The instructional materials reviewed for Grade 1 do not 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. Grade 1 materials are organized into four segments, with one to two topics per segment and two to four learning sequences or lessons per topic, totaling 14 lessons. Each lesson consists of four sections: Engage, Explore, Explain and Elaborate, and Evaluate. Of the 14 lessons or learning sequences, few integrate all three dimensions within a single learning opportunity in the lesson. When present, the integrated opportunities are typically found in the Explain and Elaborate section. A few lessons include the three dimensions across the learning sequence but did not integrate them within a learning opportunity. The remainder of the lessons were two-dimensional, consistently incorporating SEPs with DCIs.

Examples where the materials do not incorporate all three dimensions into a learning sequence:

• In Grade 1, Segment 1, Topic 1, Lesson 3: People Learn from Plant and Animal Parts, students learn about how engineers can mimic plant and animal parts as they design solutions. Students remove the cap of an acorn to observe the acorn, use a small hammer to tap on the acorn, and record their observations. Then they analyze the data by explaining how the hard shell helps the acorn and how people can copy what the acorn does to help people stay alive (SEP-INV-P4, SEP-DATA-P3, DCI-LS1.A-P1). Students read text about how people mimic nature then describe how porcupines use quills for protection and how a burr is like velcro. They relate these protective structures to a barbed wire fence (SEP-INFO-P2). There is a missed opportunity for students to use crosscutting concepts as they develop their understanding of using structures in nature for engineered solutions.
• In Grade 1, Segment 2, Topic 3, Lesson 2: Make Sound, students learn about the relationship between sound and vibrations. Students use plastic cups, string, plastic wrap, and sand to vibrate objects to make sounds and show that sound can make objects vibrate, then read about sound (DCI-PS4.A-P1). They develop a simple model to represent an instrument to show vibrations and to make sound. They explain their evidence and answer the question, “How do you know the sand is evidence of sound?” (SEP-MOD-P3, SEP-ARG-P1). Students then compare the results to what happens when they hum loudly versus softly (SEP-INV-P4). Students use their voices and look at a variety of instruments in order to conclude that sounds are made by vibrations. Then students make a plan to investigate how different combinations of objects can make different sounds. They listen to sound as they strike a rubber spatula to a metal box. They repeat the process with a wooden spoon and a plastic container, and then with a whisk and a metal baking tray. Each time they record the objects, a description of the sound, and the assigned action. Lastly, they analyze and interpret data and compare their results with another group. They share why some objects would make good instruments to send a secret message (SEP-INV-P2, SEP-INV-P4). There is a missed opportunity for students to use crosscutting concepts as they develop this understanding of making sound.
• In Grade 1, Segment 3, Topic 4, Lesson 2: Light and Matter, students observe and explore how light interacts with different materials. Students plan and carry out an investigation to recognize that different materials allow more light to get through than others (DCI-PS4.B-P2, SEP-INV-P2). They use a flashlight to examine different materials and use what they have learned to decide what kind of material should be used to completely darken a room. They read text about how different types of matter interact with light: blocking it, letting it through, or reflecting it (DCI-PS4.B-P2, SEP-INFO-P1). Students identify materials that let light through or block light and explain what happens when light reflects. There is a missed opportunity for students to use crosscutting concepts as they develop their understanding of light and matter.
• In Grade 1, Segment 1, Topic 2, Lesson 2: Patterns in Animal Behavior, Explain and Elaborate, students learn how parents protect their young. Students watch a video showing how penguins protect their eggs and their young chicks. Students then look at pictures of different animals and their offspring and identify specific ways these animal parents protect their young (DCI-LS1.B-P1, SEP-INFO-P1). There is a missed opportunity for students to use crosscutting concepts as they develop their understanding of animal behaviors used to protect their young.

