3rd Grade - Gateway 1
Back to 3rd 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
| Score | |
|---|---|
Gateway 1 - Meets Expectations | 89% |
Criterion 1.1: Three-Dimensional Learning | 16 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 9 / 12 |
The instructional materials reviewed for Grade 3 meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning meets expectation 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 3 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 3 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 3 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 3, Unit: Environment and Survival, Chapter 1, Lesson 1.1: Pre-Unit Assessment, students use graphs to examine data associated with two different snail species (SEP-AQDP-E3) to determine why one particular snail species is thriving and one is not (DCI-LS4.C-E1). Within this lesson, students are then asked to use this data to write an initial explanation on why one particular population is thriving and one is not (SEP-INFO-E5). Students also learn how the structure of a snail shell is designed and how it helps in the snail’s survival (DCI-LS1.A-E1, CCC-SF-E1).
In Grade 3, Unit: Environment and Survival, Chapter 2, Lesson 2.3: Investigating Traits and Survival, students learn about the characteristics of an environment that assists in various organisms’ survival (DCI-LS2.C-E1), then connect their understanding to the specific situation for snails. Students examine fossils and then connect the structure and function of the shape of a mouth to a particular organism's ability to survive (DCI-LS2.C-E1, DCI-LS4.A-E2); they then transfer that understanding as they examine the different shapes of the two snail-shells. Students ask questions and discuss their predictions associated with the fossils (SEP-AQDP-E1, SEP-INV-E4). As students examine the fossilized structures, they connect the shape of the shell to how the shell impacts a snail’s survival (CCC-SF-E2).
In Grade 3, Unit: Weather and Climate, Chapter 1, Lesson 1.2, Future Weather on Three Islands, students observe and discuss weather data from one day on a fictitious island (DCI-ESS2.D-E1). Students perform a short experiment to determine the most effective way to collect rain data (SEP-INV-E2, SEP-MATH-E3). Students share and compare class data (SEP-DATA-E3). As they measure rainfall and compare varying data with other groups, they learn that standard units are vital when communicating measurements (CCC-SPQ-E2).
In Grade 3, Unit: Weather and Climate, Chapter 1, Lesson 1.4: Sky Notebook, students act as meteorologists by collecting weather data (DCI-ESS2.D-E1) using appropriate scientific tools (SEP-INV-E2) and units of measurement. Students learn how to create and interpret line plots of their data (SEP-MATH-E2) to find temperature ranges. Students then engage in a digital simulation (SEP-MOD-E5) to model this information to recognize patterns in weather data (CCC-PAT-E2).
In Grade 3, Unit: Balancing Forces, Chapter 1, Lesson 1.2: Making an Object Move, students activate and discuss prior knowledge of friction (SEP-AQDP-E4) before investigating (SEP-INV-E1) what forces need to be applied to move blocks. Students record data (SEP-INV-E3) about how forces act on objects (DCI-PS2.A-E1). Students use the data from the investigation to explain how the forces act on one another (DCI-PS2.A-E1, CCC-CE-E1).
In Grade 3, Unit: Balancing Forces, Chapter 3, Lesson 3.3: Observing Forces in Chain Reactions, students set up their own series of reactions to investigate how different objects in contact exert forces (balanced or unbalanced) on each other (SEP-INV-E3, DCI-PS2.B-E1) and how those forces change the direction of an object (DCI-PS2.A-E1). Students demonstrate the idea that forces cause an effect on an object depending on if they are balanced or unbalanced and by how much (CCC-CE-E1); students also learn that a chain reaction is a series of interactions within a system (CCC-SYS-E2).
In Grade 3, Unit: Balancing Forces, Chapter 4, Lesson 4.2: Investigating Balanced Forces, students investigate (SEP-INV-E1) how a magnet can move a paper clip from a distance. Students observe that changing the distance between the magnet and the paper clip can cause a change in how much the paper clip will move (CCC-CE-E1). Students conclude that an object starts moving when forces are unbalanced but not when forces are balanced (DCI-PS2.A-E2).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 3 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 3, Unit: Environment and Survival, Chapter 1, Lesson 1.2: Investigating Needs for Survival, all three dimensions are present and support student sensemaking. Students examine the conditions in four different habitats and compare and contrast the conditions in those areas (DCI-LS2.C-E1). Much of the information that they obtain is through reading (SEP-INFO-E1). As students discuss what will or will not survive and the types of environments that animals live in, they begin to understand the components of an ecological system (CCC-SYS-E1). Students then draw inferences about the survivability of a particular organism, making sense out of where an organism lives, the environment it is in, and the specific needs that the organisms need to be met within that environment.
In Grade 3, Unit: Environment and Survival, Chapter 2: Why are the snails with banded shells more likely to survive than the snails with yellow shells?, students explore different situations to determine how certain structures can determine whether the organism will thrive (DCI-LS2.C-E1, CCC-SF-E2). Students examine fossils and connect the structure and function of the shape of a mouth to a particular organism's ability to survive (DCI-LS2.C-E1, DCI-LS4.A-E2); they apply that information when examining the different shapes of the two snail shells. Students ask questions and discuss their predictions (SEP-AQDP-E3) associated with the fossils, and then make connections to the shape of the shell and how the shell impacts a snail’s survival (CCC-SF-E2, SEP-AQDP-E1, and SEP-INV-E4).
