5th Grade - Gateway 1
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Designed for NGSS
| Score | |
|---|---|
Gateway 1 - Partially Meets Expectations | 57% |
Criterion 1.1: Three-Dimensional Learning | 10 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 6 / 12 |
The instructional materials reviewed for Grade 5 partially meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning partially meets expectation and Criterion 2: Phenomena and Problems Drive Learning partially meets expectations.
Criterion 1.1: Three-Dimensional Learning
Materials are designed for three-dimensional learning and assessment.
The instructional materials reviewed for Grade 5 partially meet expectations for Criterion 1a-1c: Three-Dimensional Learning. The materials consistently include integration of the three dimensions in at least one learning opportunity per learning sequence and nearly all learning sequences are meaningfully designed for student opportunity to engage in sensemaking with the three dimensions. The materials consistently provide three-dimensional learning objectives at the chapter level that build towards the performance expectations for the larger unit, but rarely formatively assess to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives. The units also include three-dimensional objectives and include corresponding summative assessments that inconsistently address the three dimensions of the objectives.
Indicator 1a
Materials are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning.
Indicator 1a.i
Materials consistently integrate the three dimensions in student learning opportunities.
The instructional materials reviewed for Grade 5 meet expectations that they are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities.
Throughout Grade 5, the learning sequences consistently include learning opportunities that incorporate and integrate the three dimensions. All of the learning sequences in the life science unit and most of the learning sequences in the earth and space science and physical science units are three dimensional. Most of the two-dimensional learning opportunities lacked a crosscutting concept, but there were a few learning opportunities that lacked a disciplinary core idea and one lesson did not have any science and engineering practices.
Examples of where materials are designed to integrate the three dimensions into student learning opportunities:
In Grade 5, Earth and Space Systems, Activity 1, Lesson 1C: Earth is Made up of Four Systems: Geosphere, Hydrosphere, Atmosphere, and Biosphere, students identify components of the atmosphere, geosphere, biosphere, and hydrosphere and explain how each system interacts with another. Students make observations of pictures on the Earth Systems Card set (SEP-INFO-E4), talk about the different components within each system, and discuss how the components and pictures might be connected (DCI-ESS2.A-E1). Students use index cards and the card set to develop a model that explains the connectivity between the pictures (SEP-MOD-E4). Students then relate a cup of soil, cup of air, cup of water, and cup with a plant/plant part to the elements on the card set. During a Science Talk, students discuss limitations in using the cards and cups as models of interactions between the systems (SEP-MOD-E1). Students collectively share ideas about earth's systems and how they interact and explain, in writing, how two systems interact (CCC-SYS-E2).
In Grade 5, Earth and Space Systems, Activity 7, Lesson 7B: Graphing and Modeling the Uneven Lighting and Heating of Earth, students determine that the tilt of the earth is responsible for differences in daylight, temperature, and seasons at different locations on earth. Students graph and analyze data found on the Daylight Hours and Temperature Chart handout (SEP-DATA-E1), looking for patterns in the data that might cause the difference in the length of daylight (CCC-PAT-E3). Students discuss excerpts from the trade book Arctic Lights, Arctic Nights about the earth tilting toward the sun during a summer solstice and away from the sun on a winter solstice, then graph daylight and temperature data from Florida and Michigan and look for patterns as they move south from Fairbanks, Alaska to Key West, Florida (DCI-ESS1.B-E1). Students use a flashlight, meter stick, clamp, and thermometer to co-create a model that shows the relationship between the tilt of the earth and the uneven lighting and heating of the earth (SEP-MOD-E6). Students discuss the cause and effect relationship between light and temperature (CCC-CE-E1) and use temperature data from the class investigation as evidence to support the claim that the tilt of the earth is responsible for differences in daylight hours, temperature, and seasons at different locations on earth (DCI-ESS1.B-M2).
In Grade 5, Matter and Energy in an Ecosystem, Activity 2, Lesson 2C: What are Balanced Ecosystems?, students read informational text and engage with an online simulator to model the flow of energy in an ecosystem. Students read and discuss the trade book How Ecosystems Work to gather information about ecosystems and how they use energy (DCI-LS2.A-E1). Next, students use the online simulation, Ecology Lab, from the Annenberg Foundation to explore balance in an ecosystem by adding producers, herbivores, omnivores, and carnivores and determining who eats whom. They run the simulator several times and collect data in the table provided by the program (SEP-MOD-E6, SEP-DATA-E2, SEP-DATA-E1, and CCC-CE-E1). The class discusses how adding decomposers would affect the different populations. Students draw a model of energy flow in an ecosystem that includes producers, consumers, and decomposers, using arrows to show the flow of energy (SEP-MOD-E4, CCC-EM-E3, CCC-SYS-E2, and DCI-LS2.B-M1). They explain the flow of energy from one organism to another using the trade books they read in this unit (SEP-INFO-E4, SEP-CEDS-E1).
In Grade 5, Matter and Energy in an Ecosystem, Activity 1, Lesson 1D: Food Webs, students read and create models of different food webs. The teacher continues reading the story Birdbrain Amos (provided by the publisher) which introduces baby birds and elephants to the African ecosystem (SEP-INFO-E1, DCI-LS2.A-E1). Students update their African lakes and river ecosystem model to include the new organisms. Working in groups, students use the Food Web Card Set to create a food web (SEP-MOD-E4). They share and compare their models with other groups (SEP-MOD-P2). Students read the trade book What are Food Chains and Webs? and summarize the information in their Student Journal (SEP-INFO-E1). Through a class discussion, the teacher emphasizes the role decomposers and scavengers play in balancing an ecosystem and how energy flows through a food web. The class builds a consensus model that explains how each plant and animal is connected in the ecosystem that is home to the hippo. They use arrows to show the flow of matter and energy through the system (DCI-LS2.B-M1, CCC-EM-E3, and CCC-SYS-E2). In their Student Journal, students draw and label a model to explain what they think would happen if there was a drought in Africa and the hippos had very little grass to eat (SEP-CEDS-E1).
