The instructional materials reviewed for Grades 6-8 partially meet expectations that they consistently integrate the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs) into student learning opportunities. Throughout the series, some learning sequences integrate SEPs, CCCs, and DCIs in student learning opportunities, while others do not consistently integrate the CCCs.

Units within the program are organized into discipline-specific modules for life, physical, and earth and space sciences. Each unit contains two to four lessons, with each lesson including one or more investigations. In some lessons, students engage in three-dimensional learning that integrates SEPs, CCCs, and DCIs within an investigation. The remaining investigations are frequently two-dimensional with the SEPs and DCIs integrated. However, the CCCs are not consistently integrated into lessons across the series. Further, there are instances where the Engineering Challenges do not require students to use or connect DCIs in physical, earth and space, or life science as students develop solutions to the proposed problems.

Examples where materials integrate the three dimensions in student learning opportunities:

• In Module: Adaptations, Unit 1: History of Life on Earth, Lesson 1: Earth’s History, Investigation 1, students determine how fossils in rock strata provide evidence for how environments changed over time. Students analyze and interpret provided fossil data (SEP-DATA-M4) to create a physical model of a study site (SEP-MOD-M5). Using the physical model, students explain how the fossils in rock strata provide evidence for how the environment in a specific area, such as the Sonoran Desert, changed over time (DCI-ESS1.C-M1, CCC-SC-M1).
• In Module: Planet Earth, Unit 3: Earth Processes Through Geologic Time, Lesson 7: Investigating Rock Strata, students analyze patterns (CCC-PAT-M4) in model rock strata by taking core samples from a clay model they created (SEP-MOD-M5); they change their model to simulate lava flows and plate tectonics. Students take samples across an area and make inferences about the sequence of past events based on relative dating of these past events (DCI-ESS1.C-M1).
• In Module: Space, Unit 2: The Solar System, Lesson 7: The Outer Solar System, Investigation 1, students organize their scaled planet data (DCI-ESS1.B-M1) along a spectrum, in a t-chart, and in several different graphical displays. Students look for similarities and differences in the data within and between the different organizations to classify the planets (SEP-DATA-M7). Students use the patterns identified in their data (CCC-PAT-M4) to choose one classification system (SEP-ARG-M3) to propose to a fictitious International Astronomical Union general assembly; students use the patterns as evidence to justify their proposed system.

Examples where materials do not integrate the three dimensions in student learning opportunities:

• In Module: Matter, Unit 1: The Composition of Matter, Lesson 3: Substances and Their Properties, students measure and record the mass and volume of objects (SEP-INV-M4) and calculate density. This is used to recognize different properties that can be used to identify substances (DCI-PS1.A-M2). Students do not engage with a CCC as they investigate why a can of diet soda floats higher than a can of regular soda and develop a claim about whether heavier objects sink and lighter objects float.
• In Module: Space, Unit 1: The Earth-Sun-Moon System, Lesson 4: Eclipses, students use their bodies, yarn, and a light bulb to model the Earth-Sun-Moon system during a lunar eclipse and then a solar eclipse (SEP-MOD-M5, DCI-ESS1.B-M2). Students create a physical model of the moon’s orbital plane using a foam ball and toy hoop to explain what causes eclipses and why they are rare. Students then develop their own physical model to help answer questions about eclipses. They also use their model to investigate apparent sizes of the moon and sun as seen from earth (SEP-MOD-M7, DCI-ESS1.A-M1). Students do not directly engage with a CCC as they develop understanding of eclipses.
• In Module: Cells and Genetics, Unit 1: Traits, Lesson 1: Traits for Survival, students watch a video about Madagascar and read information about eight different plants or animals found in Madagascar (SEP-INFO-M1). Students identify traits that each organism has that allows it survive in its environment (DCI-LS1.A-E1). Students research a different organism living in Madagascar, present their findings on their organism’s environment and specialized traits (SEP-INFO-M1). Students do not directly engage with a CCC as they research this elementary DCI.
• In Module: Adaptations, Unit 1: History of Life on Earth, Engineering Challenge: Designing a Fossil Extraction Toolset, students construct a model of the rock-filled fossil then choose tools from provided materials; tool selection is based upon identified criteria and constraints. Students explain the protocols for using their tools and identify the structure and function of the tools (CCC-SF-M2). Students test, evaluate, and determine ways to optimize their first design (DCI-ETS1.B-M1, DCI-ETS1.C-M2). Students evaluate their original and revised solutions based on how well each solution meet the criteria and constraints (SEP-ARG-M5). Students are not required to understand and connect the content DCI of understanding evidence for common ancestry (DCI-LS4.A) to solve the problem of extracting rock from a velociraptor fossil eye socket.
• In Module: Space, Unit 3: The Solar System and Beyond, Engineering Challenge: Engineering a Dampening Device, students design a dampening device to protect a camera from damage as it is launched into space. Students identify criteria and constraints before developing a prototype (SEP-MOD-M7); they note the function of each part of the device (CCC-SF-M2) and identify points of failure as they test their prototypes (DCI-ETS1.C-M2). Students are not required to connect understanding of any earth and space science DCIs to solve the problem of collecting video footage in space.

