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Current View
Grade X
Phenomena Tracker
GRADE X
MODULE XGrade 5
Phenomena Tracker
GRADE X
MODULE X
Matter Mysteries Hotline Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two mystery substances are mixed in two different containers, both covered by a balloon. One mixture has no
reaction, but the other causes the balloon to inflate.
What is matter made of?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What are the properties of different materials?
Students plan and
conduct investigations
to identify mystery
materials according to
their properties, before
being challenged to
design a backpack with
certain properties.
Teacher Edition
Twig Book
Driving Question
5-PS1-3 Make observations and
measurements to identify materials
based on their properties
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
5-PS1-1, 5-PS1-3, 5-PS1-4
Different materials
have different
properties.
The properties of
materials can be
tested, observed,
and measured.
Materials can be
identified based on
their properties.
Different materials
are used for different
purposes based on
their properties.
Plan and conduct
fair tests
Plan investigations to
observe the properties
of materials
Analyze texts to learn
about the properties
of materials.
Students engage with
the Anchor Phenomenon
by observing a guided
investigation. Then,
they generate questions
about the Anchor
Phenomenon. (see
example in Lesson 1).
Driving Question 2: How can we identify a mystery substance?
Students apply learning
from the previous
Driving Question as
they plan and carry
out investigations
involving fair tests to
identify a set of mystery
substances, and then
carry out further tests
to investigate a mystery
mixture’s properties.
They analyze their
data, make claims,
and write scientific
explanations about
what substances make
up the mystery mixture.
Teacher Edition
Twig Book
Driving Question
5-PS1-3 Make observations and
measurements to identify materials
based on their properties
5-PS1-4 Conduct an investigation
to determine whether the mixing of
two or more substances results in
new substances
Anchor Phenomenon
5-PS1-1
Materials can be
identified based on
their properties.
Plan and conduct
investigations to observe
chemical reactions
Identify the properties
of a mystery mixture to
identify substances.
Students investigate the
Anchor Phenomenon
by identifying the two
solids and the liquid
used in the video or in
the demonstration (see
example in Lesson 4).
GRADE 5
MODULE 1
Matter Mysteries Hotline Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two mystery substances are mixed in two different containers, both covered by a balloon. One mixture has no
reaction, but the other causes the balloon to inflate.
What is matter made of?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What can cause substances to change?
Students measure
and record the mass
and other properties
of substances before
and after mixing and
heating. They graph
and analyze their data
to determine whether
a chemical reaction
occurs when substances
are combined.
Teacher Edition
Twig Book
Driving Question
5-PS1-1 Develop a model to describe
that matter is made of particles too
small to be seen
5-PS1-2 Measure and graph
quantities to provide evidence that
regardless of the type of change
that occurs when heating, cooling,
or mixing substances, the total
weight of matter is conserved
5-PS1-4 Conduct an investigation
to determine whether the mixing of
two or more substances results in
new substances
Anchor Phenomenon
5-PS1-3, 5-PS1-4
Some substances
undergo reversible
changes when they
are heated.
Some substances
undergo irreversible
changes when they
are heated.
When some
substances are mixed
together, they react
chemically to form a
new substance.
When substances are
mixed in a chemical
reaction, their total
weight stays the same.
Measure and record
the mass and other
properties of substances
Write a scientific
explanation using
evidence
Use graphs to record
and analyze data.
Students evaluate the
Anchor Phenomenon by
discussing and modeling
the interactions between
the substances (see
example in Lesson 5).
Driving Question 4: How can we design a substance with certain properties?
Students are challenged
to design a clay with
certain properties.
They are introduced to
engineering practices
and employ them as
they work through the
design process. They are
introduced to design
arguments and write
a design argument
describing how well their
designs met the criteria.
Teacher Edition
Twig Book
Driving Question
5-PS1-4 Conduct an investigation to
determine whether the mixing of two
or more substances results in new
substances
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
Substances can be
mixed together to
make a new substance
with useful properties.
Use a design process to
plan an investigation
Use knowledge of
properties of materials
to design a clay recipe
that meets the criteria
Write a design argument.
xlixxlviii
Grade X
Phenomena Tracker
GRADE X
MODULE XMatter Mysteries Hotline Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Two mystery substances are mixed in two different containers, both covered by a balloon. One mixture has no
reaction, but the other causes the balloon to inflate.
What is matter made of?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: How are solids, liquids, and gases the same, and how are they different?
Through reading,
students learn that
all materials consist
of matter, which is
made of particles.
They investigate whether
gases exert a force,
have mass, and take
up space, in order to
determine whether they
are made of matter.
Teacher Edition
Twig Book
Driving Question
5-PS1-1 Develop a model to describe
that matter is made of particles too
small to be seen
5-PS1-3 Make observations and
measurements to identify materials
based on their properties
Matter is made from
smaller particles.