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4A: Gases, students make observations of how a peppermint extract evaporates and becomes a gas that fills the room. Students read and re-read several texts to obtain scientific understanding and cite evidence to support class reasoning to explain how solids, liquids, and gases change (DCI-PS1.A-P1, SEP-INFO-E1). As part of their justification, students draw and label a model of how they think the odor of peppermint dispersed throughout the room (SEP-MOD-E4). Students discuss how their models represent a system, how the parts that make up their models interact, and how without that interaction the peppermint odor would not spread (CCC-SYS-E2). Students go on to review one another's explanations and provide justifications for their explanations (SEP-ARG-E4). To end the lesson, students generate questions about how they might investigate the smells of the peppermint odor and relate that to the skunk smell from earlier in the unit (SEP-AQDP-P2).
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4D: Evidence that Gases Have Volume or Take Up Space, students work to develop a model to demonstrate how air has mass and takes up space. Students observe a demonstration where two bottles are side by side, one without a stopper that allows water to enter, the other with a stopper that allows a very small amount of water in and keeps the rest of the water out. After observing the demonstration, students draw a model to explain what they think is going on in the bottle as it is filled with water (with and without a stopper). The model is supposed to show an explanation for what the students are unable to see (SEP-MOD-M6). Students use their models and discussion points to explain how the bottle demonstration provides evidence that air is made up of tiny particles that are too small to be seen (DCI-PS1.A-E1, SEP-CEDS-M4, CCC-EM-E1). The teacher continues to prompt students to discuss components of the system (CCC-SYS-E2) and how they work together. Students go back and update the model they made in Lesson 4B with the air going into the ball based on their new understanding of air being made of particles. They do this again later in the lesson with their models of the skunk odor (SEP-MOD-E2).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 5 meet expectations that they consistently support meaningful student sensemaking with the three dimensions.
The learning sequences (Activities) in the materials consistently provide students with the opportunity to engage in three-dimensional sensemaking. If students are working with a larger topic or complex phenomenon or problem, sensemaking may occur over the course of a series of lessons. In other cases, students use all three dimensions in a single lesson to make sense of a concept or phenomenon. In some cases sensemaking opportunities are connected to phenomena or problems, but students also engage in sensemaking connected to a topic or concept that is not connected to phenomena or problems. Student sensemaking also typically takes place in the context of an investigation where students collect and analyze data to explain or develop an understanding of DCIs.
Examples where SEPs and CCCs meaningfully support student sensemaking with the other dimensions in the learning sequence:
In Grade 5, Earth and Space Systems, Activity 2, Lesson 2A: What’s in the Atmosphere?, students investigate the composition and balance of components in the atmosphere. Students make initial predictions about what is in the atmosphere and then use a digital simulation to model increasing and decreasing the amount of oxygen in the atmosphere (SEP-MOD-E6). Students then look at the composition of gases in the atmosphere, read and research about some of the gases (SEP-INFO-E1), and discuss and answer questions about the possible effects of changes to the balance of gases in the atmosphere (DCI-ESS2.A-E1, CCC-SYS-E2, and CCC-CE-E1).
In Grade 5, Matter and Energy in the Ecosystem, Activity 2: Interdependence within an Ecosystem, students explain the flow of energy in an ecosystem. Students observe a balanced bottle ecosystem model, think about a variable they could change in the system, and develop a plan for an ecosystem in a bottle that has both terrestrial and aquatic parts that form a balanced food web (SEP-INV-E1). Students read information about aquatic organisms to help them develop their plan (SEP-INFO-E4), sketch the bottle ecosystem and their plan (SEP-MOD-E5), and list what the model ecosystem will need so that all of the organisms will survive (CCC-SYS-E2). Students then build and observe their ecosystem models to collect data (SEP-DATA-E1, SEP-INV-E1). Students read a non-fiction text to gather information about ecosystems and how they use energy (DCI-LS2.A-E1), use a digital simulation to explore the balance between producers, herbivores, omnivores, and carnivores (SEP-MOD-E6, SEP-DATA-E2, SEP-DATA-E1, and CCC-CE-E1), and draw a model of energy flow in an ecosystem (DCI-LS2.B-M1, SEP-MOD-E4, CCC-EM-E3, and CCC-SYS-E2).
In Grade 5, Matter and Energy in the Ecosystem, Activity 3, Lessons 3A and 3B, students explore plants and how their internal and external structures help them survive and grow. Students read a text and collect information about the ways that various plants survive(SEP-INFO-E1). Students discuss and generate questions about plant structures and survival needs they can answer with an investigation (DCI-LS1.A-E1, SEP-AQDP-P1). Students then investigate and make observations of the structures of various native plants (SEP-INV-P4, SEP-DATA-E1). After the observations, students discuss how each part contributes to the survival of the plant, including getting water, nutrients, and sunlight. They write their ideas on a class chart and in their Student Journal and discuss their ideas with the class (DCI-LS1.A-E1, SEP-CEDS-P1, and CCC-SF-P1).
In Grade 5, Structures and Properties of Matter, Activity 2: Matter and Its Properties, students observe and record the physical properties of different items and develop a definition of matter. Students make and record observations about the physical properties of several items (DCI-PS1.A-P1, SEP-DATA-E1), discuss patterns that they observe (CCC-PAT-E1), and use their observations to begin to make sense of how they might use the patterns to sort or classify the items. Students observe and compare the properties of solids and liquids (DCI-PS1.A-P1) and discuss and develop claims based on evidence from their observations about the definition of matter (SEP-ARG-P6).
