1st Grade - Gateway 1
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Designed for NGSS
Gateway 1 - Meets Expectations | 85% |
|---|---|
Criterion 1.1: Three-Dimensional Learning | 16 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 8 / 12 |
The instructional materials reviewed for Grade 1 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 1 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 1 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. 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 1, Unit: Animal and Plant Defenses, Chapter 2, Lesson 2.4: Modeling Shells and Armor, students model how animals with shells defend themselves. Students begin by watching a video of an alligator trying to eat a turtle (SEP-DATA-P3). Then they discuss how the turtle’s structure (shell) helps it defend itself (CCC-SF-P1, DCI-LS1.D-P1).
In Grade 1, Unit: Animal and Plant Defenses, Chapter 3, Lesson 3.3: Offspring Defenses, students review various types of defenses used by parents of organisms and then compare the defenses of their offspring. Students review what they have learned about patterns between parent and offspring defenses (CCC-PAT-P1) in Parents and Offspring before watching a video about a family group of iguanas using camouflage to avoid being eaten by a hawk. Students apply their understanding by writing an explanation for how a sea urchin parent and offspring use their structures to defend themselves (DCI-LS3.A-P1). They further apply their understanding (SEP-INFO-P4) through a Shared Writing activity to explain how Spruce the Sea Turtle’s offspring will survive in the ocean.
In Grade 1, Unit: Light and Sound, Chapter 3, Lesson 3.3: Making Sense of Full and Partial Transmission, students learn how some different materials allow different amounts of light to pass through them. Students develop and use models (SEP-MOD-P3) to construct an explanation (SEP-CEDS-P1) about what caused a dark surface after shining light on one material and what caused a medium-bright surface after shining light on a different material (DCI-PS4.B-P2). Students engage in peer conversations that use cause-and-effect language frames (CCC-CE-P1) to explain the causes and effects of the differences in the amount of light that passes through a material.
In Grade 1, Unit: Spinning Earth, Chapter 1, Lesson 1.2: After Sunset, students compare what the sky looks like in the daytime and nighttime. Students try to figure out why the sky looks different to different people at the same time of day (DCI-ESS1.B-P1, DCI-ESS1.A-P1) but in different locations. Students compare what they see in the sky to what Sai and his grandma saw in the sky. Students make and record observations of the sky during the school day. Students draw and label what they observe (SEP-INV-P4). Students read the book After Sunset to gain content knowledge of what the sky looks like at night (CCC-PAT-P1). Students make predictions and then check their predictions as they read. Students are introduced to the terms daytime and nighttime, and add words to their chart about what they should see in the sky during both times.
In Grade 1, Unit: Spinning Earth, Chapter 4, Lesson 4.4: Explaining What Sai will See, students learn where the sun is in the sky during daytime and nighttime. Students review what they know about daytime and nighttime. Students explain what is happening in the sky at different times (DCI-ESS1.A-P1, SEP-CEDS-P1, and SEP-DATA-P3). Students engage in a shared-writing routine to show what they have learned about the pattern of the sun in the sky (CCC-PAT-P1) during daytime and nighttime.
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 1 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 1, Unit: Animal and Plant Defenses, Chapter 2, Lesson 2.5: Modeling Spikes, students engage in a learning sequence to understand and model how animals with spikes defend themselves. Students make sense of how the shape of the spikes functions to keep an animal safe. They begin with a ball of clay to represent an animal’s body and a comb to represent the sharp teeth or claws of another animal. Students first draw the model of their animal with spikes (SEP-INFO-P4). Then, students share their model with the class. After sharing, students each work on their spike model and then demonstrate how the spikes provide protection (SEP-MOD-P3, DCI-LS1.D-P1, and CCC-SF-P1).