Particles in solids,
liquids, and
gases behave in
different ways.
Analyze a text to
understand that matter
is made of particles that
are too small to be seen
Carry out investigations
and make observations
of solids, liquids, and
gases.
Driving Question 6: How can we model solids, liquids, and gases?
Students conceptualize
and develop models
of each state of
matter at the particle
level. As a final task,
students develop three-
dimensional models that
show their ideas about
solids, liquids, and gases
at the particle level.
Teacher Edition
Twig Book
Driving Question
5-PS1-1 Develop a model to describe
that matter is made of particles too
small to be seen
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
5-PS1-1, 5-PS1-3, 5-PS1-4
Matter is made from
smaller particles.
Particles in solids,
liquids, and
gases behave in
different ways.
Plan and build a three-
dimensional model to
demonstrate particles
of matter
Use presentation skills in
a gallery walk to teach
others about matter.
Students evaluate the
Anchor Phenomenon by
discussing and modeling
how gas particles caused
the balloon to inflate (see
example in Lesson 2).
Students explain the
Anchor Phenomenon
by writing instructions
of how to complete
the investigation and
an explanation of their
findings (see example
in Lesson 3).
Students resolve the
Anchor Phenomenon
through a class discussion
(see example in Lesson 4).
Grade 5
Phenomena Tracker
GRADE 5
MODULE 1
lil
Grade X
Phenomena Tracker
GRADE X
MODULE XGrade 5
Phenomena Tracker
GRADE X
MODULE X
Yellowstone: Uncovered Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Between 1996 and 1999, the beaver population in Yellowstone National Park’s Northern Range was made up of only
1 beaver colony. Over the following decade, the number of beaver colonies in the park rose steadily, and by 2009 there were 12 beaver
colonies recorded in the Northern Range.
How do matter and energy move through an ecosystem?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What do plants need to grow?
Students reflect on
prior ideas about what
plants need in order to
grow. They plan and set
up two investigations
to gather evidence in
support of their ideas
about what plants need
to grow and where they
get their matter.
Teacher Edition
Twig Book
Driving Question
5-LS1-1 Support an argument that
plants get the materials they need for
growth chiefly from air and water
Anchor Phenomenon
5-LS2-1, 5-PS3-1
Plants need water, air,
and sunlight to grow.
Explore the phenomenon
of plant growth
Understand that plants
need water, air, sunlight,
and soil to grow
Set up an investigation
that provides evidence
to support my claim.
Students engage with
the Anchor Phenomenon
by analyzing data about
beaver populations (see
example in Lesson 1).
Students generate
questions about the
Anchor Phenomenon
(see example in Lesson 1).
Driving Question 2: What do animals need in order to grow and heal?
Students model the
movement of matter
through a food chain
and a food web.
They also create an
ecosystem model that
includes plants, soil,
water, and animals.
Teacher Edition
Twig Book
Driving Question
5-LS2-1 Develop a model to describe
the movement of matter among
plants, animals, decomposers, and
the environment
5-PS3-1 Use models to describe that
energy in animals’ food (used for
body repair, growth, motion, and to
maintain body warmth) was once
energy from the sun
Anchor Phenomenon
5-LS2-1
Animals get their
energy and matter
from the food they eat.
Animals use energy to
grow, move, and heal.
Energy in food webs
originally comes from
the Sun.
Energy and matter
flow through a food
web. If one organism
is removed, the whole
food web is affected.
Explore the phenomena
of food chains and food
webs
Make careful
observations, and
communicate and
expand on these
observations
Understand how matter
flows through a food
web.
Students investigate the
Anchor Phenomenon
by collecting and
organizing data about
the movement of matter
in an ecosystem (see
example in Lesson 3).
Students evaluate the
Anchor Phenomenon
by producing a food
web showing matter
moving through an
ecosystem (see example
in Lesson 5).
GRADE 5
MODULE 2
Yellowstone: Uncovered Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Between 1996 and 1999, the beaver population in Yellowstone National Park’s Northern Range was made up of only
1 beaver colony. Over the following decade, the number of beaver colonies in the park rose steadily, and by 2009 there were 12 beaver
colonies recorded in the Northern Range.
How do matter and energy move through an ecosystem?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: Where do plants get their matter?
Students review and
analyze data from
the investigations
they started in Driving
Question 1 and draw
conclusions about
plants’ needs and where
plants get their matter.
A text and a model
introduce students to
the process by which
plants make their own
“food.”
Teacher Edition
Twig Book
Driving Question
5-LS1-1 Support an argument that
plants get the materials they need for
growth chiefly from air and water
5-LS2-1 Develop a model to describe
the movement of matter among
plants, animals, decomposers, and the
environment
5-PS3-1 Use models to describe that
energy in animals’ food (used for
body repair, growth, motion, and to
maintain body warmth) was once
energy from the sun
Plants get their matter
from air and water.