In Grade 5, Structures and Properties of Matter, Activity 6: Conservation of Matter, students conduct investigations to find out that matter is conserved even when it seems to disappear. Students observe Kool-Aid being mixed and make a model of their initial explanation of what made the solids seem to disappear (DCI-PS1.A-E1, SEP-MOD-E4). They use their model to help them explain what happens when substances are mixed with water and then seem to disappear (DCI-PS1.A-E2, DCI-PS1.B-E2). In small groups, students plan and conduct an investigation to help them answer the question of what happens to solid matter that seems to disappear when it is mixed with water (SEP-INV-P2). Students record data to make a claim about what happens to sugar mixed with water (SEP-DATA-E2, SEP-CEDS-E2) and ask questions about what happens when different materials are mixed in water and what other liquids they can investigate (SEP-AQDP-P2). Students investigate their questions by measuring the mass of sugar, water, and a sugar water mixture (SEP-INV-E3) and then explain that the sugar remains in the mixture and has been broken down to something too small to see (DCI-PS1.A-E1, DCI-PS1.A-E2, and CCC-EM-E2).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grade 5 do not meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
The materials consistently provide three-dimensional learning objectives at the lesson level that build toward the three-dimensional objectives of the unit. The Unit At A Glance names the learning objective and cites which elements of the three dimensions are part of the learning goals for each learning sequence.
The materials use the work that students do during a lesson, such as an activity page from the Student Journal, as a formative assessment. While each unit includes a table that identifies the unit’s assessments, it is often difficult to distinguish which are formative and which are summative. The materials also frequently cite whole-group discussions or charts as formative assessments, but miss the opportunity to provide the support to record individual student’s progress toward the learning goal. Across the remaining formative assessments only a portion of the learning objectives are assessed and the materials miss the opportunity to assess multiple elements of the three dimensions present in the learning objectives. Additionally, a number of learning sequences do not include formative assessments that provide the opportunity to collect evidence for learning on individual students.
Learning sequences miss the opportunity to clearly incorporate tasks for the purpose of supporting the instructional process. Although sample answers and “look-fors” are provided, there are no next steps provided for teachers to assist students who are not showing comprehension of the assessed elements.
Examples of lessons with a three-dimensional objective where the formative assessment task(s) do not assess student knowledge of all (three) dimensions in the learning objective, and do not provide guidance to support the instructional process:
In Grade 5, Earth and Space Systems, Activity 5: The Biosphere, the three-dimensional learning objective is “Develop models to support the claim that earth’s systems interact and are dependent on each other”, and comprises nine elements of the three dimensions. The formative assessment for this activity includes an activity page. Students make observations of the components in the biosphere of their schoolyard and make connections between the biosphere, atmosphere, geosphere, and hydrosphere. Students are assessed on making a concept map that shows how a component in the biosphere is related to the geosphere, hydrosphere, and atmosphere (DCI-ESS2.A-E1, CCC-SYS-E2). There is a missed opportunity to assess two DCIs, any of the SEPs, and two of the CCCs of the learning objective. The Student Journal Answer Key includes guidance on what to look for and sample student responses, but does not provide additional guidance and support for teachers to adjust instruction.
In Grade 5, Earth and Space Systems, Activity 7: Earth and Beyond, the three-dimensional learning objective is ”Collect and graph data to show patterns that demonstrate how we get day and night, the different positions of the sun and moon in the sky, and different lengths and positions of shadows throughout the day,” and comprises seven elements of the three dimensions. The formative assessment for this activity includes a journal entry. Students respond to text about the length of a day in Alaska throughout the year and provide an explanation using the tilt of the earth to explain changes in the seasons, the length of day, and temperatures throughout the year (DCI-ESS1.B-E1, SEP-INFO-E4). There is a missed opportunity to reveal student knowledge and use of a DCI, three SEPs, and the CCC from the learning objective. The Student Journal Answer Key includes guidance on what to look for and sample student responses, but does not provide additional guidance and support for teachers to adjust instruction.
In Grade 5, Matter and Energy in Ecosystems, Activity 3: More about Plants, the three-dimensional learning objective is “Obtain information from scientists and through observations about plants and how they get their food,” and comprises five elements of the three dimensions. The formative assessment for this activity is an activity page. Students record information collected from a text and an assigned section of the article Staying Alive by Gary Miller. Students record the main idea and supporting details from a section of the article about plant parts and how they help a plant survive (DCI-LS1.A-E1). There is a missed opportunity to reveal student knowledge of DCI-PS3.D-E2, SEP-MOD-E4, CCC-EM-E2, and CCC-EM-E3. The Student Journal Answer Key includes guidance on what to look for and sample student responses, but does not provide additional guidance and support for teachers to adjust instruction.
In Grade 5, Matter and Energy in an Ecosystem, Activity 4: Investigating What Plants Use for Food, the two-dimensional learning objective is, ”Plan and carry out investigations to determine what plants use for food,” and comprises five elements of the three dimensions. The formative assessments include an activity page and model of lakes and rivers. Students answer a series of questions to describe where they think plants get their food (DCI-LS1.C-E2) and use evidence from a text to support their response (SEP-ARG-E4).Students also revise a model from a previous lesson to include new information about where plants get their food from (DCI-LS1.C-E2). There is a missed opportunity to reveal student understanding of DCI-PS3.D-E2, DCI-LS1.C-E1, and SEP-ARG-E6. The Student Journal Answer Key includes guidance on what to look for and sample student responses, but does not provide additional guidance and support for teachers to adjust instruction.
In Grade 5, Structure and Properties of Matter, Activity 5: A Liquid to a Gas, the three-dimensional learning objective is, “Conduct investigations to find out the behavior of the particles that make up matter during phase change,” and comprises nine elements of the three dimensions. There are no formative assessments included in this sequence.
Indicator 1c
Materials are designed to elicit direct, observable evidence of three-dimensional learning.
The instructional materials reviewed for Grade 5 partially meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.