In Grade 3, Unit: Weather and Climate, Chapter 1, Lesson 1.2: Future Weather on Three Islands, students make sense of how weather can change on a daily basis and that data needs to be accurately recorded to recognize and predict patterns. Students observe and record daily weather in their area (DCI-ESS2.D-E1). Students perform a short experiment to determine the most effective way to collect rain data (SEP-INV-E2, SEP-MATH-E3) then compare class data (SEP-DATA-E3). As they measure rainfall and compare varying data with other groups, they learn that standard units are vital when communicating measurements (CCC-SPQ-E2).
In Grade 3, Unit: Weather and Climate, Chapter 3, Lesson 3.6: Evaluating Evidence About Climate, students evaluate weather data to determine the best island for a population of orangutans to live. Students gather data and evidence of weather patterns to conclude that weather data can be used to make decisions (SEP-DATA-E2, SEP-DATA-E3, and CCC-PAT-E3). They compare daily, monthly, and long-term graphs related to a location’s temperature (DCI-ESS2.D-E2) and precipitation patterns (DCI-ESS2.D-E1) and use this data to select one of three islands.
In Grade 3, Unit: Balancing Forces, Chapter 1, Lesson 1.2: Making an Object Move, students discuss prior knowledge of friction to develop an investigation (SEP-INV-E1). Students explore what forces are needed to move blocks (DCI-PS2.A-E1) and then record their data (SEP-INV-E3). Students then use their understanding of cause and effect (CCC-CE-E1) to explain how the forces act on one another (DCI-PS2.A-E1).
In Grade 3, Unit: Balancing Forces, Chapter 2, Lesson 2.2: What Objects Do Magnetic Forces Act-On, students design an investigation (SEP-INV-E1) to gather data (SEP-DATA-E3) to test if their predictions about what objects magnets will be attracted to are correct. Students use the findings to understand why magnets do not have to be touching to act on one another (DCI-PS2.B-E2). Students discover patterns (CCC-PAT-E1) that help them to understand how and why magnets behave the way that they do (DCI-PS2.B-E2).
In Grade 3, Unit: Inheritance and Traits, Chapter 1, Lesson 1.3: Observing Similarities and Differences and Lesson 1.4: Introducing Species, students make observations about organisms and synthesize information from various sources (SEP-INFO-E4) including a text, trait cards, and recordings of bird songs and to find patterns in their traits (CCC-PAT-E1). Using the observed patterns in traits, students make inferences about inheritance and relatedness (DCI-LS3.B-E1).
In Grade 3, Unit: Inheritance and Traits, Chapter 3, Lesson 3.1: Introducing Traits That Aren’t Inherited and Lesson 3.2: How the Sparrow Learned its Song, students examine traits that are not inherited to make sense of variations in a population. Students make observations (SEP-INV-E3) and determine patterns in their data (CCC-PAT-E1). Through discussion, students make recognize that color is caused (CCC-CE-E2) by an environmental factor—the bird’s diet (DCI-LS3.B-E2). This learning sequence is further enriched as students listen to bird songs and read about how these patterns are influenced by the bird’s surroundings.
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The materials reviewed for Grade 3 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 sections 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 3 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 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 3, Unit: Weather and Climate, Chapter 1: Which island’s weather would be best for orangutans?, the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing six elements of the three dimensions. In the first On-the-Fly Assessment (OTFA), the teacher requests students to share their methods and measurements from the previous activity. The instructions for this OTFA have the students examine the data between the groups to compare and contrast the data that was shared (SEP-DATA-E3, CCC-PAT-E1). In the Look For: “As students discuss the different measurement methods and talk about comparing the cups in one group followed by comparing the cups between groups, they should recognize that comparisons can only be made when measurements are taken in the same way” (SEP-MATH-E2). In the Critical Juncture assessment, students evaluate and compare data provided on evidence cards. Students identify which evidence card contains strong vs. weak data and record their data on page 12 of their investigation notebook (SEP-DATA-E2, DCI-ESS2.D-E1). The materials prompt the teacher to ensure students identify the strong evidence as those cards that have comparable units of measurement, such as Fahrenheit and millimeters of rainfall (SEP-DATA-E2). In the third OTFA, students evaluate claims and analyze the evidence cards to identify which evidence supports each claim (SEP-DATA-E2). Students work in Evidence Circles to discuss the evidence and claims. In the Evidence Circles the students discuss how the teacher measures students’ ability to use evidence to support a claim (SEP-ARG-E3). Guidance for the teacher states, “As students hold their Evidence Circle discussions, they should be using the temperature and rain data from the different islands to decide which one is hottest and rainiest so they can support a claim about which island’s weather is most like the weather where orangutans live” (DCI-ESS2.D-E1). The combination of the On-the-Fly assessments and the Critical Juncture assessments are designed to reveal student knowledge and use of the three-dimensional learning objectives.