In Grade 1, Unit: Light and Sound, Chapter 1, Lesson 1.5: Light Makes Surfaces Look Bright, students engage in a learning sequence that introduces the concept that light is needed to see objects. The three dimensions are integrated by having students make sense of why objects can be seen (DCI-PS4.B-P1). Students develop models (SEP-MOD-P3) that show the cause and effect relationship of light shining on a surface and the brightness of the surface (CCC-SYS-P2). Where the light shines on the surface, it appears bright; where light does not shine on a surface, it appears dark (DCI-PS4.B-P1).
In Grade 1, Unit: Light and Sound, Chapter 3, Lesson 3.6: Explaining the Puppet-Show Scene, students engage in a learning sequence that provides an understanding of how some materials allow light to pass through them while different materials allow only some light to pass through them. The three dimensions are integrated by having students make sense of the different puppet-show features (bright surface, dark surface, and medium-bright surface) (DCI-PS4.B-P2) through the construction of explanations (SEP-CEDS-P1). As the students construct their explanations with a partner, they use language frames that help frame their thinking around the cause and effect of shadows and light passing through materials (CCC-CE-P1).
In Grade 1, Unit: Spinning Earth, Chapter 1, Lesson 1.3: The Pattern of Daytime and Nighttime, students engage in a learning sequence about what they see in the sky at different times. Students revisit their sky observations chart, organizing their data into two categories: daytime observations and nighttime observations. Students engage in a role play to try to make sense of what is happening during daytime and nighttime (DCI ESS1.A-P1) by demonstrating actions. The teacher introduces students to patterns (CCC-PAT-P1) by reading, asking questions, and giving examples throughout the book. Students add to their chart showing what they know about daytime and nighttime and what they see in the sky (SEP-INFO-P1, SEP-DATA-P3, and SEP-INV-P4).
Grade 1, Unit: Spinning Earth, Chapter 4, Lesson 4.2: Nighttime Investigation, students engage in a learning sequence of the pattern of the sun in the sky. Students revisit the sky mural, observing the sun’s location throughout and discussing the patterns they notice. Students engage in a shared reading of Nighttime Investigation, making predictions as they read. Students discuss how the scientist organized data in the book to make sense of how they could reorganize their data on the sky mural (SEP- MOD-E4) to show the sun’s daily pattern. Students use the sky-mural data and pictures to individually reorganize their data (SEP-INFO-P1, SEP-DATA-P3, and SEP-INV-P4) to better make sense of the pattern of the sun in the sky (DCI-ESS1.A-P1, CCC-PAT-P1, CCC-CE-P2, and CCC-MOD-E4).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The materials reviewed for Grade 1 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 of all Units, 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 1 consistently address the learning objectives. In a few instances, there are missed opportunities to address a dimension from the objectives across the assessments in the Chapter. For instance, in the Unit Spinning Earth, Chapter 3, an assigned Chapter Targeted 3-D Learning Objective states that “INV-P4: Make observations (firsthand or from media) to collect data that can be used to make comparisons. [OTFA 7; OTFA 8].” The corresponding On The Fly Assessments (7&8) ask students to observe and record data, but the opportunity to use the observations and data to make comparisons as identified in the claim is missing. However, this assessment does assess all three dimensions and the majority of the objectives throughout the Chapter.
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 in each chapter: On-the-Fly Assessments and Critical Junctures. Rubrics at the Grade 1 level are consistent in format and methodology. Suggestions for teachers for following-up with students are limited to “point to it” and a provision of correct responses. 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 1, Unit Spinning Earth, Chapter 3: Why did daytime change to nighttime while Sai talked on the phone?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing five elements of the three dimensions. In On-the-Fly Assessment 10, students discuss why they see the sun in different places in the sky based on the patterns they’ve observed in their Mount Nose activity and how this is related to the Earth spinning (DCI-ESS1.A-P1, SEP-CEDS-P1) and On-the-Fly Assessment 9, patterns are addressed when students are reading and connect what they learned about the patterns of the Sun’s movement (CCC-PAT-P1). In Critical Juncture Assessment 3, students explain how changes from daytime to nighttime are related to the Earth’s spinning (DCI-ESS1.A-P1, SEP-CEDS-P1). The combination of these assessments are designed to reveal student knowledge and use of the three dimensions to support the learning objectives.