Materials consistently provide three-dimensional learning objectives for each unit and include a table that provides the elements of the three dimensions that constitute the learning objectives for the unit. Each unit includes a post-assessment with five to six questions on the unit content. Additional summative assessments are taken from student work produced during individual lessons. These are typically student responses in their journals, but also include additional activities, such as a product prototype. In several instances, the materials cite whole class discussions or group activities as summative assessments, but those miss the opportunity for individual students to demonstrate their understanding of the three dimensions . While each unit includes a table that identifies the summative assessments, it is often difficult to distinguish what is an instructional activity, what is an assessment, and which assessments are formative vs. summative.
Overall, the assessment system does not assess several of the elements associated with the learning goals. Additionally, many summative assessment tasks miss the opportunity to connect to the targeted three-dimensional learning objectives and do not assess any of the targeted objectives.
Examples where the materials provide three-dimensional learning objectives for the learning sequence, but summative tasks do not measure student achievement of all of the targeted three-dimensional learning objectives:
In Grade 5, Earth and Space Systems, the three-dimensional learning objective comprises 16 elements. Assessments include a unit Summative Assessment and various work products collected during instruction, primarily journal entries. The summative assessment includes ten questions and is administered at the end of the unit. Students model the interaction between earth’s systems (e.g., biosphere, atmosphere) (DCI-ESS2.A-E1, SEP-MOD-E3, and CCC-SYS-E2), graph and analyze data about waste and propose a plan to reduce the waste (DCI-ESS3.C-E1, SEP-MATH-E3, and SEP-DATA-E1), analyze data on the distribution of fresh and saltwater (DCI-ESS2.C-E1), and model why shadows change length during the day (DCI-ESS1.B-E1, SEP-ARG-E4, and CCC-CE-E1). In Lesson 6C, students collect information from texts to plan for reducing humans’ effect on the environment (SEP-INFO-E4). The remaining assessments miss the opportunity to assess DCI-ESS1.A-E1, DCI-PS2.B-E3, CCC-SPQ-E2, and CCC-PAT-E1.
In Grade 5, Matter and Energy in an Ecosystem, the three-dimensional learning objective comprises 11 elements. Assessments include a unit Summative Assessment and various work products collected during instruction, primarily journal entries. The summative assessment includes 14 questions and is administered at the end of the unit. Students model and answer questions about organisms and energy transfer in ecosystems (DCI-LS1.C-E1, DCI-LS2.A-E1, DCI-PS3.D-E2, SEP-MOD-E4, CCC-SYS-E2, and CCC-EM-E3). Students model how matter moves through ecosystems (DCI-LS2.B-E1) and use evidence to explain the effect of non-native species on an environment (SEP-ARG-E4). The remaining assessments miss the opportunity to assess SEP-ARG-E6 and CCC-EM-E2.
In Grade 5, Structure and Properties of Matter, the three-dimensional learning objective comprises ten elements. Assessments include a unit Summative Assessment and various work products collected during instruction, primarily journal entries. The summative assessment includes 14 questions and is administered at the end of the unit. Students answer questions about the conservation of mass when objects are broken into pieces (DCI-PS1.B-E2), model the particles in ice cream (DCI-PS1.A-E1, SEP-MOD-E4, and CCC-SPQ-E1), and explain that air takes up space and is made of particles (DCI-PS1.A-E1). In Lesson 6A, students conduct an investigation to determine what happens to salt and sugar after they dissolve and explain that the mass remains the same (DCI-PS1.A-E2, SEP-INV-E1, SEP-INV-E3, and SEP-MATH-E3). Across the remaining assessments, there is a missed opportunity to assess DCI-PS1.A-E3, DCI-PS1.B-E1, and CCC-SPQ-E2.
Criterion 1.2: Phenomena and Problems Drive Learning
Materials leverage science phenomena and engineering problems in the context of driving learning and student performance.
The instructional materials reviewed for Grade 5 partially meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include numerous phenomena and problems throughout the grade. Of those phenomena and problems, they consistently connect to grade-level appropriate DCIs and are presented to students as directly as possible. Phenomena and problems inconsistently drive learning and engage students in the three dimensions in learning sequences. The materials consistently elicit but inconsistently leverage student prior knowledge and experience related to the phenomena and problems present. The materials rarely incorporate phenomena or problems to drive learning and use of the three dimensions across multiple learning opportunities.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 5 meet expectations that phenomena and/or problems are connected to grade-level Disciplinary Core Ideas (DCIs).
Throughout the materials, students are provided with opportunities to build an understanding of grade-level DCIs through activity- and lesson-level phenomena and problems. Each unit focuses on a single science discipline, either life, physical, or earth and space science. Phenomena and problems in each unit typically require the use of at least one DCI from the unit’s focus area.
Examples of phenomena and design challenges that are connected to grade-band DCIs:
In Grade 5, Earth and Space Systems, Activity 6, Lesson 6C: Develop and Implement a Plan to Protect Earth’s Resources and Environment, the design challenge is to create a plan to reduce students' own negative impact on the environment. Students engage in a class discussion about environmental and resource problems in their area and what they think a 5th grader can do to reduce negative impacts (DCI-ESS3.C-E1). Individually, and then as a class, students create a chart with the actions that they take every day, like flushing the toilet and brushing their teeth, as well as the resources each action uses or impacts. Then, in small groups, students are challenged to create a plan to reduce their effect on earth’s land, water, air, and living organisms in the classroom, school, and community.
In Grade 5, Earth and Space Systems, Activity 7, Lesson 7E: Stargazing, the phenomenon is that stars in the night sky change position during the course of the year. Students observe projections of the night sky at the same time every month for a year, using the Stellarium simulation program on a computer, and make a claim about the position of stars in the night sky using patterns in the data from their observations (DCI-ESS1.B-E1).