In Grade 3, Unit: Inheritance and Traits, Chapter 2: Why is Wolf 44’s color similar to one pack but different from the other? the three-dimensional objectives are present as the Chapter Targeted 3-D Learning Objectives, representing eight elements of the three dimensions. In On-the-Fly Assessment 3, students use their Asking Questions T-chart to ask questions that can be answered through observation or using data that are currently available on how organisms vary based on inherited information and characteristics from their parents (DCI-LS3.B-E1, DCI-LS3.A-E1, CCC-CE-E1, SEP-AQDP-E2). Students are also given the opportunity to make observations of data cards and use the data cards to generate questions that can be investigated (CCC-PAT-E1). Additionally, in On-the-Fly Assessment 6, students ask questions that demonstrate their understanding of what causes an organism’s traits (SEP-AQDP-E3, CCC-CE-E1). This also reveals student knowledge of the idea that many characteristics of organisms are inherited from their parents (DCI-LS3.A-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 3, Unit: Balancing Forces, Chapter 4: Why does the train float, even though gravity is acting on it?, 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 4, students demonstrate their understanding of two forces exerted on an object at the same time, sharing their investigation results and explaining how they found a way to exert two forces on one magnet (CCC-SC-E2, DCI-PS2.A-E1, DCI-PS2.B-E2, SEP-INV-E3). In On-the-Fly Assessment 14, students write sentences about balanced forces using scientific language to express their understanding (DCI-PS2.A-E1, DCI-PS2.B-E2). The On-The-Fly Assessment 14 does not assess the practice constructing explanations and designing solutions (SEP-CEDS-E3). This is assessed earlier in the lesson as students attempt to design a solution to the problem of making a paperclip float in midair on the end of a string. However, students use the observations as evidence to help them explain the phenomenon during the On-the-Fly Assessment 14, as they describe the floating paper clip device by explaining its components and how they interacted (CCC-SYS-E2). In On-the-Fly Assessment 15, students read text and look for connections to balanced forces, gravity, or making explanations and mark their evidence with sticky notes and add notes about their ideas to the Setting a Purpose for Reading notebook page (SEP-INFO-E1). As students read Explaining a Bridge, they also examine a diagram of a suspension bridge and explain the forces that are acting on the bridge in the diagram (DCI-PS2.A-E1). Students demonstrate their understanding of stability and change as they use the diagrams of the bridges on pages 12 and 13 to explain why one bridge is stable and the other bridge is unstable (CCC-SC-E2). Student understanding is further assessed through On-The-Fly Assessment 16, when students use the Force Diagramming Tool to make diagrams of the forces acting on the floating paper clip (CCC-SC-E2, SEP-MOD-E4, DCI-PS2.A-E1, DCI-PS2.B-E2). Students use their models to further investigate, discuss, ask questions, and write explanations about the floating paper clip device and then eventually make the connection to the floating train. In Critical Juncture Assessment 3, students write an explanation to answer the question why the train floats. Students apply their understanding of balanced forces, stability, and change to the problem of the floating train, explaining that two forces can act on an object at the same time, and that when forces on an object are balanced, the object they are acting on will be stable (CCC-SC-E2, DCI-PS2.A-E1, PS2.B-E2). 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 3 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 four PEs are connected to the Grade 3 Inheritance and Traits unit. Summative assessments for this unit are not designed to assess all three dimensions in any of the PEs associated with this unit. These four PEs collectively include four SEPs, four DCIs, and two CCCs. One of the SEPs, one of the CCCs, and two of the four 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 3, Unit: Weather and Climate, the unit-level objective is framed by the statement, “Students learn to make weather measurements and make sense of them (scale, proportion, and quantity). They analyze a day, then a month, then a year of weather data for three fictional locations. Using the climate patterns of precipitation and temperature (patterns), students discover how to construct evidence-based arguments about which location would be the best habitat for an orangutan reserve, with a long-term climate (despite shorter-term changes) most similar to that of Borneo (stability and change), where orangutans live.” 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) that answer the question, “Over many years, which island’s weather will be most like the weather where orangutans live?” (DCI-ESS2.D-E1, DCI-ESS2.D-E2, and CCC-PAT-E2). Students write recommendations on how the organization should prepare their office building for future natural hazards (SEP-ARG-E4). Students write a claim supported by evidence that should include which islands would be best for orangutans based on what the student already knows about where orangutans live (SEP-CEDS-E3). In this explanation, students should include information regarding the weather and how patterns can be detected on a short term and long term basis. Responses should reveal that students understand that the weather repeats every year in a pattern, which allows you to predict future weather (DCI-ESS2.D-E1, DCI-ESS2.D-E2). Students use this data to make predictions about future weather (CCC-PAT-E2).
Three rubrics are provided. Rubric 1 assesses students’ application of the practice Constructing Arguments (SEP-ARG-E4). Rubric 2 assesses students’ understanding of science ideas (DCI-ESS2.D-E1, DCI-ESS2.D-E2). Rubric 3 assesses students’ understanding and application of the crosscutting concept related to patterns (CCC-PAT-E2).
In Grade 3, Unit: Inheritance and Traits, the unit-level objective is framed by the statement, “Students ask questions and investigate the variation between similar organisms in order to explain how traits are determined (patterns, 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 explain why Wolf 44 is a medium size. Prompts are provided and include look-for questions and sample responses. Students compare different physical traits in sparrows along with differences in their songs. Students are prompted to think in terms of patterns as they compare sparrow traits and determine which questions they want to test. Students ask testable questions (SEP-AQDP-E3) about the sparrows and their traits, and how patterns can be used to sort and classify information and be used as evidence to support an explanation (CCC-PAT-E3).
