6th to 8th Grade - Gateway 1
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Designed for NGSS
Gateway 1 - Meets Expectations | 88% |
|---|---|
Criterion 1.1: Three-Dimensional Learning | 14 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 9 / 10 |
The instructional materials reviewed for Grades 6-8 meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning meets expectations and Criterion 2: Phenomena and Problems Drive Learning meets expectations.
Criterion 1.1: Three-Dimensional Learning
Materials are designed for three-dimensional learning and assessment.
The instructional materials reviewed for Grades 6-8 meet expectations for Criterion 1a-1c: Three-Dimensional Learning. The materials consistently incorporate three dimensions for students' use and sensemaking. Assessments, both formative and summative, consistently assess three dimensions related to the learning objectives. However, summative assessments miss the opportunity to assess multiple elements of the unit objectives.
Indicator 1a
Materials are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning.
Indicator 1a.i
Materials consistently integrate the three dimensions in student learning opportunities.
The instructional materials reviewed for Grades 6-8 meet expectations that they are designed to integrate the Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) into student learning opportunities.
The series contains 18 units with six units per grade level. Each unit contains lesson sets. Across the series, nearly all lesson sets have the opportunity to engage in the three dimensions. Three-dimensional learning is most often within a single lesson within a lesson set. The majority of the time, the first and last lesson in a unit are not positioned for learning and use of the three dimensions; the first lesson is often an introduction to the unit, and the last lesson includes a summative assessment or transfer task.
Examples where materials include three dimensions and integrate DCIs, SEPs, and CCCs into learning opportunities:
In Grade 6, Unit 6.4: Plate Tectonics & Rock Cycling, Lessons 10-12, students analyze data to determine if the continents of Africa and South America could have touched in the past. Students use paper samples of the continents to place them a determined distance apart and use data to determine the scale at which they should move. (SEP-DATA-M2). The distance moved is determined by the pattern of plate movement throughout history (CCC-PAT-M3). Students recognize that although plate movement may be small annually, the plates have moved great distances over time (DCI-ESS2.BM1).
In Grade 6, Unit 6.5, Lesson 9: How can we model the systems put into place to protect communities?, students develop a consensus model of the tsunami system. Students reflect on the subsystems from previous lessons and combine them with the tsunami chain of events to create a systems model (SEP-MOD-M5, CCC-SYS-M2) that will help detect a tsunami, warn communities, and reduce damage from a tsunami (DCI-ESS3.B-M1).
In Grade 7, Unit 7.1, Lesson 13: Why do different substances have different odors and how do we detect them?, students collect data during the odor lab (SEP-INV-E3) by detecting the distinct odors of four different substances. Students then read the article about how odors are detected and highlight information (SEP-INFO-M1) that helps them explain how an odor reaching the nose causes the body to perceive smell through receptors (DCI-LS1.D-M1, CCC-CE-M1).
In Grade 7, Unit 7.6, Lesson 11: Why could burning fossil fuels create a problem for CO2 in the atmosphere?, students modify a model of Earth’s Carbon System and play a dice game to simulate the carbon system before and after human impact. Students work with partners to modify a model (SEP-MOD-M4) of Earth’s Carbon System to show how human processes (DCI-ESS3.D-M1) have changed the movement of carbon on Earth. Burning (combustion) and drilling/mining are added to student models. Students then play a kinesthetic dice game that allows them to better understand the impact of human activity on Earth’s Carbon System (CCC-SYS-M2) by showing the cycle before and after human activity.
In Grade 8, Unit 8.2, Lesson 4: How do the vibrations of the sound source compare for louder versus softer sounds?, students learn how a motion detector works and use it to graph vibrations. They use a stick apparatus to represent vibrations that can be seen. Data is gathered with the stick at rest, the stick pushed lightly, and the stick pushed a bit harder (CCC-SPQ-M1, SEP-INV-M2). The students look for patterns between the stick graphs and graphs created with a speaker creating soft sounds and loud sounds (CCC-PAT-M4, DCI-PS4.A-E2).
In Grade 8, Unit 8.6, Lesson 7: How do traits found in a population change over a shorter amount of time?, students discuss within groups their analysis of the populations they read about with the goal of figuring out why the changes in populations have occurred (DCI-LS4.B-M1, SEP-DATA-M4). Students refine their thinking by focusing on structures that occurred with the organism over time and how that changed function (CCC-SF-M1). Students focus on what caused the changes in the organism and therefore changes to the population and how that affects the survival of the population (CCC-CE-M2).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grades 6-8 meet expectations that they consistently support meaningful student sensemaking with the three dimensions. The instructional materials consistently use science and engineering practices (SEPs) and crosscutting concepts (CCCs) to support student sensemaking with other dimensions in nearly all learning sequences. Three-dimensional learning is most often within a single lesson within a lesson set. Lesson subsets that do not support three-dimensional sensemaking most often occur in the beginning lesson set or in the last lesson set where summative assessment takes place.
Examples where materials are designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions:
In Grade 6, Unit 6.3, Lesson 2: What are the conditions like on days when it hails?, students analyze data from hail events to explain the formation of hail. Students analyze photos of hailstones and a map of hail frequency to look for patterns and identify questions they may have about the patterns. Students then analyze weather data (SEP-DATA-M4) from eight hailstorm sites and look for any patterns (CCC-PAT-E2) in location, scale, timing, and weather conditions during hail storms to identify what they have in common (DCI-ESS2.C-M2).
In Grade 6, Unit 6.3, Lesson 5: What happens to the air near the ground when it is warmed up?, students use a closed bottle containing soap and water to observe what happens to the soap bubble foam when the bottle is placed in a tub of cold water and then a tub of hot water (SEP-INV-M2). Students use their observations to add information about energy transfer (CCC-EM-M4) to the model of the closed bottle system (SEP-MOD-M5) under different temperatures. Students engage in discussion about arrows of different length and their use to show the difference between the amount of energy in a liquid and a gas, representing the speed of molecules and the spacing between molecules for different temperatures (DCI-PS1.A-M3).
In Grade 6, Unit 6.4, Lesson 12: Where did mountains that aren’t at plate boundaries today, like the Appalachians and Urals, come from?, students collect evidence from a virtual simulation (SEP-DATA-M2) demonstrating how the Appalachian and Ural Mountains were formed (CCC-SPQ-M5). Students use this information to construct an explanation (SEP-CEDS-M3) that the Appalachian and Ural Mountains were formed long ago (470 million years ago and 300 million years ago, respectively) by the same process, the collision of plates, as more recent mountain ranges such as the Himalayas, that were formed only 35-50 million years ago. Students use this evidence to explain that the Appalachians and the Urals were once growing mountain ranges, created through plate collisions (DCI-ESS2.B-M1), even though they are no longer growing.
In Grade 7, Unit 7.4, Lesson 3: What other inputs could be sources of food molecules for the plant?, students make sense of where food molecules in plants come from (DCI-LS1.C-E2) by looking for patterns (CCC-PAT-M4) in food molecule data (SEP-INV-M4) and air molecules. This helps them determine that water and air contain the same building blocks as the food molecules in plants. They add this information to their consensus model which already includes inputs from hydroponic plant food and water.
In Grade 7, Unit 7.4, Lesson 14: Where does food come from and where does it go next?, students revise models to describe how matter moves through an ecosystem after learning more about decomposers. Students consider what happens to food when it does not get eaten, leading to the concept of decomposers. Students use the understanding of decomposers to add inputs and outputs (CCC-SYS-M2) to their food system model (SEP-MOD-M5), demonstrating the cycling of matter within an ecosystem (DCI-LS2.B-E1).