In Grade 5, Matter and Energy in an Ecosystem, Activity 2, Lesson 2A: Planning and Developing a Model Ecosystem, the design challenge is to create a model ecosystem to determine how plants and animals interact with one another. Students design and build a closed bottle ecosystem that includes aquatic and terrestrial habitat as well as producers, consumers, and decomposers (DCI LS2.A-E1).
In Grade 5, Matter and Energy in an Ecosystem, Activity 4, Lesson 4A: If Not Soil, Then What?, the phenomenon is that a tree that grew for five years gained 164 pounds in a pot that only lost two ounces of soil. Students read and discuss a short article in their Student Journal about Jean van Helmont’s experiment with the tree and his conclusion that water is food for plants. Students discuss and revise models to show that plants get what they need for growth chiefly from air and water (DCI-LS1.C-E2).
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4D: Evidence that Gases Have Volume or Take up Space, the phenomenon is that water flows through a funnel into a bottle but water does not flow through a funnel with a stopper into a bottle. Students create a model, that includes both visible and invisible matter, that explains how the water is able to flow into the bottle without the stopper but does not flow into the bottle with the stopper. Students provide an explanation of how this demonstration provides evidence that the air is made up of tiny particles that are too small to be seen (DCI-PS1.A-E1).
In Grade 5, Structure and Properties of Matter, Activity 7, Lesson 7A: Ice Cream and Phase Change, the phenomenon is that when salt and ice surround a mixture of milk, sugar, and vanilla, the mixture turns into ice cream. Students engage in an activity where they make ice cream in the classroom and make observations about the phase change. They measure and weigh all the contents in the plastic bags before and after the change to show that the amount of matter is conserved when it changes form (DCI-PS1.A-E2).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 5 meet expectations that phenomena and/or problems are presented to students as directly as possible.
Materials consistently present phenomena and problems to students as directly as possible. Of the 20 phenomena and problems, nearly all are presented directly to students either through a teacher demonstration, watching a video, or reading a trade book. The majority of videos are from YouTube. Sometimes the materials provide a link to a specific video, while in other cases the materials only provide suggested search keywords. None of the videos are hosted by the publisher.
Examples of phenomena and problems that are presented as directly as possible:
In Grade 5, Earth and Space Systems, Activity 2, Lesson 2A: What’s in the Atmosphere?, the phenomenon is that changing the amount of oxygen in the atmosphere affects living things. The phenomenon is presented with the use of an interactive website that models what happens when oxygen in the air is increased and/or decreased. The interactive model provides a direct, common, and shared experience of the phenomenon.
In Grade 5, Earth and Space Systems, Activity 7, Lesson 7E: Stargazing, the phenomenon is that stars in the night sky change position during the course of a year. The phenomenon is presented through a simulation of the night sky changing over the course of a year. Students observe a series of images, taken monthly, that show the same spot in the night sky and the changes in the position of the stars. The simulation provides a direct, common, and shared experience of the phenomenon.
In Grade 5, Matter and Energy in an Ecosystem, Activity 1, Lesson 1A: What is that Bird Doing on the Back of the Hippo?, the phenomenon is that oxpecker birds sit on the backs of hippopotami and pick at the hippos’ ears and faces. Students watch a non-narrated video of oxpecker birds sitting on hippos’ backs and pecking at the hippos’ faces and ears. The video provides a direct, common, and shared experience of the phenomenon.
In Grade 5, Matter and Energy in an Ecosystem, Activity 5, Lesson 5A: Something’s Changed in the Neighborhood, the phenomenon is that after flooding events, a large number of fish in the Mara River die. Students watch a YouTube video that shows fish dying after a rainstorm and then the large amount of waste that hippos add to the river. Then, students generate ideas about how the hippo might be responsible for dead fish. The video provides a direct, common, and shared experience of the phenomenon.
In Grade 5, Structure and Properties of Matter, Activity 5, Lesson 5A: The Puddle is Missing, the phenomenon is that a rain puddle disappears from late morning to late afternoon. The phenomenon is presented to the students through a short story about two children who play in a rain puddle all morning but find it has disappeared when they come out to play that afternoon. The story provides a direct, common, and shared experience of the phenomenon.
In Grade 5, Structure and Properties of Matter, Activity 7, Lesson 7B: Keep the Frozen Treats Cold, the design challenge is to develop a container that keeps frozen treats from melting in a car. Students discuss what they observed about ice cream melting from a previous lesson. The teacher then introduces a design challenge by reading a scenario from the Teacher Guide in which popsicles and ice cream bars melt en route to the soccer field, prompting students to design a solution to keep the ice cream from melting. First-hand observation, reading, and discussion provide a direct, common, and shared experience of the phenomenon and understanding of the design challenge.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grade 5 partially meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The materials provide multiple lessons that use phenomena or design challenges to drive student learning and engage with all three dimensions. The majority of lessons, however, are not driven by a phenomenon or problem. In instances where there is a phenomenon present but does not drive learning, the phenomenon is only addressed at the beginning and, sometimes, the end of the lesson, and the activities in the lesson are not directly connected to explaining the phenomenon or solving the problem. When a phenomenon or design challenge does not drive learning or is not present, the lessons are typically driven by a science concept or disciplinary core idea, and a few are driven by an activity. When a phenomenon or problem drives the lesson, students consistently engage with the three dimensions as they develop explanations or solutions.
Phenomena and design challenges are presented in several ways. There are anchoring problems and design challenges that span multiple activities and lessons within a unit, there are activity level phenomena and design challenges that span a few lessons within an activity, and there are phenomena that are present at only the lesson level.
Examples where phenomena or problems drive student learning and engage students with all three dimensions:
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4A: Gases, the phenomenon driving instruction is that the smell of peppermint is detected at different times as it moves across the room. After discussing their initial explanations about the phenomenon and its causes (CCC-CE-E1), students read a text to gather information about solids, liquids, and gasses and how they change (DCI-PS1.A-P1, SEP-INFO-E1). Students work together to make a model of the smell dispersing through the room and support it with an argument (SEP-MOD-E4, SEP-ARG-E4).