​The instructional materials reviewed for Grades 6-8 partially meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. The materials consistently include summative tasks at the end of every unit, however, the summative tasks do not consistently measure the targeted three-dimensional learning objectives for the unit.

Three-dimensional learning objectives for students are not clearly identified for all units. Therefore, the Performance Expectations for the unit are assumed to be the learning objectives. Units consistently list multiple performance expectations and the corresponding Performance Assessments frequently list a subset of the unit performance expectations. While the Performance Assessments are aligned to grade-band performance expectations, they do not consistently measure all targeted performance expectations of a unit. Physical science units are more consistent in assessing all non-engineering objectives with the Performance Assessment; life science units are less consistent in completely assessing all objectives.

Materials provide additional opportunities to assess learning by providing lesson-level multiple choice and constructed-response tests and assessment banks. Test banks are included at the end of each lesson, are specific to each lesson, and are not designed to be the primary mechanism for assessing student learning across the unit. Additionally engineering design PEs are more consistently assessed through Engineering Challenges at the lesson level.

Examples of assessments not addressing the targeted three-dimensional learning objectives:

• In Module: Cells and Genetics: Unit 1: Traits, Performance Assessment: Planning a Trait Trek to Madagascar, the prompt is intended to assess one performance expectation (PE-MS-LS1-4). The provided rubric identifies a proficient response as using evidence and reasoning from information students have gathered (SEP-ARG-M4, SEP-INV-M5), to support an explanation for how each trait is important for survival or reproduction. Proficient responses also include a description of the cause and effect relationship between the trait and the increased probability of survival or reproduction (CCC-CE-M2, LS1.B-M2). The assessment does not assess the remaining four targeted performance expectations for the unit (PE-MS-ETS1-1, PE-MS-ETS1-3, PE-MS-ETS1-4, PE-MS-LS1-5).
• In Module: Cells and Genetics, Unit 3: Cells, Performance Assessment: Modeling Synthetic Cells, the prompt is intended to assess two performance expectations (PE-MS-LS1-1, PE-MS-LS1-2). The provided rubric identifies proficient students as having planned an investigation to discover if a structure is a living or non-living thing, including how cells will be observed at a different scale in the investigation. The task does not measure student achievement of one targeted SEP (SEP-INV-M2) and a focus DCI (DCI-LS1.A-M1); the student task to create a clay model of a cell is aligned to an SEP below the middle school grade band (SEP-MOD-E4). This Performance Assessment does not fully address all components of the two targeted performance expectations for this unit.
• In Module: Adaptations, Unit 2: The Evolution of Life, Performance Assessment: Evolutionary History of Whales, the prompt is intended to assess five performance expectations (PE-MS-LS3-1, PE-MS-LS4-2, PE-MS-LS4-3, PE-MS-LS4-4, PE-MS-LS4-6). The provided rubric identifies a proficient response as analyzing data (SEP-DATA-M1) to answer questions, including developing models of how changes have occurred in the whale population over time (SEP-MOD-E4), and constructing an evidence-based explanation (SEP-CEDS-M4) for why whales have lungs and other land mammal features. A proficient explanation is described as being supported by identifying patterns (CCC-PAT-M3) in genetic changes in populations (DCI-LS3.B-M2), fossil comparisons (DCI-LS4.C-M1), embryological development (DCI-LS4.A-M3), and anatomical comparisons to modern organisms (DCI-LS4.A-M2, DCI-LS4.B-M1). Proficiency is determined, in terms of cause and effect relationships between the structures that help organisms survive and an increase in displaying the trait over time (CCC-CE-M3, CCC-SF-M1). The rubric for the assessment identifies the targeted SEP of modeling at the elementary level, however, the other SEPs assessed are grade-band appropriate. The assessment task does not provide an opportunity to assess two of the targeted performance expectations for the unit (PE-MS-ETS1-3, PE-MS-ETS1-4) and partially assesses PE-MS-LS3-1.
