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Grade X
Phenomena TrackerGrade K
Phenomena Tracker
My Big Nature Adventure Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some sunflowers are healthy and have yellow flowers, but other sunflowers are droopy and dying.
Different plants and animals live in different places.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: What is science?
This Driving Question
introduces budding
scientists to the
routines (classroom
management) and
practices (observation,
safety) that scientists of
all ages use.
Teacher Edition
Twig Book
Anchor Phenomenon
K-LS1-1, K-ESS3-1
Scientists make
observations and carry
out investigations.
Be a safe scientist
Investigate objects in
nature.
Students engage with
the Anchor Phenomenon
by making observations
about sunflowers (see
example in Lesson 3).
Students generate
questions about the
Anchor Phenomenon
(see example in
Lesson 3).
Driving Question 2: What do plants need?
Students build on
what they already
know about plants and
make observations (in
the schoolyard and
through videos) to
learn more. Through
experimentation,
they test claims that
plants need water
and sunlight, and
then summarize their
understanding.
Teacher Edition
Twig Book
Driving Question
K-LS1-1 Use observations to describe
patterns of what plants and animals
(including humans) need to survive
Anchor Phenomenon
K-LS1-1
Plants need water.
Plants need sunlight.
Describe patterns of
how plants and animals
get what they need
Observe that plants
need water and sunlight
to survive.
Students investigate the
Anchor Phenomenon
by making observations
about sunflowers in
different environmental
conditions (see example
in Lesson 8).
ii
GRADE X
MODULE XGRADE X
MODULE X
GRADE K
MODULE 1
My Big Nature Adventure Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some sunflowers are healthy and have yellow flowers, but other sunflowers are droopy and dying.
Different plants and animals live in different places.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: What do animals need?
Students learn that
animals need food and
water to survive, and
that some animals eat
plants while others
eat other animals.
This leads to reading
a book that shows
the interconnections
between animals and
what they eat. Lastly,
the class differentiates
between human
needs and human
wants, ending with the
realization that people
are animals, because we
need the same things
that other animals need.
Teacher Edition
Twig Book
Driving Question
K-LS1-1 Use observations to describe
patterns of what plants and animals
(including humans) need to survive
Anchor Phenomenon
K-LS1-1
Animals need food.
Animals need water.
Some animals eat
other animals, some
animals eat plants,
and some animals eat
both.
See patterns in what
animals need and
explain that all animals
need food and water
to live
Students evaluate the
Anchor Phenomenon by
discussing the results of
their investigation into
sunflower growth, then
identifying two things
sunflowers need to
survive (see example in
Lesson 3).
Driving Question 4: What are living and non-living things?
This Driving Question
explores the concept
of non-living things,
but also stresses the
interconnectedness of
living and non-living
things: for example, as
students explore the
schoolyard, they turn
over a rock and see the
living things that use
the rock for shelter.
Students study a pond
as their first example of
a habitat.
Teacher Edition
Twig Book
Driving Question
K-LS1-1 Use observations to describe
patterns of what plants and animals
(including humans) need to survive
Living things have
basic needs.
Non-living things do
not have needs.
Dead things used to
be alive.
Describe the difference
between living and non-
living things
Use texts and videos to
figure out that there are
lots of different habitats
on Earth
Students evaluate the
Anchor Phenomenon
by discussing where
animals live and what
their needs are, then
discussing where
sunflowers grow and
what their needs are (see
example in Lesson 2).
Students explain the
Anchor Phenomenon
by participating in a
class discussion and
drawing two sunflower
models (see example in
Lesson 4).
iii
My Big Nature Adventure Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some sunflowers are healthy and have yellow flowers, but other sunflowers are droopy and dying.
Different plants and animals live in different places.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: Where can living things get what they need?
The final Driving
Question in this module
builds on student
knowledge of living and
non-living things—and
their interdependence—
to show that plants
and animals live where
they can get what they
need to survive (in
their habitat). Students
explore four different
habitats, noting the
living things in each and
how those living things
find what they need in
that habitat.