In Grade 8, Unit 8.1: Contact Forces, Lessons 5 and 6, students use the three dimensions to make sense of forces and the effect of mass and speed on such forces. In Lesson 5, students plan and carry out an investigation (SEP-INV-M1) identifying peak forces on spring scales using carts and recognizing patterns (CCC-PAT-M3) in the data when mass or speed is changed. Students apply the information gained in this lesson to understand the relationship between total force and other variables (DCI-PS2.A-M1).
In Grade 8, Unit 8.1, Lesson 8: Where did the energy in our launcher system come from, and after the collisions where did it go to?, Students develop a model showing how contact forces cause energy transfer. Students make sense of the data they collected in a previous lesson by asking new questions about energy transfer in the launcher system (SEP-AQDP-M1). They develop a model (SEP-MOD-M5) of the launcher system (CCC-SYS-M1) that helps explain the relationships between the parts and stored energy, energy transfers, (CCC-EM-M2, CCC-EM-M4), and contact forces (DCI-PS3.A-M2).
In Grade 8, Unit 8.6: Natural Selection & Common Ancestry, Lessons 5 and 6, students investigate body structures in organisms and how those relate to when and where an organism lived. Students work in groups to investigate an organism. They look for variations in traits between similar organisms and sort them based on the similarities and differences of those structures (SEP-DATA-M7). Students use that information to look for patterns between structures and when and/or where they lived (CCC-PAT-M4). Students construct a sequence to show how organisms are related to each other, and which organisms are more closely related (DCI-LS4.A-M2).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grades 6-8 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
The materials reviewed consistently provide three-dimensional learning objectives at the lesson level which build toward the three-dimensional objectives of the larger learning sequence. The lessons consistently include three-dimensional learning objectives in the form of Lesson-Level Performance Expectations (LLPEs). Materials include formative assessment opportunities throughout lessons to reveal student understanding of three-dimensional learning objectives and each assessment targets the LLPE(s). Formative assessment tasks include progress trackers, creating and revising models, constructing explanations, answering questions, collecting data, and exit tickets.
Many lessons provide more than one assessment opportunity. For example, if a lesson states three different LLPEs, then the lesson could contain up to three different/separate assessment tasks. Additionally, there are instances where two LLPEs are combined and addressed in a single assessment task. In these instances, students may be expected to show understanding of double the number of NGSS elements (e.g., two SEPs, two CCCs, two PEs). Each formative task includes directions for the teacher on how to use formative assessment data or how to better elicit learning from students, usually including teacher guidance of "What to look for/listen for" and "What to do" if students do not show or are struggling to show understanding.
Examples of lessons with a three-dimensional objective, the formative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective, and provide guidance to support the instructional process:
In Grade 6, Unit 6.1, Lesson 6: Why does the music student not see the teacher?, the three-dimensional learning objective is “Develop a model that describes how the eye responds to (interacts with) different inputs of light and transmits those inputs as signals along the optic nerve to the brain, which processes the inputs into what we see.” The formative assessment task is a model. In this lesson, students create a model which measures student understanding of the objective that incorporates the three dimensions. The teacher is directed to guide discussions to check student understanding prior to students creating a model. Students create a model (SEP-MOD-M5) to accurately describe how the eye responds to light and how components of our nervous system (CCC-SYS-M2) process the information for us to see (DCI-PS4.B-M1). The materials also provide teacher guidance to support the incorporation of past lessons into their model and provide guidance on how to support students if parts are missing or incomplete.
In Grade 6, Unit 6.3, Lesson 9: Why don’t we see clouds everywhere in the air, and what is a cloud made of?, the three-dimensional learning objective is, “Apply scientific ideas and principles to construct an explanation and represent interactions between energy and matter that lead to the condensation and crystallization of water in the atmosphere and the formation of clouds.” The formative assessment is a worksheet that guides students in constructing an explanation of what they observed to gauge their understanding of the objective. In a previous lesson, students investigated how clouds form through the process of condensation. In this lesson, students investigate a related phenomenon, frost formation. The questions guide students to construct an explanation (SEP-CEDS-M4) to explain what happens to the amount of water, what happens to the water molecules at the surface, and to the cold gel pack to create the frost (CCC-EM-M2). Students then use the information from those investigations to explain how ice crystals form in clouds (DCI-ESS2.C-M1). The materials provide the teacher with what to look for in the student explanations and what to do if students struggle with specific portions of the assessment.
In Grade 6, Unit 6.6, Lesson 8: What happened as the skin on top of the foot healed?, the three-dimensional learning objective is, “Develop a model to predict how the interacting systems and subsystems of groups of skin cells work together to form or repair new tissues and organs.” The formative assessment task is a model. Students develop a model to predict what happens with cells at the microscopic scale for skin to heal. Students view a time-lapse video of a skin wound healing and develop a model (SEP-MOD-M5) that represents what they think happened with the cells at the site of injury. Students use what they have figured out about the different parts or structures of the body, what these structures do, and how they interact with other systems in our body (CCC- SYS-M1) (DCI-LS1.A-M3), to show what parts are involved in the process of closing the wound. The materials provide teacher guidance on what to listen to and look for during model development and discussion, as well as additional guidance for what to do if students are struggling to develop the model.
In Grade 7, Unit: 7.2, Lesson 6: How can we redesign our homemade flameless heater?, the three-dimensional learning objective is, “Undertake a design project to construct and test a solution that meets specific design criteria and constraints, including the transfer of energy.” The formative assessment task in this lesson measures student understanding of the objective by having students create a design of their flameless heater using criteria and constraints while showing thermal energy transfer between molecules. Teachers instruct students to construct and label a diagram of their flameless heater design (SEP-CEDS-M7) that considers criteria and constraints and recognizes the thermal energy transfer occurring in their design (DCI-PS3.A-M3, CCC-EM-M4). The materials provide teacher guidance to support and encourage a complete model as well as provide references to past lessons to incorporate prior learning into their assessment.
In Grade 7, Unit 7.4, Lesson 4: Are any parts that make up food molecules coming into the plant from above the surface?, the three-dimensional learning objective is, “Engage in argument from evidence by comparing and critiquing claims that plants take in (input) water through their roots and give off (output) water through their leaves.” The formative assessment is a student explanation through an open ended question. It measures student understanding of the objective by having students support a claim with evidence from data. Students analyze and interpret data (SEP-DATA-M7) in the activity portion of this lesson to determine patterns (CCC-PAT-E1) between a normally functioning digestive system and M’Kenna’s digestive system. Students use this information to update their individual progress trackers and show an understanding of what happens to food molecules as they move through the small intestine and large intestine (DCI-LS1.A-M3). The materials provide teacher guidance in the form of additional prompts and suggestions.
In Grade 7, Unit 7.6, Lesson 11: Why could burning fossil fuels create a problem for CO2 in the atmosphere?, the learning objective is “Apply mathematical concepts to compare the rate of combustion and cellular respiration putting CO2 into the atmosphere to the rate for photosynthesis taking CO2 out of the atmosphere leading to an imbalance in the system.” The formative assessment task is a student explanation through an exit ticket. Students complete an exit ticket to explain what is causing a buildup of CO2 in the atmosphere. Students modify and use a carbon system model to make sense of why burning fossil fuels increases rates of CO2 in the atmosphere (DCI-ESS3.D-M1). Students modify their models during the Carbon Dice Game to show how different inputs and outputs (CCC-SYS-M2) can influence the rate of CO2 in the atmosphere (SEP-MATH-M4). Both of these activities build towards an exit ticket where students use the rates on their carbon system models to explain what is causing a buildup of CO2 in the atmosphere. The materials provide support in the form of guidance for the discussion after the Carbon Dice Game and guidance on what to do based on patterns in responses in the exit ticket.
