4th 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 4 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 4 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 inconsistently assess to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives. The units also include three-dimensional objectives and include corresponding assessments that 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 4 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 4, the learning sequences consistently include learning opportunities that incorporate and integrate the three dimensions. All of the learning sequences in the life and physical science units are three dimensional, as are most of the individual learning opportunities. There are three learning sequences in earth and space science that are only two-dimensional. Almost all the two-dimensional learning sequences and learning opportunities lack a crosscutting concept.
Examples of where materials are designed to integrate the three dimensions into student learning opportunities:
In Grade 4, Processes That Shape Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, students observe images of changes in the shape of the land to generate ideas about and find evidence of weathering and erosion to figure out the cause of landslides. Students view a video of a landslide and draw before, during, and after models of their initial ideas about what caused the motion in the landslide (SEP-MOD-E4). Students observe Weathering and Erosion card sets, note how an image represents weathering and erosion, and look for evidence of changes in land. Students are asked to consider the effect of wind and water on the changes in the land (DCI-ESS2.A-P1). During a Science Talk, students share initial ideas about the cause of landslides and what causes changes to the land to occur (CCC-CE-E1).
In Grade 4, Processes That Shape Earth, Activity 4, Lesson 4B: Making Sense of Our Earthquake Mapping, students determine why some areas of the world are more prone to earthquakes. Using the mapping data from Lesson 1A, students analyze and interpret the location of earthquakes and discuss patterns related to which areas of the world are most affected by earthquakes and which areas are least affected (SEP-DATA-E1, CCC-PAT-E2). Students compare these patterns with a map of earth that includes tectonic plates and explain the relationships between the locations of earthquakes and the boundaries of plates. Students use a clay model to demonstrate what happens to the surface of the earth when the plates collide, pull apart, or rub against one another (DCI-ESS2.B-E1). Students revisit paragraph two of the article A Shift That Formed a Plateau, A River, and a Canyon in their Student Journal, observe and discuss a simulation of how plates collide, and read about plate tectonics and volcanic/earthquake activity to gather evidence to support the ideas of earth's crust being made up of large plates (SEP-INFO-E1) and to explain "Why are some areas of the world more prone to earthquakes than others (DCI-ESS2.B-E1).
In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5A: Blue-Tailed Skinks Lose Their Blue Tails!, students develop an initial model to explain how the structures of a skink help it survive. In this lesson, students observe a video of a blue-tailed skink. They discuss and sketch an initial model of a skink and label its structures, including how they think the structures function to help the skink defend itself. Students share their models and discuss patterns across their models (SEP-MOD-E4, SEP-MOD-P2). Students develop questions about what they will need to know to understand the purpose of the blue tail, conduct some preliminary online research, and add new questions to a class question board (SEP-AQDP-P1). Finally, students conduct research (SEP-INFO-P1) by reading grade-appropriate texts and/or using media to obtain scientific and/or technical information about patterns between the structure and function of the skink tail and man-made structures. While students make their models, the teacher engages them in a discussion about the different structures the skink has and how they help the animal (observe, run fast, think, escape predators, etc.)(DCI-LS1.A-E1, CCC-SF-P1).
In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1A: Turn on the Lights!, students collaboratively develop models of what happens to our eyes when we go from bright sunshine outside to a dim, inside room. In this lesson, students observe pictures of students outside in light, inside in darkness, and students struggling to see in the dark. They develop initial models of why they think students can see in one place but not the other (DCI-PS4.B-P1, SEP-MOD-E4). Students discuss what they think causes us to be able to see (CCC-CE-E1).