Teacher Edition
Twig Book
Driving Question
K-ESS3-1 Use a model to represent
the relationship between the needs of
different plants and animals (including
humans) and the places they live
Anchor Phenomenon
K-LS1-1, K-ESS3-1
Living things get what
they need from their
habitat.
Read texts, watch
videos, and explore
nature to understand
that living things get
what they need from the
places they live
Students resolve the
Anchor Phenomenon
by using their bodies to
model how sunflowers
might grow in different
environments (see
example in Lesson 7).
Grade K
Phenomena Tracker
iv
GRADE X
MODULE XGRADE K
MODULE 1
v
Grade X
Phenomena TrackerGrade K
Phenomena Tracker
Marble Run Engineer Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: There are different ways to move the marble toward the 10-point cup. Some ways will get the marble in the
cup and other ways will not.
What happens when we push, pull, and drop objects? How can we change their speed and direction?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How can we make an object move faster or move in a different direction?
This Driving Question
introduces students
to motion. They learn
that pushes and pulls
affect an object’s
movement and that
stronger pushes and
pulls affect an object’s
movement more. They
also learn about the
“Big Pull” (gravity).
Students summarize
their learning by
creating a narrative or
informational work to
share with the class.
Teacher Edition
Twig Book
Driving Question
K-PS2-1 Plan and conduct an
investigation to compare the effects
of different strengths or different
directions of pushes and pulls on the
motion of an object
Anchor Phenomenon
K-PS2-1, K-PS2-2
Engineers design and
build useful things.
A push or pull is
needed to make an
object move.
Pushing or pulling an
object harder makes
it move faster.
A push or pull can
make a moving object
change direction.
Talk about the effects of
pushes and pulls
Explore the phenomenon
of the Big Pull (gravity)
Write about the effects
of pushes and pulls.
Students engage with
the Anchor Phenomenon
by watching a video
about different ways to
move a marble into a
cup. Then they generate
questions about the
Anchor Phenomenon (see
example in Lesson 1).
Students investigate the
Anchor Phenomenon by
looking at the effects
of pushes and pulls on
marbles (see example in
Lesson 7).
Students evaluate the
Anchor Phenomenon
by discussing the
results of their marble
investigation (see
example in Lesson 9).
Driving Question 2: How can we get marbles where we want them?
Students have a
hands-on opportunity to
explore pushes and pulls
using marbles and a
target they make. First
they use their hands to
push the marble to the
target. Then they use
ramps (gravity) to see
how the game changes.
Students investigate
changing the speed of
a marble and collisions
between marbles.
Teacher Edition
Twig Book
Driving Question
K-PS2-1 Plan and conduct an
investigation to compare the
effects of different strengths or
different directions of pushes and
pulls on the motion of an object
K-PS2-2 Analyze data to determine if
a design solution works as intended
to change the speed or direction of an
object with a push or a pull
Anchor Phenomenon
K-PS2-1, K-PS2-2
Pushing or pulling an
object harder makes it
move faster.
A push or pull can
make a moving object
change direction.
Learn from mistakes
Use tools to change the
speed and direction of
a marble
Predict what happens
when two objects
collide.
Students evaluate the
Anchor Phenomenon by
comparing a video to
their own experiences
of playing the Score 10
game (see example in
Lesson 4).
vi
GRADE X
MODULE XGRADE X
MODULE X
GRADE K
MODULE 2
Marble Run Engineer Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: There are different ways to move the marble toward the 10-point cup. Some ways will get the marble in the
cup and other ways will not.
What happens when we push, pull, and drop objects? How can we change their speed and direction?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How do we understand and design a marble run?
Students explore motion,
make predictions, and
test their predictions
using marble runs.
After learning all about
what engineers do, they
design, test, and refine
their own marble run
with a specific purpose
in mind.
Teacher Edition
Twig Book
Driving Question
K-PS2-1 Plan and conduct an
investigation to compare the effects
of different strengths or different
directions of pushes and pulls on the
motion of an object
K-PS2-2 Analyze data to determine if
a design solution works as intended
to change the speed or direction of an
object with a push or a pull
K–2-ETS1-1 Ask questions, make
observations, and gather information
about a situation people want to
change to define a simple problem
that can be solved through the
development of a new or improved
object or tool
Anchor Phenomenon
K-PS2-1, K-PS2-2
Engineers design and
build useful things.