In Grade 8, Unit 8.1, Lesson 5: How does changing the mass or speed of a moving object before it collides with another object affect the forces on those objects during the collision?, the three-dimensional learning objective is “Plan and carry out an investigation and identify patterns in the data collected from the investigation to provide evidence that when peak contact forces on each object during the collision are equal in strength, the strength of those forces increases when the mass or the speed of the object that was moving before the collision increases.” The formative assessment is a student explanation through an exit ticket. Students plan and carry out an investigation to test changes in the variables for collisions between carts. Students work in groups to plan and design an investigation to test a variable (SEP-INV-M1) during cart collisions. Students identify their independent variable (mass or speed) and seek to measure the dependent variable of force during the collision (DCI-PS2.A-M1). The CCC of patterns is not explicitly assessed but implied in data analysis. Students then develop a model (SEP-MOD-M5) for the cart subsystems and the contact forces during collisions (CCC-SYS-M1). Students respond to an exit ticket using data from their investigation and the subsystem models about contact forces. The materials provide possible ideas to look for in exit ticket responses as well as support for students who may have struggled with the assessment.
In Grade 8, Unit 8.4, Lesson 10: How does light interact with matter in the atmosphere?, the three-dimensional learning objective is, “Carry out an investigation to collect data as evidence of the effect of light interacting with a simulated atmosphere.” The formative assessment is a part of a table students fill out as they record data from an investigation along with questions that help them make sense of the data. Students record what happens (SEP-INV-M4) when light passes through several different simulated atmospheres (DCI-PS4.B-M1) viewed from different perspectives. Students answer questions about how the brightness and color of the light were affected and propose what is causing the changes they observed (CCC-CE-M2). The materials provide the teacher with what to look for as students carry out their investigations and possible results they recorded and answers to the questions. The teacher is also given suggestions of what to do if students need more support during the investigation and synthesizing their results.
In Grade 8, Unit 8.5, Lesson 16: How much of trait variation in a population is controlled by genes or by the environment?, the three-dimensional learning objective is “Develop and use models to show multiple causes of variation within a trait.” The formative assessment is a worksheet. In the formative assessment, students read and highlight evidence of the impact of genes and the environment on variation in the trait of arm span. They create a model (SEP-MOD-M5) that includes the impact of genes and environment that causes (CCC-CE-M3) the trait variation observed (DCI-LS3.A-E2). Students write an explanation detailing why they selected the proportions they did for the environment and genes. The materials provide the teacher with what to look for as students create their models and what to do if students are struggling, such as adjusting the sizes of the arrows used in the model to show differences in contributions.
Indicator 1c
Materials are designed to elicit direct, observable evidence of the three-dimensional learning.
The instructional materials reviewed for Grades 6-8 partially meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.
The instructional materials reviewed for Grades 6-8 partially meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. Across the series, materials consistently provide three-dimensional learning objectives for the units. Each unit has Performance Expectations (PE’s) listed at the beginning of the unit that students are building towards. Since students are building towards the unit level expectations (PEs) within and across units, the materials include Lesson-Level Performance Expectations (LLPEs) that are the focus of learning for each lesson throughout each unit. The LLPEs include three dimensions and collectively build toward the PEs for the unit.
The summative assessments throughout the program include transfer tasks where students are asked to make sense of a new phenomenon and opportunities for students to make final models, arguments, or explanations of the phenomenon explored in the class. The summative assessments target the LLPEs and in many instances the focus of a summative assessment is on a single LLPE, missing the opportunity for the collection of elements of the PEs, as the unit objectives, to be addressed for the entire unit. The summative assessments for each unit regularly incorporate the three dimensions, but in many instances miss the opportunity to address multiple elements from the unit-level objectives (PEs).
Examples where the objectives are three-dimensional and the summative assessment tasks partially address the three-dimensional learning objectives for the unit:
In Grade 6, Unit 6.3: Weather, Climate, and Water Cycling, the performance expectations MS-PS1-4, MS-ESS2-4, MS-ESS2-5, and MS-ESS2-6 are present as objectives for the unit. There are three summative assessments that collectively address three dimensions with the unit, but partially address two PEs (MS-PS1-4 and MS-ESS2-4). The first assessment has students annotate a model (SEP-MOD-M5) of a hurricane to show changes in temperature, density, and the flow of energy (CCC-EM-M2). Students use the model to explain (SEP-CEDS-M4) how hurricanes collect and hold water and how condensation nuclei work (DCI-PS1.A-M6). They use another model to explain how hurricanes produce powerful winds. The CCC of cause and effect is not clearly addressed. The second assessment partially addresses one PE (MS-ESS2-5). Students watch a video about three storms then fill out a notice and wonder chart gathering evidence (SEP-INV-M4) about air mass movement, fronts, and low pressure areas producing clouds and precipitation from the maps shown in the forecasts (DCI-ESS2.C-M2.) The notice and wonder chart that students fill out does not address the CCCs of cause and effect or patterns. In the third assessment, the first question asks students where they expect to find tropical rainforests and to explain their prediction focusing on how the formation of rainfall informed their prediction (DCI-ESS2.C-M1). In the second question, students use three maps (SEP-DATA-M2) and ideas about thermal energy and energy transfer (CCC-EM-M2) to explain (SEP-CEDS-M4) which ocean has the most effect on temperature over tropical and temperate rainforests and whether the prevailing winds are moist or dry (DCI-ESS2.D-M1). In the third assessment, students again look at maps focusing on dry places on the maps (DCI-ESS2.C-M2). They add arrows to indicate prevailing winds and trees to show where rainforests are (DCI-ESS2.D-M1) and then explain why a city near the rainforest would be dry (SEP-CEDS-M4). While the summative assessments for the unit address three dimensions, they miss the opportunity to address multiple elements from two unit objectives (MS-PS1-4 and MS-ESS2-5).
