5th Grade - Gateway 1
Back to 5th Grade Overview
Note on review tool versions
See the series overview page to confirm the review tool version used to create this report.
- Our current review tool version is 2.0. Learn more
- Reports conducted using earlier review tools (v1.0 and v1.5) contain valuable insights but may not fully align with our current instructional priorities. Read our guide to using earlier reports and review tools
Loading navigation...
Designed for NGSS
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Three-Dimensional Learning | 16 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 10 / 12 |
The instructional materials reviewed for Grade 5 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 Grade 5 meet expectations for Criterion 1a-1c: Three-Dimensional Learning. The materials consistently include integration of the three dimensions in at least one learning opportunity per learning sequence and nearly all learning sequences are meaningfully designed for student opportunity to engage in sensemaking with the three dimensions. The materials consistently provide three-dimensional learning objectives at the chapter level that build towards the performance expectations for the larger unit, and consistently assess to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives. The units also include three-dimensional objectives and include corresponding assessments that consistently address the three dimensions of the 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 Grade 5 meet expectations that they are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities. The instructional materials reviewed for Grade 5 consistently integrate the three dimensions in student learning opportunities. Throughout the grade level, all learning sequences (chapters) include three dimensions and consistently integrate SEPs, CCCs, and DCIs in student learning opportunities (lessons). The materials are designed for students to actively engage in the SEPs and CCCs to deepen understanding of DCIs. Three-dimensional connections are outlined for teachers at the unit, chapter, and lesson level.
Examples of where materials are designed to integrate the three dimensions into student learning opportunities:
In Grade 5, Unit: The Earth System, Chapter 2, Lesson 2.6: Explaining How Raindrops Form, students read a text about water’s importance and examine provided data (SEP-INFO-E4). After learning about the water cycle, students conclude that water is part of a larger system on the island and is not disappearing; it is due to the larger systems of the hydrosphere (DCI.PS1.A-E1, DCI.PS1.A-E2, and CCC-SYS-E1).
In Grade 5, Unit: Ecosystem Restoration, Chapter 1, Lesson 1.2: Introducing Ecosystems, students view photographs in a slideshow to gain information about rainforests and the impact of farming on the living things in the ecosystem (CCC-SYS-E2). Students develop arguments (SEP-ARG-E4) about the reasons why these organisms aren't thriving (DCI-LS2.A-E1). Students use a text (SEP-INFO-E1) to make observations about other ecosystems.
In Grade 5, Unit: Ecosystem Restoration, Chapter 3, Lesson 3.4: Nutrients and Soil, students use qualitative and quantitative data (SEP-DATA-E2) to compare soil types and the resulting plant life (DCI-LS1.C-E2, CCC-CE-C1). Through the use of the simulation (SEP-MOD-E6), students collect evidence to construct an argument (SEP-ARG-E1) about the importance of mushrooms and how they maintain balance in an ecosystem (DCI-LS2.A-E1, CCC-SYS-E2).
In Grade 5, Unit: Patterns in the Night Sky, Chapter 1, Lesson 1.4: Distances to the Stars, students engage in a learning sequence to investigate why stars look so small. Students use the Patterns of Earth and Sky Simulation to investigate the distance from earth to the sun and to other stars. Students use the data that was collected to create a scale model (CCC-SPQ-E1) of the earth, the sun, and four other stars (DCI-ESS1.A-E1, SEP-MOD-E1, and SEP-MOD-E5).
In Grade 5, Unit: Patterns in the Night Sky, Chapter 3, Lesson 3.2: Modeling Earth’s Orbit, students discuss the position and motion of objects in the sky (DCI-ESS1.B-E1). With a "sun" at the center of the room, each student acts as a model of earth, carrying out the motions of spinning and orbiting (SEP-MOD-E4) to explain the patterns of stars (CCC-PAT-E1).
In Grade 5, Unit: Modeling Matter, Chapter 1, Lesson 1.2: Introducing Food Science, students conduct an investigation (SEP-INV-E3) where they make observations about three different mystery mixtures. Students then discuss class results with another student (SEP-INFO-E5) and explain that properties can be used to identify substances (DCI-PS1.A-E1) and that the particle interactions can cause mixtures to behave differently (CCC-SPQ-E1).
In Grade 5, Unit 2: Modeling Matter, Chapter 2, Lesson 2.5: Making Sense of Solubility, students read information about molecules (SEP-INFO-E4) and use a simulation that models varying degrees of solubility (SEP-MOD-E3); they combine information from these sources to explain the molecular interactions (CCC-SPQ-E1) involved in solutions. Students use the information from these activities and from prior lessons to evaluate explanations of two solutions and discuss what is happening at the molecular level (DCI-PS1B.E1).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 5 meet expectations that they consistently support meaningful student sensemaking with the three dimensions. Each learning sequence (chapter), includes multiple lessons where students progress towards the goals of the respective chapter and unit. While the materials consistently include opportunities for students to engage in the three dimensions in each chapter, not all lessons provide opportunities for students to build and use all three dimensions for sensemaking. However, the materials do consistently provide an opportunity in at least one lesson per chapter for students to engage in using the science and engineering practices (SEPs) and the crosscutting concepts (CCCs) to meaningfully support student sensemaking with the other dimensions.