In Grade 4, Light and Sound, Activity 1, Lesson 1D: Reflecting Light, students investigate the behavior of light as it illuminates and reflects off objects. Students investigate and record what they discover as they observe the behavior of light when using a flashlight, comb, and mirror (SEP-DATA-P1). Students share their observations with the rest of the class to develop a common language and draw conclusions about how light travels, how it reflects off a mirror, and what happens when it is projected onto white and black paper. They engage in a guided activity to further investigate, observe, and gather evidence to explain how light reflects off a mirror at different angles (DCI-PS4.B-E1, SEP-INV-E3). Students revisit the model of how we see from Lesson 1C and relate the model to what they learned about reflected light. The teacher explains that light reflects off all surfaces, not just shiny ones, to help us see (CCC-CE-E1). Students then update their models from Lesson 1C (SEP-MOD-E2).
In Grade 4, Light and Sound, Activity 1, Lesson 1B: Exploring Energy, students develop an initial model that explains how energy in a system moves from place to place. Students move through six stations that focus on energy transfer, transformation, how speed affects energy, and light energy (DCI-PS3.B-E1). At each station, students discuss the activity and record ideas about how energy is related to the activity. Students identify statements that help to explain what is happening with the energy (SEP-CEDS-E3) and develop a model that explains the energy they observed (SEP-MOD-E2). Students write down questions about energy related to the activity (SEP-AQDP-P1). The teacher is directed to ask students if the stations helped them "explain the cause and effect relationship between energy and the changes or actions observed in the Rube Goldberg" (CCC-CE-C1).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 4 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 4, Processes That Shape Earth, Activity 4: Earthquakes, Volcanoes, and Tsunamis, students work to explain where earthquakes often occur and why. Students use second-hand data to plot the location of earthquakes on a classroom map and look for patterns and describe where earthquakes occur most often (DCI-ESS2.B-E1, SEP-DATA-E1, and CCC-PAT-E3). Students share their ideas and use maps and an informational text to compare the location of tectonic boundaries to the location of earthquakes and discuss what happens when moving plates collide, pull apart, or rub against one another (SEP-INFO-E1). Students make clay models to demonstrate different causes of earthquakes and changes to the landscape (SEP-MOD-E5, CCC-CE-E1).
In Grade 4, Processes That Shape Earth, Activity 3: Fossils and Rock Layers, students gather evidence that explains how fossils and rock layers tell earth’s history. Students observe and record physical attributes of a rock that is a fossil (SEP-INV-E3), identify patterns between one another's observations and measurements, and use those patterns to begin to support the explanation that their rocks are fossils (CCC-PAT-E3). Students observe their rock for evidence of organisms that lived long ago and speculate what type of environment their fossils lived in (DCI-LS4.A-E2). Students then make and share observations of the Grand Canyon, discuss how it provides information about the history of the earth and changes in the earth's surface (DCI-ESS1.C-E1), and gather information from texts and media about how the Grand Canyon is formed (SEP-INFO-E1). Students create a model that represents rock layers and fossils and the process for how sediments deposited from rocks and soil form layers (SEP-MOD-E5). Students use evidence from their investigations to explain how fossils and rock layers provide evidence of the earth’s history (DCI-ESS1.C-E1).
In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1B: No Light! No Sight!, students investigate how light makes things visible. Students use a closed box with an object in it to collect data on what is visible in no light, a small amount of light, and bright light (SEP-INV-E3, SEP-DATA-E1). Students review and analyze their results to develop an explanation about how much light is needed to see and how the amount of light affects our ability to see objects (DCI-PS4.B-P1, CCC-CE-E1).
In Grade 4, Structure, Function, and Information Processing, Activity 4: On One Flower, students investigate how organisms use their internal and external structures to help them survive. After reading a story about organisms that interact with goldenrod flowers, students discuss the different traits organisms on the flower possess and how those traits help them survive. Students then draw a model of an animal and explain how its internal and external structures help it survive (DCI-LS1.A-E1, CCC-SF-P1). Students select an organism to investigate in the school yard (SEP-AQDP-P1), observe the animal, make a detailed drawing of the animal including internal and external structures that it has to help it survive, and share it with the class (DCI-LS1.A-E1, CCC-SF-P1, and SEP-DATA-P2). Students conclude by researching additional information about how the organism survives and share their findings with the class (DCI-LS1.A-E1, SEP-INFO-E4, and SEP-INFO-E5).