Examples where the materials incorporate all three dimensions into a learning sequence but do not integrate within a learning opportunity:

• In Grade 1, Segment 1, Topic 1, Lesson 1: Plant Parts, students identify major parts of plants and explain how those parts can help plants. In the Explore section, students observe parts of a plant (SEP-INV-P4) and explain how they think the shape of the stem helps the plant. In the Explain and Elaborate section, students view a picture of a plant and discuss how the leaves, trunks, and roots of the tree help it live (DCI-LS1.A-P1) and discuss the function of flowers and fruit. Students then match different leaf types to different trees, based on their descriptions. In the Evaluate section, students discuss the concept of structure and function and relate it to plant roots. They are asked to determine how shallow roots function to keep plants alive and how the structure of taproots help keep plants alive (CCC-SF-P1). While all three dimensions were present in this lesson, they were not integrated within a learning opportunity.

Examples where the materials integrate all three dimensions into a learning opportunity within a learning sequence:

• In Grade 1, Segment 4, Topic 5, Lesson 2: Patterns in the Sky, uConnect Lab, students plan and conduct an investigation and record their observations of where the sun appears in the sky at different points in the day (DCI-ESS1.A-P1, SEP-INV-P2, SEP-DATA-P1). They record their observations and explain the pattern of the sun’s movement. They then use their data to determine that there is a daily pattern of motion (CCC-PAT-P1): the sun appears higher and lower in the sky at certain times of day and appears to move from east to west throughout the day.

The instructional materials reviewed for Grade 1 do not meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.

Across the materials, lesson objectives are not three-dimensional, and, as a result, assessment tasks do not consistently reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives. While the objectives often build towards the performance task for the topic, they do not represent three-dimensional learning targets for the lessons. The majority of the assessment tasks address the objectives and assess the DCIs, and at times the SEPs.

Formative assessments are frequent and are spread across each lesson. However, most tasks do not include support for teachers to adjust instruction based on student responses to formative assessments. The majority of the Teacher Edition formative assessment questions are discussion-based and no directions are provided to support the teacher in eliciting ideas from each student or adjusting instruction based on student responses.

The discussion-based questions do not elicit individual student understanding. The Student Edition Check Points, Interactivities, and Online Quizzes are taken individually. Interactivities frequently only assess the DCIs. The online quizzes are all multiple choice. The uInvestigate Labs are at the beginning of each lesson, before any reading or investigations, and do not measure any lesson learning. While information gained from the labs could provide formative data to inform instructional next steps, the teacher materials do not include support for using this data or adjusting instruction.

Examples of lessons that do not have a three-dimensional objective, the formative assessment tasks partially assess student knowledge of all three dimensions, and the materials do not provide guidance to support the instructional process:

• In Grade 1, Segment 1, Topic 1, Lesson 2: Animal Parts, the lesson objectives are “Students will identify the major parts of animals” and “Students will explain how the parts help animals.” These are not three-dimensional learning objectives, although they build towards a three-dimensional objective for the topic. In the uInvestigate Lab, students build a model of a cat’s whiskers and figure out how the whiskers can help cats get through openings (DCI-LS1.A-P1, SEP-MOD-P3). Students then compare their models with other student models to identify similarities and differences (SEP-MOD-P2). In the Interactivity, students are asked what body parts are used to keep animals safe (DCI-LS1.A-P1). This task addresses the lesson objectives. After the reading in the Explore there is a set of three scaffolded formative assessment questions in which students are asked who, what, when, where, and why questions to describe a horse’s hooves (DCI-LS1.A-P1). The materials state, “Who—a horse has hooves. What—hooves are parts of the horse’s feet. When—a horse uses hooves when it walks, trots, or runs.” Students are then asked how fins help fish (DCI-LS1.A-P1, SEP-CEDS-P1) and the final question asks them to compare and contrast how bird wings and fish fins are alike (DCI-LS1.D-P1, SEP-INV-P4). These questions also address the lesson objective. In the Online Quiz, all four questions deal with the external structures of the animals and how those structures help those animals to survive. The first two questions ask students how scales and gills help fish (DCI-LS1.A-P1). The third question asks students to look at a picture of a squirrel that has parts of the body highlighted. Students are to identify the part that helps it to sense danger (DCI-LS1.D-P1). These questions assess the lesson objectives, but do not assess all dimensions. The materials do not provide teacher guidance for adjusting instruction based on student responses to formative assessments.
• In Grade 1, Segment 1, Topic 2, Lesson 2: Patterns in Animal Behavior, the lesson objectives are “Students will tell what an animal needs” and “Students will explain how the behaviors of the parents and their young help them survive.” These are not three-dimensional learning objectives, although they build towards a three-dimensional objective for the topic. In the uInvestigate Lab, “How Do Nests Protect Birds,” students design and build a nest (SEP-MOD-E4). They use marbles to represent eggs. They then describe how the nest they built protects the marbles. Students then compare their model to a real bird’s nest (SEP-MOD-P1). After the reading in the Explore, the teacher asks three formative assessment questions. The students look at text and pictures and identify the way the parent is helping their young. In question two, students draw how a parent is helping its young. In the final question, students make a general statement of how parents help their young after seeing pictures of four different birds bringing food to their young (DCI-LS1.B-P1). These questions address the learning objectives. In the Interactivity, students read that the behavior of parent animals helps their young survive. Students select the picture of an adult bird feeding its young. Then students are shown a picture of a baby kangaroo in its parent’s pouch and asked how the parent is helping. Finally, there is a picture of a parent wolf and its young hunting and students are to determine what behavior the parent is doing (DCI-LS1.B-P1). In the second set of formative questions, students define behavior, explain why it is important for elephants to teach the young how to use the trunk, and revise their thinking after reading, explaining what parents teach their young (DCI-LS1.B-P1). These questions also assess the lesson objective. In the Online Quiz, there are questions about baby birds in a nest and the parent making the nest. Students then look at a picture of a zebra drinking water and are asked what is happening. The last question asks students what a lion is doing when it shows its young to hunt. Students then choose between what is an animal need and what is animal behavior (DCI-LS1.B-P1, DCI-LS1.C-P1). These questions partially address the lesson objectives but do not assess all dimensions.
• In Grade 1, Segment 3, Topic 4, Lesson 3: Uses of Light, the lesson objectives are “Explain how people use light” and “Identify how people use light to communicate with others that are far away.” These are not three-dimensional learning objectives, although they build towards a three-dimensional objective for the topic. In the uInvestigate Lab, students investigate how mirrors can be used to see a toy at the end of a maze. They plan a way to see the toy, try their plan, and describe how light is used to see the toy (DCI-PS4.B-P2, SEP-CEDS-P1). After the reading in the Explore section, students are asked “Why would a store owner want to use an ‘open’ sign that is lit?” Then students define a problem and suggest a solution for people to see better in a parking lot at night (DCI-PS4.B-P1). In the Interactivity, students synthesize and apply what they have learned throughout the lesson in five interactivity tasks that reveal what they know about how lights can keep people safe. First, they click on different colors of a stoplight to listen or read about what each color means for drivers. Then, students drag and drop pictures of lights to the places they are used to help people on a city street. They look at a picture of lights on the floor of a theater and infer why they are there. Students are shown a picture of a city street at night and asked to circle the lights that are used to keep people safe. Finally, students are shown a picture of neon reflective sneakers and asked to explain why someone might wear these sneakers to be safe running at night (DCI-PS4.B-P1, SEP-DATA-P1, DCI-CEDS-P1). In the Online Quiz, students answer, “Why is this driver using headlights now?” and ”Which change would make the driver not need to use headlights?” (DCI-PS4.B-P1). The next question asks students, “Which sentence tells about bright yellow lights and dark purple lights in a theater?” These questions assess the lesson objectives but do not assess all dimensions.