Plants use energy
from the Sun to make
their own food from
air and water. This
process is called
photosynthesis.
Explore the phenomenon
of matter cycling
Understand where
plants get their matter
Explain the importance
of water, air, sunlight,
and soil in relation to the
body matter of plants.
Driving Question 4: Where do organisms get the energy they need to grow, heal, move and maintain their body temperature?
Students use a text,
an interactive, and
kinesthetic models
to investigate and
communicate ideas
about how energy
moves through the
organisms in an
ecosystem.
Teacher Edition
Twig Book
Driving Question
5-LS2-1 Develop a model to describe
the movement of matter among
plants, animals, decomposers, and the
environment
5-PS3-1 Use models to describe that
energy in animals’ food (used for
body repair, growth, motion, and to
maintain body warmth) was once
energy from the sun
Anchor Phenomenon
5-LS2-1, 5-PS3-1
Energy from the
Sun moves through
organisms in
ecosystems.
A food web is a useful
model to show how
energy and matter flow
through an ecosystem.
Explore the phenomenon
of energy flow
Understand the
relationships between
organisms in the
Antarctic Ocean
Understand why the
decline of one organism
in a food web affects
others in the same web.
Students evaluate the
Anchor Phenomenon by
analyzing population
and growth data, then
identifying relationships
between organisms (see
example in Lesson 3).
liiilii
Grade X
Phenomena Tracker
GRADE X
MODULE XYellowstone: Uncovered Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Between 1996 and 1999, the beaver population in Yellowstone National Park’s Northern Range was made up of only
1 beaver colony. Over the following decade, the number of beaver colonies in the park rose steadily, and by 2009 there were 12 beaver
colonies recorded in the Northern Range.
How do matter and energy move through an ecosystem?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: What happens to matter in an ecosystem?
Through field
observation, controlled
experiment, and
informational text,
students investigate
what happens to the
matter that makes
up organisms when
they die. Students
apply their learning
about decomposers as
they develop a model
showing the cycling of
matter in a food chain.
Teacher Edition
Twig Book
Driving Question
5-LS1-1 Support an argument that
plants get the materials they need for
growth chiefly from air and water
5-LS2-1 Develop a model to describe
the movement of matter among
plants, animals, decomposers, and the
environment
Decomposers, such
as bacteria and fungi,
break down dead and
waste matter, and
recycle nutrients back
into the ecosystem.
Explore the phenomenon
of decomposition
Investigate where
dead matter goes in an
ecosystem
Understand the
movement of matter
through a marine
ecosystem.
Driving Question 6: How can ecosystems change?
Students investigate
what can happen if
changes are made to
the organisms in an
ecosystem. Students
model their ideas
using an interactive
and further explore
the concepts through
reading and discussing
an informational text.
Teacher Edition
Twig Book
Driving Question
5-LS2-1 Develop a model to describe
the movement of matter among
plants, animals, decomposers, and the
environment
Anchor Phenomenon
5-LS2-1, 5-PS3-1
Changing one factor
in an ecosystem can
affect the organisms
that live there.
Keystone species
affect the survival
of all species in an
ecosystem.
Predict what might
happen if a part of an
ecosystem is changed
Understand the positive
impact that one
keystone animal can
have on an ecosystem.
Students explain the
Anchor Phenomenon
using evidence from their
food web models and
datasets (see example in
Lesson 1).
Students resolve the
Anchor Phenomenon
by producing an
informational flyer
or poster for visitors
to Yellowstone (see
example in Lesson 2).
Grade 5
Phenomena Tracker
GRADE 5
MODULE 2
lvliv
Grade X
Phenomena Tracker
GRADE X
MODULE XGrade 5
Phenomena Tracker
GRADE X
MODULE X
H2O Response Team Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Pacific Ocean is providing San Diego County with an increasing amount of fresh water.
Why do some places lack fresh water and what can we do to protect it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1. How much fresh water is on Earth?
Students use models to
investigate the types and
amounts of water available
on Earth and communicate
their findings with graphs.
They investigate and model
ideas about numerous
topics related to the
hydrosphere, such as the
importance of water to
different organisms, the
uneven distribution of
water, and the effect of
human activities on water.
Teacher Edition
Twig Book
Driving Question
5-ESS2-2 Describe and graph
the amounts of salt water and
fresh water in various reservoirs
to provide evidence about the
distribution of water on Earth
5-ESS2-1 Develop a model using
an example to describe ways the
geosphere, biosphere, hydrosphere,
and/or atmosphere interact
Anchor Phenomenon
5-ESS3-1, 5-ESS2-2, 5-ESS2-1
Fresh water makes up
only three percent of
the water on Earth.