• In Module: Forces and Energy, Unit 3: Kinetic and Potential Energy, Performance Assessment: Analyzing a Chain Reaction Machine, the prompt is intended to assess three performance expectations (PE-MS-PS3-1, PE-MS-PS3-2, PE-MS-PS3-5). The provided rubric identifies a proficient response as comparing graphs of kinetic energy versus mass, comparing kinetic energy versus speed, and identifying proportional relationships (DCI-PS3.A-M1, CCC-SPQ-M3, SEP-MATH-M2, SEP-DATA-M1). Students who develop proficient models include labeled diagrams of high and low gravitational potential, magnetic potential energy, and an explanation showing an understanding that force can cause energy to be transferred to or from an object (CCC-SYS-M2, CCC-EM-M3, SEP-MOD-M6). Students describe another energy transformation that can be added and compare energy transformations in a video (DCI-PS3.C-M1, CCC-EM-M3). The assessment does not assess the remaining three targeted performance expectations for the unit (PE-MS-ETS1-1, PE-MS-ETS1-2, PE-MS-ETS1-4).
• In Module: Space, Unit 1: The Solar System, Performance Assessment: Classifying Planets, the prompt is intended to assess one performance expectation (PE-MS-ESS1-3). The provided rubric identifies a proficient response as identifying similarities and differences in orbital radii, masses, compositions, sizes, surfaces, and moons of objects in the solar system (DCI-ESS1.B-M1), but doesn’t address gravitational pull. Students who develop proficient models choose a classification scheme and support it with evidence (SEP-ARG-E4), including data on the similarities and differences in the properties and identify which properties and spatial data are represented in the classification system (CCC-SPQ-M1). This assessment does not assess the remaining four targeted performance expectations for the unit (PE-MS-ESS1-2, PE-MS-ETS1-1, PE-MS-ETS1-2, PE-MS-ETS1-3).

The instructional materials reviewed for Grades 6-8 partially meet expectations that phenomena and/or problems are connected to grade-band disciplinary core ideas (DCIs). Materials consistently connect phenomena to grade-band appropriate DCIs and their elements, however few problems across the series are connected to grade-band DCIs or their elements. Within each module, problems are presented to students in one or more Engineering Challenges. Some of these challenges miss opportunities to engage students in science-focused learning, often only incorporating engineering DCIs and not including grade-band appropriate, science-specific DCIs (physical, life, and earth and space sciences).

Examples of phenomena and problems connected to grade-band DCIs:

• In Module: Planet Earth, Unit 3: Earth Processes through Geologic Time, Lesson 7: Investigating Rock Strata, the phenomenon is rock layers at the bottom of the Grand Canyon are much older than those found at the top of the Grand Canyon. This phenomenon is used to help students understand how the geologic time scale interpreted from rock strata provides a way to organize earth’s history. Throughout the lesson, students use clay models to analyze rock strata and the effects of erosion and volcanic activity on their model rock strata. They also use index fossils to identify relative ages of rock strata to develop an understanding of how rock strata provides a way to organize earth’s history (DCI-ESS1.C-M1).
• In Module: Forces and Energy, Unit 1: Forces, Lesson 1: Describing Motion, the phenomenon is presented for students to imagine looking outside the window while sitting in a train alongside other trains, and being unsure about which train is moving. This phenomenon is used to help students understand frames of reference and relative motion. Throughout the lesson, students describe and identify frames of reference and measure positions and motions of objects to develop an understanding that positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and shared with other people (DCI-PS2.A-M3).
• In Module: Adaptations, Unit 3: Human Impacts on Evolution, Lesson: 9: Human Population and Global Change, the phenomenon is the Aral Sea shrunk to a quarter of its size in only 50 years. This phenomenon is used to help students understand how the increases in human population and per capita consumption of natural resources can have negative impacts on earth without activities or technologies to mitigate those effects. Throughout the lesson, students model the effects of increased human population on a particular environment and examine case studies of the impacts of human induced environmental changes on a number of different organisms to develop an understanding of how increases in human population and per capita consumption can change a particular environment, affecting the organisms that live there (DCI-ESS3.C-M2).
• In Module: Matter, Unit 3: Chemical Reactions, Engineering Challenge: Design a Hot Pack, students are introduced to the problem of needing a device that releases thermal energy, such as a hot pack. This problem is used to help students understand how some chemical reactions release energy. Students work in small groups to design and test their hot pack by using their understanding of chemical reactions and the release of energy (DCI-PS1.B-M3).