Example of a lesson that does not have a three-dimensional objective, the formative assessment task(s) assess student knowledge of the learning objective and includes all three dimensions:

• In Grade 1, Segment 4, Topic 5, Lesson 2: Patterns in the Sky, the lesson objective is “Students will tell what causes day and night and moon patterns.” This is not a three-dimensional learning objective, although it builds towards a three-dimensional objective for the topic. In the uInvestigate Lab, students investigate how to observe sun patterns. Students plan and conduct an investigation, record observations, and analyze data to build knowledge about patterns of how the sun moves (DCI-ESS1.A-P1, SEP-INV-P2, SEP-DATA-P2). After the reading in the Explore section, the formative assessment questions ask students, “What is a sunrise?” and “Why do we say that the sun ‘seems’ to be moving?” (DCI-ESS1.A-P1, SEP-CEDS-P1). These questions assess the lesson objective but go far beyond what they have been learning. In the lesson Check Point, students describe what they see in the pictures of a boy and a telescope and the night sky (SEP-INFO-P1). They are guided to note the boy looking through the telescope pointed to the night sky for observation. Then they are asked to describe how the close of view of the stars through a telescope differs from what they can see of the stars without a telescope. They should use clues to conclude that a telescope is a type of magnifier that makes objects look larger and easier to observe. This task does not measure the lesson objective. In the second set of formative questions, students respond to the questions, “How does the moon move? What causes the patterns of the moon?” These questions assess the lesson objective. They are also asked about what kind of lens they would buy for a telescope. The Online Quiz asks students the question, “Carlos is looking at the night sky. Which tool can he use to make the stars appear larger and closer?” The next question asks how much time passes if a model of the earth spins one time (DCI-ESS1.B-E1, SEP-DATA-P3), which aligns with a fifth-grade DCI. Students are then asked what the flashlight represents in the model of the Sun and Earth (SEP-MOD-P1). While the objective is not three-dimensional and the lesson objective is not fully assessed, the questions assess three dimensions.

The instructional materials reviewed for Grade 1 do not meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. The materials provide three-dimensional learning objectives for the topic level in the form of performance expectations (PEs), but summative tasks measure student achievement of only some learning objectives (PEs) or their associated elements and few summative assessment tasks are three-dimensional in design.

There are three assessments at each topic level: Evidence-Based Assessment, uDemonstrate Lab, and the Online Topic Test. The Evidence-Based Assessment is typically four to six questions, the uDemonstrate Lab is a performance-based assessment, and the online assessment is mainly presented as a multiple-choice exam. There are two assessments at the segment level: the California Performance-Based Assessment and the Summative Benchmark Assessment which consists of multiple-choice questions. The assessments most often address the DCIs. The SEPs are occasionally assessed independently or in combination with the DCI. The CCCs are generally not assessed on any of the three assessments.

Examples where objectives are three-dimensional, but summative assessment tasks do not fully assess the three-dimensional learning objectives and are not three-dimensional in design:

• In Grade 1, Segment 1, Topic 2: Parents and Offspring, the topic level objectives include two performance expectations: 1-LS1-2 and 1-LS3-1. Not all of the dimensions in these PEs are assessed. The topic includes a four-question Evidence-Based Assessment, a uDemonstrate Lab, and a 10-question Online Test. In the Evidence-Based Assessment, students fill in a chart, write an explanation, answer a multiple-choice question, and fill in a blank. Two of the four questions assess a DCI and two of the four assess SEPs, but there is no evidence of CCCs being assessed. In the Evidence-Based Assessment, students are provided a scenario of a fish tank that has two kinds of fish, rocks, and plants. One fish had babies and they had to hide from the big fish by staying together in the plants. They only came out when they were fed. For the two questions, students use information from the reading passage to fill in a chart to indicate which listed characteristics are shared by both the younger and older fish and for the next question, students describe how the behaviors of the adult and young fish are different (SEP-INFO-P1, DCI-LS3.A-P1). Then students are asked to recall what color each kind of fish is. Finally, students choose the reason the young fish need the plants. Students are provided a procedure to follow in the uDemonstrate Lab performance-based assessment. Students observe and record observations of different materials used to model parts of a living thing to relate to the differences between the young and the parent (SEP-INV-E3). Then students explain how a young porcupine is the same and different from its parent (DCI-LS3.A-P1). Finally, students explain how a young plant is the same and different from its parent (DCI-LS3.A-P1). None of the questions assess a CCC. The Online Test is a 10-question test that addresses how young and parents are the same and different, as well as how parents help their young. The first three questions involve a scenario about meerkats and a table of data that have to be used to answer the questions (SEP-INFO-P1). The data show what a meerkat eats throughout five developmental stages. The questions ask students to choose patterns among the data and also write how they are like humans. Students determine from a picture which animals are the parent and which are the young, as well as how the parent is helping the young (DCI-LS3.A-P1, DCI-LS1.B-P1). Finally, students answer two multiple-choice questions about how adult and young plants are the same and different from each other (DCI-LS3.B-P1). The CCC in the PEs for this topic was not assessed: CCC-PAT-P1.
• In Grade 1, Segment 3: Shadows and Light, the objectives include three performance expectations: 1-PS4-2, 1-PS4-3, and 1-PS4-4. Not all of the dimensions in these PEs are assessed. There is a six-question California Performance-Based Assessment and a 10-question Summative Benchmark Assessment. In the California Performance-Based Assessment, students read about how days get light, when it starts to get dark, and how the moon can also be seen but does not make its own light. Students answer question tasks that show their thinking. Students write to say what lights up the sky and earth during the day. Students tell a partner why they were able to see an object at night (DCI-PS4.B-P1). Students draw a diagram that shows how light moves from a flashlight in a dark room so you can see a book. Students then look at a diagram of Earth, Moon, and Sun and write to say why parts of the Earth and Moon are lit up and add arrows to show how light moves. Finally, students write to explain what has to happen to be able to see the moon. Of these six questions, only one assesses a DCI, and the SEPs and CCCs are not assessed. In the Summative Benchmark Assessment, students answer 10 online questions which are multiple-choice, drop-down, short-answer, and click-on-the-right-spot. Students click a drop-down to choose why a greenhouse is made of glass (DCI-PS4.B-P2). Students choose why light can reach plants in a greenhouse and write to say why covering part of the greenhouse will help plants from getting too much sun (DCI-PS4.B-P2). Students choose how a person can use light to tell people they can come into her store. Students click on a spot to choose what will help people see clothes in a store at night. Students choose how to make the lights less bright so people know the store is closing soon. Students click on the right spot to choose what will let someone in a boat at night know they are there and then choose how to use the light to let people know a person is in a boat. Then, students choose how a boy can see his seat in the theater. Finally, students choose what kind of material to make a lampshade from when it is too bright. Out of the 10 questions, two of them assess one of the DCIs in the PE objectives. The following elements from the PEs are not assessed in any of the summative assessments: SEP-INV-E3, CCC-CE-P1, SEP-INV-P2, SEP-CEDS-P2, DCI-PS4.C-P1, and CCC-INFLU-P3.
• In Grade 1, Segment 4, Topic 5: Sky and Earth, the topic level objectives include two performance expectations: 1-ESS1-1 and 1-ESS1-2. Not all of the dimensions in these PEs are assessed. The topic includes a four-question Evidence-Based Assessment, a performance-based uDemonstrate Lab, and a 10-question Online Test. In the Evidence-Based Assessment, students read about how a girl makes a model of patterns in the sky by moving a ball in a circle around a lamp and then answer four questions. First, students identify that the ball is meant to represent the Earth and the lamp represents the Sun. Then students write to say what she modeled when she moved the ball around the lamp. Students are asked to identify what predictable pattern the model shows to say how the girl can use her model to explain patterns in the amount of daylight. While an SEP of modeling is assessed here, it is not one that is targeted toward the PEs for this topic. In the uDemonstrate Lab, students predict and then explore if a shadow will stay the same or change during a day. They make a plan to test the prediction, make observations, and record in a table showing the different lengths of the shadow and how the length changed (SEP-INV-P4). They explain what happened to the shadow and explain what pattern their observations show (SEP-DATA-P3). The CCC is not assessed here as students are not using the pattern as evidence. Students answer 10 online questions which are multiple-choice, drop-down, and short answers. Students click a drop-down to choose which part of the earth is having day and write to say how shadows look in the morning in an experiment. Students then choose which item would have a good shape to make a shadow for the experiment. Students choose how five-pointed stars should be redrawn to make them look more real. Next, students choose which picture shows what people do in summer and then choose pictures of which seasons have similar temperatures and hours of daylight (DCI-ESS1.B-P1). Students choose which object is moving to make shadows change. Then students choose how many days on the calendar it would be until the moon looks the same again. Finally, students choose when you would use a telescope and when someone could watch the stars (DCI-ESS1.A-P1). Two questions assess a DCI addressed in this topic’s PEs. The rest of the questions do not assess any elements and some assess above-grade-level DCIs. The following elements from the targeted PEs are not assessed in the summative assessments: CCC-PAT-P1 and SEP-INV-P4.