In Grade 5, Earth and Space Systems, Activity 2, Lesson 2B: What Makes the Wind?, the phenomenon driving instruction is that air moves in a closed aquarium. Students share their initial explanations of the phenomenon and then conduct an investigation to collect data on the effects of placing a partially inflated balloon on a flask at cold, hot, and room temperatures (SEP-INV-E3, SEP-DATA-E1). They create a model of what they think is happening to the air inside the balloon and flask at all three temperatures (SEP-MOD-E4, SEP-MOD-M6). Students process their data as a class, developing the idea that air particles expand when heated and contract when cooled (DCI-PS1.A-E1, SEP-DATA-E2). They revisit the aquarium, noting the ice in one area and the heat lamp and sand in another, revise their explanations, and connect the model to the idea that unequal heating of the earth’s surface can lead to winds in the atmosphere (DCI-ESS2.A-P1, CCC-SYS-E2).
In Grade 5, Earth and Space Systems, Activity 3, Lesson 3D: When The Water Hits The Ground, the problem driving instruction is to build a model of a new housing development on a hillside that can withstand heavy rains. After viewing a report on a mudslide, students discuss and develop a model to explain a cause and effect relationship of the heavy rain and mudslide (SEP-MOD-E4, CCC-CE-C1, CCC-SYS-E2). Students use information about erosion from a text (SEP-INFO-E4) to develop a model of a new housing development on a hillside and use this model to predict what might happen to the house and land during a heavy rainfall and make recommendations to the developer (SEP-CEDS-E4). Students build, test , make adjustments to, and retest their models to prevent water erosion on the hillside (DCI-ESS3.B-E1, DCI-ETS1.C-E1).
Examples where phenomena or problems do not drive student learning:
In Grade 5, Earth and Space Systems, Activity 4, Lesson 4B: Beneath the Surface of Earth, a phenomenon or problem does not drive learning. Instead, the concept that earth is made up of different layers is the focus of instruction. Students discuss why earth is called both “The Planet Rock” and “The Blue Marble,” as well as what they think lies beneath the surface of the earth. Students read the trade book Planet Earth/Inside Out and write the book’s main idea and supporting details in their Student Journal to determine the different layers of the earth. Students do additional research using the internet and add their findings to the class information chart during a class discussion. The teacher models the layers of the earth using an apple and the class discusses the limitations of this model. They discuss how the geosphere interacts with the atmosphere and hydrosphere. In their Student Journal, students choose which nickname–Planet Rock or Blue Marble–is the best description of earth, providing evidence and reasoning to support their claim.
In Grade 5, Earth and Space Systems, Activity 3, Lesson 3B: Water Use, a phenomenon or problem does not drive learning. Instead, an activity to determine how much water students use in the classroom in a day is the focus of instruction. Students engage in a discussion about how much water is available on earth for plants and animals. Students estimate the amount of water they use and then discuss strategies to use a one gallon milk jug to collect and measure the amount of water used to wash their hands and collaboratively plan and carry out an investigation. During a science talk, students discuss data discrepancies and use their data to support an explanation of the amount of water used to wash their hands. Students then keep track of how water is used in the classroom and at home. Students figure out how much water they use each day and compare this to the volume of water an average person in the U.S. uses per day. Students then write how understanding the limited amount of water available for living things helps them to make sense of the need to conserve and protect water.
In Grade 5, Matter and Energy in an Ecosystem, Activity 3, Lesson 3B: Becoming a Botanist, a phenomenon or problem is not driving instruction. Instead, the disciplinary core idea that plants have internal and external structures that serve various functions in growth and survival is the focus of instruction. Students engage in an investigation to gather plants from the schoolyard and record observations of the roots, stems, leaves, flowers, and seeds. After the observations, students discuss how each part contributes to the survival of the plant. The teacher highlights observations and comments that support student understanding of the role each structure plays in helping the plant get water, nutrients, and sunlight. The teacher discusses seed and seed dispersal.
In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6C: What is the Effect of Temperature on Dissolving, the phenomenon that when solid Kool-Aid is mixed with water, the solid particles seem to disappear does not drive learning. Instead, an activity about Jello and temperature is the focus of the learning. Students predict how temperature will affect the solubility of Jello and plan to test how different temperatures of water affect how long it takes for Jello to dissolve. Students identify what makes a fair test and how to control variables. As they run their investigation, students time how long it takes to dissolve Jello in cold and warm water and chart and graph their data. They compare their test results with the class and discuss any discrepancies. Once they have completed their tests, students, with the help of the teacher, act out the particle motion of water and sugar molecules as they are mixed into a solution, then they discuss the limitations of the model. Students are asked to construct a claim based on evidence to explain how the temperature of the water affects how fast the Jello dissolves.
Indicator 1g
Materials are designed to include both phenomena and problems.
The instructional materials reviewed for Grade 5 are designed to include both phenomena and problems. There are numerous unique phenomena and design challenges found in Grade 5.
The materials are broken out into three units: Earth and Space Systems, Matter and Energy in an Ecosystem, Structure and Properties of Matter. Each unit focuses on a different content area: life science, physical science, earth and space science, and engineering. Each unit is broken into five to eight Activities, then each Activity is further broken down into two to five Lessons.
Throughout the materials, phenomena are introduced at the lesson level, and are most commonly found in the first or second lesson of an activity. Most drive instruction across multiple learning opportunities, but a few only drive instruction in one.
Examples of design challenges in the materials:
In Grade 5, Earth and Space Systems, Activity 6, Lesson 6C: Develop and Implement a Plan to Preserve and Protect Earth’s Resources and Environment, the design challenge is to create a plan to reduce students’ own negative impact on the environment. Students model interactions of different earth systems (biosphere, hydrosphere, atmosphere, geosphere) using yarn. They apply what they learned to how humans impact earth’s systems, and develop a plan to reduce that impact.