Examples where SEPs and CCCs meaningfully support student sensemaking with the other dimensions in the learning sequence:
In Grade 5, Unit: The Earth System, Chapter 1, Lesson 1.2: Water Shortages, Water Solutions, students discuss the different ways that humans use water in their daily lives and how the availability of water impacts the use of water by humans (DCI-ESS2.C-E1, CCC-CE-E2). Students consider the question “How can people affect how much freshwater is available?” and use the student reader to learn more about what causes water shortages (SEP-INFO-E3).
In Grade 5, Unit: The Earth System, Chapter 4, Lesson 4.1: Investigating the Movement of Water Vapor, students examine how the shape of the land and movement of water vapor within the atmosphere affects rainfall. Through the use of a simulation, students determine where the island will receive rain. Students return to consider the island’s shape, landscape, direction of wind, and compare that to other islands using the online simulation (DCI-ESS2.B-E1). Then students use the simulation program to model what factors affect how water vapor moves in the air (SEP-MOD-E4) to understand how each component of this system (CCC-SYS-E2) interacts and produces the patterns of rainfall (CCC-PAT-E2).
In Grade 5, Unit: Ecosystem Restoration, Chapter 2, Lesson 2.3: How Plants Make Food, students explore how plants grow by producing their own food. Students create a board game that simulates photosynthesis and then create a digital model (SEP-MOD-E4, SEP-MOD-E6) to make sense of how plants get food and grow (DCI-LS1.C-E2, DCI-PS3.D-E2). In their models, students illustrate the relationships among the sun, plants, and animals within an ecosystem (CCC-SYS-E2). Students do a short writing activity to synthesize new knowledge learned and how it relates to cecropia trees (DCI-LS2.A-E1, SEP-INFO-E2) and their growth.
In Grade 5, Unit: Ecosystem Restoration, Chapter 3, Lesson 3.4: Nutrients and Soil, students explore how an ecosystem is affected if a mushroom is removed from the system. Students use qualitative and quantitative data (SEP-DATA-E2) to compare soil types and the resulting plant life (DCI-LS1.C-E2, CCC-CE-C1). Through the use of the simulation (SEP-MOD-E6), students collect evidence to construct an argument (SEP-ARG-E1) about the importance of mushrooms and how they maintain balance in an ecosystem (DCI-LS2.A-E1).
In Grade 5, Unit: Patterns in the Night Sky, Chapter 1, Lesson 1.4: Distances to the Stars, students investigate why stars look very small. Students use the Patterns of Earth and Sky Simulation to investigate the distance from earth to the sun and to other stars. Students use the data to create a scale model (CCC-SPQ-E1) of earth, the sun, and four other stars (DCI-ESS1.A-E1, SEP-MOD-E1, and SEP-MOD-E5).
In Grade 5, Module: Patterns in the Night Sky Chapter 3, Lesson 3.2: Modeling Earth’s Orbit, students discuss the position and motion of objects in the sky (DCI-ESS1.B-E1). With a "sun" at the center of the room, each student acts as a model of earth, carrying out the motions of spinning and orbiting (SEP-MOD-E4) to visualize the patterns of stars (CCC-PAT-E1).
In Grade 5, Unit: Modeling Matter, Chapter 1, Lesson 1.2: Introducing Food Science, students describe a mixture (ketchup) and then observe various food mixtures. The class discusses their observations as a group. Students begin to make sense of how materials and mixture have different properties (DCI-PS1.A-E1) based on the particles and how they interact with one another (CCC-SPQ-E1). Students observe the properties of these mixtures and compare them (SEP-INV-E3) then discuss their data as a group (SEP-INFO-E5) and start to guess what each mixture is made of.
In Grade 5, Unit: Modeling Matter, Chapter 2, Lesson 2.2: Investigating Dissolving, students observe properties of solubility in the classroom and through an online simulation. Students create a digital model (SEP-MOD-E3) to explain what happens at the molecular level (SEP-CEDS-E2). The models show why some items dissolve in water and some do not based on attraction of molecules (DCI-PS1.B-E1, CCC-SPQ-E1).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The materials reviewed for Grade 5 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials. The materials consistently provide learning objectives in the form of 3-D Statements for each Lesson, Chapter, and Unit. Lesson 3-D Statements build to support Chapter 3-D Statements, and the Chapter 3-D Statements build toward Unit 3-D Statements. In addition to the Chapter 3-D Statements, there are Chapter Targeted 3-D Learning Objectives that specify the focal elements of each dimension for the chapter, often using strikethroughs to indicate aspects not intended to be addressed. The Lessons contain individual assessments that often target a subset of the SEPs and/or CCCs included in a Chapter 3-D Statement, but over the course of the Chapter, assessments are consistently designed to reveal student knowledge and use of the three dimensions in support of the Chapter Targeted 3-D Learning Objectives.
In addition to listing intended standards alignment, in the Teacher Guide for each Unit, Teacher References, Assessment System, and the Formative and Summative Assessment Opportunities section lists the DCI, SEP, and the CCC addressed in each Lesson-level assessment and includes strikethroughs of the portion of the standard that is not assessed. Assessments throughout Grade 5 consistently address the learning objectives.
Lessons, Chapters, and Units consistently incorporate tasks for the purpose of supporting the instructional process. Opportunities are provided through the use of two assessment types used in each Chapter: On-the-Fly Assessments and Critical Junctures. Rubrics at the Grade 3 level are consistent in format and methodology. Suggestions for multi-modal reteaching or ongoing re-visiting of the practices, crosscutting concepts or disciplinary core ideas while continuing instruction are not provided.