In Grade 7, Unit 7.1: Chemical Reactions & Matter, the performance expectations MS-PS1-1, MS-PS1-2, MS-PS1-5, and MS-LS1-8, are present as objectives for the unit. There are five summative assessments that collectively address three dimensions within the unit, but miss the opportunity to fully address all of the elements of the unit level objectives (PEs). The first assessment task does not address a unit level PE. Students are asked to construct an argument based on evidence (SEP-ARG-M3) from their investigation about what the types of gas released from the bath bomb might be. Students use patterns (CCC-PAT-E3) in physical and chemical properties (DCI-PS1.A-M1, DCI-PS1.B-M2) to make their predictions. The CCC addressed in this assessment is below grade level. The second assessment task partially addresses a unit-level PE (MS-PS1-2) by asking students to watch a video and make observations of different substances before and after they are mixed together. Students use these observations to create an argument supported by evidence (SEP-ARG-M3) for what causes (CCC-CE-E1) the mass of materials to change before and after a reaction occurs. The remaining questions require students to further explain the gas produced during the reaction, missing the opportunity to address multiple elements (SEP-MOD-M6, CCC-EM-M1, SEP-DATA-M7, CCC-PAT-M1). The third assessment task, partially addresses a unit-level PE. Students are asked to write an explanation (SEP-CEDS-M4) using data from the lesson’s investigations (SEP-DATA-M7). Explanations should explain whether new substances were formed during the investigation and how students know, which addresses a PE that is below grade-level (5-PS1-4) and misses the opportunity to address one element (CCC-PAT-M1). The fourth assessment task partially addresses one PE (MS-PS1-5). It asks students to use atomic structure models (SEP-MOD-M6) to explain which substance can be produced using a specific set of reactants. The fifth assessment task fully addresses two PEs (MS-PS1-1, MS-PS1-2). In the first part of the assessment, students plan and conduct an investigation to determine what substances calcium carbonate reacts with. Students use the data collected (SEP-DATA-M7, CCC-PAT-M1) to determine which substance is creating a chemical reaction at the Taj Mahal. Students then use this information to construct an explanation (SEP-CEDS-M3) to advise the Indian government about the chemical changes occurring at the Taj Mahal. Students are also asked to draw a model (SEP-MOD-M5) of various molecules to determine which combination of substances could form a different combination of substances (CCC-SPQ-M1). While the summative assessments for the unit address three dimensions, they miss the opportunity to address multiple elements from two unit objectives (MS-PS1-8, MS-PS1-5).
In Grade 8, Unit 8.1: Contact Forces, the performance expectations MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-ETS1-2, MS-ETS1-3, and MS-LS1-8 are present as objectives for the unit. There are two summative assessments that collectively address three dimensions within the unit. In the first assessment task, students engage with various baseball scenarios and provide explanations (SEP-CEDS-M5) of how force impacts the bat and ball under different circumstances (DCI-PS2.A-M1, CCC-SC-M2). Students use charts and graphs to determine the relationship between mass and speed which addresses one unit objective (MS-PS3-1). In the second assessment task, students redesign (SEP-CEDS-M6) their protective device using learning from throughout the unit which addresses one unit objective (MS-ETS1-4). Additionally, student redesigns must explain the structure and function (CCC-SF-M2) of the elements they have chosen. Students also consider stakeholder trade-offs. While the summative assessments for the unit address three dimensions, they miss the opportunity to address multiple elements from three unit objectives (MS-ETS1-2, MS-ETS1-3, MS-LS1-8).
In Grade 8, Unit 8.5: Genetics, the performance expectations MS-LS1-5, MS-LS3-1, MS-LS3-2, MS-LS4-5, MS-LS1-2, and MS-LS1-4 are present as objectives for the unit. There are two summative assessments. In the first assessment, students read information about a geneticist and different goldfish he bred using a checklist to gather information (SEP-INFO-M1). Students then create pedigrees for each mating pair (DCI-LS1.B-M1) in the paper including the genotype and phenotypes. They write or draw a model that explains (SEP-MOD-M5) how some of the goldfish phenotypes are influenced by their genotypes including cause and effect relationships (CCC-CE-M2). Students answer another set of questions about breeding speckled goldfish. They explain which goldfish they would breed, supporting their answer with probability calculations or Punnett squares (SEP-MATH-M4). Students also use words/drawing to show how an offspring's genotype results from parents’ chromosomes (DCI-LS3.B-M1). In the second summative assessment, students take part in a class discussion about information they are provided about coastal redwoods (SEP-INFO-M1). They use the information to explain (SEP-CEDS-M3) how environmental factors and genetic factors could affect (CCC-CE-M3) the height of redwoods and then why they think they actually do or do not influence height (DCI-LS1.B-M4). They then develop a model (SEP-MOD-M5) to explain how genetic and environmental factors could affect the height variation seen in the data. Additionally, students explain (SEP-CEDS-M3) how redwoods reproduce (DCI-LS1.B-M1) that could cause the patterns seen in the data. While the summative assessments for the unit address three dimensions, they miss the opportunity to address multiple elements from the four unit objectives (MS-LS3-1, MS-LS4-1, MS-LS1-2, MS-LS1-4).
Example where the objectives are three-dimensional and the summative assessment task addresses the three-dimensional learning objectives for the unit:
In Grade 7, Unit 7.2: Chemical Reactions & Energy, the performance expectations MS-PS1-6, MS-ETS1-1, MS-ETS1-3, and MS-ETS1-4 are present as objectives for the unit. There are two summative assessments that collectively assess three dimensions within the unit. The first assessment task fully addresses multiple performance expectations (MS-PS1-6, MS-ETS1-1, MS-ETS1-3, MS-ETS1-4). In this assessment task, students first submit revised design solutions (SEP-CEDS-M7) that must show understanding of the flow of energy (CCC-EM-M4) through their device as thermal energy is released as a result of a chemical reaction. Plans must also address how criteria and constraints were addressed (MS-ETS1-1) and the ideas of others were combined (MS-ETS1-3) into student designs to enhance design performance (MS-ETS1-4). The second assessment task partially addresses the unit objectives for this lesson. Students are asked to apply understanding of the design process, chemical reactions and energy transfer to a new scenario about incubating sea turtle eggs. Students are given a scenario for safely transporting incubating sea turtle eggs. They must develop an argument based on evidence for which solution best meets the criteria and constraints (SEP-ARG-M4) of the scenario. Students are then asked to create a model showing the energy transfer (CCC-EM-M4) that will take place in their chosen solution. Students identify elements of a chemical reaction and whether it releases or absorbs heat, which addresses parts of PE-MS-PS1-6. Additionally, a provided rubric breaks down criteria that includes MS-ETS1-1, MS-ETS1-3, and MS-ETS1-4. The summative assessments for this unit collectively address three dimensions and all elements of the unit objectives (MS-PS1-6, MS-ETS1-1, MS-ETS1-3, MS-ETS1-4).
Criterion 1.2: Phenomena and Problems Drive Learning
Materials leverage science phenomena and engineering problems in the context of driving learning and student performance.
The instructional materials reviewed for Grades 6-8 meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. Phenomena are most commonly present at the unit level and leverage student sensemaking throughout the lessons. When present, phenomena and problems are presented as directly as possible and are connected to DCIs. The materials elicit student prior knowledge and experience related to the phenomena or problems but miss the opportunity to leverage it in subsequent instruction.
Indicator 1d
Phenomena and/or problems are connected to grade-band Disciplinary Core Ideas.
The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and/or problems are connected to grade-band Disciplinary Core Ideas (DCIs). The phenomena throughout the instructional materials are consistently aligned with the DCIs. Phenomena are presented at the beginning of the unit alongside the lesson objectives, with instructional guidance for assessment throughout. Across the series, students engage in making sense of phenomena and solving problems building and using their understanding of the associated DCIs.
Examples of problems and phenomena that connect to elements of grade-band appropriate DCIs in life, physical, or earth and space science:
In Grade 6, Unit 6.1: Light & Matter, the phenomenon is that a piece of material looks like a mirror from one side and a window from the other side. Throughout the unit, students investigate using box models, readings, videos, and data collected with light sensors to develop a model and explanation for how light interacts with an object's materials (DCI-PS4.B-M1). Students use the idea that light travels in straight lines to model the one-way mirror (DCI-PS4.B-M2).
In Grade 6, Unit 6.2, Lesson 8: How does a cup’s surface affect how light warms up a liquid inside the cup?, the phenomenon is that water warms up differently in cups with various surfaces when light shines on the cups, and it warms up in a completely dark condition too. Students investigate and collect evidence that light can be absorbed by, and transfer energy to, an object (DCI-PS4.B-M1). Students shine light on cups with walls made of different materials and colors and measure the amount of incoming, reflected, and transmitted light. Students place some cups in a completely dark condition. Students determine that the water in all the cups warms up, but it warms up more in the cups where light is present.