A push or pull is
needed to make an
object move.
Pushing or pulling an
object harder makes
it move faster.
A push or pull can
make a moving object
change direction.
Use a design to build
a marble run
Test and improve
my design
Give a presentation
about my work.
Students explain the
Anchor Phenomenon by
developing a model and
completing a sentence
to show the best way
to score in the Score 10
game (see example in
Lesson 5).
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 6).
vii
Grade X
Phenomena TrackerGrade K
Phenomena Tracker
Be Prepared Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Playgrounds in Arizona are covered by big umbrellas.
How do we observe weather and collect data to describe weather patterns over time?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How can I make an umbrella that will protect me from the Sun’s rays?
Students learn about
temperature and how
the Sun affects the
temperature. Teams
conduct investigations
with model umbrellas
made from different
materials to gauge the
materials’ effectiveness
in protecting from the
Sun’s rays.
Teacher Edition
Twig Book
Driving Question
K-ESS2-1 Use and share observations
of local weather conditions to
describe patterns over time
K-ESS3-2 Ask questions to obtain
information about the purpose of
weather forecasting to prepare for,
and respond to, severe weather
K-PS3-1 Make observations to
determine the effect of sunlight on
Earth’s surface
K-PS3-2 Use tools and materials
provided to design and build a
structure that will reduce the warming
effect of sunlight on an area
K–2-ETS1-1 Ask questions, make
observations, and gather information
about a situation people want to
change to define a simple problem
that can be solved through the
development of a new or improved
object or tool
K–2-ETS1-2 Develop a simple sketch,
drawing, or physical model to
illustrate how the shape of an object
helps it function as needed to solve a
given problem
K–2-ETS1-3 Analyze data from tests
of two objects designed to solve
the same problem to compare the
strengths and weaknesses of how
each performs
Anchor Phenomenon
K-ESS2-1, K-ESS3-2, K-PS3-1, K-PS3-2
Weather conditions
follow patterns
over time.
The Sun heats
the Earth.
Tools (such as
umbrellas) can be
used to protect
the Earth from the
Sun’s heat.
Identify patterns in
weather conditions
Use models to identify
which umbrella is best
for different types of
weather
Plan and carry out an
investigation.
Students engage with
the Anchor Phenomenon
by observing
playgrounds in Arizona
and discussing the
patterns they see. Then,
they generate questions
about the Anchor
Phenomenon (see
example in Lesson 1).
Students investigate the
Anchor Phenomenon
by collecting data on
the temperature of
objects in two different
playgrounds (see
example in Lesson 7).
Students evaluate the
Anchor Phenomenon
by participating in a
class discussion and
completing cloze
sentences (see example
in Lesson 8).
viii
GRADE X
MODULE XGRADE X
MODULE X
GRADE K
MODULE 3
Be Prepared Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Playgrounds in Arizona are covered by big umbrellas.
How do we observe weather and collect data to describe weather patterns over time?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 2: How can we describe the weather?
This Driving Question
covers the phenomenon
of weather and the
types of weather that
students can experience.
The class works with
weather symbols, first
interpreting a story
with symbols and then
creating their own story
to act out and give a
weather report.
Teacher Edition
Twig Book
Driving Question
K-ESS2-1 Use and share observations
of local weather conditions to
describe patterns over time
K-ESS3-2 Ask questions to obtain
information about the purpose of
weather forecasting to prepare for,
and respond to, severe weather
Anchor Phenomenon
K-ESS2-1
Meteorologists
identify patterns in
weather data.
Patterns in weather
data can be used to
predict future weather
conditions.
Describe patterns in the
weather
Use weather symbols
to show patterns in the
weather
Look at images of
a place, and make
a weather report.
Students investigate the
Anchor Phenomenon by
gathering temperature
and weather data
from Phoenix, Arizona,
during the summer (see
example in Lesson 5).
Driving Question 3: What types of patterns can we notice in the weather?