In Grade 1, Unit Animal and Plant Defenses, Chapter 1: How does Spruce the sea turtle do what she needs to do to survive?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing three elements of the three dimensions. In On-the-Fly Assessment 1, students read a text to gather important information and visualize and answer the phenomenon of how the tortoise's structures help it survive (SEP-INFO-P3). In On-the-Fly Assessment 2 students participate in a shared discussion to present their initial understanding of how structure supports function using a reference text (DCI-LS1.A-P1, CCC-SF-P1). In this Critical Juncture Assessment 1, students engage in a Shared Listening exchange where they share information about how a sea turtle’s structures help them survive (DCI-LS1.A-P1, CCC-SF-P1). The combination of these assessments is designed to reveal student knowledge and use of the three dimensions to support the learning objectives.
In Grade 1, Unit Spinning Earth, Chapter 4: What will Sai see in the sky when he calls his grandma tomorrow?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing five elements of the three dimensions. In On-the-Fly Assessment 13, students use Explanation Language Frames to share their understanding of how the Sun’s position in the sky follows a pattern in the daytime and nighttime because of the Earth’s rotation (DCI-ESS1.A-P1 and CCC-PAT-P1). In this Critical Juncture Assessment 4 , students create a mini book to display their understanding of the Sun’s repeating patterns and how the Earth rotates once each day, which gives us daytime and nighttime (DCI-ESS1.A-P1, SEP-CEDS-P1, CCC-PAT-P1). 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 1 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 1 Animal and Plant Defenses unit. Summative assessments for this unit are not designed to assess all three dimensions in any of the PEs associated with this unit. These three PEs collectively include two SEPs, five DCIs, and two CCCs. None of the SEPs, one of the CCCs, and three of the five 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 1, Unit 2: Light and Sound, the unit-level objective is framed by the statement, “Students investigate and construct explanations about how light and sound can be used to create solutions for a puppet-theater company (cause and effect). Students apply what they learn to design solutions to create shadow scenery and sound effects for a puppet-theater show (patterns).” 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 have a one-on-one conversation with the teacher about what happens when something starts making a sound (DCI-PS4.A-P1). Students go to stations with a partner, use the materials to determine if they make a sound. Students make observations and circle the picture that makes a sound (SEP-DATA-P1). The teacher debriefs with the students to determine which objects made a sound. Students are not assessed on their understanding of the targeted CCC.
Three rubrics are provided: Rubric 1 assesses student understanding of the targeted DCIs related to light but does not ask students any prompts related to sound; Rubric 2 assesses the CCC cause and effect related to the type of material used for the stencil and the amount of light that passes through; Rubric 3 assesses the SEP designing and evaluating a solution.
In Grade 1, Unit 3: Spinning Earth, the unit-level objective is framed by the statement, “Students collect and analyze data from first hand investigations and secondary sources to explain why we see the patterns that are visible in the daytime and nighttime sky (patterns, cause and effect, systems and system models).” 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 have a one-on-one conversation with the teacher about the pattern in the sky. Students explain why the girl in the story sees certain things in the sky (DCI-ESS1.A-P1). Students use the class data sheets (SEP-DATA-P3) to identify a pattern and explain how using the sheets are helpful in identifying a pattern (CCC-PAT-P1).
Three rubrics are provided: Rubric 1 assesses the targeted DCIs for the unit, including what the sky looks like over the course of a day; Rubric 2 assesses the CCC Patterns; Rubric 3 focuses on students’ understanding of how organizing data can help scientists see patterns
Examples where the materials provide three-dimensional learning objectives for the learning sequence; summative tasks partially measure student achievement of the targeted three-dimensional learning objectives:
In Grade 1, Unit 1: Animal and Plant Defenses, the unit-level objective is framed by the statement, “Students investigate how animals and plants, as well as their offspring, use their structures to meet their needs for survival (structure and function). Students apply what they learn by developing models and constructing explanations to communicate their ideas about how aquarium animals use their defenses to survive (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), except for those related to plants.
