaluate the
Anchor Phenomenon
by comparing their
earthquake wave
models (see example in
Lesson 4).
xl
GRADE X
MODULE XGRADE X
MODULE X
GRADE 4
MODULE 4
Earthquake Engineering Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: San Francisco City Hall and the Transamerica Pyramid suffered different levels of damage in the 1989 Loma
Prieta earthquake.
How can we reduce the damage caused by earthquakes?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How can building materials and shapes affect the severity of earthquake damage?
Through a series of
investigations, students
build understanding
of how the shape,
structure, and
properties of materials
affect buildings’ ability
to withstand forces.
Teacher Edition
Twig Book
Driving Question
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
4-ESS3-2, 3-5-ETS1-1, 3-5-ETS1-2
Engineers design,
build, and test
earthquake resistant
structures.
Some materials are
better at withstanding
earthquakes than
others.
Explore the phenomena
of loads and forces
Build different model
buildings and test their
stability by applying
different forces and
loads
Watch a video and
read informational
texts to compare and
contrast the effects of
earthquakes in different
locations.
Students investigate the
Anchor Phenomenon
by observing and
comparing informational
resources about the two
buildings (see example in
Lesson 4).
Driving Question 4: How can our understanding of earthquakes and materials help us build safer buildings?
Students design, build,
and test their first
earthquake-resistant
structures.
Teacher Edition
Twig Book
Driving Question
4-ESS3-2 Generate and compare
multiple solutions to reduce the
impacts of natural Earth processes on
humans
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
4-ESS3-2, 3–5-ETS1-1, 3–5-ETS1-2
Engineers apply
what they know
about waves and the
properties of materials
to design earthquake-
resistant structures.
Work in a team to
plan and build an
earthquake-resistant
structure, and test it
using an earthquake
simulator.
Students evaluate the
Anchor Phenomenon
by describing how
the features of the
two buildings affect
their resistance to
earthquakes (see
example in Lesson 1).
xli
Grade X
Phenomena TrackerEarthquake Engineering Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: San Francisco City Hall and the Transamerica Pyramid suffered different levels of damage in the 1989 Loma
Prieta earthquake.
How can we reduce the damage caused by earthquakes?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: What can we learn from engineers that will help us revise our designs?
Students discuss
and make sense of
observations and
information obtained
from their investigations
with physical models,
as well as informational
texts and videos that
explore real engineering
solutions from around
the world.
Teacher Edition
Twig Book
Driving Question
4-ESS3-2 Generate and compare
multiple solutions to reduce the
impacts of natural Earth processes on
humans
Anchor Phenomenon
4-PS4-1, 4-ESS3-2
Engineers apply
what they know
about waves and the
properties of materials
to design earthquake-
resistant structures.
Earthquakes can harm
structures and people.
Further explore the
phenomena of natural
hazards
Identify earthquake
hazards
Read texts and watch
a video to learn
how engineers solve
problems and make their
buildings safer.
Students explain the
Anchor Phenomenon
by designing posters
about the different levels
of damage suffered by
the two buildings (see
example in Lesson 4).
Driving Question 6: How can we redesign our buildings to make them safer during earthquakes?
In the final presentation
of their engineering
designs, students
explain how decisions
about building
characteristics, such
as materials’ flexibility,
shape, and symmetry),
address the Module
Investigative Problem.
Teacher Edition
Twig Book
Driving Question
4-ESS3-2 Generate and compare
multiple solutions to reduce the
impacts of natural Earth processes on
humans
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
4-PS4-1, 3–5-ETS1-1, 3-5-ETS1-2
Engineers use
models to test their
designs and make
improvements.
Use what I have learned
in previous lessons
to build a new and
improved earthquake-
proof model
Present my model and
use what I have learned
about earthquakes and
engineering to explain
my design.
Students resolve the
Anchor Phenomenon
by suggesting how
San Francisco City Hall
could be redesigned to
withstand earthquakes
in the future (see
example in Lesson 1).