In Grade 4, Energy and Waves, Activity 1, Lesson 1B: Exploring Energy, students collect data to explain the relationship between force and motion. Students observe and collect data on assorted energy/motion events such as dominos knocking each other over, a ball rolling down a ramp, and stretching and releasing a rubber band. Students use their observations to make models that explain the relationship between energy and the changes occuring in each scenario (DCI-PS3.B-E1, SEP-MOD-E2). Students then discuss what they think explains the cause and effect relationship between energy and what they observed (SEP-CEDS-E3, CCC-CE-E1, and CCC-EM-E3).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grade 4 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 4, Processes that Shape the Earth, Activity 6: Natural Resources, the three-dimensional learning objectives are “Obtain information to find out how humans use natural resources and the effect of the use of resources on the land,” and “Determine how humans can reduce the impact of the use of resources on the environment,” and comprise four elements. The formative assessments are two Respond to Text journal entries, a lesson handout, and a Journal Entry. Students read a story, describe how a character in the story created a unique civilization, match a list of natural resources in the story to their uses, and then discuss common objects, what resources were used to make them, and whether they are renewable or not. There is a missed opportunity to assess any of the elements in the learning objectives. 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 4, Processes that Shape the Earth, Activity 7: Humans Change the Shape of the Land, the three-dimensional learning objectives are “Obtain information to find out how humans extract or mine natural resources and the effect of the extraction or mining on the Land,” and “Determine how humans can reduce the impact of the extraction or mining of resources on the environment,” and comprise six elements of the three dimensions. There are no formative assessments included in this sequence.
In Grade 4, Structure, Function, and Information Processing, Activity 4: On One Flower, the three-dimensional learning objective is “Make observations of the diversity of plants and animals in the schoolyard to find out how their internal and external structures help them to survive,” and comprises four elements of the three dimensions. There are no formative assessments included in this sequence.
In Grade 4 , Energy and Waves, Activity 3: The Energy of Sound, the three-dimensional learning objectives are “Relate sound to the concept of energy,” “Provide evidence that energy can be transferred from place to place by sound,” and “Observe how sound is made through vibrations and travels in waves,” and comprise 17 elements of the three dimensions. The formative assessment for this activity is a journal entry. Students describe their observations of the sounds rulers of different lengths make, use their observations to make predictions about the sound of longer rulers, and apply their observations to explaining the sounds of different tuning forks (SEP-INV-E3, SEP-CEDS-E2, CCC-PAT-E3, and CCC-CE-E1). There is a missed opportunity to assess the remaining elements of the learning objectives. 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.
Indicator 1c
Materials are designed to elicit direct, observable evidence of three-dimensional learning.
The instructional materials reviewed for Grade 4 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 opportuity 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 4, Processes that Shape the Earth, the three-dimensional learning objective comprises 13 elements. Assessments include a unit Summative Assessment and various work products collected during instruction, primarily journal entries. The summative assessment includes 12 questions and is administered at the end of the unit. Students answer questions on how plants change the environment and other ways the surface of the earth can be changed (DCI-ESS2.A-E2, DCI-ESS2.E-E1, and CCC-CE-E1), the relative age of rock layers (DCI-ESS1.C-E1), the location of earthquakes and volcanoes (DCI-ESS2.B-E1), reducing the effects of natural hazards (DCI-ESS3.B-E1), and the natural resources used as fuels (DCI-ESS3.A-E1). In Lesson 2A, students use the results of a modeling activity to explain different ways that the surface of the earth changes (SEP-INV-E3). In Lesson 4A, students map the locations of earthquakes (DCI-ESS2.B-E1), and in Lesson 7C, students compare multiple solutions to cleaning an oil spill (SEP-CEDS-E5). The remaining assessments miss the opportunity to assess SEP-CEDS-E3, SEP-INFO-E4, and CCC-PAT-E3.