In Grade 5, Matter and Energy in an Ecosystem, Activity 2, Lesson 2A: Planning and Developing a Model Ecosystem, the design challenge is to design and conduct an experiment to determine how plants and animals in a bottle aquarium interact with one another. Students review what they know about ecosystems from observations they made of a classroom aquatic habitat set up at the beginning of the unit. They then observe a teacher-created ecosystem in a bottle and begin to generate a list of plants, animals, and nonliving things they may find in their schoolyard and select ecosystem components from the materials provided by the teacher. The class generates a list of plants, animals, and nonliving things they might find in their schoolyard and select ecosystem components from the materials provided by the teacher. They then devise an investigation to observe and gather evidence to find out how these plants and animals interact with each other. Students complete their plans and share their thoughts with other students. Teachers check plans for understanding that each living organism placed in the model ecosystem will need to be able to get food, air, and water and have sufficient space to survive.
In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6D: Engineering-Designing a Solar Still, the design challenge is to design a solar still to separate salt from water to get fresh water. Students work in groups to use what they know about evaporation to plan and build a solar still. Students develop models that explain how the solar sill separates salt from the water. Models include a zoomed-in area that shows what is happening to the particles inside the solar still and water separate from the salt.
Examples of phenomena in the materials:
In Grade 5, Earth and Space Systems, Activity 2, Lesson 2B: What Makes the Wind?, the phenomenon is that air moves in a closed aquarium. Students observe a teacher's demonstration of a convection model. They investigate the effect of warm and cold water baths on a partially inflated balloon. They record observations of clouds and create models of how clouds form.
In Grade 5, Earth and Space Systems, Activity 7, Lesson 7E: Stargazing, the phenomenon is that stars in the night sky change position during the course of a year. Students read the trade book Arctic Lights, Arctic Nights. They observe a model to demonstrate the angle of sunlight as it strikes the surface of the earth. They act out rotation, revolution, and tilt. They analyze and use data about day and night, seasons, the changing shape and position of shadows, and changes in the night sky. They observe models of the night sky and detect patterns of star locations over the course of a year.
In Grade 5, Matter and Energy in an Ecosystem, Activity 4, Lesson 4A: If Not Soil, Then What?, the phenomenon is that a tree that grew for five years gained 164.25 pounds in a pot that only lost two ounces of soil. Students read about Van Helmont's experiment and through a series of teacher-guided questions, students discuss Van Helmont's conclusion that trees get their food from water. In Lesson 3C, students create a preliminary model to explain/illustrate what plants use for food. At the end of Lesson 4A, students return to their models and revise them based on any new ideas/information collected through reading and discussing the article about Van Helmont’s experiment. Revisions are expected to include that plants need air and water to grow.
In Grade 5, Matter and Energy in an Ecosystem, Activity 5, Lesson 5A: Something’s Changed in the Neighborhood, the phenomenon is that hippopotamus manure causes a fish kill in the Mara River. Students watch a video that illustrates that after hippopotami excrete a great deal of waste in the Mara River, fish die. After reviewing previous lessons, videos, and a trade book, students discuss how the hippo waste affects the water quality enough to kill the fish. Students explain how living and nonliving things interact in an ecosystem to maintain system balance. They do this through a role-play activity that they create, direct, and perform for the class.
In Grade 5, Structure and Properties of Matter, Activity 5, Lesson 5A: The Puddle is Missing, the phenomenon is that a rain puddle disappears from late morning to late afternoon. Students observe water changing from liquid to gas using a heat source and non-heat source and water vapor cooling and becoming a liquid. The teacher leads a discussion about phase changes, particle movement, evaporation, and condensation. Students design and present a solution that prevents the evaporation of a puddle and design an investigation to find out if a heat source is necessary for evaporation.
In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6A: Where’s the Salt? Where’s the Sugar?, the phenomenon is that when solid Kool-Aid is mixed with water the solid particles seem to disappear. Students observe a teacher's demonstration of solid Kool-Aid mixing with water. Students plan and carry out an investigation to find out what happens to solids when they seem to disappear when mixed with water. Students write an explanation to describe that sugar/salt crystals are no longer visible because the visible crystals have broken down into particles too small to see; they have dissolved.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 5 partially meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
Across the grade, the materials consistently elicit students’ prior knowledge and experiences by engaging students in a discussion in which the teacher asks them about their prior knowledge and experiences related to phenomena and problems. However, there are limited instances where prior knowledge and experiences are leveraged in instruction.
Lessons that do not elicit students’ prior knowledge and experiences often provide opportunities for teachers to elicit knowledge and experience from a previous lesson but not students’ previous knowledge or experience outside of the classroom. The materials also ask about a science topic, but not the phenomenon/problem that was presented. While students may use their background knowledge or experience to develop initial explanations or predictions about phenomena, problems, or science topics, in some cases the materials do not explicitly ask students to think about their prior experiences related to the phenomena and problems.
Examples where students’ prior knowledge and experiences of problems and/or phenomena are elicited and leveraged:
In Grade 5, Earth and Space Systems, Activity 6, Lesson 6C: Develop and Implement a Plan to Preserve and Protect Earth’s Resources and Environment, the design challenge is to create a plan to reduce students' own negative impact on the environment. As a class, students discuss what they know about environmental and resource problems in the community that they live in, focusing on problems related to water conservation, urban development, and land, water, and air pollution. Students are also asked to share their feelings about human impacts on earth’s systems and if there are steps that a fifth grader can take to help reduce their impact on the environment. The materials leverage students' experiences by using them to inform a plan to reduce students’ own effects on earth’s systems.
In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6D: Engineering–Designing a Solar Still, the design challenge is to design a solar still to separate salt from water to get fresh water. Students work in small groups to brainstorm what they know about evaporation and come up with a plan to separate saltwater into salt and water. The materials leverage students’ prior knowledge and experience of evaporation to develop a plan and solve the design challenge.