In the EOU Assessment, students have a one-on-one conversation with the teacher, where they show their model of an animal and explain to the teacher how the animals they chose survive. Students respond to questions about how offspring survive (DCI-LS1.B-P1), how the animal defends itself from animals that might eat it (DCI-LS1.D-P1), what structures provide support (DCI-LS1.A-P1, CCC-SF-P1), and why the students chose to include or not include features into the model (SEP-MOD-P1). Students are not assessed on their understanding of plants, as indicated in the unit 3-D Statement.
Three rubrics are provided: Rubric 1 assesses student understanding of the targeted DCIs (excluding plants); Rubric 2 assesses the targeted CCC and students’ understanding of how a structure’s qualities (shape, color, etc.) support its function; Rubric 3 assesses students’ understanding of models.
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 1 partially meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include phenomena in 11% of the chapters and problems in 54% 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. Multiple instances of phenomena or problems driving learning and use of the three dimensions were found within the chapters. The materials consistently elicit but do not leverage student prior knowledge and experience related to the phenomena and problems present. The materials incorporate phenomena or problems to drive learning and use of the three dimensions across multiple chapters within some of the units.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 1 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 and space 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 that connect to grade-band DCIs present in the materials:
In Grade 1, Unit: Light and Sound, Chapter 2, Lesson 2.4: Designing a Cutout to Make a Dark Area, the design problem is for students to design a puppet-show scene using light. Students choose a material, cut it into the desired shape, and create cutouts for their puppet scene. Students test their cutouts then reflect on whether their solutions met the design goals. Students complete a diagram to show how a dark area is made when light is blocked by a material. Students discuss what allows them to make a dark area on a surface. Students write in their notebooks about how they understand that when a light source is blocked by an object, a dark area is created (DCI-PS4.B-P2). Knowing which materials do and do not show light allows students to start thinking about what to use to create the scene for the design problem.
In Grade 1, Unit: Light and Sound, Chapter 2, Lesson 2.5: Explaining the Dark Part of the Surface, the design problem is to create a dark space for a puppet-show scene and design a puppet-show scene using light. Students create a diagram that shows the flashlight shining upon a surface and color it in showing the corresponding amount of darkness the material creates between the light and the surface (DCI-PS4.B-P1). This allows students to show how shadows and dark spaces work in relation to the design problem of creating a scene for a puppet show.
In Grade 1, Unit: Light and Sound, Chapter 3, Lesson 3.5: Testing and Revising our Solutions, Activity 2, the design problem is to design a puppet show using light. Students test their design solutions that show a bright, medium-bright, and dark area for the designed scene of the puppet show (DCI-PS4.B-P2). They test to see if their stencils make the appropriate “brightness” in the scene and revise as needed to meet the design goal (DCI-ETS1.C-P1).
In Grade 1, Unit: Spinning Earth, Chapter 1: Why did the sky look different to Sai than to his grandma?, the phenomenon is that the sky looks different to Sai than to his grandma when they talk on the phone. Students observe the sky in six different places across the world using a webcam. Students observe that some places are daytime and others are nighttime. Students read about Maya and Rico and record their observations of the different things Maya and Rico see in the sky at the same time. Then, they explain whether they think Maya and Rico live in the same place based on their observations and why. Students write a letter to Sai to explain why he and his grandma see different skies when they talk to each other on the phone (DCI-ESS1.A-P1).
In Grade 1, Unit: Spinning Earth, Chapter 3: Why did daytime change to nighttime while Sai talked on the phone?, the phenomenon is that Sai observed the sky change from daytime to nighttime. Students observe a timelapse video that shows it going from daytime, to sunset, to nighttime. Students watch a globe spin and use what they know about the earth spinning and where a location on earth is in relation to the sun to properly understand when it changes from daytime to nighttime. Students continue to make observations as needed to understand that the sun is in different positions in the sky at different times of the day (DCI-ESS1.A-P1).