In Grade 4, Structure, Function, & Information Processing, 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 nine questions and is administered at the end of the unit. Students use a model to support their answers on what is visible in the dark or with a flashlight (DCI-PS4.B-E1, SEP-ARG-E4, SEP-MOD-E4, and CCC-CE-E1). Students also explain how a racoon uses its eyes and how different animals have structures that help them survive (DCI-LS1.D-E1, DCI-LS1.A-E1). The remaining assessments miss the opportunity to assess SEP-ARG-E6 and SEP-MOD-E6.
In Grade 4, Energy and Waves, the three-dimensional learning objective comprises 21 elements. Assessments include a unit Summative Assessment and various work products collected during instruction, primarily journal entries. The summative assessment includes 15 questions and is administered at the end of the unit. Students model and answer questions about speed and energy during bowling and other collisions (DCI-PS3.A-E1, DCI-PS3.A-E2, DCI-PS3.C-E1, DCI-PS3.B-E1, SEP-MOD-E3, and SEP-CEDS-E2). Students answer questions and model light heating different objects (DCI-PS3.B-E2, CCC-EM-E3) and sound causing movement (DCI-PS3.B-E1). In Lesson 2E, students investigate and construct an explanation of the energy transfer during a collision (DCI-PS3.B-E1, SEP-CEDS-E2, SEP-AQDP-E3, SEP-INV-E3, CCC-PAT-E1, and CCC-CE-E1). The remaining assessments miss the opportunity to assess DCI-PS3.D-E1, DCI-PS4.C-E1, and DCI-ETS1.C-E1).
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 4 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 but are inconsistently presented to students as directly as possible. Phenomena or problems inconsistently drive learning and engage students in the three dimensions in both learning sequences and learning opportunities. The materials neither elicit nor leverage student prior knowledge and experience related to the phenomena and problems present. The materials inconsistently incorporate phenomena or problems to drive learning and use of the three dimensions across multiple chapters within each unit.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 4 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. In Grade 4, 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 4, Processes That Shape Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, the phenomenon is that a landslide causes big changes to the surface of the earth. Students watch a video of a landslide and discuss as a class what caused the shape of the land to change. Students record their ideas in a What We Think Chart then work independently to develop an initial model of what they think happened before, during, and after the landslide that explains the cause of the landslide (DCI-ESS2.A-E2).
In Grade 4, Processes That Shape Earth, Activity 5, Lesson 5A: Reducing the Impact–Planning, the design challenge is to reduce the impact of a natural disaster. Students are challenged to design a blueprint for a solution to reduce the impacts of a natural hazard (DCI-ESS3.B-E1). As a class, students discuss how to/if you can prevent natural hazards and things people do to reduce the impacts of natural hazards. Then, in small groups, students come up with a list of materials and a design for another possible solution to reduce the impacts of a natural hazard in their Student Journal.
In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1A: Turn on the Lights!, the phenomena are when a child enters a dark room after being outside in bright light or a child in a dark room suddenly has lights turned on, it is difficult to see. Students create models of what happens to one’s eyes when they go from very bright light outside to very little or no light inside, including arrows to show how light travels. Students use the models to describe how light reflects off of objects and enters the eye, allowing objects to be seen (DCI-PS4.B-E1).
In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5B: Sharing our Research Findings on the Blue-Tailed Skink, the phenomenon is that a detached blue tail wiggles and moves on the ground. Students share research findings to describe the external and internal structures that a blue-tailed skink uses to detach its tail and how this function is a defense mechanism that helps the skink escape predators (DCI-LS1.A-E1).