Examples of lessons with a three-dimensional objective where 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 5, Unit Ecosystem Restoration, Chapter 2: Why aren’t the cecropia trees growing and thriving?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing eight elements of the three dimensions. In the fifth On-the-Fly Assessment, students synthesize and write down new understandings from a text they read then discuss where the food molecules for plants come from (DCI-LS1.C-E2, DCI-PS3.D-E2, SEP-INFO-E1). On-the-Fly Assessment 6 measures students’ ability to write a scientific explanation about where cecropia trees get their molecules (DCI-PS3.D-E1, DCI-LS2.A-E1, DCI-LS2.B-E1, DCI-LS1.C-E2). In On-the-Fly Assessment 7, students work together in groups to develop a model showing the transfer of energy in an ecosystem (food web) and present these models to the class (DCI-PS3.D-E2, CCC-EM-E3). In On-the-Fly Assessment 8, students read Why do Scientists Argue? and record ideas about how scientists prove their claims today, how Rachel Carson proved her ideas, and their own experiences with scientific argumentation (SEP-INFO-E2). In Critical Juncture Assessment 2, students construct an argument to answer the question: Why aren’t the cecropia trees growing and thriving? Students are directed to include their ideas about food molecules in their arguments and are provided a list of three claims to choose from (DCI-LS1.C-E2, DCI-PS3.D-E2, DCI-LS2.B-E1, SEP-INFO-E5, SEP-ARG-E4, CCC-EM-E2). The combination of these assessments are designed to reveal student knowledge and use of the three dimensions to support the learning objectives.
In Grade 5, Unit: Modeling Matter, Chapter 1: Why did the food coloring separate into different dyes?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing eight elements of the three dimensions. In the first On-the-Fly Assessment, students observe and compare the properties of food mixtures like color, smell, texture, and viscosity, then make observations of the properties of each mixture and compare the mixtures (DCI-PS1.A-E3). In the second On-the-Fly Assessment, students read pages of Made of Matter and then place the following in order according to their size: “1 drop of water; 1,000,000 water molecules; 1 water molecule; 1 atom; 1 glass of water” using pictures and text from the book (DCI-PS1.A-E1, CCC-SPQ-E1). In the third On-the-Fly Assessment, students use a listening routine to discuss their ideas about the similarities and differences between molecules (DCI-PS1.A-E1). In the fourth On-the-Fly Assessment, students draw and label a model representation of a fan blowing model molecules of foam balls, rocks, and hook and loop tape across a medium of felt (partial DCI-PS1.A-E3). In the fifth On-the-Assessment, students draw nanovision models to show what happened to water molecules and food coloring molecules in a chromatography investigation (DCI-PS1.A-E1, SEP-MOD-E4) and teachers are directed to ask students to explain how their models help explain why the dyes are different colors (DCI-PS1.A-E3). In the sixth On-the-Fly Assessment, students create digital nanovision models with a partner to show what happens to water molecules and food coloring molecules in a chromatography investigation (DCI-PS1.A-E1) and students are directed to think about the different properties of the molecules when developing their model (DCI-PS1.A-E3). In the seventh On-the-Fly Assessment, students read Break It Down: How Scientists Separate Mixtures and complete a set of inferences about different mixtures based on their understanding of molecules and the information they read in the book (DCI-PS1.A-E1, DCI-PS1.A-E3). Students record the information along with the pages in the book that lead them to their inferences (SEP-INFO-E1). In the eighth On-the-Fly Assessment, students evaluate two competing models for explaining the chromatography investigation, identify what each model explains, and then identify whether the model fits with what they have figured out about molecules (DCI-PS1.A-E1, SEP-MOD-E1). Critical Juncture Assessment 1 is a two part formative assessment where students draw a final model to explain the chromatography investigation (DCI-PS1.A-E1, DCI-PS1.A-E3) and then construct a written explanation about why the food dye separated into different colors (SEP-INFO-E5, SEP-CEDS-E1). The combination of these assessments are designed to reveal student knowledge and use of the three dimensions to support the learning objectives.
In Grade 5, Unit: The Earth System, Chapter 4: Why is there more water vapor high up over West Ferris than East Ferris?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing ten elements of the three dimensions. In On-the-Fly Assessment 9, students use The Earth System Simulation to discover what factors can affect how water vapor moves to different areas in the atmosphere (SEP-INV-E1). Students then compare how water vapor would move across two landscapes and reflect on how a mountain and the wind can affect rainfall (DCI-ESS2.A-E2). On-the-Fly Assessment 10 uses a simulation to assess how students engage in the practice of testing variables, ensuring that students are changing one variable (such as wind direction) and waiting to notice the results before changing another (CCC-SYS-E2). Additionally students synthesize information from this investigation and from reading How the Earth System Explains Dinosaur Extinction (SEP-INFO-E1, DCI-ESS2.A-E1). Students iterate on a previous freshwater collection design in On-the-Fly Assessment 11, evaluating their previous design and determining what they will improve (SEP-CEDS-E5, SEP-ETS1.B-E2, SEP-ETS1.B-E3, SEP-ETS1.C-E1). In Critical Juncture Assessment 3, students evaluate their rainshadow models to answer questions about the rainshadow effect and explain why water droplets condense to form rain more on one side of a mountain than another (DCI-PS1.A-E1, DCI-PS1.A-E2, DCI-ESS2.A-E1). The combination of these assessments are designed to reveal student knowledge and use of the three dimensions to support the learning objectives.
Indicator 1c
Materials are designed to elicit direct, observable evidence of three-dimensional learning.