Three rubrics are provided. Rubric 1 assesses student ability to construct an explanation and support the explanation with evidence and reasoning (SEP-CEDS-E2) of why the wolf is larger than wolves of one pack and smaller than wolves of another pack. Rubric 2 assesses student understanding of the DCIs related to traits that are inherited (DCI-LS3.A-E1, DCI-LS3.B-E1) and those that result from interactions with the environment (DCI-LS3.A-E2, DCI-LS3.B-E2). While Rubric 3 is intended to assess student understanding of patterns, the questions really elicit student understanding of how being part of a group can help an animal survive (DCI-LS2.D-E1) and affect their size. These questions do not assess student understanding of patterns or any associated elements of this CCC.
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 3, Unit: Balancing Forces, the unit-level objective is framed by the statement, “Students are challenged to explain how a floating train works in order to reassure nervous citizens. To solve the mystery, students plan and conduct investigations, analyze patterns in data (patterns), and obtain information about magnetic force, gravity, and balanced and unbalanced forces. Students write explanations and create physical models and diagram models to show why the train’s vertical motion is stable at times and changes at times (stability and change).” 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 partially assess the targeted elements of the Unit objective(s).
In the Investigation Assessment, students plan and conduct multiple trials of a test (SEP-INV-E1) to find out how far the paperclip can be from the magnet before the forces become unbalanced (DCI-PS2.A-E1, DCI-PS2.B-E2). Students write a plan for their investigation, make a prediction, conduct the investigation, record their results, and draw a conclusion about the strength of the magnet.
In the EOU Assessment, students write their final explanation to the unit’s objective of why the train goes from floating to falling (SEP-CEDS-E1). Students explain that each force acts on one particular object and has both strength and a direction which is what changes the motion of the train (DCI-PS2.A-E1). Student explanations should indicate that the motion remains the same when forces are balanced and changes when forces are unbalanced.
Three rubrics are provided. Rubric 1 assesses students’ ability to construct an explanation and support the explanation with evidence and reasoning (SEP-CEDS-E2) of why the train changed from floating to falling. Rubric 2 assesses students’ understanding of unbalanced forces (DCI-PS2.A-E1, DCI-PS2.B-E2). Rubric 3 uses the terms stability and change when asking about the changes in forces on the train, but does not directly assess students' understanding of any elements of this targeted CCC.
In Grade 3, Unit: Environments And Survival, the unit-level objective is framed by the statement, “Students use physical models, read informational texts, analyze data, and engage in student-to-student discussions to figure out why some snails are more likely to survive than others (systems and system models, structure and function). Students write scientific explanations about their findings and use their newfound understanding of how the traits of organisms affect the organisms’ survival in order to help an engineering firm design a robot that aims to mitigate the effect of an environmental change (structure and function).” 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 partially assess the targeted elements of the Unit objective(s).
In the EOU Assessment, students write an explanation as to why the snails with yellow shells in the population were more likely to survive 10 years ago. Students design a mouth for the RoboGrazer. The rubric associated with this assessment provides look-for questions related to whether students addressed how the structure and position of each tooth is related to their function (CCC-SF-P1). This assesses the CCC of structure and function below the grade-band expectations for this performance expectation
Three rubrics are provided. Rubric 1 assesses student ability to construct an explanation and support the explanation with evidence and reasoning (SEP-CEDS-E2). Rubric 2 assesses student understanding of the DCIs related to traits that help snails survive in a particular environment (DCI-LS4.B-E1), factors leading to organism survival in different environments (DCI-LS4.C-E1), and environmental changes that can impact the survival of organisms (DCI-LS2.C-E1). Rubric 3 measures student understanding of the different organisms in the snail’s ecosystem and how interactions with other organisms and the environment can impact the snail’s survival. These questions do not assess student understanding of system and system models or any associated elements of this CCC.
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 3 partially meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include phenomena in 76% of the chapters and problems in 18% 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. Few instances of phenomena or problems driving learning and use of the three dimensions were found within the chapters, as a guiding question is the primary focus of the learning at the chapter level. 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.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 3 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 3, Unit: Balancing Forces, Chapter 3, Lesson 3.4: Modeling and Explaining the Falling Train, the phenomenon is that a floating train rises, floats above the track, and then later falls back to the track. Students use the digital Force Diagramming Tool to create models of the four different types of forces that are present and how each force acts on the train (DCI-PS2.A-E1). As they do this, students explain, label, and model how forces interact and specifically how the train falls at a particular point.
In Grade 3, Unit: Inheritance and Traits, Chapter 1, Lesson 1.5: Variation in Species, the phenomenon is that a wolf at Greystone Park does not have the same fur color as the rest of his pack. In this lesson, students examine a group of cards of the Elk Mountain wolf pack and determine similarities and differences within the pack. Students learn that characteristics are inherited from an animal’s parents (DCI-LS3.A-E1), then explain one of the reasons why a wolf may have different-colored fur than the rest of the pack.
In Grade 3, Unit: Environments and Survival, Chapter 1: Why are the snails with yellow shells not surviving well?, the phenomenon is “over the past 10 years, the snails with yellow shells have not survived as well as the snails with banded shells.” Students examine grove snail population data and see the differential noted in the phenomena. To understand survival needs, students look at other organisms and determine if they will likely survive in their environments and then make inferences about snail characteristics and how the differences in these characteristics impact survival of the snail (DCI-LS4.C-E1, DCI-LS4.B-E1).
In Grade 3, Unit: Weather and Climate, Chapter 2, Lesson 2.4: Evaluating Island Weather Evidence, the phenomenon is that three similar islands have different weather patterns. Students examine the temperature ranges on three islands and the different temperature ranges in which various primates live, then examine evidence statements and use their knowledge that different organisms thrive or do not thrive based on their environment (DCI-LS4.C-E1) to determine which location will be the best environment for orangutans.