The instructional materials reviewed for Grade 1 do not meet expectations that phenomena and problems are connected to grade-level Disciplinary Core Ideas (DCIs). While the materials include sections that label an Anchoring Phenomenon and Investigative Phenomenon, these sections contain questions to help build an understanding of the question that center around a DCI or content learning, resulting in missed opportunities for students to explain phenomena that they observe. Similarly, investigations and Quest PBLs do not provide students opportunities to gather evidence in order to design their own solutions to solve problems. Instead, students often use trial and error to test solutions, resulting in missed opportunities for students to use science ideas to design solutions.

The instructional materials reviewed for Grade 1 do not meet expectations that phenomena and/or problems are presented to students as directly as possible. While the materials include sections that label an Anchoring Phenomenon and Investigative Phenomenon, these sections contain questions to help build an understanding of the question that center around a DCI or content learning, resulting in missed opportunities for students to explain phenomena that they observe. Similarly, investigations and Quest PBLs do not provide students opportunities to gather evidence in order to design their own solutions to solve problems.

The instructional materials reviewed for Grade 1 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Across the grade, the materials do not use phenomena or problems to drive student learning within individual lessons. Frequently, the learning objective focuses on the learning of a DCI or associated element, resulting in a missed opportunity for students to use the three dimensions as they work towards explaining phenomena or solving problems.

Examples where individual lessons or activities are not driven by phenomena and/or problems and do not engage students with all three dimensions:

• In Grade 1, Segment 2, Topic 3, Lesson 3: Uses of Sound, a phenomenon or problem does not drive student learning. Rather, students learn how people use sound. Students plan and carry out an investigation to test how Morse Code can make a message using sound (SEP-INV-P4, DCI-PS4.C-P1). Students read about how sound and devices that produce sound are used to communicate over distances (SEP-INFO-E4). They also read about how phones have changed over time and discuss what types of phones they have used and why it is important to be able to communicate over distances. Finally, students make a device to send sound and use it to send a code (SEP-INV-P2, SEP-MOD-P4).
• In Grade 1, Segment 3, Topic 4, Lesson 2: Light and Matter, a phenomenon or problem does not drive student learning. Rather, students learn about light. Students hold their hands or a piece of paper over their eyes to determine how that affects what they see (DCI-PS4.B-P2). Students plan an investigation (SEP-INV-P2) to observe the effect of light on each type of material (SEP-INV-P4), use this information to choose which material would be best to cover a window to darken a room, and explain the reason for their choice (DCI-PS4.B-P2). Students read text that focuses on the properties of materials: opaque, transparent, translucent, reflective, and how that relates to light. Students sort material through a digital activity based on opaque, transparent, translucent, and reflective properties and observe what it looks like when these materials interact with light. Students choose which material they would want to use for curtains and explain and engage in constructing an argument with evidence to support a claim (SEP-ARG-P6).
• In Grade 1, Segment 3, Topic 4, Lesson 3: Uses of Light, a phenomenon or problem does not drive student learning. Rather, students learn about uses of light. Students state why the headlights on the car are turned on (DCI-PS4.C-P1). Students use cardboard and mirrors to build a maze; they place a toy at the end and plan a way to see the toy from the start of the maze (SEP-CEDS-P2). Students explain how they used mirrors to redirect light as they were trying to see through the maze (DCI-PS4.B-P1). Students answer the question, “What message do the lights on ambulances send?” and then make a message that they can send using light (DCI-PS4.C-P1, SEP-CEDS-P2). They make up a code, test it, and then evaluate their code.