In Grade 1, Unit: Spinning Earth, Chapter 5, Lesson 5.2: Exploring and Explaining Daylight in Different Seasons, the phenomenon is that it is nighttime in the winter when Sai calls his grandma but it is daytime when he calls in other seasons. Students read about the pattern of daytime and nighttime in different seasons and compare how the same time in different seasons can be daytime or nighttime, depending on the season (DCI-ESS1.B-P1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 1 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 problems presented as directly as possible:
In Grade 1, Unit: Light and Sound, Chapter 2, Lesson 2.4: Designing a Cutout to Make a Dark Area, the design problem is for students to design a puppet-show scene, using light. To design their scene, students need to make cutouts so they can create dark areas (shadows) of shapes they want in their scene. This is presented through a video showing students what is meant by a cutout and how to make one. This is as direct as possible because it provides students with visuals to understand what they are trying to accomplish prior to working with the materials.
In Grade 1, Unit: Light and Sound, Chapter 4, Lesson 4.4: Designing Sound Sources, the design problem is for students to design a sound source for a puppet-show scene. At the start of the chapter, students view an image of a puppet-show scene with musicians in the background, and are asked to think about where the music and sounds will come from. In this lesson, students are provided criteria for the sounds that they will design. This is as direct as possible because students have already investigated how sound works and are now applying that understanding to this design.
In Grade 1, Unit: Spinning Earth, Chapter 1: Why did the sky look different to Sai than to his grandma?, the phenomenon is the sky looks different to Sai than to his grandma when they talk on the phone. The phenomenon is presented to students through two photographs. One shows the setting-sun in the sky as a little boy, Sai, is speaking to his grandma on the phone. The other shows an image of a dark sky with stars, showing what the sky looks like at Sai’s grandma's house at the same time while they are talking on the phone. Students are asked to help Sai figure out why the sky looks different in different places on earth at the same time. This is a direct way to present this phenomenon to students for them to experience how the sky can look different in two places at the same time.
In Grade 1, Unit: Spinning Earth, Chapter 5, Lesson 5.2: Exploring and Explaining Daylight in Different Seasons, the phenomenon is the amount of daytime and nighttime changes in different seasons. Students look at pictures in the big book, Patterns of Earth and Space, that show the same location photographed multiple times a day (daytime and nighttime) in different seasons. Because of the time frame needed to make this observation, the images provide the most direct way to present students 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 1 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 that 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, and figure out.
Two of the three units at this grade include a unit-level phenomenon or problem; the third unit focuses on science concepts. Near the start of each unit, students are asked to play the role of a scientist or an engineer tasked with explaining the phenomenon, solving the problem, or understanding the science concept. In two units, the phenomenon or problem drives learning across the unit, and may drive learning of a single lesson or chapter. In other chapters, the phenomena and/or problems serve 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), but they do not drive learning across the chapter or lesson (see Indicator 1i).
Examples of chapters where phenomena or problems drive student learning and engage students with all three dimensions:
In Grade 1, Unit: Light and Sound, Chapter 2, Lesson 2.4: Designing a Cutout to Make a Dark Area, the design problem is for students to design a puppet-show scene using light. The design problem drives the learning throughout the lesson as students utilize what they learned about how different materials block light to create cutouts that will project a dark surface onto the scene. Students utilize the engineering cycle as they plan, test, then evaluate their designs to meet their design goals (CCC-CE-P1). Students design cutouts from materials (DCI-PS4.B-P2) that will create a dark area on the surface of their puppet scene. Students then work in pairs to test their cutouts and record their observations (SEP-DATA-P5). Finally, students review their data and evaluate the effectiveness of their designs to determine if the cutout design met the design goals (DCI-ETS1.C-P1).
