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SEP:  Constructing explanations
DCI:  Physical Science
CCC:  Cause & Effect

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SEP:
Asking Questions
Constructing Explanations
Obtaining, evaluating, and communicating information

CCC:
Cause and Effect

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Explanations
CCC:  Cause & Effect
DCI:  Physical Science

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Creating model
Explanations
Addresses phenomena

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CCC: Cause and effect
DCI: Changes in States of matter
SEP: Elaborating on explanations that are previously expressed.

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-Hand mirror with your breath
-boiling water with mirror behind it

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Add from the CCC resource a question to show their understanding of cause and effect

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Constructing explanations
Address a phenomena
Attends to equity

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Ditto 4th Grade
Web: science Flix, Crash Course kits, Mystery Science
NGSS-Appendix G Crosscutting concepts

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Need a variety of ways to demonstrate understanding

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Need a variety of ways to demonstrate understanding

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Demonstrate the phenomena or allow the students to do so in the classroom using mirrors and their breath. Relevance to student's life.

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Phenomena-addressed, could be found under Possible Phenomena List or NGSS

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Drawing on student's prior knowledge.

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SEP: Draw and illustrate a model explaining the phenomenon

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Background knowledge and what knowledge they can bring to the learning

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Revise the questions to make it investigable in the classroom

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The phenomena is addressed

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The phenomena is addressed and asking for explanation of cause and effect addresses the CCC, but would like to see it more explicitly addressed.

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Integrating science practices webpage

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May need to work through what is being asked in the task. "What is this task asking you to do?" Vocabulary (Tier 3) would need to be in learner's control so that they could respond to the task.

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Add into #3 directions to add arrows to show the relationship