Examples of lessons or activities that are not driven by a phenomenon or problem but incorporate elements of all three dimensions:

• In Grade 1, Segment 1, Topic 1, Lesson 1: Plant Parts, a phenomenon or problem does not drive learning. Rather, students learn that all organisms have external parts (DCI-LS1.A-P1). Students investigate and observe various plant parts and explain how those parts help the plant (SEP-INV-P1, SEP-INV-P4). Students read about the different structures in plants, learn their function, and then identify some of the structures and functions (DCI-LS1.A-P1, SEP-INFO-P1). Students explore the concept of how structures relate to their functions as they explore plant roots by comparing them to a picture of a tent stake (CCC-SF-P1).
• In Grade 1, Segment 4, Topic 5: Sky and Earth, Lesson 2: Patterns in the Sky, a phenomenon or problem does not drive learning. Rather, students learn about patterns of the Sun and Moon (DCI-ESS1.A-P1). Students draw different shapes of the Moon they have seen and make a plan to observe Sun patterns during the day. Students plan and carry out a plan to make observations of the motion of the sun in the day sky (SEP-INV-P4). Students use their observations to identify a pattern and make sense of what is happening in the sky (DCI-ESS1.A-P1, CCC-PAT-P1). Students read text that identifies the predictable patterns of motion of the Sun and Moon and fill in a cause and effect chart about the sun in the morning (CCC-CE-E1). Students then observe the moon for several days and record their observations (SEP-DATA-P1). Students use moon patterns to fill in a calendar with appropriate moon shapes and then predict the date of the next full moon by using the pattern from the calendar (CCC-PAT-P1).

The instructional materials reviewed for Grade 1 do not meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. While the materials include sections that label an Anchoring Phenomenon and Investigative Phenomenon, these sections contain questions to help build an understanding of the question that center around a DCI or content learning, resulting in missed opportunities for students to explain phenomena that they observe. Similarly, investigations and Quest PBLs do not provide students opportunities to gather evidence in order to design their own solutions to solve problems.

The instructional materials reviewed for Grade 1 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. Across the grade, a concept or a question is used to frame learning across multiple lessons in the topic, rather than a driving phenomenon or problem. Within the five topics in the grade, students do not have opportunities to solve problems or design challenges in Quest PBLs. The Quest PBL provides multimodal opportunities for students to engage in developing, evaluating, and revising their thinking as they work through the Quest. There are few opportunities for students to develop, evaluate, and revise their thinking outside of the Quest PBLs.