In Grade 1, Unit: Light and Sound, Chapter 2, Lesson 2.5: Explaining the Dark Part of the Surface, the design problem is for students to create a dark space for a puppet-show scene. The design problem drives instruction throughout the lesson as students record their ideas about how different materials block different amounts of light, creating dark spaces (CCC-CE-P1). Students use what they know about being engineers to complete a diagram (SEP-MOD-P3) in their notebook to record their thinking about how the light source interacts with the materials (DCI-PS4.B-P2) they chose for designing their dark areas.
In Grade 1, Unit: Light and Sound, Chapter 3, Lesson 3.4: Planning and Making Our Stencils, the design problem is for students to create a puppet show using light. The design problem drives instruction throughout the lesson as students create stencils that project onto the puppet-show scene and create a dark, bright, and medium-bright light. Students determine the materials needed for each type of stencil, depending on the amount of light they need to pass through it (CCC-CE-P1, DCI-PS4.B-P2). Then, they create a diagram and build the stencils for their puppet-show scene to show bright, dark, and medium-bright areas (SEP-MOD-P4).
In Grade 1, Unit: Spinning Earth, Chapter 2, Lesson 2.4: Explaining Sai’s Problem, the phenomenon is that the sky looks different to Sai than to his grandma when they talk on the phone. This phenomenon drives learning across this lesson. Students place a pin on a globe where Sai lives and figure out where, on the globe, Sai’s grandma lives based on what they know about what Sai and his grandma each see. Students apply what they know about earth’s position in relation to the sun, moon, and stars (DCI-ESS1.A-P1) to determine where Sai’s grandma lives in relation to Sai based on what they both see. Students participate in a shared-listening activity and provide evidence to support their claim of where Sai’s grandma lives; they support their claim based on patterns in the sky that can be seen from each location at a given time (CCC-PAT-P1, SEP-ARG-P6).
In Grade 1, Unit: Spinning Earth, Chapter 3, Lesson 3.6: Explaining Sunset to Sai, the phenomenon is that Sai observed the sky change from daytime to nighttime. This phenomenon drives learning across this lesson. Students use a globe and cards, that represent the sun and the moon, placed in different parts of the classroom to t help them understand why Sai saw daytime turn to nighttime (DCI-ESS1.B-P1). Students use their bodies to model what Sai sees when he is on the phone with his grandma. Students spin in place, to see the change from daytime to nighttime; the sun card moves out of view as they spin towards the moon card (DCI-ESS1.B-P1, SEP-MOD-P3). They indicate by raising their hands whether it is daytime or nighttime based on what they are facing to see the repeated pattern (CCC-PAT-P1) of daytime and nighttime.
Examples where a chapter or lesson within the grade does not use a phenomenon or problem to drive student learning:
In Grade 1, Unit: Animal and Plant Defenses, Chapter 2, is not driven by a phenomenon or problem. The chapter focuses on external structures animals use for survival, rather than a specific phenomenon or problem. Students learn that plants and animals have external body parts that protect them from being eaten (DCI-LS1.A-P1) and that some animals use camouflage to hide themselves. Students develop clay models (SEP-MOD-P4) to demonstrate how the external parts can protect the plant or animal from being eaten.
In Grade 1, Unit: Animal and Plant Defenses, Chapter 3, is not driven by a phenomenon or problem. The chapter focuses on developing the idea that parents and offspring have similar structures that can be used for survival, rather than a specific phenomenon or problem. Students learn that young offspring of animals have external body parts that are similar to their parents, and that the same structures in the parents also protect the offspring from being eaten (DCI-LS1.A-P1). Students watch videos of behaviors of parents that protect their offspring and also learn that while many animals need their parents to protect them and help them survive, plant parents do not care for their young (DCI-LS1.B-P1).