In Grade 6, Unit 6.3: Weather & Climate, the phenomenon is that hailstorms from different locations across the country occur at different times of the year. Students develop models to explain what causes this kind of precipitation event to occur (DCI-PS1.A-M4, DCI-ESS2.C-M1). Students consider the changes that happen over time where the hail falls (DCI-ESS2.C-M1), changes that occur to matter in the air at the particle level (DCI-PS1.A-M4), and how energy transfers into and out of the system (DCI-PS4.B-M1). Students use their models to explain vertical growth of clouds and why some storms produce large hail and others do not (DCI-PS1.A-M6, DCI-ESS2.C-M2).
In Grade 6, Unit 6.3: Weather & Climate, Lessons 14-17, the phenomenon is that large scale precipitation events occurred on January 19, 2019. Students investigate how what happens in the air in one part of the country can be used to make predictions about what is going to happen in another part of the country at another point in time (DCI-ESS2.D-M2). Students analyze weather patterns and factors causing weather. Students note that water is continuously moving across earth as precipitation and condensation (DCI-ESS2.C-M1) and that the movement of water affects weather patterns (DCI-ESS2.C-M2).
In Grade 6, Unit 6.5: Natural Hazards, Lessons 5-10, the problem is how to reduce damage caused by a tsunami by mitigating the effects of the wave. Throughout these lessons, students design a method to reduce tsunami damage by creating precise criteria and constraints (DCI-ETS1.A-M1) and making sure their solutions meet the criteria and constraints (DCI-ETS1.B-M2). Students use and apply information from the beginning of the unit regarding sending signals (DCI-PS4.C-M1) and mapping to understand the probability of hazards to safeguard for future events (DCI-ESS3.B-M1).
In Grade 6, Unit 6.6: Cells & Systems, the phenomenon is that a middle school student injured his foot and could not walk, however over the next four months his foot healed. Throughout this unit, students investigate and develop models of an injury and how the body heals. Students consult investigations and articles to discover that the body is made of cells (DCI-LS1.A-M1) and that the cells contain organelles which perform certain functions (DCI-LS1.A-M2). Students examine various parts related to the injury and discover that multiple body systems with multiple cell types work together to heal an injury (DCI-LS1.A-M3).
In Grade 7, Unit 7.1: Chemical Reactions, the phenomenon is that gas is released when a bath bomb is dropped into water. Students observe the gas that is formed when a bath bomb reacts with water and conduct various investigations to determine how the gas is formed (DCI-PS1.B-M1). Students investigate closed systems and the conservation of mass when they work to determine if the gas is a new substance or made from materials that were already in the system (DCI-PS1.B-M2).
In Grade 7, Unit 7.1, Lesson 13: Why do different substances have different odors and how do we detect them?, the phenomenon is that different substances smell differently and can be identified by their unique odor. Students smell different bath bombs and find they have different odors. Using what the odors remind them of, students analyze different molecular structures and mixtures (DCI-PS1.A-M1) and read information to add to their knowledge that different odors have different structures and atoms.
In Grade 7, Unit 7.3: Metabolic Reactions, the phenomenon is that a student is exhibiting symptoms that show her body is not functioning properly. Students investigate different parts of the digestive system and compare a healthy one versus a digestive system not functioning properly (DCI-LS1.A-M3). Students collect information about the chemical reactions (DCI-PS1.B-M1) occurring within the digestive system to assess where the issues are arising.
In Grade 7, Unit 7.5: Ecosystem Dynamics, the phenomenon is that data shows an increase in palm trees while orangutan populations have decreased. Students make observations about changes in orangutan populations and the amount of land used to grow palm trees. Students investigate the ingredients in many different products with a focus on candy and the impact palm oil use has on the increase in palm farms (DCI-LS2.A-M1). Students run simulations and analyze graphs to find what impact changes to the environment have on orangutan populations (DCI-LS2.A-M3, DCI-LS2.C-M1). Using the information they gather throughout the lessons, students build and refine a model that explains the relationship between palm oil use and changes in orangutan populations.
In Grade 7, Unit 7.6: Earth’s Resources & Human Impact, Lessons 13-18, the design challenge is for students to develop a plan to lower their carbon footprint within the community. Students use what they have learned about the amount of carbon dioxide emissions caused by the burning of fossil fuels, imbalances in the carbon cycle, and the amount of reduction in carbon dioxide emissions needed to determine how best to reduce their carbon footprint (DCI-ESS3.C-M2).
In Grade 8, Unit 8.1: Contact Forces, Lessons 11-14, the design challenge is to create a case that will protect a valuable object when dropped. Students investigate the energy transfer that takes place when two objects collide with each other (DCI-PS3.C-M1) and conduct a series of investigations to better understand the relationship between the mass of an object and the speed during a collision (DCI-PS2.A-M1, DCI-PS2.A-M2, DCI-PS2.A-M3, and DCI-PS3.A-M1). Students use information gained in these investigations as they create and revise the protective device. Students determine criteria and constraints for designing a device that protects something (DCI-ETS1.A-M1), create initial design ideas and then review these ideas based on new ideas discovered through further investigation. Students discuss various design ideas and materials to determine the best way to meet the criteria, constraints, and needs of stakeholders (DCI-ETS1.B-M2).
In Grade 8, Unit 8.2: Sound Waves, Lessons 2-6, the phenomenon is that striking or hitting a musical instrument will produce vibrations (sound). Students investigate what causes vibration when an object makes sounds and learn about wave amplitude, frequency and length (DCI-PS4.A-M1).
In Grade 8, Unit 8.3, Lesson 4: How can a magnet move another object without touching it?, the phenomenon is that as a bar and disc magnet are brought together a force is felt. Students observe iron filings and a bar magnet to develop an understanding of a magnetic field. Students investigate a compass and make a comparison to iron filings and magnets to test if magnetic fields have a direction (DCI-PS2.B-M3).
In Grade 8, Unit 8.5, Lesson 8: Why are living things different from one another?, the phenomenon is that offspring of cattle don’t always look like their parents. Students investigate several family trees that trace the inheritance of the myostatin gene and notice patterns in the proportion of offspring with different genotypes and patterns that are dependent on the genotypes of the parents. Students connect these ideas to what they learned previously about how alleles recombine in different ways and then are passed to offspring via sex cells (DCI-LS3.B-M1). Students consider the original source of the myostatin allele as a mutation (DCI-LS3.A-M1).
In Grade 8, Unit 8.6: Natural Selection & Common Ancestry, the phenomenon is that a penguin fossil has similarities to and differences from penguins that are alive today. Students investigate the connections between ancient and modern organisms. Students hear about a fossil of an ancient penguin in a podcast from the researchers who found and identified the fossil. Students question and develop initial explanations for how penguins living today could be connected to this fossil of a much larger penguin from long ago (DCI-LS4.A-M2). Students explain what happened to all of the ancient penguins and determine the origin of different types of modern penguins (DCI-LS4.B-M1, DCI-LS4.C-M1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and/or problems are presented to students as directly as possible. Across the series, the majority of phenomena and problems are presented as directly as possible. Students experience the phenomena through teacher demonstrations, hands-on experiences, videos, and images. Generally, when it is not possible for students to have first-hand experiences, videos and images are used.