Students observe
patterns in temperature
data and make
predictions. First, they
see that temperature
changes over the
course of a day. Then,
they analyze data
from two cities in the
United States, as well
as local weather data
gathered over the
past month. Finally,
students find similarities
and differences in
temperature data for
two different months in
the same city.
Teacher Edition
Twig Book
Driving Question
K-ESS2-1 Use and share observations
of local weather conditions to
describe patterns over time
K-ESS3-2 Ask questions to obtain
information about the purpose of
weather forecasting to prepare for,
and respond to, severe weather
Anchor Phenomenon
K-ESS2-1, K-ESS3-2
Meteorologists
identify patterns in
weather data.
Patterns in weather
data can be used to
predict future weather
conditions.
Identify and understand
patterns in the weather
Collect weather data
Compare different kinds
of weather.
Students evaluate the
Anchor Phenomenon by
discussing the weather
data they collected (see
example in Lesson 6).
ix
Be Prepared Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Some sunflowers are healthy and have yellow flowers, but other sunflowers are droopy and dying.
Different plants and animals live in different places.
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 4: How do we use forecasts to prepare for severe weather?
This Driving Question
uses video and text
to help students
learn about weather
forecasts, especially
forecasts of severe
weather. Students
practice forecasting
and reporting about
severe weather, taking
turns to play the roles of
meteorologist and news
reporter.
Teacher Edition
Twig Book
Driving Question
K-ESS3-2 Ask questions to obtain
information about the purpose of
weather forecasting to prepare for,
and respond to, severe weather
Anchor Phenomenon
K-ESS2-1, K-ESS3-2, K-PS3-1, K-PS3-2
Meteorologists
identify patterns in
weather data.
Patterns in weather
data can be used to
predict future weather
conditions.
Severe weather can be
dangerous to humans.
Identify and understand
patterns in the weather
Collect weather data
Compare different kinds
of weather.
Students explain the
Anchor Phenomenon by
designing a playground
in Phoenix, Arizona. Then
they resolve the Anchor
Phenomenon through
a class discussion (see
example in Lesson 4).
Grade K
Phenomena Tracker
x
GRADE X
MODULE XGRADE K
MODULE 3
xi
Grade X
Phenomena TrackerGrade K
Phenomena Tracker
I Can Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Hermit crabs are using plastic objects for shells.
How can I protect the environment from changes that harm it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 1: How can animals change their environment?
The module begins
with students exploring
their local area, looking
for evidence of ways
animals change their
environment. Students
read about earthworms
and observe an
earthworm habitat
to see firsthand the
changes worms make
to their environment.
The class engages with
text and video to learn
how beavers affect the
environment. Students
also draw a picture that
shows how an animal of
their choice changes the
environment to meet
its needs.
Teacher Edition
Twig Book
Driving Question
K-ESS2-2 Construct an argument
supported by evidence for how plants
and animals (including humans) can
change the environment to meet
their needs
Anchor Phenomenon
K-ESS2-2, K-ESS3-3
An environment is
anywhere that plants
and animals live.
Environments help
plants and animals
survive.
Plants and animals
can change their
environments.
Understand how
animals change their
environment to survive
Observe earthworms
changing their
environment
Debate how beavers
affect their environment.
Students engage with
the Anchor Phenomenon
by watching a video
about hermit crabs. Then
they generate questions
about the Anchor
Phenomenon (see
example in Lesson 1).
Students investigate the
Anchor Phenomenon
by observing a teacher
demonstration of a
hermit crab searching
for a new home (see
example in Lesson 2).
Students evaluate the
Anchor Phenomenon
by participating in a
class discussion and
completing sentence
frames about hermit
crabs (see example in
Lesson 6).
Driving Question 2: How can plants change their environment?
The focus moves from
animals to plants and
how they change the
environment. Students
consider trees and the
shade they create. They
also investigate the
claim that plants cannot
grow in the shade.
The class considers
trees that drop their
leaves and studies how
tree roots change the
ground.
Teacher Edition
Twig Book
Driving Question
K-ESS2-2 Construct an argument
supported by evidence for how plants
and animals (including humans) can
change the environment to meet their
needs
An environment is
anywhere that plants
and animals live.
Environments help
plants and animals
survive.