Examples where students’ prior knowledge and experiences of problems and/or phenomena are elicited but not leveraged:
In Grade 5, Earth and Space Systems, Activity 1, Lesson 1A: Who Made This Mess?, the phenomenon is that people leave a lot of waste on the ground, including plastic, which can end up in the ocean. As a class, students make a list of the plastic items they have used and thrown away in the past few days. They also share if they have been on a trip or hike where there has been litter along the way. Although later in the unit students develop a personal plan to reduce their effects on the environment, there is a missed opportunity for students to return to the initial ideas about plastic waste that were elicited in this lesson.
In Grade 5, Matter and Energy in an Ecosystem, Activity 4, Lesson 4A: If not Soil, Then What?, the phenomenon is that a tree that grew for five years gained 164 pounds in a pot that only lost 2 ounces of soil. Students discuss initial explanations and are asked what they know about plants getting water. While this activity elicits prior knowledge from students, it misses the opportunity to support the teacher in leveraging what students bring to the learning opportunity.
In Grade 5, Structure and Properties of Matter, Activity 1, Lesson 1A: A Skunk in the Neighborhood, the phenomenon is that a skunk smell is strong in some parts of town and faint or not present at all in other parts of town. Students are asked if they have ever had an experience with a skunk, and they share their experiences and ideas about skunks’ odors. The materials miss an opportunity to leverage those experiences as students make sense of the phenomenon.
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4A: Gases, the phenomenon is that the smell of peppermint is detected at different times as it moves across the room. As a class, students discuss their experiences with an odor filling a room. Then, students develop a model and continuously return to the peppermint smell, but never return to or connect with their prior experiences. While this lesson elicits prior experience from students, it misses the opportunity to support the teacher in leveraging what students bring to the lesson.
Examples where students’ prior knowledge and experiences of problems and/or phenomena are not elicited nor leveraged:
In Grade 5, Earth and Space Systems, Activity 7, Lesson 7E: Stargazing, the phenomenon is that stars in the night sky change position during the course of a year. Students use the Stellarium program to simulate how the night sky changes over the course of a year and are asked to make a claim using patterns in data. There is a missed opportunity to both elicit and leverage students’ prior knowledge and experience from outside the classroom.
In Grade 5, Matter and Energy in an Ecosystem, Activity 2, Lesson 2A: Planning and Developing a Model Ecosystem, the design challenge is to create a model ecosystem to determine how plants and animals interact with one another. Students are asked to recall what they learned about ecosystems in a previous lesson and then discuss what living and nonliving components are necessary to make a model of a healthy ecosystem and if it is possible to build a model that has both aquatic and terrestrial habitats. There is a missed opportunity to both elicit and leverage students’ prior knowledge and experience from outside the classroom.
In Grade 5, Structure and Properties of Matter, Activity 4, Lesson 4D: Evidence that Gases Have Volume or Take up Space, the phenomenon is that water flows through a funnel into a bottle but water does not flow through a funnel with a stopper into a bottle. Students observe the phenomenon and then discuss concepts related to the demonstration. There is a missed opportunity to both elicit and leverage students’ prior knowledge and experience from outside the classroom.
Indicator 1i
Materials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
The instructional materials reviewed for Grade 5 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
In the instructional materials reviewed for Grade 5, there are few learning sequences (Activities) across the grade that use phenomena or design challenges to engage students in all three dimensions and provide multimodal opportunities for students to develop, evaluate, and revise their thinking. Instead, student learning is typically guided by a science concept or activity. When a phenomenon or problem is present in a sequence it is often used as an introduction to the topic or activity in the sequence and there is a missed opportunity for students to explain, solve, or make sense of the phenomenon or problem across the lessons. In other cases, the phenomenon or problem only drives learning in individual lessons but there is a missed opportunity to use the phenomenon or problem to drive learning across sequence as a whole.
Examples where phenomena or problems do not drive students’ learning across multiple lessons:
In Grade 5, Earth and Space Systems, Activity 2: The Atmosphere, a phenomenon or problem does not drive learning. Instead, the concept that the atmosphere has various components such as oxygen, gases, and water vapor, and wind guides learning. Students use an interactive simulation to observe the effects of changes in atmospheric oxygen, read about gases in the atmosphere, and discuss the importance of the balance of gases to life on earth. Students observe a model of wind using air and smoke in an aquarium, and model the effects of heating and cooling on airflow. Students learn about the convection model, how the geosphere and hydrosphere interact with air to generate wind, and use a model to relate changes in pressure to changes in temperature and cloud formation.
In Grade 5, Earth and Space Systems, Activity 5: The Biosphere, a phenomenon or problem does not drive learning. Instead, the science concept that components of the biosphere are dependent on non-living components of the geosphere, hydrosphere, and atmosphere guides learning across the sequence. Students use observations of photographs and their schoolyard habitat to identify components of the biosphere and make a concept map to describe their interactions with the atmosphere, geosphere, and hydrosphere. Students discuss the interactions, create a model of how these systems interact, and write an explanation of how changing components of one system might cause changes in another system.
In Grade 5, Matter and Energy in an Ecosystem, Activity 3: More about Plants, a phenomenon or problem does not drive learning. Instead, the disciplinary core idea that plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction guides learning across two lessons. Students read an article about plant structures and survival to collect information and ask questions. Students observe the roots, stems, leaves, flowers, and seeds of different native plants and reach a consensus to describe the function of each of the structures and how they help with survival or reproduction.
In Grade 5, Structure and Properties of Matter, Activity 3: Measuring Matter, a phenomenon or problem does not drive learning. Instead, the learning is guided by activities that measure mass in various ways. Students measure the weight and volume of a variety of materials and develop a model to explain how both solids and liquids have mass and volume. Students use displacement to measure irregularly shaped items and develop a question around whether a gas has mass and volume.