In Grade 3, Unit: Weather and Climate, Chapter 4, Lesson 4.3: Preparing for Natural Hazards, the problem is that a hurricane destroyed the World Protection Organization office building and the new building needs to be protected from future hurricanes. In this lesson, students are challenged to reduce the impact of a natural hazard (DCI-ESS3.B-E1) by constructing a model building that can withstand the effects of a hurricane, within a set of guidelines and constraints (DCI-ETS1.A-E1). Students test their structures (DCI-ETS1.B-E2) to make improvements.
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 3 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 3, Unit: Balancing Forces, Chapter 1, Lesson 1.1: Pre-Unit Assessment, students are introduced to the phenomenon that the floating train rises, floats above the track and then later falls back to the track. Students are introduced to this phenomenon through an animated video of a train that seems to magically float above the track, move, and then settle back onto the track. Since students can not see a floating train in person, the video is the most direct way to present the phenomenon that is revisited throughout the chapter.
In Grade 3, Unit: Inheritance and Traits, Chapter 1, Lesson 1.7: Explaining Variation, students are presented with the phenomenon that a wolf in Graystone National Park does not have the same fur color as the rest of his pack. The phenomenon is presented to students in the first chapter via a “memo” from the Graystone National Park Biologist Team. The team asks students to explain why one wolf looks so different than the rest of the wolves in the pack. Students are presented with a photograph of the wolf pack showing one light colored wolf amongst a pack of dark colored wolves. Since it would not be practical to observe the wolves in their environment, photographs showing the color variation is a direct way to introduce students to this phenomenon.
In Grade 3, Unit: Environment and Survival, Chapter 1, Lesson 1.2: Investigating Needs for Survival, students are presented with the phenomenon, “over the past 10 years, the snails with yellow shells have not survived as well as the snails with banded shells.” Students begin the lesson with pictures of two different snails and bar graphs that illustrate the type of snail and the population 10 years ago and today. Since students do not have access to the actual snails, they are provided clear information that could be gathered at a site and are thus able to examine the data provided to answer questions.
In Grade 3, Unit: Weather and Climate, Chapter 4, Lesson 4.3: Preparing for Natural Hazards, the problem is that a hurricane destroyed the WPO office building and the new building needs to be protected from future hurricanes. Students are challenged to, “design a structure that can withstand a hurricane.” Students are first introduced to the problem through a video and text (in Lesson 4.2) showing how weather can become dangerous and cause damage. In Lesson 4.3, students try to solve his problem by mediating the damage caused by a hurricane.
In Grade 3, Unit: Weather and Climate, Chapter 1, Lesson 1.2: Future Weather on Three Islands, the phenomenon is that three similar islands have different weather patterns. Students examine the phenomenon of the weather on three islands across multiple lessons as they try to make predictions and select an island that is best-suited for an orangutan habitat. This is first presented to the students through a memo from the Wildlife Protection Organization with weather data from each of the three islands. Providing weather data for the three islands is the most direct way to introduce students to this 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 3 do not 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).
Examples of chapters where phenomena or problems do not drive student learning:
In Grade 3, Unit: Inheritance and Traits, Chapter 1, a phenomenon connects to, but does not drive, student learning. Instead, students learn about the concept of genetic variation. Throughout the chapter, students observe similarities and differences across a variety of plants and animals, including similarities and differences of traits within their classroom (DCI-LS3.B-E1). At the end of the chapter, students connect their learning from the various chapter activities to the unit’s Anchoring Phenomenon when they record evidence of similar and different traits among wolves (SEP-INV-E3, SEP-INFO-E4) and recognize patterns (CCC-PAT-E1). Students then use this data to form an explanation of why wolves in the same pack may have different traits (DCI-LS3.B-E1). This chapter supports the Anchoring Phenomenon at the unit level (see Indicator 1i).
In Grade 3, Unit: Weather and Climate, Chapter 3, is not driven by a phenomenon or problem. The chapter focuses on understanding the concepts of weather and climate, rather than a specific phenomenon or problem. Students learn how to make bar graphs and then collect and analyze wildlife reserve data, explaining why graphs can be useful (SEP-DATA-E1). Students use the graphs to discuss average temperature in different places (DCI-ESS2.D-E2). Students use a simulation to make temperature predictions (CCC-PAT-E2, DCI-ESS2.D-E2, and SEP-DATA-E1); they interpret average temperature and precipitation graphs for Anchorage, AK (SEP-DATA-E2, DCI-ESS2.D-E2, and CCC-PAT-E2) that show seasonal change. Students read about the climate in Boston and San Francisco and use data to make arguments about the climate (SEP-ARG-E4, DCI-ESS2.D-E2). Students use the data and information they read to conclude that there are different climates all over the world (DCI-ESS2.D-E2). Students make predictions about future weather (CCC-PAT-E2) and support their claim with evidence (SEP-CEDS-E2, DCI-ESS2.D-E2).
In Grade 3, Unit: Balancing Forces, Chapter 3, a phenomenon connects to, but does not drive, student learning. Instead, students read text, conduct investigations, and draw force diagrams to better understand how gravity pulls objects to earth. Near the end of the chapter, students connect their learning from the various chapter activities to their model of the magnetic train (SEP-MOD-E3, SEP-MOD-E4), showing how gravity can pull the train toward earth (DCI-PS2.B-E2, SEP-CEDS-E1); however, students do not address why the pull of gravity did not prevent the train from floating. This chapter supports the Anchoring Phenomenon at the unit level (see Indicator 1i).
