![]() Long-Term Learning Addressed (Based on NGSS)Ĭonstruct an argument of how the internal and external structures of both plants and animals function together as a system to help them survive well in a given ecosystem. Refer to Grade 4 Life Science Module Overview for additional information. NOTE: Be sure you have prepared the plants at least 1 week in advance of launching this lesson. This challenge is the performance task for the Life Science Module, and students begin to gather information about each ecosystem so they can better design an animal that will realistically live in one of the ecosystems. This makes the students wonder: How does someone imagine an animal that is so realistic that it really might exist? Could I do that? What would I need to know to create a realistic but fictional animal? Students are then challenged to create a realistic yet fictional animal for a movie, which takes place in the tundra, grasslands, or desert. The anchoring phenomenon for this Life Science Module is the "Dim Effect": The phenomenon when something that humans imagine is later found to already exist in nature. Lesson Sequence 1 kicks off the Life Science Module with an anchoring phenomenon-a puzzling or engaging situation that creates a "need to know" for students, in this case, about the internal and external structures in plants and animals and how they function. The Navigation routine is all about linking learning across lessons and activities.Total Time: 1.5 hours of instruction (divided into two sections) The Navigation routine is conducted throughout the unit at transition points to further solidify the connection between related science classroom resources and topics. It also provides a valuable opportunity for students to reflect on their learning over time. The Navigation routine enables students to experience the unit as a coherent storyline in which each activity has a purpose and is connected to what has gone before and what is coming. Navigation Routine Motivating the Next Step in an Investigation Creating a shared classroom representation of an initial class consensus model, a Driving Question Board, and ideas for potential investigations. ![]() Discussing an initial model, explanation, or design solution with a classmate.Drawing or writing initial science models, explanations, or design solutions in their science notebooks.Students might represent their thinking in the following ways: The Anchoring Phenomenon routine pushes students to represent their initial thinking. ![]() The Anchoring Phenomenon is introduced at the beginning of a unit. The Anchoring Phenomenon routine also serves as a critical place to capture students’ initial ideas as a pre-assessment opportunity. More specifically, the Anchoring Phenomenon routine serves to ground student learning in a common experience and then use that experience to elicit and feed student curiosity, which will drive learning throughout the unit. The purpose of the Anchoring Phenomenon routine is to build a shared mission for a learning community to motivate students in figuring out phenomena or solving design problems. ![]() The Anchoring Phenomenon routine is used to kick off a unit of study and drive student motivation throughout the unit. ![]() Anchoring Phenomenon Routine Kicking off a Unit with an Experience to Motivate Investigation ![]()
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