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Enigmas

Grade 4, Science

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Description of Unit

Students will investigate a naturally occurring enigma, an unsolved mystery. Each student will have an opportunity to explore in depth an enigma and hypothesize possible solutions. In their explorations, students will use scientific research processes.

This guide links the Enigmas unit to the Texas Essential Knowledge and Skills (TEKS) for fourth graders. Enigmas is a science unit that allows students to study a naturally occurring enigma, using scientific research methods. Though a science unit, Enigmas also leads students to practice skills in the other subject areas of English language arts, mathematics, and social studies. For example, students use deductive reasoning and logic, which the Mathematics TEKS include, and writing and research skills, which the English Language Arts and Reading and Social Studies TEKS address. The following document includes the applicable TEKS and the details of the Enigmas unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Use the example The Marfa Lights, (Attachment #1), to introduce the concept of enigmas and how scientists in different branches of science explain an enigma in different ways. Discuss the following examples:
    • How do the different scientists explain the Marfa Lights?
    • How are the viewpoints the same? What are the differences?
    • How can ideas from across the disciplines contribute to our understanding of the Marfa Lights?
    • What dilemmas or controversies are involved in understanding the phenomena of the Marfa Lights?
    • What viewpoints can be identified that reflect bias, prejudice, and discrimination?
  2. Divide the students into groups. Each group will review the handout of the eight enigmas (Attachment #2—Possible Enigmas for Study) and will focus on one enigma. In small groups, students will research and discuss the following:
    • What is the meaning of the word “enigma”?
    • What is still not understood about the enigma?
    • In what ways is the information incomplete or lacking explanation?

    The class listens to each group’s report and then develops an agreed-upon, informal definition of an enigma (e.g., an unsolved, age-old mystery).

    You may wish to use these resources in this unit:
    • Hadingham, Evan. Lines to the Mountain Gods: Nazca and the Mysteries of Peru. University of Oklahoma Press, 1998.
    • Hawking, Stephen. The Illustrated A Brief History of Time. Bantam Books, 1996.
    • Spaeth, Frank, Ed. Mysteries of the Deep. Llewellyn Publications, 1998.
    • Yorke, Malcolm. Beastly Tales: Yeti, Bigfoot, and the Loch Ness Monster, Econo-Clad Books, 1998.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will choose an enigma for an in-depth investigation. (The enigma may be one of those shown on Attachment #2 or another enigma.)
  2. Asking guiding questions. Once each student has selected a topic, he/she should think of three to five guiding questions to explore, such as:
    • How would you describe the enigma?
    • How long have people known about it?
    • How do scientists from different fields explain the enigma?
    • How are the viewpoints the same? What are their differences?
    • How do ideas from across the disciplines contribute to our understanding of the enigma?
    • What dilemmas or controversies are involved in this enigma?
    • What viewpoints can be identified that reflect bias, prejudice, and discrimination?
    • How has understanding of the enigma changed over time?
    While these examples are general, the student’s questions should be specific to the chosen enigma. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Developing a hypothesis. The student should create his/her own theory of the cause of the enigma and identify a way to test the theory.
  4. Designing a research proposal. (See Attachment #4—Enigmas Proposal.) Each student should carry out a scientific research process:
    • Identify the enigma he/she will study
    • List the guiding questions to be investigated
    • Describe his/her hypothesis
    • Identify an experimental design to test the hypothesis
  5. Testing the hypothesis. Each student will design and carry out an experiment or study based on a scientific concept related to the enigma. (See Attachment #6—The Scientific Process—and Attachment #7—Experiment Organizer.)

    You may wish to have your students share parts of their hypothesis with their classmates—a Hypothesis Hunch—so that you and their peers can ask questions and provide feedback. In a Hypothesis Hunch, the student stands before the class and explains what his/her hypothesis is. Students and teachers then ask questions about the hypothesis. Questions should be thoughtful and elicit complex responses. If the student does not know how to answer a question, he/she writes it down and researches an answer at the end of the Hypothesis Hunch. (Source: Dawn Campagna, Nat Williams Elementary School, Lubbock ISD.)