The instructional materials reviewed for Grade 5 meet expectations that they are designed to elicit direct, observable evidence of three-dimensional learning in the instructional materials. Materials consistently provide three-dimensional learning objectives for each unit in the form of Unit Targeted 3-D Learning Objectives; these typically consist of one or more disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs). These objectives include a subset of the DCIs, SEPs, and CCCs identified within the Chapter Level Targeted 3-D Learning Objectives. Consistently, these Unit-level objectives indicate the specific elements targeted for each DCI, SEP, or CCC and in some instances strike though portions of elements that are not targeted.
Each unit provides summative assessments in the form of End of Unit (EOU) assessments and rubrics. Additionally, one unit (Sunlight and Weather) in this grade contains an Investigation Assessment. The combination of summative assessments for each unit consistently measure student learning of the three dimensions highlighted in the unit-level 3-D Statements.
The materials provide additional resources that also connect grade-level performance expectations (PEs) to specific units. The PEs are connected to the unit in the unit-level document. This alignment document indicates where formative and summative assessments are intended to occur in each chapter and includes targets for assessment that are beyond the scope of the specific unit, including assessments in other units in the grade and in other units across the grade band. In many instances, dimensions of the PEs connected to a specific unit are not assessed in that unit. For example, the 3-D Assessment Objectives document indicates that three PEs are connected to the Grade 5 Patterns of Earth and Sky unit. Summative assessments for this unit are designed to assess all three dimensions in one of the PEs associated with this unit; however, most of the dimensions associated with the other targeted PEs are not assessed. These three PEs collectively include two SEPs, three DCIs, and three CCCs. One of the SEPs, one of the CCCs, and all three of the DCIs are cross-referenced to summative assessment opportunities in this unit. Element-level specification is not provided.
Examples where the materials provide three-dimensional learning objectives for the learning sequence; summative tasks measure student achievement of the targeted three-dimensional learning objectives:
In Grade 5, Unit: Patterns of Earth and Sky, the unit-level objective is framed by the statement, “Students investigate why we see different stars at different times, using digital and kinesthetic models to figure out what causes (cause and effect) daily and yearly patterns (patterns) of Earth and sky.” This statement is followed by specific elements of DCIs, SEPs, and/or CCCs that are specifically targeted. Summative assessments include EOU assessments and rubrics; collectively, they are three-dimensional and consistently assess the targeted elements of the Unit objective(s).
In the EOU Assessment, students write explanations (SEP-ARG-E4) about why the sky looks different in different sections of an artifact. Students draw the missing constellation in the artifact and write an explanation to answer the questions: “Why does the sky look different in each nighttime section of the artifact?”, “Why does the nighttime section of the artifact show other stars in the sky but not the sun?” (DCI-ESS1.A-E1), “Why does the daytime section of the artifact show only the sun in the sky, but not other stars?”, and “On Earth, why does the pattern of daytime and nighttime repeat every day?” (DCI-ESS1.B-E1, CCC-PAT-E3). Students then complete a diagram and explain why a person does not fall off earth (DCI-PS2.B-E1).
Prompts and rubrics are provided. Rubric 1 assesses student understanding and application of the practice concept of planning and conducting investigations (SEP-INV-E1). Rubric 2 is used to assess student application of the practice analyzing and interpreting data (SEP-DATA-P3). Rubric 3 is used to assess students’ understanding of science ideas related to a daily and yearly pattern of stars in the sky (DCI-ESS1.A-E1, DCI-PS2.B-E1). Rubric 4 is used to assess the students’ understanding and application of the cross-cutting concept by using patterns to support their explanation of the position of stars at different times (CCC-PAT-E1).
In Grade 5, Unit: Modeling Matter, the unit-level objective is framed by the statement, “Students are introduced to the particulate model of matter (energy and matter) and apply it in their role as food scientists as they explain how to separate a food-coloring mixture and how to create a stable salad dressing (stability and change). They do this by making firsthand observations of a variety of macroscale phenomena involved in separating and creating mixtures and then by creating diagram models and using physical and digital models to visualize what might be happening at the nanoscale (scale, proportion, and quantity).” This statement is followed by specific elements of DCIs, SEPs, and/or CCCs that are specifically targeted. Summative assessments include EOU assessments and rubrics; collectively, they are three-dimensional and consistently assess the targeted elements of the Unit objective(s).
In the EOU Assessment, students construct a scientific explanation about why some ingredients separate and how emulsifiers can change that. The End-of-Unit Assessment assesses students' understanding of the CCC of scale, proportion, and quantity (CCC-SPQ-E1); and the SEP of constructing explanations (SEP-CEDS-E2). Although understanding of the CCC and SEP are required, they are not explicitly assessed. Using the information that students have gathered from text and experience, as well as their understanding of the nanoscale that they’ve developed through drawing and investigating models of molecules, students write scientific explanations about why the ingredients in the salad dressing will stay mixed. The assessment checks for students’ understanding of molecular properties of mixing substances (DCI-PS1.B.E1) and that matter is made up of small particles (DCI-PS1A-E1).
In Grade 5, Unit: Ecosystem Restoration, the unit-level objective is framed by the statement, “Students use models to investigate why a reforested area of a Costa Rican rain forest is not thriving (energy and matter, systems and system models, cause and effect). Students use evidence to construct oral and written arguments about why the living things in this rain forest ecosystem are not growing and thriving (energy and matter, systems and system models, cause and effect).” This statement is followed by specific elements of DCIs, SEPs, and/or CCCs that are specifically targeted. Summative assessments include EOU assessments and rubrics; collectively, they are three-dimensional and consistently assess the targeted elements of the Unit objective(s).
