3rd Grade - Gateway 1

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).

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.

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.

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.

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.

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.

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.