In Grade 3, Unit: Environment and Survival, Chapter 2, is not driven by a phenomenon or problem. Instead, the chapter focuses on understanding how traits can impact the survival of different organisms. Students investigate various organisms’ traits (DCI-LS4.B.E1) and model (SEP-MOD.E4) hummingbird beaks to determine how the structure of the beak (CCC-SF-E2) either helps or hinders food collection. Students follow that experience with collecting information (SEP-INFO.E4) to identify how the teeth of organisms and fossil structures (CCC-SF.E2) can be used to identify what type of food the organism might eat (DCI-LS4.B.E1).
Examples of chapters where phenomena or problems drive student learning and engage students with all three dimensions:
In Grade 3, Unit: Weather and Climate, Chapter 4, the problem is that a hurricane damaged the WPO offices and students are tasked with finding ways to protect the WPO offices from future weather hazards. Throughout the chapter the lessons are three-dimensional as students strive to solve the problem. Students use a simulation to map and predict natural hazards (DCI-ESS3.B-E1, SEP-MOD-E4, and CCC-PAT-E2). Students use a paper/pencil map to identify and predict temperatures (DCI-ESS2.D-E2, SEP-MOD-E4, and CCC-PAT-E2). Students read and answer questions about natural hazards (DCI-ESS3.B-E1) then build and test designs that can withstand a "hurricane" (SEP-MOD-P4). Students research hurricanes to better understand how weather changes become hazardous (DCI-ESS3.B-E1) and can develop the potential to destroy buildings in particular areas (CCC-PAT-E3). Students build their designs (SEP-MOD-E5), then test their designs (SEP-INV-E5). They discuss failure points and identify areas of improvement to produce a structure that is designed to withstand a hurricane (DCI-ETS1.A-E1). Students engage with all three dimensions as they design, test, and refine their building designs.
In Grade 3, Unit: Environment and Survival, Chapter 4, the challenge to “design something inspired by the traits of giraffes” drives student learning. Students read about engineers who design solutions to problems based on biomimicry, and are introduced to the criteria for designing a robot. Students read about the structures of a giraffe's neck and mouth and how these structures help giraffes survive (DCI-LS1.A-E1); they use this information to inform their biomimicry design for a robot that can remove and grind up an invasive species. Students consider information on tooth structure, how the structure affects the type of food the organism can eat (CCC-SF-E2), and discuss how to optimize the tooth-structure for their design (SEP-INV-E3). Students make their model, then use the simulation to test both the neck and mouth (SEP-DATA-E5). Students use this data to evaluate and refine design solutions.
Indicator 1g
Materials are designed to include both phenomena and problems.
The instructional materials reviewed for Grade 3 are designed for students to solve problems in 18% (3/17) of the chapters. Throughout the materials, 76% (13/17) of the chapters focus on explaining phenomena. The Grade 3 materials are designed as four instructional units, further organized into four or five chapters per unit. Each chapter is divided into multiple 60-minute lessons, comprising smaller activities. Each unit is structured to include 20 lessons plus two 60-minute assessment days.
Problems are typically presented at the start of a chapter or near the end of a chapter. Problems are presented to students in the form of an Investigation Question that is answered through a Design Task. The task is tied back to the phenomenon that was introduced at the beginning of the chapter or unit.
Examples of problems in the materials:
In Grade 3, Unit: Environments and Survival, Chapter 4: How can engineers use what they learn from organisms’ traits to design solutions?, the problem is that invasive plants can cause problems for the existing plants and animals in the environment. Students take on the role of biomimicry engineers. They base their design on giraffe traits; a neck that can reach plants at different heights and teeth that can grind plants into small pieces. Students solve the problem by designing a robot that can pull up and grind invasive plant species.
In Grade 3, Unit: Weather and Climate, Chapter 4: Lesson 4.3: Preparing for Natural Hazards, the problem is that a hurricane destroyed the WPO office building and the new building needs to be protected from future hurricanes. Students are challenged to “design a structure that can withstand a hurricane.” In this one-session lesson, students are introduced to a set of design criteria and materials for building structures that can withstand simulated hurricane wind and rain. Students solve the problem by designing and testing their structures to identify which features met the criteria. Students identify the features the WPO should consider when rebuilding their office so it is safer if there is another hurricane.
Three units (Balancing Forces; Inheritance and Traits, Environments and Survival; and Weather and Climate) all contain an Anchor Phenomenon, which set the overarching tone and concept for the lessons and are most often found at the beginning of, and throughout, the instructional unit. The Anchor Phenomenon is introduced during the first chapter of the unit. Subsequent chapters in the unit are designed around guiding questions that help students develop an explanation of the Anchor Phenomenon.
While the materials for each unit contain sections labeled as Investigative Phenomenon, Predicted Phenomenon, and/or Everyday Phenomenon, these are typically concepts that are presented to fill in gaps of necessary student knowledge, rather than a specific event students are trying to figure out or explain.