In the EOU Assessment, students finish a diagram, adding symbols and labels to tell how the mice, snakes, grass, and mushrooms grow, including what they know about molecules and energy (SEP-MOD-E5, DCI-LS2.B-E1, DCI-LS2.A-E1). Students use the data provided plus their diagram to write an argument about why snakes are not thriving in a particular area (SEP-AUG-E4, DCI-LS1.C-E2, and DCI-PS3.D-E2).
Prompts and rubrics are provided. Rubric 1 assesses students' ability to construct an argument and support their claim with evidence and reasoning (SEP-ARG-E4) about the snakes in the ecosystem. Students use the data provided to make evidence-based claims on the factors that might impact the health of the ecosystem. Rubric 2 assesses student understanding of the DCIs related to how food provides animals with materials they need for growth and survival (DCI-LS1.C-E1), that energy released from food traces back to plants (DCI-PS3.D-E2, DCI-LS2.A-E1), and that matter cycles through ecosystems (DCI-LS2.B-E1). Rubric 3 assesses student understanding that matter is made from particles (CCC-EM-E1) and these particles are used for “food” for plants and animals, and matter can move through systems and be tracked through the different feeding levels in an ecosystem. The assessment does not specifically assess the components of the objectives related to the jaguars or sloths in a Costa Rican rainforest.
In Grade 5, Unit: The Earth System, the unit-level objective is framed by the statement, “Students investigate how interactions between the parts of the Earth system affect the movement and distribution of water (systems and system models), and they apply their understanding to design solutions for a water shortage. Students also obtain information from first hand investigations, models, and text to figure out and construct written explanations of how new substances can form through chemical reactions (cause and effect), even though no matter is created or destroyed (energy and matter).” Summative assessments include EOU assessments and rubrics; collectively, they are three-dimensional and partially assess the highlighted elements within the objective.
In the EOU Assessment, students write a scientific explanation (SEP-CEDS-E2) for why West Ferris gets more rain than East Ferris (DCI-PS1.A-E1). Students describe how new substances can form through chemical reactions, in the context of adding substances to wastewater to get rid of harmful substances.
Prompts and rubrics are provided. Rubric 1 assesses student ability to construct an explanation and support the explanation with evidence and reasoning (SEP-CEDS-E2) about why each side of the island receives a different amount of rain (DCI-PS1.A-E1). Rubric 2 assesses student understanding of the DCIs related to the concepts that rain occurs when water vapor gets cold and condenses into liquid water and mountains can redirect water vapor higher in the atmosphere (DCI-ESS2.A-P1, DCI-ESS2.A-E1). Rubric 3 assesses student understanding that there are multiple components of the system (hydrosphere, atmosphere, and geosphere) and interactions among the components determine where the rain falls (CCC-SYS-E2).
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 Grade 5 meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include phenomena in 76% of the chapters and problems in 6% of chapters. Of those phenomena and problems, they consistently connect to grade-level appropriate DCIs and are consistently presented to students as directly as possible. The materials consistently elicit but do not leverage student prior knowledge and experience related to the phenomena and problems present. The materials consistently incorporate phenomena or problems to drive learning and use of the three dimensions across multiple chapters within each unit. Multiple instances of phenomena or problems driving learning and use of the three dimensions are present within the chapters.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 5 meet expectations that phenomena and/or problems are connected to grade-level disciplinary core ideas (DCIs). Within the grade, the materials provide opportunities for students to build an understanding of grade-level DCIs through unit-level or chapter-level phenomena or problems. In many cases, multiple lesson investigations work together to connect to a single phenomenon and/or problem to develop an understanding of corresponding DCIs. Across the series, students engage in a variety of disciplines including life science, earth science, and physical science while developing a deeper understanding of the engineering design cycle as they apply DCIs to the design problem.
Examples of phenomena and problems connected to grade-level appropriate DCIs or their elements.
In Grade 5, Unit: Patterns of Earth and Sky, Chapter 4, Lesson 4.3: End of Unit Assessments, the phenomenon is that we see different stars in the sky on different nights. Throughout the lesson, students use the Patterns of Earth and Sky Simulation to design their own investigation and collect data on how different stars’ visibility changes from month-to-month throughout the year (DCI-ESS1.B-E1). Students use the data they collect to explain observable patterns in the data.
In Grade 5, Unit: Modeling Matter, Chapter 1, Lesson 1.5: Exploring Another Model of Chromatography, the phenomenon is that food coloring separates into three dyes. Throughout the lesson, students explore two different models, chromatography and a “fan” model, to understand that matter can be subdivided into smaller particles and then the particles can be identified by their properties (DCI-PS1.A-E1).
In Grade 5, Unit: The Earth System, Chapter 2, Lesson 2.7: Designing Freshwater Collection Systems, students are presented with a problem statement where they are asked to design a solution for East Ferris’ water shortage. Throughout the lesson, students use data to infer that much of the water on East Ferris is trapped in groundwater due to human use (DCI-ESS3.C-E1). Students applying what they know about conservation of matter (DCI-PS1.A-E2) to design a way to convert salt water to fresh water. They engage in the engineering process (DCI-ETS1.A-E1) to design a way to convert saltwater into freshwater.