Grade 4
Phenomena Tracker
xlii
GRADE X
MODULE XGRADE 4
MODULE 4
xliii
Grade X
Phenomena TrackerGrade 4
Phenomena Tracker
Super Survivors Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Humans can use their senses to avoid bear attacks.
How do the many parts of my body work together to help me live in the world? Communication involves transferring information through
waves or signals.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How do internal and external structures work together to help plants and animals live and survive?
In this Driving Question,
students consider the
internal and external
structures of plants
and animals. As they
investigate plants, they
focus on stems for
water transport and
the internal structures
of flowers. When they
turn their attention to
animals, the focus is on
respiratory systems and
structures for eating
and drinking. Students
also begin to explore
the phenomenon
of predator–prey
relationships.
Teacher Edition
Twig Book
Driving Question
4-LS1-1 Construct an argument that
plants and animals have internal and
external structures that function to
support survival, growth, behavior,
and reproduction
Anchor Phenomenon
4-LS1-1, 4-LS1-2, 4-PS4-2
Plants have internal
and external structures
that help them to get
food and water.
Internal structures
move the food and
water around to all
parts of the plants.
Flowers enable plants
to reproduce.
Animals have external
and internal parts to
help them eat and
digest food.
Animals have features
that help them survive.
Make observations and
use them to form a claim
supported by evidence
Use texts and videos
to gather information
about the structures of
plants and animals.
Students engage with
the Anchor Phenomenon
by reading a short
text about two bear
encounters. Then they
generate questions
about the Anchor
Phenomenon (see
example in Lesson 1).
Students investigate the
Anchor Phenomenon by
collecting information on
human structures (see
example in Lesson 7).
Driving Question 2: How do humans and other animals sense and respond to the environment?
In this Driving Question,
students learn about
senses, and how an
animal perceives
sensory input (sound,
touch, smell, and vision).
Teacher Edition
Twig Book
Driving Question
4-LS1-1 Construct an argument that
plants and animals have internal and
external structures that function to
support survival, growth, behavior,
and reproduction
4-LS1-2 Use a model to describe
that animals receive different types
of information through their senses,
process the information in their brain,
and respond to the information in
different ways
Anchor Phenomenon
4-LS1-1, 4-LS1-2
Hearing and learning
sounds helps animals
escape danger.
Different animals have
different organs that
sense touch.
Smell helps people
and animals survive
because it helps
animals to detect food
and can alert us to
danger.
Our senses work
together with our
brain to understand
the world around
us. They alert us to
danger and help us
find food.
Our senses help us
survive.
Participate in group
activities to investigate
the structures and
functions of body
systems related to
different senses
Deduce animal behavior
based on photographs
of different animal
parts.
Students evaluate the
Anchor Phenomenon by
discussing the ways that
body structures can help
humans avoid a bear
attack (see example in
Lesson 4).
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GRADE X
MODULE XGRADE X
MODULE X
GRADE 4
MODULE 5
Super Survivors Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Humans can use their senses to avoid bear attacks.
How do the many parts of my body work together to help me live in the world? Communication involves transferring information through
waves or signals.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How do humans and other animals take in visual information?
This Driving Question
narrows the investigation
of sensory input to focus
solely on vision, or more
precisely, how light is
needed in order to see.
Students study how light
travels in a straight line
and how light reflects off
objects before entering
the eye.
Teacher Edition
Twig Book
Driving Question
4-PS4-2 Develop a model to describe
that light reflecting from objects and
entering the eye allows objects to be
seen
Anchor Phenomenon
4-PS4-2
Our eyes and our
brain help us see.
Light reflects off an
object and into your
eyes—that is how we
see. The more light
there is, the easier it is
to see.
Build a model and use it
to investigate scientific
claims about light and
vision
Predict and test how
model modifications
impact the investigation
Draw a representation
of what I learned about
the way light travels.