  6. Revising the hypothesis based on the experiment or study results. Each student should consider the following questions:
    • What did you learn from your experiment that helps you better understand the enigma?
    • What other experiments could be done that would solve the mystery?
  7. Drawing conclusions. Each student should consider the following questions:
    • What do you still not understand about the enigma?
    • What do scientists still not understand about the enigma?
    • In what ways is the information incomplete or lacking in an explanation?

B. The product

The student shows what he/she has learned through one of the following products:

  1. The student develops a board game or a learning center based on the enigma. The game should include fair rules and accurate information about the enigma and various theories of its cause. (See Attachment #7.)
  2. A grade-level-appropriate, interactive learning center to teach younger children about the enigma and theories relating to it. (See Attachment #8.)

C. Communication

Students present their game or learning center to the class. The presentation should be long enough for classmates to understand the game or learning center and should end with a question-and-answer session.

D. Submissions

  1. The cover sheet
  2. Attachment #4—Enigmas Proposal
  3. Evidence of research (log, note cards, and/or resource process sheets)
  4. Attachment #6—Experiment Organizer
  5. Attachment #7 or #8, including references
  6. Videotape or audiotape of presentation, including the Q&A session

This unit may address the following TEKS.

110.6., English Language Arts and Reading, Grade 4, Adopted 2017

110.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.6(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.6(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.6(b)(6)(H)
synthesize information to create new understanding
110.6(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.6(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.6(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
110.6(b)(9)(E)(ii)
explaining how the author has used facts for an argument
110.6(b)(9)(D)(i)
the central idea with supporting evidence;
110.6(b)(9)(E)(i)
identifying the claim;
110.6(b)(9)(F)
recognize characteristics of multimodal and digital texts.
110.6(b)(10)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
110.6(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.6(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.6(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.6, Mathematics, Grade 4

111.6(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.6(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
111.6(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
111.6(b)(8)
Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
111.6(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
111.7(b)(5)
Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.15, Science, Grade 4

112.15(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices.
112.15(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.
112.15(b)(3)
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.
112.15(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry.
112.15(b)(5)
Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.
112.15(b)(9)
Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment.
112.15(b)(10)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment.

113.15, Social Studies, Grade 4

113.15(b)(7)
Geography. The student understands the concept of regions.
113.15(b)(8)
Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
113.15(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.15(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.6., Spanish Language Arts and Reading, Grade 4, Adopted 2017

128.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.6(b)(6)(H)
synthesize information to create new understanding
128.6(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.6(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.6(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
128.6(b)(9)(D)(i)
the central idea with supporting evidence;
128.6(b)(9)(E)(i)
identifying the claim;
128.6(b)(9)(E)(ii)
explaining how the author has used facts for an argument
128.6(b)(9)(F)
recognize characteristics of multimodal and digital texts.
128.6(b)(10)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
128.6(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.6(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.6(b)(3)(C)
identify the meaning of and use base words with affixes, including mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;
128.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
128.6(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.6(b)(9)(D)
recognize characteristics and structures of informational text, including:
128.6(b)(9)(D)(iii)
organizational patterns such as compare and contrast;
128.6(b)(9)(D)(ii)
features such as pronunciation guides and diagrams to support understanding
128.6(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.6(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.6(b)(11)(D)(ix)
capitalization of historical events and documents, titles of books, stories, and essays;
128.6(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences and em dash for dialogue
128.6(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.6(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, and prepositional;
128.6(b)(11)(D)(v)
adverbs that convey frequency and adverbs that convey degree;
128.6(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
128.6(b)(11)(D)(ii)
irregular verbs;
128.6(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.6(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.6(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.6(b)(12)(D)
compose correspondence that requests information.
128.6(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.6(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.6(b)(13)(G)
develop a bibliography
128.6(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.6(b)(13)(B)
develop and follow a research plan with adult assistance;
128.6(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.6(b)(1)(C)
express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
128.6(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.6(b)(1)(A)
listen actively, ask relevant questions to clarify information, and make pertinent comments;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.
S.V.E.1
Use models to make predictions.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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