Examples of phenomena and/or problems being presented to students as directly as possible:
In Grade 6, Unit 6.2: Thermal Energy, the phenomenon is that a double-walled plastic cup looks similar to a regular plastic cup but can keep a drink warmer than a regular cup. The phenomenon is presented to students through a first-hand experience in the classroom with two different cups. One is a regular cup, and one is designed to maintain the temperature of the drink longer. Students are able to make observations and discuss what they are observing about the phenomenon. The materials allow students to engage with the phenomenon through first-hand experience.
In Grade 6, Unit 6.2, Lesson 4: How does a lid affect what happens to the liquid in the cup?, the phenomenon is that two cups with liquid, one with a lid and the other without a lid, change in total mass by different amounts over time. The phenomenon is presented to students in the classroom as they design and conduct an investigation that measures the change in mass in cups with a lid and without. Students view this phenomenon by participating in an investigation, taking measurements, and recording results. The materials allow students to engage with the phenomenon through first-hand experience.
In Grade 6, Unit 6.2, Lesson 5: Where does the water on the outside of the cold cup system come from?, the phenomenon is that water droplets form on the outside of a closed cup system that contains cold water. The phenomenon is presented to students in the classroom as they design and conduct an investigation to support or refute the claim that water on the outside of the cup is coming from inside the cup. The materials allow students to engage with the phenomenon through first-hand experience.
In Grade 6, Unit 6.3: Weather, Climate & Water Cycling, Lessons 4 and 5, the phenomenon is that on a school campus, there is a difference in air temperatures near the surface of the Earth versus higher in the air. Students analyze data from previous lessons showing changes in temperature. Students see images of an outside environment as they consider how to collect data from their school campus. The materials allow students to reveal this phenomenon as an outcome of an investigation and data analysis at their school campus.
In Grade 6, Unit 6.6: Cells & Systems, Lessons 8 and 9, the phenomenon is that a skin wound caused by an accident heals. The phenomenon is presented to students as a time-lapse video of a skin wound healing, as students cannot observe a skin wound healing in real-time.
In Grade 6, Unit 6.6, Lesson 14: How can shifting our perceptions of ability and disability allow us to be more thoughtful about how we make our environments more accessible?, the problem is to determine ways to make students’ school or classroom more accessible for people with visible and/or invisible disabilities. The problem is presented to students as they read, hear, and watch videos about five people with disabilities.
In Grade 7, Unit 7.1, Lesson 13: Why do different substances have different odors and how do we detect them?, the phenomenon is that different substances smell differently and can be identified by their unique odor. The phenomenon is presented to students through a first-hand experience as they smell different substances to determine what substance emits the odor.
In Grade 7, Unit 7.3: Metabolic Reactions, the phenomenon is that a student is exhibiting symptoms that show her body is not functioning properly. The phenomenon is presented to students as a story about a sick girl complaining of stomach pains. Students read a doctor’s transcript of a patient interview describing the symptoms of her illness, as it is not practical to interview a patient themselves.
In Grade 7, Unit 7.3, Lesson 5: Why do large food molecules, like some complex carbohydrates, seem to disappear in the digestive system?, the phenomenon is that as a cracker is chewed, the flavor changes from bland to sweet. Students chew a cracker and note the changes in taste. The materials allow students to engage with the phenomenon through first-hand experience.
In Grade 7, Unit 7.6: Earth’s Resources and Human Impact: Droughts and Floods, the phenomenon is that floods and droughts are increasing alongside a pattern of rising temperatures. Students watch two videos, one is in an area experiencing drought and the other in an area experiencing flooding, as they cannot experience both flood and drought first-hand.
In Grade 8, Unit 8.2, Lesson 11: How does sound make matter around us move?, the phenomenon is that salt on plastic wrap stretched across a bowl moves when a drum is hit. Students view a classroom demonstration of salt moving along plastic wrap when a drum is struck. The materials allow students to engage with the phenomenon through first-hand experience.
In Grade 8, Unit 8.4: Earth in Space, Lessons 1-5, the phenomenon is that twice a year, the city grid of Manhattan aligns with the setting of the sun. The phenomenon is presented to students in a video that shows Mahattanhenge taking place in New York City, as many students cannot experience it in person.
In Grade 8, Unit 8.4, Lesson 6: Why do we see the shape of the moon change?, the phenomenon is that the appearance of the moon changes over time. The phenomenon is presented to students in a homework assignment that asks them to make direct observations of the moon in the sky, as well as through a series of pictures showing the various appearances of the moon. Students are able to observe the moon in their own sky and view additional images that show the shapes of the moon throughout the lunar cycle. The materials allow students to engage with the phenomenon through first-hand experience
In Grade 8, Unit 8.4: Earth in Space, Lessons 7 and 8, the phenomenon is that sometimes the moon's position can block the view of the sun. The phenomenon is presented to students using a video of a solar eclipse since a solar eclipse is a rare event that cannot be readily observed.
In Grade 8, Unit 8.5: Genetics, Lessons 14 and 15, the phenomenon is that after being cut into pieces, each piece of a planaria can survive.The phenomenon is presented to students in a series of images that show the variation between living things (size of strawberries, color of flamingo feathers, arm span in humans, color of wheat kernels, color of apples, color of planaria) and a video that shows how one planaria can be cut into several pieces and regenerate into multiple fully-functioning new planaria.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Students work toward figuring out phenomena or solving problems in the majority of lessons in Grade 6, and approximately half of the lessons in Grades 7 and 8. Across Grades 6-8, the lessons contribute deeply in sensemaking of the larger unit level phenomena, when present.
Examples of lessons that are driven by phenomena or problems using elements of all three dimensions:
In Grade 6, Unit 6.1: Light & Matter, the phenomenon is that a piece of material looks like a mirror from one side and a window from the other side. In Lesson 2, students make observations of a box model and develop questions that can be investigated to determine what they can see from both sides of the model (DCI-PS4.B-M1) when the amount of light on either side of the box is changed (CCC-SC-M2). Students modify their models (SEP-MOD-M5) to show what happens when the light switches rooms. Throughout the lesson, students investigate how changing the amount of light in the rooms impacts whether the material acts like a mirror or a window.
In Grade 6, Unit 6.2: Thermal Energy, Lessons 15-18, the design challenge is to create an inexpensive cup that prevents liquids from warming or cooling too quickly. In Lesson 16, students apply the models they created in the previous lesson to design a solution to keep a drink cold for as long as possible. Students share their initial designs explaining the design features and how they work to slow energy transfer (DCI-PS3.A-M3). Students review the criteria and constraints (DCI-ETS1.A-M1, SEP-CEDS-M7) and then work to design, build, and test a cup system selecting features they want to incorporate to slow energy transfer (CCC-SF-M2). They evaluate their design for how it worked, whether it met the criteria and constraints, and what did not work (SEP-INV-M2). Students use peer feedback to improve their designs (SEP-CEDS-M8).
In Grade 7, Unit 7.2: Chemical Reactions & Energy, the design challenge is to design a homemade flameless heater. In Lesson 3, students conduct a chemical reaction investigation (SEP-INV-M2) to collect temperature change data that can be applied to their own flameless heating systems. Students use this data to create a model (SEP-MOD-M4) to show what happens to specific particles before and after the chemical reaction occurs (DCI-PS1.B-M1). Students create diagrams that focus on the energy transfers that take place during the chemical reactions (CCC-EM-M4).