Students investigate the
Anchor Phenomenon by
determining the effect of
light on our ability to see
objects (see example in
Lesson 3).
Students evaluate the
Anchor Phenomenon by
writing about ways that
sight might help a human
to avoid a bear (see
example in Lesson 5).
Driving Question 4. How does the brain make sense of and respond to information?
This Driving Question
moves from sensory
organs to the brain’s
processing of sensory
information. Students
study “extra” senses,
such as a bee’s ability
to sense when a flower
has nectar, and work
with stimuli that signal
a specific message
to illustrate how prey
sometimes respond to
predators.
Teacher Edition
Twig Book
Driving Question
4-LS1-2 Use a model to describe
that animals receive different types
of information through their senses,
process the information in their brain,
and respond to the information in
different ways
4-PS4-2 Develop a model to describe
that light reflecting from objects and
entering the eye allows objects to be
seen
Anchor Phenomenon
4-ESS3-2, 3–5-ETS1-1, 3–5-ETS1-2
Bees use their brains
to make sense of their
senses. They can sense
which flowers have
the most food and this
helps them survive.
Our senses detect
something and send a
message to the brain.
The brain processes
that message and
sends a message to
the part of the body
that needs to react.
Build a model and use it
to investigate scientific
claims about light and
vision
Predict and test how
model modifications
impact the investigation
Draw a representation
of what I learned about
the way light travels.
Students evaluate the
Anchor Phenomenon by
discussing and modeling
how humans process
information during the
day and at night (see
example in Lesson 4).
Students explain the
Anchor Phenomenon by
writing a guide on how to
avoid bear attacks (see
example in Lesson 5).
Students begin to
resolve the Anchor
Phenomenon through
a class discussion (see
example in Lesson 6).
xlv
Grade X
Phenomena TrackerSuper Survivors Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Humans can use their senses to avoid bear attacks.
How do the many parts of my body work together to help me live in the world? Communication involves transferring information through
waves or signals.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5. How do waves affect our ability to communicate?
This Driving Question
moves on from
perception of
sensory information
to communication,
specifically the
transmission of waves
that can be perceived
by our senses. Students
explore sound and
visualize sound as waves.
They then look at waves
in the ocean, learning
the difference between
waves at the coast and
waves in the open ocean.
Teacher Edition
Twig Book
Driving Question
4-PS3-2 Make observations to
provide evidence that energy can be
transferred from place to place by
sound, light, heat, and electric currents
4-PS4-1 Develop a model of waves
to describe patterns in terms of
amplitude and wavelength and that
waves can cause objects to move
Our ability to hear a
sound is affected by
the distance we are
from the source.
Vibrations make
sound. Sounds
travel in waves in all
directions from the
source, and dissipate
over distance.
Sound waves can
travel through solids,
liquids, and gases.
Complete a design
engineering challenge,
implementing both
criteria and constraints
Use an interactive
to understand the
behavioral patterns of
ocean waves, both in an
open ocean and closer
to shore.
Driving Question 6. How can we transfer information over long distances?
Students complete an
Engineering Design
Challenge in which
they create a device for
sending a distress signal
when stranded at sea.
After learning about
binary code and digitized
information, students
revise their designs.
Teacher Edition
Twig Book
Driving Question
4-PS4-1 Develop a model of waves
to describe patterns in terms of
amplitude and wavelength and that
waves can cause objects to move
4-PS4-3 Generate and compare
multiple solutions that use patterns to
transfer information
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
4-LS1-1, 4-LS1-2, 4-PS4-2
Information can be
digitized and moved
from one place to
another.
Animals obtain
information through
their senses.
Digitized information
can be sent over long
distances and does
not lose its meaning.
Build a communication
device transmitting
information via waves, a
pattern, or a code
Plan and conduct a
group presentation,
which explains my
findings
Improve my ideas
through feedback.
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 10).
Grade 4
Phenomena Tracker
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GRADE X
MODULE XGRADE 4
MODULE 5
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