In Grade 1, Unit: Light and Sound, Chapter 1, a problem connects to, but does not drive, student learning. At the start of the chapter, students are introduced to the problem that a puppet show has heavy parts that are difficult to carry around. Students are then introduced to a second problem of making scenes that create three different areas on the wall. Students are told that if they use light to make a picture on the wall, the company won’t need to carry heavy parts to the shows. Students begin by reading parts of Engineering with Light and Sound to learn what engineers do and different types of problems engineers solve. Throughout the chapter, students develop vocabulary to learn the difference between light and dark, that a light source is needed to see, and that shining a light on an object will make it brighter and easier to see (DCI-PS4.B-P1, CCC-CE-P2).
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 1 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 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 1, Unit: Light and Sound, Chapter 1, Lesson 1.3, Activity 2, the unit design challenge is to make light and dark scenery for a puppet theater. In this lesson, students are asked to think about how they can use their experiences outside the classroom to help identify light sources, asking questions like: “What light sources have you noticed at home or out in your neighborhood? and How did you know they were light sources?” then recording responses on the “Our Experiences” chart. The materials prompt the teacher to say¸ “You can use your experiences, along with what we have figured out in class, to help you identify light sources.” However, there is a missed opportunity to leverage the elicited experiences and knowledge through the following activities.
In Grade 1, Unit: Light and Sound, Chapter 1, Lesson 1.5, Activity 1, the unit design challenge is to make light and dark scenery for a puppet theater. In this lesson students are asked to think about and share experiences they have using a flashlight. Students are asked “Think back to what that was like. What did you do with the flashlight? Your experiences could give you ideas for how to use the flashlights to make surfaces look bright.” Throughout the lesson, suggestions such as, “If possible, connect student responses back to the Our Experiences and What We Think We Know charts,” or “point out ideas they had before that are related to what they have learned.” However, there is a missed opportunity to leverage the elicited experiences and knowledge through the following activities.
In Grade 1, Unit: Spinning Earth, Chapter 1, Lesson 1.2, Activity 4, the unit phenomenon is that the sky looks differently to one person than another when they speak together on the phone (assuming they are on different parts of the Earth). In this lesson, students listen to or group read a trade book about the nighttime sky and come to a location in the book where they are asked to use shared experiences to predict what will happen next in the book. While this is an example of leveraging prior knowledge it is in the service of literacy and prediction of storyline more so than supporting an explanation, developing understanding, or explaining a phenomenon.
Examples of opportunities for students to elicit and leverage their prior knowledge and experience include:
In Grade 1, Unit: Light and Sound, Chapter 1, Lesson 1.3, Activity 4, the unit design challenge is to make light and dark scenery for a puppet theater. In this lesson, the materials prompt the teacher to ask: “What is another light source that you know of that we did not see on our Light-Source Hunt?” and then ask students to share additional light sources they know of with a partner and then share out with the class. For each new light source that students share, the teacher adds the source to the Light Sources chart. The materials then prompt the teacher to ask: “Does that light source give off its own light like the ones we found during our Light-Source Hunt?” thereby connecting experiences in their lives with the chapter phenomenon and leveraging prior knowledge and experiences by building on a recognition of patterns of items that give off their own light and those that do not.
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 1 partially 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 provide numerous chapters that use phenomena or problems to drive student learning and to engage with all three dimensions across multiple lessons across the grade. Each chapter of the unit consists of multiple lessons. The phenomenon or problem does not drive learning of all lessons within the chapters. Instead, many lessons are driven by a science topic or concept that builds background knowledge that can then be applied to the phenomenon or problem. Two units contain multiple chapters where one or more of the lessons within the chapter are driven by the phenomenon or problem. One unit is driven by a science topic, rather than a phenomenon or problem. The materials 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 within each unit.