In Grade 4, Energy and Waves, Activity 3, Lesson 3A: Exploring the Energy of Sound, the phenomenon is that when a bass speaker plays, nearby windows shake. Students watch a video of loud bass music that causes a window and nearby objects to vibrate. Then, in their Student Journal, students develop a model that explains what causes the window to vibrate when the loud music is played, explaining how energy is moving from the speaker to the glass (DCI-PS3.A-E2). Students share their models in small groups and develop a group model to share with the class.
In Grade 4, Energy and Waves, Activity 6, Lesson 6A: Light, the design challenge is to melt a piece of butter so that it can slide down a metal ramp without using a candle flame or direct heat source. Students watch a portion of a YouTube video of a Rube Goldberg device in which a stick of butter slides down a ramp when a candle is lit beneath it. Students are challenged to develop a plan and create a model to demonstrate how you could melt the butter in the Rube Goldberg video without using a flame or direct heat source. Students follow an investigation in their Student Journals in which they place thermometers in a black balloon and a white balloon and then add a heat lamp and record the temperature of each balloon every 10 minutes, observing how the temperature of the two balloons are different (DCI-PS3.B-E2, DCI-PS3.A-E2). Students use what they learned from the investigation to design a means to melt the butter in the Rube Goldberg Cake Serving device from the video (DCI-PS3.B-E1) using a means other than a candle.
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 4 partially meet expectations that phenomena and/or problems are presented to students as directly as possible.
Materials present phenomena and problems to students as directly as possible in multiple instances. Many of the phenomena and problems were presented directly but there were also a number of missed opportunities to present phenomena and problems directly. When phenomena and problems are presented directly to students, they either observe a teacher demonstration, watch a video, or read 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. Phenomena and problems that were not presented directly were often because of a broken link for a video.
Examples of phenomena and problems that are presented as directly as possible:
In Grade 4, Processes That Shape Earth, Activity 2, Lesson 2B: Temperature Erosion-Ice Wedging, the phenomenon is that when a canister of water with a lid is left in the freezer overnight, the lid pops off and the can bulges outward. The teacher presents a bottle of water to students, asks what would happen if it was frozen overnight, and then puts the bottle in the freezer so students can observe what happens when they come to class the next day. The next day, the bulging, frozen canister is revealed. The demonstration provides a direct, common, and shared experience of the phenomenon.
In Grade 4, Processes That Shape Earth, Activity 5, Lesson 5A: Reducing the Impact-Planning, the design challenge is to reduce the impact of a natural hazard. Students identify natural hazards based on their prior experiences. Students identify natural hazards such as earthquakes, tsunamis, and/or weather events that they have learned about in previous lessons. They use these common experiences to identify a problem that relates to reducing the hazards associated with one or some of the natural hazards. Students are then given the design challenge to reduce the impacts of the specific natural hazards that were identified by the class. Reviewing prior learning on natural hazards and discussing their possible impact provide students with context to have a shared and direct understanding of the design challenge.
In Grade 4, Structure, Function, & Information Processing, Activity 5, Lesson 5A: Blue-Tailed Skinks Lose Their Tails!, the phenomenon is that a blue-tailed skink has a long, bright blue tail. Students watch and discuss a video about a blue-tailed skink. The video provides students with a direct, common, and shared experience of the phenomenon.
In Grade 4, Structure, Function, & Information Processing, Activity 5, Lesson 5B: Sharing our Research Findings on the Blue-Tailed Skink, the phenomenon is that a detached blue tail wiggles and moves on the ground. Students watch and discuss a video of a detached blue tail wiggling on the ground. The video provides students with a direct, common, and shared experience of the phenomenon.
In Grade 4, Energy and Waves, Activity 1, Lesson 1A: Looking for Evidence of Energy, the design challenge is to create a Rube Goldberg device. Students are introduced to the design challenge by watching a video of a Rube Goldberg machine. They then select one of four “performance tasks” that require a Rube Goldberg machine. The video and performance task descriptions provide students with context to have a shared and direct understanding of the design challenge.