Examples of phenomena in the materials:
In Grade 3, Unit: Balancing Forces, the Anchor Phenomenon is that “the floating train rises, floats above the track and then later falls back to the track.” Each chapter in the unit focuses on answering a question that will support students in explaining this phenomenon. The phenomenon is introduced in Lesson 1.1, when students watch a video of a floating train and are asked to write their initial explanations for how the train moves. Throughout the five chapters in this unit, students engage in investigations and activities to learn how forces are used to make objects move, how magnetic forces act on objects without touching, and how gravity pulls objects toward earth. At the end of each chapter, students connect their learning back to the phenomenon of the floating train as they explain the forces involved in causing the train to rise, to float as it moves, and to fall back to the track.
In Grade 3, Unit: Inheritance and Traits, the Anchor Phenomenon is that “a wolf at Graystone National Park does not have the same fur color as the rest of its pack, but does have the same fur color as a second pack.” Each chapter in the unit focuses on answering a question that will support students in explaining this phenomenon. The phenomenon is introduced to students in Lesson 1.5. In this lesson, students focus specifically on recognizing traits in wolves. Students are given data about the wolf pack in the fictional park and asked to identify differences and similarities among the wolves. Throughout the four chapters in this unit, students engage in investigations and activities to learn how offspring inherit traits from their parents, and how some traits result from the environment. At the end of each chapter, students connect their learning back to the phenomenon as they explain how Wolf 44 inherited certain traits.
In Grade 3, Unit: Environments and Survival, the Anchor Phenomenon is that “over the past 10 years, the snails with yellow shells have not survived as well as the snails with banded shells.” Each chapter in the unit focuses on answering a question that will support students in explaining this phenomenon. The phenomenon is introduced to students in Lesson 1.1. In this lesson, students look at images of the grove snail shells as well as graphical displays of the snail population over time. Throughout the four chapters in this unit, students engage in investigations and activities to learn how organisms in a population can have different traits and how those traits can make it easier or harder for the organism to survive. At the end of each chapter, students connect their learning back to the phenomenon as they explain why the snails with banded shells are more likely to survive than the snails with yellow shells.
In Grade 3, Unit: Weather and Climate, the Anchor Phenomenon is that three similar islands have different weather patterns. Each chapter in the unit focuses on answering a question that will support students in explaining this phenomenon. The phenomenon is introduced to students in Lesson 1.2. In this lesson, students are presented with three islands and begin to talk about data that has been collected from each island. They conclude that a single day’s weather is not enough to make a conclusion and begin to discuss long range weather. They begin to conduct a parallel, model experiment collecting similar data in their classroom. Throughout the four chapters in this unit, students engage in investigations and activities to analyze climate patterns of precipitation and temperature. At the end of each chapter, students connect their learning back to the phenomenon as they explain which location would be the best habitat for an orangutan reserve.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 3 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 students’ 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 3, Unit: Weather and Climate, Chapter 1, Lesson 1.5, Activity 1, the unit phenomenon is that three similar islands have different weather patterns. This lesson is focused on having students determine where to establish a new orangutan reserve for the fictional wildlife protection organization based upon weather and climate data. In this lesson, students are asked to think about a day when it was 80 degrees Fahrenheit–a warm day where they could wear a t-shirt or swim–but it wasn’t uncomfortable to be outside. The next prompt is to visualize 35 mm of rainfall, a rainy day where it rained all day or rained hard for 1-2 hours. Students are to use these prompts to create a visual in their mind of the weather that orangutans experience in Borneo. The teacher demonstrates what 35 millimeters of rain is in the next few steps of the lesson guide. The lesson misses the opportunity to leverage students’ prior knowledge and experiences across the activities.
In Grade 3, Unit: Balancing Forces, Chapter 1, Lesson 1.4, Activity 3, the unit phenomenon is that, “the floating train rises, floats above the track, then later falls back to the track.” In this lesson the teacher is prompted to guide students to visualize past experiences. The materials have students engage in discourse about their prior experiences. During the student discourse, the students are asked multiple prompts by the teacher. The prompts: “The train went from resting on the track to rising up off the track. Think about what we have learned. What would have caused the train to start moving? We know that a force must have acted on the train to make it start moving, but what do we still not know about why it rose off the tracks? What questions do you still have?” However, there is no guidance provided for how to use the prompts to leverage student ideas and experiences. After this discourse, students are led into writing a scientific explanation using concepts learned in class, missing the opportunity to leverage student experiences.
In Grade 3, Unit: Inheritance and Traits, Chapter 1, Lesson 1.5, Activity 3 the unit phenomenon is that “a wolf at Graystone National Park does not have the same fur color as the rest of its pack, but does have the same fur color as a second pack.” In this lesson students are asked to “Think about all the similarities and differences you have noticed among people you know. Were there some traits that had more similarities? Were there other traits that showed more variation? Your experiences could give you an idea for a pattern to look for in the data. Use those experiences, along with what you have figured out in our investigations, as you look for patterns in these bar graphs.” The teacher is directed to help students analyze the data from the graphs. This lesson misses the opportunity to leverage students’ prior knowledge and experience as they look at current data and work to make sense of the data other than being told to “think about it.”
Examples of opportunities for students to elicit and leverage their prior knowledge and experience include:
In Grade 3, Unit: Weather and Climate, Chapter 2, Lesson 2.3, Activity 3, the unit phenomenon is that three similar islands have different weather patterns. In this lesson, students are asked to think about weather conditions where they live in January and what they would predict the temperature to be if someone were to come to visit. Students are then asked to find patterns between the weather for Bintulu, Borneo and the patterns and predictions they made for their local weather. In this activity teachers are leveraging the students’ ability to connect patterns in their lived experience with patterns they are noticing in new data to make sense of what is likely to occur.