Examples of units where a phenomenon or problem drives student learning across multiple lessons in the unit and students engage with the three dimensions across the unit:
In Grade 1, Unit: Spinning Earth, the phenomenon that, “the sky looks different to Sai than to his grandma when they talk on the phone,” drives learning across multiple lessons. Students engage with all three dimensions across multiple lessons and are provided with multimodal opportunities to develop, evaluate, and revise their thinking as they make sense of the phenomenon. In Chapter 1, students make observations from live webcams around the world to determine that the sky looks different in different places at the same time. Students engage in activities that allow them to make observations and draw on those observations of the daytime sky. Students begin to develop an understanding of patterns (CCC-PAT-P1) as they learn more about the daytime and nighttime sky (DCI-ESS1.A-P1). Students write a letter to Sai that explains why the sky looks different to him than to his grandma (SEP-CEDS-P1). In Chapter 2, students figure out why it was daytime for Sai when it was nighttime for his grandma. To do this, students learn more about what causes daytime and what causes nighttime (DCI-ESS1.A-P1) through reading a book, watching videos, and using a globe to model their thinking (SEP-INFO-P1, SEP-MOD-P3). In Chapters 3–5, students continue to build knowledge about what causes the repeatable patterns in the sky and why the sky looks different for Sai than for his grandmother.
In Grade 1, Unit: Light and Sound, the challenge of designing shadow scenery and sound effects for a puppet show drives learning across multiple lessons. Students engage with all three dimensions across multiple lessons and are provided with multimodal opportunities to develop, evaluate, and revise their thinking as they solve the design challenge. In Chapter 1, students view images of puppet-show scenes and are introduced to the design challenge. The rest of this chapter is driven by students testing how to make a surface area brighter or darker with light (SEP-INV-P2) and observing that objects can only been seen when a light-source illuminates them (CCC-CE-P1, DCI-PS4.B-P1). In Chapter 2, students are informed that knowing how to make shadows will help them build scenes for their puppet show. Students then research and test how different materials block light (DCI-PS4.B-P2) as they develop an understanding of the relationship between shadows and light (CCC-CE-P1); they incorporate the understanding of how to make areas dark into the designs of their puppet-show scene. Students design and test their scene, then generate revised solutions based on how well the design met the needs of their scene (SEP-CEDS-P2). In Chapter 3, students research and test how different materials block light (DCI-PS4.B-P2). Students develop an understanding of how different materials allow different amounts of light to pass through them (CCC-CE-P1); students incorporate that understanding into the designs of their puppet-show scene as they determine how to make some parts of the scene brighter than other parts. Students design and test their scene, modifying it from the last chapter where they create bright, medium-bright, and dark areas, then generate revised solutions based on how well the design met the criteria for their scene (SEP-CEDS-P2). In Chapter 4, students research how vibrations work (DCI-PS4.A-P1) as they develop an understanding of sound (CCC-CE-P1) and incorporate that understanding into the designs of their puppet-show scene. Students design and test their sound for the scene, then generate revised solutions based on how well the design met the needs of their scene (SEP-CEDS-P2).
Example of a unit where a phenomenon or problem does not drive student learning across multiple lessons in the unit but students engage with the three dimensions across the unit:
In Grade 1, Unit: Animal and Plant Defenses, the topic of plant and animal defenses drives student learning, rather than a phenomenon or problem. While the example of Spruce the Sea Turtle is referenced multiple times across the unit, it is provided more as context to apply the learning rather than a specific phenomenon that drives the learning for lessons, chapters, or a unit. Throughout Chapter 1, students learn that animals need air, water, and food to survive. They also explore the different structures of plants and animals and how organisms use these structures to survive. In Chapter 2, the topic of plant and animal defenses drives student learning throughout this chapter. Students learn that animals eat plants and/or other animals; for an animal to survive it needs to have protection from being eaten (DCI-LS1.A-P1, DCI-LS1.D-P1). In Chapter 4, students read a book about frog models and then partners choose among four marine animals to create their own model. Student models demonstrate how marine animals defend themselves using their structures to survive and avoid being eaten (DCI-LS1.A-P1, DCI-LS1.D-P1, and CCC-SF-P1). Students use their models (SEP-MOD-P3) in their oral explanation as to how the animal survives in the wild.