In Grade 4, Waves and Energy, Activity 5, Lesson 5A: Heat and Motion, the phenomenon is that a stick of butter slides down a metal ramp that has a candle under it. Students are introduced to the phenomenon using a segment of a Rube Goldberg video in which a candle heats a metal ramp, causing a stick of butter to slide down. The video provides students with a direct, common, and shared experience of the phenomenon.
Examples of phenomena and problems that are not presented as directly as possible:
In Grade 4, Processes That Shape Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, the phenomenon is that a landslide causes big changes to the surface of the earth. Students are supposed to be shown a video to illustrate a landslide in action; however, teachers aren’t provided with a link to a specific video. Instead, teachers are given criteria to use to search for a video. Additionally, many of the videos found provide detailed explanations/narratives of the phenomenon. Given the lack of a specific video, there is a missed opportunity to provide a common entry point for students.
In Grade 4, Structure, Function, and Information Processing, Activity 3, Lesson 3A: Animal Eyes and Survival, the phenomenon is that some animals' eyes appear to glow in the dark. Students listen to the first fifty seconds of narration of the story White Fang. Students engage in a discussion around the question “Why do some animals’ eyes glow in the dark at night?”. There is a missed opportunity for the narration to provide students with sufficient information for a shared understanding or observation of what the phenomenon is.
In Grade 4, Waves and Energy, Activity 3, Lesson 3C: Building Instruments, the design challenge is to design and build an instrument that can produce two or more different sounds. The design challenge is presented to the students by asking them to share their experiences with different instruments and then having them read handouts about different types of instruments (e.g., strings, drums, horns). There is a missed opportunity for direct presentation of this design challenge because not all students may have experiences to draw upon, and reading about the instruments does not provide a direct enough experience of an instrument making different sounds.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grade 4 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 4, Structure, Function and Information Processing Lesson 5A: Blue-Tailed Skinks Lose Their Blue Tails!, the phenomenon driving instruction is that a blue-tailed skink has a long, bright blue tail. Students observe a video of a blue-tailed skink and sketch an initial model of a skink and label its structures, including how they think the structures function to help the skink defend itself. Students share their models and discuss patterns across their models (SEP-MOD-E4, SEP-MOD-P2). Students create questions about what they will need to know to understand the purpose of the blue tail (SEP-AQDP-P1) and conduct research to gather information about patterns between the structure and function of the skink tail and man-made structures (SEP-INFO-P1). As students make their models, the teacher engages them in a discussion of the different structures the skink has and how it helps the animal, including its bright blue tail (DCI-LS1.A-E1, CCC-SF-P1).
In Grade 4, Energy and Waves Lesson 2D: Collisions and Energy Transfer, the phenomena driving instruction is that players in bubble soccer bounce off each other and travel in different directions. Students plan and conduct an investigation to see how keeping two tennis balls further apart prior to collision changes the motion of one or both objects in motion (SEP-INV-P2, SEP-INV-E3). Students record their data, explain what the data shows, and discuss results to relate the data to energy and energy transfer (SEP-DATA-E2, SEP-DATA-E1, SEP-CEDS-E2, and SEP-AQDP-E1). Students use patterns in terms to explain the causes and effects of the motion of the bubble soccer players (DCI-PS3.B-E1, DCI-PS3.C-E1, CCC-CE-E1, CCC-PAT-E3).
In Grade 4, Processes That Shape Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, the phenomenon driving instruction is that a landslide causes big changes to the surface of the earth. Students share their initial ideas and develop a model of the causes of the landslide (SEP-MOD-E4, CCC-CE-E1) Students relate the forces of moving water, gravity, and moving soil from one place to another. Students return to their initial models, consider the effect of wind and water on the land, and revise their ideas (DCI-ESS2.A-P1).