Examples of topics that do not use phenomena or problems to drive student learning across multiple lessons:

• In Grade 1, Segment 1, Topic 1: Living Things, a phenomenon or problem does not drive student learning across multiple lessons. Rather, learning is driven by the question, “What traits and behaviors help living things survive?” In the three lessons and the California Spotlight, students engage in various learning activities that are focused on the traits and behaviors of living things needed for survival. At the start of this topic, students think of ways that the parts of plants and animals help them. Over the course of the topic, students engage in lessons to learn how the parts of living things help them survive. In Lesson 1, students investigate how various plant parts help the plant (SEP-INV-P1, SEP-INV-P4). In the Quest PBL, students learn about the structure and function of plant roots (CCC-SF-P1). Students observe and read about how plants also have different parts (i.e., roots, stems, flowers, leaves, fruits) that help them survive and grow (DCI-LS1.A-P1). In Lesson 2, students make a model of a cat’s whiskers to determine how whiskers help the cat (SEP-MOD-P3). In the Quest PBL, students explore the shapes of animal parts and how they help animals (CCC-SF-P1). Students learn that animals use their body parts in different ways: to see, hear, grasp, protect, move, seek, find, and take in food, water, and air (DCI-LS1.A-P1). Students design a tool based on an animal part. In Lesson 3, students break an acorn shell, describe how the shell protects the acorn, and consider that people can design things to copy the function of an acorn shell (SEP-DATA-P1). In the Quest PBL Check-In, students explore how snowshoe hares use their fur color to stay safe.
• In Grade 1, Segment 1, Topic 2: Parents and Offspring, a phenomenon or problem does not drive student learning across multiple lessons. Rather, learning is driven by the concept that living things are like their parents. Over the course of the topic, students learn how parents and offspring are similar, but not exactly the same, and how parent behavior helps their young survive (DCI-LS3.A-P1). In Lesson 1, students observe trees and match a young tree to the parent (SEP-DATA-P1, SEP-DATA-P2, SEP-DATA-P3). In Lesson 2, students examine photos regarding parents protecting young (DCI-LS1.B-P1), make a model of a nest to show how it protects eggs, and draw how a parent protects its young (SEP-MOD-P3). In the Quest PBL Check-In, students identify patterns of behaviors in bears and other animals (CCC-PAT-P1). This topic provides multimodal opportunities for students to develop, evaluate, and revise their thinking as they design, build, and test a model of a nest.
• In Grade 1, Segment 3, Topic 4: Light, a phenomenon or problem does not drive student learning across multiple lessons. Rather, learning is driven by the question, “How can we use light?” At the start of this topic, students observe objects in a box with the lid on and off to determine that light is needed to see objects (DCI-PS4.B-P1). In Lesson 1, students produce shadows and read informational text about shadows and light (SEP-INV-P4, SEP-INFO-P1, DCI-PS4.B-P2). In Lesson 2, students investigate different materials (SEP-INV-P4) and the amount of light that can pass through each material (DCI-PS4.B-P2). In Lesson 3, students learn about different ways light can be redirected, used in theaters, and used to communicate messages (DCI-PS4.C-P1). Students design and build a maze and design lights for a stage show (SEP-CEDS-P2). Throughout the topic, students engage in a Quest PBL to figure out how to use light to send a message. They write a code and use a flashlight to send three different messages using their code (DCI-PS4.B-P1, DCI-PS4.B-P2, DCI-PS4.C-P1, SEP-CEDS-P2). Students have the opportunity to revise their thinking as they evaluate their code.
• In Grade 1, Segment 2, Topic 3: Sound, a phenomenon or problem does not drive student learning across multiple lessons. Rather, learning is driven by the concept of sound. In Lesson 1, students test the relationship between sound and length of different straws (SEP-MOD-P3). Students read about sound, vibration, pitch, and volume (DCI-PS4.A-P1). Students investigate how sound is made from vibrations by hitting sticks on drums, plucking a violin string, and striking a pencil on a desk (CCC-CE-P2). In Lesson 2, students investigate ways that sound can make objects vibrate and provide evidence from their observations (DCI-PS4.A-P1, SEP-ARG-P1). In Lesson 3, students test how Morse Code can be used to send a message using sound (SEP-INV-P4). They read about how phones have changed over time and discuss what types of phones they have used and why it is important to be able to communicate over distances.