Plants and animals
can change their
environments.
Understand how
plants change their
environment to meet
their needs
Create a model that
shows how trees affect
their environment
Observe plants and use
evidence to answer a
question.
xii
GRADE X
MODULE XGRADE X
MODULE X
GRADE K
MODULE 4
I Can Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Hermit crabs are using plastic objects for shells.
How can I protect the environment from changes that harm it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 3: How can people change their environment?
Having explored
how plants and
animals change
the environment,
students now shift
their focus onto how
humans change the
environment. The class
explores the things
that humans make
from trees, as well as
the negative effects
of deforestation.
Students also explore
their local area to
look for evidence of
humans changing the
environment. They also
study why humans
take water from the
environment.
Teacher Edition
Twig Book
Driving Question
K-ESS2-2 Construct an argument
supported by evidence for how plants
and animals (including humans) can
change the environment to meet their
needs
K-ESS3-3 Communicate solutions that
will reduce the impact of humans on
the land, water, air, and/or other living
things in the local environment
Anchor Phenomenon
K-ESS2-2, K-ESS3-3
Humans can change
the environment.
Some environmental
changes are harmful.
Humans can help the
environment.
Understand ways
humans can help and
harm the environment
Identify human-
made changes to the
environment in our
neighborhood
Find ways to use less
water at home and at
school.
Students investigate the
Anchor Phenomenon
by identifying items
of trash on a beach.
Then they evaluate the
Anchor Phenomenon
by describing how
the hermit crabs’
environment has been
changed (see example
in Lesson 1).
Driving Question 4: How can people protect the environment?
This Driving Question
introduces the
concept of helping
the environment by
reducing, reusing,
and recycling. Text,
video, and outdoor
explorations provide
plenty of inspiration for
students to brainstorm
and discuss the ways
they can protect the
environment.
Teacher Edition
Twig Book
Driving Question
K-ESS3-3 Communicate solutions that
will reduce the impact of humans on
the land, water, air, and/or other living
things in the local environment
K–2-ETS1-1 Ask questions, make
observations, and gather information
about a situation people want to
change to define a simple problem
that can be solved through the
development of a new or improved
object or tool
Anchor Phenomenon
K-ESS2-2, K-ESS3-3
Objects made
from paper, glass,
and plastic can be
recycled.
Reducing waste,
reusing items, and
recycling can help the
environment.
Present an idea
for protecting the
environment
Create a poster showing
how to reduce, reuse,
or recycle in our
community.
Students explain the
Anchor Phenomenon
by developing a class
explanation and drawing
a picture to illustrate it
(see example in Lesson 4).
xiii
I Can Blue: SEP Orange: DCI Green: CCC
Anchor Phenomenon: Hermit crabs are using plastic objects for shells.
How can I protect the environment from changes that harm it?
SUMMARY PERFORMANCE EXPECTATIONS KEY INVESTIGATIVE
PHENOMENA
I CAN... STUDENT
LEARNING OBJECTIVES
ANCHOR PHENOMENON
TOUCHPOINT
Driving Question 5: How can I reduce, reuse, or recycle?
This Driving Question
moves from the previous
Driving Questions’ ideas
to implementation of
those ideas. Working
with a partner, students
decide on a project to
help the environment
at home or at school,
design posters to
explain their ideas, and
present them to an
audience.
Teacher Edition
Twig Book
Driving Question
K-ESS3-3 Communicate solutions that
will reduce the impact of humans on
the land, water, air, and/or other living
things in the local environment
K–2-ETS1-1 Ask questions, make
observations, and gather information
about a situation people want to
change to define a simple problem
that can be solved through the
development of a new or improved
object or tool
Anchor Phenomenon
K-ESS2-2, K-ESS3-3
Humans can help the
environment.
Understand how
plants change their
environment to meet
their needs
Create a model that
shows how trees affect
their environment
Observe plants and use
evidence to answer a
question.
Students resolve the
Anchor Phenomenon
through a class
discussion (see example
in Lesson 3).
Grade K
Phenomena Tracker
xiv
GRADE X
MODULE XGRADE K
MODULE 4
xv