Examples of problems not connected to grade-band DCIs:

• In Module: Adaptations, Unit 1, Engineering Challenge: Designing a Fossil Extraction Toolset, the problem is addressed by students engaging in a challenge to extract rock from a velociraptor fossil eye socket at a dig site. Students construct a model of the rock-filled fossil then choose tools from provided materials. They test and evaluate their designs to determine ways to optimize their first design (DCI-ETS1.B-M1, DCI-ETS1.C-M2). This problem does not connect to evidence for common ancestry (DCI-LS4.A), the focus of the unit.
• In Module: Space, Unit 3, Engineering Challenge: Engineering a Dampening Device, the problem is addressed by students engaging in a challenge around collecting video footage in space. Students design a dampening device to help protect a camera from being damaged as it is launched into space. Students develop a prototype for their dampening devices, then identify any points of failure as they test their prototypes for purposes of improving their models (DCI-ETS1.B-M4, DCI-ETS1.C-M2). This problem does not connect to grade-band appropriate earth and space science DCIs (DCI-ESS1.B-M1), the focus of the unit.
• In Module: Space, Unit 2: The Solar System, Engineering Challenge: Landing on Mars, the problem is addressed by students engaging in a challenge to design a model vehicle to allow an astronaut to land safely on Mars. Students design a model vehicle that will allow an astronaut to land safely on Mars. Using a cup and ball as a model for their vehicle and astronaut, students develop a prototype for testing their Mars landing and collect data in order to improve their design. This problem does not connect to a grade-band appropriate DCI related to earth and the solar system (DCI-ESS1.B), the focus of the unit.​

The instructional materials reviewed for Grades 6-8 partially meet expectations that phenomena and/or problems in the series are presented to students as directly as possible. Materials present phenomena and/or problems to students as directly as possible in multiple instances across the series, but not consistently. Anchoring Phenomena for each unit are presented to students as video clips, with some Anchoring Phenomena also including photographs. Phenomena at the lesson level are mostly presented to students as images; problems and some phenomena are presented with a video, text description, or explanation; and several phenomena are presented by the teacher as demonstrations or involve students participating in an activity.

With some phenomena or problems in the series, first-hand observations are not possible or accessible to students, and video presentation is the most direct way to present the phenomenon or problem. However, there are multiple instances where videos or pictures are used in place of opportunities where a more direct presentation or experience is possible. Additionally, for many of the lesson-level phenomena, guidance for teachers to have students make connections to the phenomena through a Direct Observation opportunity in their community or make a personal connection to their lives is evident; however these connections are often not directly linked to the actual phenomenon or are not accessible for all students in all situations. Further, lesson-level phenomena and problems are presented infrequently through first-hand observation and/or experience.

