Mr. Taylor will be teaching his 4th grade students alesson about animal traits that allow for survival. He has a set of pictures showing bird beaks, including Bald Eagle, Black-Necked Stilt, Black Oystercatcher, Brown Pelican, Great Blue Heron, Great Crested Flycatcher, Indigo Bunting, Pileated Woodpecker, Red Crossbill, and Roseate Spoonbill. He also has a chart which students will fill in with information about the birds and their food. Mr. Taylor's lesson objectives include: (At the end of this lesson) Students will be able to make a claim with supporting evidence about how the birds' beaks affect what they eat.

1. Which two CCC(s) might best support students in learning of the phenomenon?

2. Why did you choose these CCCs?

3. Put an investigation question that you would pose to students to guide them in making sense of the given phenomenon. Try to use the language of the relevant crosscutting concepts in question.

4. What kinds of instructional activities would you use to help your students meet the objectives using the CCC?