In Grade 5, Unit: Ecosystem Restoration, Lesson 1.2 : Introducing Ecosystems, the phenomenon is that the jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving. In this lesson, students take on the role of ecologists as the teacher provides an overview of the rainforest that they will be studying more deeply. Students discuss how the organisms live together in this ecosystem and meet their needs (DCI-LS2.A-E1). Using data provided, students compare populations in a healthy forest to one impacted by the human activity of deforestation (DCI-ESS3.C-E1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 5 meet expectations that phenomena and/or problems are presented to students as directly as possible. Across the grade level, lessons present phenomena and problems to students as directly as possible. In multiple instances, students are initially presented the phenomenon or problem through pictures and videos that are accompanied by a scenario.
Examples of phenomena and/or problems presented to students as directly as possible
In Grade 5, Unit: The Earth System, Chapter 1, Lesson 1.1: Pre-Unit Assessment, students are introduced to the phenomenon, “one side of Ferris Island has a water shortage and the other does not.” Students are shown a projected image of a fictional location, Ferris Island, which demonstrates one side being lush and green and the other side being rocky. Since this is a fictional place, the introduction is the most direct way for students to interact with the problem as the island does not exist. The image of the island allows for observation of the differences across the island.
In Grade 5, Unit: The Earth System, Chapter 2, Lesson 2.7: Designing Freshwater Collection Systems, students are presented with a problem statement where they are asked to design a solution for East Ferris’ water shortage. This problem connects to the Anchor Phenomenon for the unit, where students already observed (through pictures) that one side of the island has enough water to grow plants and the other side does not. Students receive a task card with criteria and constraints as they are challenged to convert salt water into fresh water. The prior lessons provide students with a direct way to understand the context of this design challenge.
In Grade 5, Unit: Ecosystem Restoration, Chapter 1, Lesson 1.2: Introducing Ecosystems, the phenomenon is that the jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving. Students are presented with the phenomenon through pictures of the animals and of the rainforest. Students discuss the habitat as a group and look at data comparing the populations of the animals and plants in this ecosystem. Since first-hand observations are not practical, presenting this phenomenon through pictures, discussions, and data is a direct method.
In Grade 5, Modeling Matter, Chapter 2, Lesson 2.2: Investigating Dissolving, the phenomenon is that some ingredients disappear while others do not. Students are introduced to this phenomenon at the nanoscale through a digital simulation. This simulation allows students to combine molecules of different substances in a dish, stir, and see what happens at the nanoscale. The simulation provides the most direct way for students to observe this phenomenon.
In Grade 5, Unit: Patterns of Earth and Sky, Chapter 4, Lesson 4.3: Student’s Investigations of Constellations or Stars, the phenomenon is that we see different stars in the sky on different nights. Students are introduced to this phenomenon through a digital simulation that allows students to observe and collect data on how different stars’ visibility changes from month to month throughout the year. Since students cannot observe the same star throughout an entire year, the simulation is the most direct way for students to interact with the phenomenon.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grade 5 partially meet expectations that phenomena and/or problems drive individual chapters using key elements of all three dimensions.
The Printable Resources for each unit contains a Coherence Flowcharts document. This document provides an overview of each chapter and includes sections labeled as Unit Anchor Phenomenon, Chapter-Level Anchor Phenomenon, and Investigative Phenomenon, along with summaries of each investigation, key concepts, and explanations that the unit is intended to address. Each statement that is labeled as a phenomenon is also accompanied by a question. In multiple cases, the sections labeled as Chapter-level or Investigative Phenomena focus on a broader science topic or concept, rather than an event students observe, ask questions about, or figure out.
The materials include an Anchor Phenomenon at the unit level. Near the start of most units, students are asked to play the role of a scientist or an engineer tasked with explaining a phenomenon or solving a problem. A phenomenon often drives learning across the unit, but does not typically drive learning and use of the three dimensions within a single lesson or chapter. Instead, a guiding question related to building understanding of the Anchor Phenomenon is presented at the start of each chapter. The lessons within the chapter build towards answering this guiding question and often focus on learning supporting concepts, rather than specifically focusing on the phenomenon or problem. Typically the Anchor Phenomenon serves as a central component of learning and can be explained through the application of targeted grade-appropriate science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs), this is primarily found at the unit level and not within individual lessons or chapters (see Indicator 1i). However, multiple examples were found of chapters where phenomena or problems drive student learning and engage students with all three dimensions.
Examples of chapters where phenomena or problems do not drive student learning:
In Grade 5, Unit: Ecosystem Restoration, Chapter 1, is not driven by a phenomenon or problem. Instead, the chapter focuses on understanding the topic of matter and energy. Students explore the rainforest and the impact of farming on the living things in the ecosystem (CCC-SYS-E2). Students use simulations to understand how matter and energy travel through the ecosystem (DCI-LS2.A-E1, DCI-LS2.B-E1). Much of the learning within the chapter is focused on general understanding of how animals gain mass, feeding relationships (DCI-LS1.C-E1), and the increase of matter (DCI-LS2.B-E1) as an organism eats. Near the end of this chapter, student learning connects to the unit phenomenon when students develop arguments (SEP-ARG-E4) about why jaguars and sloths aren't thriving. While this chapter connects to the unit phenomenon (see Indicator 1i), much of the learning within the chapter is focused on general understanding how animals obtain matter when they eat.