In Grade 7, Unit 7.6: Earth’s Systems & Human Impacts, the phenomenon is that floods and droughts are increasing alongside a pattern of rising temperatures. In Lesson 2, students create an earth’s water system model (SEP-MOD-M5) including where water can be located and processes that move water from one area to another. Students analyze data over many years from several different cities (CCC-PAT-M4, SEP-DATA-M2) looking for long-term and short-term changes. Students add information about trends of precipitation and temperature to their water system model and look for similarities and differences between cities (DCI-ESS3.A-M1).
In Grade 8, Unit 8.1, Lesson 11: What Can We Design to Better Protect Objects in a Collision?, the design challenge is to design a case that will protect a valuable object when dropped. Students review data about how well cell phone cases protect cell phones and create a list of criteria and constraints. Students name other objects that need protection during a collision and some initial ideas to protect them from damage (DCI-PS2.A-M1). Students choose an item to protect, develop criteria and constraints (DCI-ETS1.A-M1, SEP-AQDP-M8), and draft initial designs (SEP-CEDS-M6). Students receive feedback on their designs and make improvements. Students develop questions they have about the materials, design, structure, and function of protection devices (CCC-SF-M2), which they discuss to help focus the investigation (SEP-AQDP-M4).
In Grade 8, Unit 8.4: Earth in Space, Lessons 7 and 8, the phenomenon is that sometimes the moon's position can block a student's view of the sun. Students create an initial model to explain why solar eclipses (DCI-ESS1.A-M1) occur (SEP-MOD-M5).Then, students create a physical model (SEP-MOD-M7) of the Earth-Sun-Moon system (CCC-SYS-M2) to determine the circumstances under which a solar eclipse occurs.
Indicator 1g
Materials are designed to include appropriate proportions of phenomena vs. problems based on the grade-band performance expectations.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grades 6-8 partially meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
Students are often asked to make connections to the phenomena from their previous experiences both outside and inside the classroom. These connections are often made via large or small group conversations where a teacher may or may not be able to specifically learn about each individual’s knowledge and/or experiences. Students are provided time to ask questions about the phenomena in all of the units using their Driving Questions Board as well as regularly elicit their experiences and prior knowledge with Related Phenomena, through the Anchoring Phenomena Routine in many instances. Throughout each unit, students consistently return to the Driving Question board to determine if their questions are being answered and what they still need to know. Additionally, there are multiple instances when students return to the Related Phenomena list to add to it or refine it. While the materials provide opportunities to elicit prior knowledge and experience, the materials miss the opportunity for consistently leveraging knowledge and experiences of students as they move to subsequent lessons or activities to figure out the phenomena or solve problems.
However, there are some instances where leveraging does occur and in the majority of these instances it is through an optional alternate/extension activity, if time permits, with guidance for the teacher. There are also a few instances where time and support for the teacher are available, as the activities are embedded in the required portions of the program that all students will experience. Many of these instances involve the use of the Related Phenomena list, but it is inconsistent in how that list comes back into play after its creation, often as an optional alternate/extension activity.
There are also opportunities for students to engage in home learning and community projects, where students can take their learning and extend or apply it outside of the classroom. The home learning more often has direct reference to the use of the Related Phenomena list that is elicited towards the beginning of the units; the community projects often suggest that the teacher use the related phenomena list however provide limited guidance to leverage it in the project.
Examples where materials elicit students’ prior knowledge and experience related to phenomena or problems, but miss opportunities to leverage that knowledge and experience:
In Grade 6, Unit 6.1: Light & Matter, the phenomenon is that a piece of material looks like a mirror from one side and a window from the other side. Students’ prior knowledge and experience is elicited when they brainstorm phenomena related to the one-way mirror after viewing the two-way mirror and a box model. The materials miss the opportunity to support the teacher in leveraging students' prior knowledge and experiences throughout subsequent instruction and/or student activities.
In Grade 7, Unit 7.5: Ecosystem Dynamics & Biodiversity, the phenomenon is that data show an increase in palm trees while orangutan populations have decreased. Students’ prior knowledge and experience is elicited when students are asked to think of additional examples of the effect that changing one living thing has on other living organisms in an ecosystem.The materials miss the opportunity to support the teacher in leveraging students' prior knowledge and experiences throughout subsequent instruction and/or student activities.
In Grade 8, Unit 8.2, Lesson 2: How can a sound make something move?, the phenomenon is that striking or hitting a musical instrument will produce vibrations (sound). Students’ prior knowledge and experience is elicited when students are asked if all objects, even those that aren’t musical instruments, vibrate when they make sounds. The materials miss the opportunity to support the teacher in leveraging students' prior knowledge and experiences throughout subsequent instruction and/or student activities.
In Grade 8, Unit 8.4: Earth in Space, Lessons 8-12, the phenomenon is that the moon changes from white to red during a lunar eclipse. Students’ prior knowledge and experience is elicited when students are asked to share other times they have seen the sun or moon change color. Students are then directed on discovering how these color changes take place. The materials miss the opportunity to support the teacher in leveraging students' prior knowledge and experiences throughout subsequent instruction and/or student activities.
Example where materials elicit and leverage students’ prior knowledge and experience related to phenomena or problems and time and support are provided for the teacher:
In Grade 6, Unit 6.2: Thermal Energy, the design challenge is for students to create an inexpensive cup that prevents liquids from warming or cooling too quickly. Students ask and answer questions about design features that influence the ability to keep something hot or cold. They also create a list of related phenomena. In Lesson 14, after practicing explanations, students individually reflect on the related phenomena and prior learning, choose one related phenomenon to explain, provide feedback to each other as they build their explanations, and add the explanation to their notebook as they revise their cup system models that will support their final product.
In Grade 6, Unit 6.4: Plate Tectonics & Rock Cycling, the phenomenon is that Mt. Everest is getting taller and moving yearly to the northeast. After being introduced to the phenomenon and looking at various other mountains, students answer questions about when they have seen changes to the surface of the land or landforms. Students create a list of related phenomena and possible causes and relate the list back to how mountains change. After creating their list, students brainstorm investigation ideas. Students use their prior knowledge and experience to connect related phenomena, determine causes, and consider ways to investigate as they make sense of the phenomenon.
Indicator 1i
Materials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
The instructional materials reviewed for Grades 6-8 meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. Unit-level phenomena create storylines that drive student sensemaking across the majority of units. A Driving Question Board based on the unit-level phenomenon is built by students in Lesson 1. This board is revisited and updated throughout a unit as students discover answers to their initial questions and develop new questions based on current observations and new learning. Students discover the answer to these questions as they explore lessons built around the storyline the phenomenon creates. The units consistently have unit-level phenomena and/or problems that drive across multiple lessons where students use and build all three dimensions throughout. Throughout the lessons, students consistently revise models and explore systems within those models, in order to make sense of the phenomena. At the end of each unit, a more focused reflection of the Driving Question Board takes place as students identify the questions they were able to answer throughout the unit.