In Grade 3, Unit: Weather and Climate, Chapter 3, Lesson 3.7, Activity 3, the unit phenomenon is that three similar islands have different weather patterns. In this lesson, students are asked to revisit the What We Think We Know charts from the beginning of the unit to revisit experiences with patterns of temperatures throughout the year to consider seasonal changes where they live and review evidence from each of the islands from new investigations to make a claim. In this activity teachers are leveraging 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.
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 3 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 phenomena that drive students’ learning and use of the three dimensions across multiple chapters or lessons:
In Grade 3, Unit: Balancing Forces, the Anchor Phenomenon is that, “the floating train rises, floats above the track, then later falls back to the track.” Students engage in a series of lessons to develop an understanding of forces, why things move, and how forces and magnetism interact. Students first investigate motion and what causes objects to move or stop moving. Students then explore magnetism and how objects that do not touch can affect others. In Chapter 1, students conduct investigations (SEP-INV-E1) and analyze text for evidence and/or support in learning (SEP-INFO-E1) what causes objects to move or stop moving (DCI-PS2.A-E1). In Chapter 2, students create a model of the magnetic train (SEP-MOD-E4) by using magnets and observe that objects do not have to be in contact to affect the other (DCI-PS2.B-E2). Students use the model and information obtained to explain the movement of the train and its relation to forces (DCI-PS2.A-E1). In Chapter 3, students investigate gravity (DCI-PS2.B-E3) and how it affects objects. They make a physical model of the train track to show how the object rises, floats, and then falls back to a track then describe the forces and their effect on the movement of the train (CCC-CE-E2). In Chapter 4, students investigate balanced forces (DCI-PS2.B-E1). In Chapter 5, students connect their understanding of how the train moves when the magnets are engaged or disengaged (DCI-PS2.A-E1, DCI-PS2.B-E1, and DCI-PS2.B-E2).
In Grade 3, Unit: Inheritance and Traits, the Anchor Phenomenon is that “a wolf at Graystone National Park does not have the same fur color as the rest of its pack, but does have the same fur color as a second pack.” Students engage in a series of lessons to develop an understanding of inherited traits and traits that may be influenced by the environment of an organism. In Chapter 1, students examine a variety of organisms including bears, flamingos and birds, noting similarities and differences between related organisms. Students use these noted similarities and differences to classify groups or families and sort them into categories. Students relate the differences of traits in other organisms to the wolf population. In Chapter 2, students analyze data cards and look for similarities and differences among parents and offspring in fruit fly families to recognize that traits of offspring are similar to and inherited from their parents (DCI-LS3.A.E1). Students relate these patterns of inheritance to the wolf data. In Chapter 3, students analyze data cards of flamingo families and recognize that traits can be affected by the environment rather than inherited (CCC-CE-E2, DCI-LS3.A.E1). Students also use a digital simulation to model traits in parents and offspring and their environment (SEP-MOD-E4) and explain the difference in size and hunting style of Wolf 44 to the Bison Valley Pack.
In Grade 3, Unit: Environment and Survival, the Anchor Phenomenon is that “over the past 10 years, the snails with yellow shells have not survived as well as the snails with banded shells.” In Chapters 1–3, students examine population data for two snail species where one is thriving and one is not. Students write an initial explanation for this difference in survival rate, based on data, the snails’ appearance, and their environment. Students then reflect upon the snails’ survival needs and study animal survival more broadly. Students analyze data (SEP-DATA-E2) to write initial reflections on why one is surviving better than another (DCI-LS4.C-E1). After reflecting on survival in snails and other organisms in particular environments, students revise their initial ideas about why only some snails are surviving, taking into consideration the different components and interactions with the environment (CCC-SYS-E2). As they examine snail population data across different environments, with various predators, students think about the causes of these differences and predict what would happen if another organism was introduced to the system. Students use all that they have investigated to write an explanation for why one has a survival advantage over another (DCI-LS2.C-E1). There are varied multimodal opportunities for students to develop their learning. These opportunities include: role-playing, gathering information from readings, shared discussion, data interpretation, writing explanations, card sort activities, inferring from photographs, and engaging in models.
In Grade 3, Unit: Weather and Climate, the Anchoring Phenomenon is that three similar islands have different weather patterns. In Chapter 1, students gather evidence and analyze weather data so they can advise the group on the most suitable island for an orangutan reserve. They compare daily, monthly, and long-term data on graphs (SEP-DATA-E3) related to each location’s temperature and participation (DCI-ESS2.D-E1). In Chapter 2, students continue to examine island weather data but also use local data to understand how long-range temperature and precipitation data can be represented mathematically to make predictions about the future weather on three islands. As part of their long-term investigation, students collect local weather data (SEP-INV-E3), organize it graphically (SEP-MATH-E4), and look for patterns (CCC-PAT-E2) to make a prediction about future weather events (DCI-ESS2.D-E1). Students then use patterns in the island weather data to make predictions about future weather in each island (CCC-PAT-E3) to support a claim about which island is the most suitable for orangutan survival (DCI-LS4.C-E1). In Chapter 3, students identify seasonal patterns and information on climate then apply their understanding of seasonal patterns (DCI-ESS2.D-E2) to support a claim about which island will have the best weather for orangutans over the long term.