Examples of phenomena or problems presented to students as directly as possible:

• In Module: Adaptations, Unit 1: The History of Life on Earth, the phenomenon is similar fossils have been found in fossil digs of the same age that are over 100 miles apart. Students are presented with a video about paleontologists and fossils gathered from various sites throughout the world. The video provides students with a historical and geographical frame of reference to engage in the phenomenon.
• In Module: Planet Earth, Unit 3: Earth Processes Through Geologic Time, Lesson 7: Investigating Rock Strata, the phenomenon is rock layers at the bottom of the Grand Canyon are much older than those found at the top of the Grand Canyon. The phenomenon is presented to students as a video of the Grand Canyon. Since visiting the Grand Canyon is not accessible to most students, a video introduction provides the most direct context for this phenomenon.
• In Module: Ecosystems, Unit 1: Resources in Ecosystems, Lesson 1: Resources in Living Systems, the phenomenon is poison dart frogs kept in captivity lose their toxicity over time so they are no longer poisonous. The phenomenon is presented to students in a video of a poison dart frog. This phenomenon provides a context through which students can ask questions about organisms’ access to resources and is presented in the most direct way possible. Teacher guidance is provided for a Direct Observation opportunity for students to research toxic organisms possibly living in their local environment.
• In Module: Cells and Genetics, Unit 2: Bodies, Engineering Challenge: Designing a Prosthetic Hand, the problem is to design a prosthetic hand with movable parts. Students are presented with an image of a prosthetic hand, examine their own hands, and make observations about all of the ways their hands and fingers can move. This provides students with first-hand observations.

Examples of phenomena or problems not presented to students as directly as possible:

• In Module: Weather and Climate, Unit 3: Climate, the Anchoring Phenomenon is the earth’s average temperature increased by 0.95°C from 1880-2016. The phenomenon is presented to students as a video showing examples of impacts of climate change and the challenge to mitigate the effects, but does not address an increase in average temperature.
• In Module: Planet Earth, Unit 2: Processes that Shape Earth, Lesson 5: The Water Cycle, the phenomenon is during the “first week of January, New York was covered in four feet of snow, but by the end of May the streets were bare.” The materials indicate that a video of snow falling in New York is available, but the materials only provide a single photograph showing a city with a light dusting of snow.
• In Module: Forces and Energy, Unit 2: Noncontact Forces, Lesson 5: Electricity, Observing Phenomena, the phenomenon is experience of a shock or spark when reaching for a doorknob. Students watch a video of this phenomenon occurring. Suggestions are provided to the student in Connections to Your Life button that suggest students turn off the lights and rub a piece of silk on a glass rod then touch another object to see the phenomenon. However, there is no guidance for the teacher to create this opportunity, nor do the materials list support the teacher in providing a glass rod and silk to students.
• In Module: Cells and Genetics, Unit 1: Traits, Engineering Challenge: Designing a Seed Dispersal Device, the problem includes a challenge to design a seed dispersal device. The problem is presented to students as a video showing several different types of plants with wind dispersed seeds and the challenge to design a device mimicking the way seeds are dispersed in nature.

The instructional materials reviewed for Grades 6-8 partially meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Materials provide multiple lessons across the series using problems (Engineering Challenges) to drive student learning. Phenomena are not consistently used to drive student learning and use of the three dimensions in individual lessons or activities.

At the start of each lesson, students watch a video or view an image with a description intended to engage students with a phenomenon; student notebooks contain a prompt for students to record any questions. However, some publisher-identified phenomena are actually scientific concepts, core ideas, directions, or problems, rather than observable occurrences where students explain or generate questions to advance their own learning. Students engage in one or more investigations during each lesson, but the direct connection between the investigations and the lesson-level phenomenon is lacking. While the lesson often builds understanding of the three dimensions, students are not using the three dimensions to make sense of the phenomenon throughout the lesson. At the end of each lesson, students return to their science notebook to connect what they learned during the lesson to the context of the phenomenon. However, students do not interact with the phenomenon while engaging in the activities of the lesson.

Most units also contain an Engineering Challenge that presents students with a design challenge or problem they must solve. There are 18 Engineering Challenges across the series. After being presented with the problem, students record the problem in their student notebook and either develop their own, add to, or revise a list of specific criteria and constraints. Based on the criteria and constraints, students create a prototype to test and use data from their tests to make improvements to their original design. The problem presented in the Engineering Challenge typically drives student learning of the lesson. However, not all Engineering Challenges engage students with all three dimensions. They help build student understanding of ETS DCIs, but miss opportunities to connect to the grade-band DCIs in physical, earth and space, or life science disciplines.