Examples where phenomena drive student learning across multiple lessons and engage students with all three dimensions:
In Grade 6, Unit 6.2: Thermal Energy, the phenomenon is that a double-walled plastic cup looks similar to a regular plastic cup but can keep a drink warmer than a regular cup. Throughout the unit, students investigate and describe thermal energy transfer as the reasoning behind drinks cooling down (DCI-PS3.A-M3) and that material can affect thermal energy transfer (DCI-PS3.A-M4, CCC-EM-M4). Students discuss the independent, dependent, and controls necessary (SEP-INV-M2), model the cup system, and share evidence gathered regarding temperature change in the system (SEP-MOD-M4, CCC-SYS-M2, DCI-PS3.B-M3, DCI-PS3.A-M3). Students investigate how energy transfers into a cup, how particles move in a hot and cold liquid and in a gas (DCI-PS3.A-M1, DCI-PS3.A-M3), and the impact collisions have on the motion of particles (DCI-PS3.A-M1, DCI-PS3.A-M3) in order to understand particle movement and create models of the movement (SEP-INV-M2, SEP-MOD-M6). Students revise their model of the cup system showing the energy flow (CCC-EM-M4) from the outside air through the cup wall and into the liquid on the inside (CCC-SYS-M2, SEP-CEDS-M2).
In Grade 6, Unit 6.3 Weather, Climate & Water Cycling, the phenomenon is that hailstorms from different locations across the country occur at different times of the year. Students plan and carry out multiple investigations to figure out what causes the air above different ground surfaces to be warmer than the air higher in the atmosphere (SEP-INV-M1). Students measure the temperature of the air at different ground surfaces, the air temperature above those surfaces (SEP-DATA-M4), and the amount of sunlight reaching and reflecting off those surfaces (DCI-PS4.B-M1, CCC-EM-M4).
In Grade 6, Unit 6.6: Cells & Systems, the phenomenon is that a middle school student injured his foot and could not walk, however over the next four months, his foot healed. Throughout this unit, students investigate (SEP-INV-M2) and develop models (SEP-MOD-M2) of an injury and how the body heals. Students review recovery reports and collect evidence related to the initial injury and recovery over time (SEP-DATA-M4). Students consult investigations and articles to discover that the body is made of cells (DCI-LS1.A-M1) and that the cells contain organelles that perform certain functions (DCI-LS1.A-M2). Students examine various parts related to the injury and discover that multiple body systems with multiple cell types, structures, and functions work together to heal an injury (DCI-LS1.A-M3, CCC-SF-M1).
In Grade 7, Unit 7.2: Chemical Reactions & Energy, the design challenge is to design a homemade flameless heater. Students design a flameless heater that people could use to heat up foods in the event regular methods aren’t available. Students develop their criteria and constraints (SEP-CEDS-M7, DCI-ETS1.A-M1). Students investigate chemicals needed for their flameless heater along with the amount of each reactant they will need to raise the food to the proper temperature (DCI-PS1.B-M3). Students design, build, and test their prototypes (CCC-SF-M2). Students evaluate their prototype by sharing it with the class (DCI-ETS1.B-M3), assess new design choices, and build and test their optimal design (DCI-ETS1.B-M1, DCI-ETS1.B-M2).
In Grade 7, Unit 7.3: Metabolic Reactions, the phenomenon is that a student is exhibiting symptoms that show her body is not functioning properly. Students investigate and analyze the girl’s symptoms provided in a doctor's note and an interview of the patient. Focusing on how food molecules interact with different parts of the digestive system, students analyze similarities and differences between the patient's digestive system and a normal digestive system (CCC-SYS-M1, DCI-LS1.A-M2) in order to determine the nutrients the body needs to function (DCI-LS1.C-M2, CCC-SF-M2). Students develop a model of a healthy digestive system (CCC-SYS-M2), obtain peer feedback, and build a classroom consensus model (DCI-LS1.A-M3). Students develop explanations to explain why the patient's symptoms are based on the dysfunction of the patient's digestive system (SEP-CEDS-M4, SEP-DATA-M4).
In Grade 7, Unit 7.6: Earth’s Resources & Human Impact, Lessons 13-18: the problem is for students to develop a plan to lower their carbon footprint within the community. To complete the challenge, students review their previous work in earlier lessons to devise solutions to impact the carbon system. Students use a simulation to test ideas about carbon emissions and the impact on temperature. Students use a digital tool to calculate their individual carbon footprint and compare the class average to the American average (SEP-MATH-M5). Students choose several activities they could do to reduce their carbon footprint and evaluate design solutions that could be implemented in their community based on criteria and constraints (DCI-ETS1-M1). Students read about different communities, what the communities do to reduce their carbon footprint (DCI-ESS3.D-M1), and add information to their carbon system model (CCC-SYS-M2). Students look at their own community to develop long- and short-term solutions that will help lower their carbon footprint (DCI-ESS3.D-M1, DCI-ETS1.B-M2, SEP-CEDS-M6).
In Grade 8, Unit 8.1: Contact Forces, the design challenge is to design a case that will more effectively protect a valuable object when dropped. Considering the criteria and constraints, students draft initial design ideas for objects that need protection from collisions (DCI-ETS1.B-M2). Students explain how their design reduces the peak forces on the object during the collision and consider how specific materials function (CCC-SF-M2). Students investigate how different materials perform if peak forces are increased, decreased, or stay the same. Students analyze their results and share data with the class (SEP-DATA-M4). Students explain what happens to the protective material as a contact force is applied and explore how changes in the smaller-scale structures could affect forces in a collision (DCI-PS2.A-M2, CCC-SF-M2). Students discuss various design ideas and materials (DCI-ETS1.C-M1) in an attempt to determine the best way to meet the criteria, constraints, and needs of stakeholders (DCI-ETS1.B-M2).
In Grade 8, Unit 8.4: Earth in Space, Lessons 1-5, the phenomenon is that twice a year, the city grid of Manhattan aligns with the setting of the sun. Students develop and use a model (SEP-MOD-M5) to explain how Manhattanhenge happens. Students watch a video to look for patterns (CCC-PAT-P1) related to the Sun over one day (24 hours) and then over the course of a year. Students collect data on the length of the day, sunrise, sunset, and solar elevation to compare with the class (CCC-PAT-M2). Students work with their models, and based on the data (SEP-MOD-E4) make revisions to their model (DCI-ESS1.A-M1). Students investigate patterns of the Sun (CCC-PAT-M2) that could cause Manhattanhenge and create a class consensus model to explain why Manhattanhenge occurs during certain times of the year.
In Grade 8, Unit 8:5: Genetics, Lessons 1-7, the phenomenon is that there are species that have “extra-big” muscles compared to the same species with typical muscles. Students develop models to explain what could be causing some cattle to have such big muscles and then explain what is causing other variations (SEP-MOD-M5). Students obtain and evaluate information from farmers, breeders, and research scientists (SEP-INFO-M1), and observe the role that humans have in selecting for certain trait variations (DCI-LS4.B-M2). Students explain how environmental and genetic factors affect organisms’ growth depending on the trait. Students figure out how muscles typically develop as a result of environmental factors such as exercise and diet (DCI-LS1.B-M4, CCC-CE-M2).
In Grade 8, Unit 8.6: Natural Selection & Common Ancestry, the phenomenon is that a penguin fossil has similarities to and differences from penguins that are alive today. Students explore inheritable traits in modern penguins as well as ancient penguins and then analyze data from ancient and modern organisms that have similar patterns (DCI-LS4.A-M2, DCI-LS1.B-M2, CCC-PAT-M3, SEP-DATA-M7). Students create a consensus model that shows traits in some modern populations have changed over millions of years compared to the ancient organisms from which they are descended, and the changes may be related to changes in the environment from long ago to the present. Students explain these patterns using a model of adaptation by natural selection (DCI-LS4.B-M1, DCI-LS4.C-M1). Students use the model to explain (SEP-CEDS-M2) where all the modern penguins came from and where all the ancient penguins went.