In Grade 5, Unit: The Earth System, Chapter 4, is not driven by a phenomenon or problem. Instead,the chapter focuses on understanding the water cycle. Students discuss their understanding of the water cycle. The concept of water conservation is introduced. Students discuss earth’s systems, specifically the hydrosphere and biosphere, and how these apply to the water cycle. Students discuss the concepts of different spheres (DCI-ESS1-E2) and use information provided in the lesson to write a scientific explanation to describe how rain forms (CCC-CE-E1, SEP-INFO-E3).
In Grade 5, Unit: The Earth System, Chapter 5, is not driven by a phenomenon or problem. Instead, the chapter focuses on understanding chemical reactions. Students collect data to determine the role chemical reactions play in wastewater treatment (SEP-INV-E3). Students also notice that a change in properties is not always evidence of a chemical reaction (DCI-PS1.B-E1, CCC-CE-E1). Students use a modeling tool (SEP-MOD-E4) to explore what happens to molecules during a chemical reaction. While this chapter connects to the unit phenomenon (see Indicator 1i), much of the learning within the chapter is focused on understanding that when a chemical reaction occurs, the properties of the substances change.
Examples of chapters where phenomena or problems drive student learning and engage students with all three dimensions:
In Grade 5, Patterns of Earth and Sky, Chapter 2, the phenomenon that the sun can be seen at certain times of the day but not other times drives the learning. Throughout the chapter, students use a simulation to investigate how patterns can be used as evidence to support their understanding of the movement of the objects in the sky (CCC-PAT-E3) as they explore where and when they see the sun and stars. Students use the simulation to test various questions they ask (SEP-AQDP-E1) as they explore the orbit of earth around the sun and the rotation of earth on its orbit (DCI-ESS1.B-E1).
In Grade 5, Unit: Modeling Matter, Chapter 2, Lesson 2.2: Investigating Dissolving, the phenomenon that some ingredients disappear when mixed with water and some do not, drives student learning of this lesson, but not across the chapter. Students create a digital model to represent what happens at the molecular level when a substance dissolves (SEP-MOD-E3). The model helps students explain why some items dissolve in water and some do not based on the attraction of molecules (DCI-PS1.B.E1), as well as how it is possible to understand how molecules behave even though they are too small to see (CCC-SPQ-E1).
In Grade 5, Unit: Modeling Matter, Chapter 3, the phenomenon is that oil and water separate after being mixed. Understanding why this happens drives learning and connects to understanding how to prevent salad dressing from separating. Students investigate properties of water and oil (SEP-INV-P4) to understand how molecules attract. They then discuss how the oil and water can mix for a short time but over time, separate back into separate substances; but when an emulsifier is added, the mixture remains a stable mixture for a longer period of time and does not separate as quickly (CCC-SC-E2). Students discuss how the properties of the mixture differ from each substance in the mixture (DCI-PS1.B.E1).
Indicator 1g
Materials are designed to include both phenomena and problems.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 5 partially meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. The materials elicit but do not consistently leverage prior knowledge and experiences throughout the materials in a way that allows students to build from their own knowledge and experiences. Evidence for this elicitation includes:
In the Teachers’ Guide, Printable Resources, Eliciting and Leveraging Students’ Prior Knowledge, Personal Experiences, and Cultural Backgrounds, it states, “Prompts for eliciting students’ funds of knowledge. While leading discussions, the following prompts may be helpful in eliciting contributions from students:
What does… remind you of from your own life?
When have you had an experience related to…?
When have you observed something similar to…?
Can you connect… to something in your family or neighborhood?
What have you heard from your family about…?
Is there another word you would use for…?
What words do you know in another language about this topic?
Have you ever visited somewhere that reminds you of…?
Have you ever seen a TV show or read a book that’s similar to…?
Is there anything in our city/town that reminds you of…?”
These prompts provide ample and consistent opportunities for teachers to elicit prior knowledge and experience from students in their classrooms. Teachers are instructed to use What We Think We Know and Our Experiences charts to document students' knowledge and experience so they can return to them throughout the unit. However, the information students share and elicit is rarely incorporated into subsequent activities other than to reflect at the end of instruction. When incorporated into specific activities, it often misses the opportunity to position students to leverage their prior experience to make sense of the phenomenon. In some instances students' prior knowledge and experience are leveraged to support them in making sense of phenomena, but not consistently.
Examples where the materials elicit prior knowledge and experience related to phenomena and problems, but miss the opportunity to leverage:
In Grade 5, Unit: Patterns of Earth and Sky, Chapter 1, Lesson 1.6, Activity 1, the lesson phenomenon is that the sun looks bigger and brighter than other stars. In this lesson, students are asked to think about their experiences with lights from a car that was far away but then got closer. Teachers are provided the following prompt: “Have you ever seen lights from a car that was far away but then got closer? What did you notice about how the brightness of the lights changed? What did you notice about how the size of the light changed?” Teachers are directed to adapt the headlight question prompt as necessary to meet the experiences of their students, however there is no specific guidance on how to do that. In addition, the next portion of the activity asks students to compare pictures of headlights from far away to pictures of headlights that are closer, which is an experience that they have been prompted to think about. This lesson misses the opportunity to leverage student prior knowledge and experiences.
In Grade 5, Unit: Earth Systems, Chapter 3, Lesson 3.1, Activity 3, the unit phenomenon is that one side of Ferris Island has a water shortage and the other side does not. In this lesson, students are asked to think about the shape of drops of different types of liquids. Students are asked to think about potential patterns that they might experience in the investigation. This lesson misses the opportunity to leverage student prior knowledge and experiences.