Examples of problems driving student learning and engaging students with all three dimensions:

• In Module: Ecosystems, Unit 1: Resources in Ecosystems, Engineering Challenge: Preserving Frog-Bat Interactions, the problem is there are plans to build a highway through the rainforest very near to a major pond, which could impact a population of frogs and bats living near the pond. Students identify the possible disturbances a noisy road would have to the ecosystem (DCI-LS2.A-M1). Students use information about how bats and frogs rely on acoustic interactions and the impact this disruption could cause to the ecosystem as a whole. Students create a structure to reduce the environmental impact of the highway’s sounds on the frogs and bats (CCC-SF-M2). Students place their sound shield between a speaker and sound meter to model the actual conditions between the road and ecosystem to test their prototype and generate data about how well their solution works.  Students compare their data to data in a provided table showing examples of decibel level equivalents (SEP-MOD-M7).
• In Module: Forces and Energy, Unit 3: Kinetic and Potential Energy, Engineering Challenge: Designing Musical Instruments, the problem is to design inexpensive musical instruments for communities who cannot afford to buy them. Students work in small groups to develop criteria and constraints to consider when developing an instrument to transform potential energy into sound energy (DCI-PS3.A-M2). Students agree upon criteria and constraints as a whole class and create a rubric for how their musical instruments will be evaluated. Students brainstorm how they will use different materials to make an instrument (CCC-SF-M2). Students present their instrument designs to the class, depicting how their instrument transforms potential energy into kinetic energy (CCC-EM-M3, CCC-EM-M4). Students evaluate the design solutions (SEP-ARG-M5) based on the class-developed rubric.
• In Module: Waves, Unit 1: Mechanical Waves, Engineering Challenge: Preventing Coastal Erosion, the problem is to design and test a seawall to prevent erosion of the coast and save the nearby highway. Prior to building their seawall, students investigate (SEP-INV-M4) seawalls and other structures already in use to prevent erosion. They apply understanding of waves (DCI-PS4.A-M1) and identify criteria and constraints (DCI-ETS1.B-M2) as they evaluate how the proposed structure (CCC-SF-M2) can solve the problem of coastal erosion.

Examples of phenomena that do not drive student learning:

• In Module: Adaptations, Unit 3: Human Impacts on Evolution, Lesson 7: Artificial Selection, students are presented with the phenomenon of bulldogs’ skulls changing dramatically over the last 150 years. Students engage in a game comparing natural and artificial selection in aurochs/cows to build an understanding of how features can change over time. Students research animals and plants that are products of artificial selection. The only connection to the phenomenon occurs at the end of the lesson when students are asked, “What role does the artificial selection process have in bulldog skull evolution?”
• In Module: Cells and Genetics, Unit 5: Changes in Genes, Lesson 11: Genetic Mutations, students are presented with the phenomena of some people have six fingers on one hand and some grapefruit are bright red. Students make bracelets to represent the relationship between genes, proteins, and traits. Students create a flowchart showing their understanding of structure and function of genes, proteins, and the mechanism for how changes in genes can cause changes in proteins. Students model how mutations can affect an organism’s survival in different environments by adding environmental factors to their flowcharts. While these investigations provide content knowledge required for explaining mutations, the only connection to the phenomenon occurs towards the end of the lesson when students read an excerpt telling them what mutation causes some people to have six fingers on one hand. Students are asked to answer why some people have six fingers on one hand and some grapefruit are bright red.
• In Module: Waves, Unit 1: Mechanical Waves, Lesson 2: Properties of Waves, students are presented with the phenomenon huge waves form at Mavericks Beach, California, and scientists, surfers, and weather forecasters can predict when they will occur up to 48 hours in advance. Students design an investigation to measure the properties of mechanical waves.  Students graph and analyze their data to explain how waves are measured and used to predict surf conditions in different locations. While the investigations provide content knowledge for students to deepen their understanding of different types of waves, students do not connect weather data to predictions for how different types of waves will form.
• In Module: Planet Earth, Unit 4: Earth’s Natural Hazards, Lesson 10: Mass Wasting, Tsunamis, and Floods, students are presented with the phenomenon Northern California has more mass wasting than Missouri, even though Missouri has more floods. Students review models of risk potential throughout the United States and plan an investigation to determine how slope angle and materials affect the changes in frequency of mass wasting. Students create a model for carrying out their planned investigation but do not connect their results to research they conduct about the topography of land in Missouri or California. They analyze maps and answer questions about mass-wasting and flooding potentials in California, but do not make direct connections to specific areas in California at risk as compared to areas in Missouri.​

​The instructional materials reviewed for Grades 6-8 partially meet expectations that materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. The materials elicit but do not leverage students’ prior knowledge and experience related to phenomena and problems across the series.