Two percent of the
Earth’s fresh water is
stored in glaciers.
Humans and animals
need fresh water to
survive.
Read and analyze
informative texts
to understand the
relationship between
living things and water
Use decimals and
fractions to represent
collected data about
water on Earth.
Students engage with
the Anchor Phenomenon
by observing how fresh
water sources have
changed in San Diego
County, then generate
questions about the
Anchor Phenomenon (see
example in Lesson 3).
Students investigate the
Anchor Phenomenon by
creating a graph to show
how San Diego County’s
fresh water sources have
changed over time (see
example in Lesson 5).
Driving Question 2. How do humans work to protect the hydrosphere?
Students investigate the
ways in which communities
take action to protect the
hydrosphere. They obtain
and evaluate information
from articles and synthesize
their learning to generate
new ideas about the topic.
Teacher Edition
Twig Book
Driving Question
55-ESS2-1 Develop a model using
an example to describe ways the
geosphere, biosphere, hydrosphere,
and/or atmosphere interact
5-ESS3-1 Obtain and combine
information about ways individual
communities use science ideas to
protect the Earth’s resources and
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
5-ESS2-2, 5-ESS3-1
Many freshwater
sources have been
polluted.
Human activity causes
water pollution.
Communities can
use science and
engineering to reduce
human impacts such as
water pollution.
Design and build a
model to learn about
water pollution
Use a graphic
organizer to collect
information gathered
during my own
research.
Students evaluate the
Anchor Phenomenon by
identifying patterns in
San Diego County’s use
of water sources over
time (see example in
Lesson 1).
GRADE 5
MODULE 3
H2O Response Team Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Pacific Ocean is providing San Diego County with an increasing amount of fresh water.
Why do some places lack fresh water and what can we do to protect it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3. Why are some places in California drier than others?
Students investigate the
sphere interactions that
cause clouds to form
and rain to fall. They also
investigate the interactions
that can prevent rain in
certain areas. Students use
direct field observations,
models, and informational
text to investigate these
phenomena.
Teacher Edition
Twig Book
Driving Question
5-ESS2-1 Develop a model using
an example to describe ways the
geosphere, biosphere, hydrosphere,
and/or atmosphere interact
The geosphere,
hydrosphere, and
atmosphere interact,
causing precipitation.
Landforms, such as
mountains, can affect
the amount of rain that
falls in areas nearby.
Lack of rainfall can
cause drought and
water shortages.
Explore the
phenomena of sphere
interactions
Explain how rain is
formed and how
different spheres like
the hydrosphere and
biosphere interact
Use new knowledge
to write a scientific
explanation.
Driving Question 4. Why are oceans salty?
Students continue their
investigation of sphere
interactions as they work
to understand what
causes oceans to become
salty. They use models
to investigate and show
their ideas.
Teacher Edition
Twig Book
Driving Question
5-ESS2-1 Develop a model using
an example to describe ways the
geosphere, biosphere, hydrosphere,
and/or atmosphere interact
Anchor Phenomenon
5-ESS3-1, 5-ESS2-2, 5-ESS2-1
Salt in the oceans
comes from the
breakdown of rocks into
minerals by rainwater.
Explore the
phenomenon of
ocean salinity
Build a model to
understand what
makes seawater salty
Name system
interactions that make
seawater salty based
on information from
texts and videos.
Students investigate the
Anchor Phenomenon
by reading an article
about desalination and
completing a graphic
organizer (see example
in Lesson 5).
Students evaluate the
Anchor Phenomenon
through a class
discussion about
desalination in San
Diego County (see
example in Lesson 6).
Students explain the
Anchor Phenomenon
by creating a poster
about the changes to
fresh water sources in
San Diego County (see
example in Lesson 7).
lviilvi
Grade X
Phenomena Tracker
GRADE X
MODULE XH2O Response Team Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: The Pacific Ocean is providing San Diego County with an increasing amount of fresh water.
Why do some places lack fresh water and what can we do to protect it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5. How can we design a solution to a hydrosphere problem?
Students identify the
criteria and constraints
that will define a design
project—a water-
conservation campaign
targeted at the school
community. They
test and iterate their
designs and present
their campaigns to the
school community.
Teacher Edition
Twig Book
Driving Question
5-ESS3-1 Obtain and combine
information about ways individual
communities use science ideas to
protect the Earth’s resources and
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
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
5-ESS3-1, 5-ESS2-2, 5-ESS2-1
The effects of droughts
and water shortages
can be minimized by
conservation efforts.
Reducing water waste
is important in reducing
the impacts of drought.
Use an interactive
to test water-saving
solutions
Work with classmates
to design a campaign
and deliver it to an
audience.
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 5).
Grade 5
Phenomena Tracker
GRADE 5
MODULE 3
lixlviii