In Grade 5, Unit: Ecosystem Restoration, Chapter 2, Lesson 2.3, Activity 4, the phenomenon is that jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rainforest are not growing and thriving as well as those found in healthier rainforests. In this lesson, students are asked to think about their experiences with plants they have seen growing in gardens, farms, or different ecosystems and ask what those plants needed to grow and thrive? Students are directed to visualize these experiences as they write an explanation for where cecropia trees get their food molecules; however, they are using experience and knowledge from previous activities in the lesson and not their own prior experiences and knowledge. There is a missed opportunity to leverage student experience from outside the classroom.
Examples of opportunities for students to elicit and leverage their prior knowledge and experience include:
In Grade 5, Unit: Earth Systems, Chapter 5, Lesson 5.2, Activity 4, the unit phenomenon is that one side of Ferris Island has a water shortage and the other side does not. In this lesson, students are asked to use their knowledge and experiences from outside the classroom along with what they have figured out in classroom investigations, to look at a series of images and determine whether or not there is evidence of a chemical reaction. The teacher then leads a discussion with students to identify six ways chemical reactions can be identified and students mark off examples in their notebook using their prior knowledge and class experiences. In this activity teachers leverage the students’ ability to connect patterns in their lived experience with patterns they notice in new data, to make sense of what is likely to occur.
In Grade 5, Unit: Earth Systems, Chapter 1, Lesson 1.3, Activity 2, the unit phenomenon is that one side of Ferris Island has a water shortage and the other side does not. In the lesson specifically, students are asked to consider what may happen to the groundwater levels in East Ferris as the population increases. Student prior knowledge and experience is elicited by having students consider ways that their own family uses water and how water use changes when more people visit their home. Students are asked to incorporate their experiences with personal water use habits along with ideas seen in a classroom video to develop an argument for what they think may happen to the water levels in the East Ferris reservoir under certain circumstances. Students use their lived experiences along with new information to make sense of the phenomenon.
While the materials support teachers to elicit and even help students identify how prior experiences and knowledge might be similar to what is happening in the classroom, they do not consistently provide opportunities for students to leverage that prior knowledge and experiences over subsequent activities. There are missed opportunities to bridge the gap between students’ current known experience(s), and the new, lesser-known/understood experience for the sake of building on their understanding, supporting sensemaking, and/or incorporating into their explanation 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 Grade 5 meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. The instructional materials consistently use phenomena or problems to drive student learning and to engage with all three dimensions across multiple chapters and lessons across the unit. Each chapter of the unit consists of multiple lessons and is associated with a question that focuses the chapter around a component of understanding the Anchor Phenomenon. The phenomenon or problem does not drive learning of all lessons within the chapters; many lessons are driven by a science topic or concept that builds background knowledge that can then be applied to the phenomenon or problem. However, each unit contains opportunities where the phenomenon or problem is driving learning across multiple lessons and multiple chapters. The materials consistently provide multimodal opportunities for students to develop, evaluate, and revise their thinking as students figure out phenomena or solve problems. Students have frequent opportunities to engage in multimodal learning to develop, evaluate, and revise their thinking across and/or within each unit.
Examples of unit-level phenomena that drive students’ learning and use of the three dimensions across multiple lessons.
In Grade 5, Unit: The Earth Systems, the Anchor Phenomenon is that one side of Ferris Island has a water shortage and the other side does not. In Chapter 1, students are introduced to the island and are shown data about water on each side. Students share their initial thoughts and write about the island and weather patterns. Students learn about the water cycle and weather patterns through four chapters and apply this in an evidence-based argument discussing what is causing the difference between each side of the island. In Chapter 3, students look at a map to better understand how water travels in the atmosphere and where it is most common on earth (DCI-ESS2.A-E1, DCI-ESS2.C-E1). They use a simulation activity to visualize this process at the molecular level (DCI-PS1.A-E1). Students collect data from a simulation (SEP-DATA-E2) to see where condensation is most common and discuss the findings to identify patterns between temperature and elevation (CCC-PAT-E2). Students use evidence from models, simulations, and the text to explain how condensation and rain are related and use this information to future out why one side of the island has a water shortage.
In Grade 5, Unit: Ecosystem Restoration, the Anchor Phenomenon is that jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rainforest are not growing and thriving as well as those found in healthier rainforests. Throughout this unit, students examine a reforested section of the Costa Rican rain forest to investigate why jaguars, sloths, and cecropia trees are not thriving. Each chapter provides information about a different part of the food web to help students make sense of why these living things are not thriving in the ecosystem. In Chapter 1, students take on the role of ecologists as they study jaguars and sloths to determine why they are not thriving in the reforested section of the rainforest. Students learn about the different components of the Costa Rican ecosystem to answer why sloths and jaguars are not thriving in the environment (CCC-SYS-E2, DCI-LS2.A-E1). As they examine how matter is transferred (DCI-LS2.B-E1), students determine that a lack of trees must be the problem since jaguars eat sloths and sloths eat trees. In Chapter 2, students use a simulation (SEP-MOD-E3) to learn about the process of photosynthesis (DCI-PS3.D-E2). They learn cecropia trees must not be getting the sunlight, water molecules, or air molecules that they need to grow and thrive. Chapter 3, students learn about the soil where the cecropia trees are growing. Students engage in an investigation related to soils to determine if soil impacts plant growth. They use a simulation to learn that mushrooms are vital to soil health. Through the use of the simulation (SEP-MOD-E6), students use data to support a claim about what is affecting the health of the ecosystem (CCC-SYS-E2, DCI-LS2.B-E1).