Phenomena are presented at the start of each unit and lesson using videos, pictures, or classroom demonstrations. The materials provide the same prompt for all lesson-level phenomena: “What questions do you have about this phenomenon?” Units consistently elicit students’ prior knowledge and experiences; students use a Know-Want to Know-Learned (KWL) chart and create initial models for each Anchoring Phenomenon. Although students have opportunities to revise their KWL chart, initial model, and questions at the end of each lesson, teachers are not provided guidance to leverage students’ prior knowledge or experiences to support students in understanding or applying what they already know about the phenomenon. The Teacher Guide indicates students may not be able to initially answer the connection questions, but by the end of the lesson they will have sufficient information to answer the connection questions when they reach the performance assessment at the end of the unit.

The materials elicit, but rarely leverage students’ prior knowledge and experience related to problems in a way that allows them to make connections between what they are learning and their own knowledge, and to build on the knowledge and experience students bring from both inside and outside of the classroom. Further, the Engineering Challenges do not consistently prompt students to ask questions or write notes on their prior knowledge and experiences before beginning a design challenge. Instead, student notebooks provide prompts with specific questions about the problem.

Examples where materials elicit, but do not leverage student prior knowledge and experiences related to phenomena:

• In Module: Forces and Energy, Unit 2: Noncontact Forces, the phenomenon relates to how drones overcome gravity to get off the ground. Student prior knowledge is elicited by a KWL chart and the completion of an initial model to show students’ initial understandings related to the phenomenon. The Teacher Guide prompts the teacher to ask students to add to their KWL chart and to make revisions to their initial model as lessons are completed, but student prior knowledge and experiences are not leveraged during lessons.
• In Module: Weather and Climate; Unit 1: The Atmosphere and Energy, the phenomenon relates to how food in a cooler stays cold and food in a solar cooker gets hot. Student prior knowledge is elicited by a KWL chart and the completion of an initial model to show students’ initial understandings related to the phenomenon. The Teacher Guide prompts the teacher to ask students to add to their KWL chart and to make revisions to their initial model as lessons are completed, but student prior knowledge and experiences are not leveraged during lessons.
• In Module: Ecosystems, Unit 1: Resources in Ecosystems, Lesson 3: Changing Ecosystems, the phenomenon is the 1980 eruption of Mount St. Helens destroyed all life near the eruption, but now the area is full of life. While students initially ask questions and revisit their questions at the end of the lesson, student prior knowledge and experiences are not leveraged during lessons.
• In Module: Forces and Energy, Unit 4: Thermal Energy, Lesson 11: Thermal Properties of Matter, the phenomenon is the temperature is so different between day and night in the desert. Students list what they know about deserts and rainforests and use their prior knowledge to make a prediction about the temperature differences. Students revisit the question about temperature changes at the end of the lesson, but student prior knowledge and experiences are not leveraged during the lesson.

Examples where materials elicit but do not leverage student prior knowledge and experiences related to problems (Engineering Challenges):

• In Module: Waves, Unit 1: Mechanical Waves, Engineering Challenge: Preventing Coastal Erosion, the problem relates to coastal erosion. Students discuss their experiences of seeing coastal erosion or solutions to coastal erosion before they brainstorm ideas for potential solutions. Students’ prior knowledge and experiences about coastal problems and solutions in their community is revisited at the end of the lesson as students compare the solutions they tested with the solutions they are familiar with, but student prior knowledge and experience is not leveraged during the lesson.
• In Module: Forces and Energy, Unit 1: Forces, Engineering Challenge: Designing Safe Go-Carts, the challenge is to design a safe model go-cart. Students’ prior knowledge of Newton’s 2nd Law is elicited as students record their answers to a series of guiding questions in their notebooks relating to factors affecting motion and action/reaction force pairs. Students apply their initial understandings to design their model go-cart; however student prior knowledge is not leveraged during the lesson.