Examples where phenomena or problems do not drive student learning:
In Grade 4, Processes That Shape Earth, Activity 4, Lesson 4A: Mapping Earthquakes, a phenomenon or problem does not drive instruction. Instead, an activity to determine where earthquakes occur most often on Earth is the focus of instruction. Students engage in a class discussion about natural hazards and the difference between natural hazards caused by weather versus geologic causes like earthquakes, volcanoes, and tsunamis. Students share initial ideas about the frequency and location of where most earthquakes occur. Students review skills necessary for reading maps, then working in small groups of 3-4 students, they use one day of data on the Mapping Earthquake handout to plot the coordinates of earthquakes and use pins to mark earthquakes on a classroom map.
In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1C: How Light Travels, the phenomena that when a child enters a dark room after being outside in bright light, and when a child in a dark room suddenly has lights turned on, it is difficult to see, does not drive learning. Rather the disciplinary core ideas that objects can only be seen when light is available to illuminate them and that light travels in a straight line are the focus of instruction. The teacher shines a flashlight on an object two meters away. Students map the path of light from the flashlight to the objects using string. Some powder is added to the beam of light to make it more pronounced. Students make a model of the demonstration to explain how they can see the object. They also explain how mapping the path of light from the flashlight to the object provides evidence of how light travels in a straight line. Students discuss their observations and make updates to their original model of what makes things visible.
In Grade 4, Structure, Function, and Information Processing, Activity 4, Lesson 4A: Schoolyard Field Trip, the phenomenon that a stink bug, butterflies, caterpillars, and spiders are a community of animals on a goldenrod flower does not drive learning. Instead, the lesson is focused on a trade book, On One Flower, and how many different organisms can live in one place. Students listen to the introduction to the trade book On One Flower and then brainstorm the different organisms they might find on a goldenrod flower. In their Student Journal, they draw and label a model of the plant and the insects they might find and describe how the different animals can survive on the flower. Students read the trade book in small groups and discuss the traits and behaviors of the different insects that help them survive. The teacher focuses their attention on sensory traits and how the spider would know to avoid the stink bug. Students then write a personal account of a time when they saw an animal that makes its habitat on a plant. They are told to include a drawing that shows the internal and external structures that help the animal survive, but do not explain why multiple organisms use the flower to help them survive.
In Grade 4, Energy and Waves, Activity 7, Lesson 7C: Reading about Electricity, a phenomenon or problem does not drive learning. Instead, a book walk activity is the focus of the learning. Students read the trade book Charged Up: The Story of Electricity to gather information about electricity, static, and electricity in currents. Students use new information and prior knowledge about electricity to write a story about what happens when you flip a switch to turn a light on. The trade book explains all the ways energy is transferred from the electric plant to a person’s home. Students work in pairs or a small group to write a story about how electricity gets to their house as a follow-up to their own reading and learning.
Indicator 1g
Materials are designed to include both phenomena and problems.
The instructional materials reviewed for Grade 4 are designed to include both phenomena and problems. There are numerous phenomena and design challenges found in Grade 4.
The materials are broken out into three units: Processes That Shape Earth, Structure, Function, and Information Processing, Energy and Waves. Each unit focuses on a different content area: life science, physical science, and earth and space science. 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 4, Processes That Shape Earth, Activity 5, Lesson 5A: Reducing the Impact-Planning, the design challenge is to reduce the impact of a natural hazard. Students decide what natural hazard they would like to investigate further, research risks associated with that hazard, and explain how they would reduce some of those risks. Students plan, design, and build (if necessary) their solution. They test and adjust their solution if it includes a device. Students present their solutions to the class.
In Grade 4, Energy and Waves, Activity 3, Lesson 3C: Building Instruments, the design challenge is to design and build an instrument that can produce two or more different sounds. Students share their experiences with different instruments, such as guitars, violins, ukuleles, drums, and horns to share initial ideas of how different instruments make sounds. Students are provided with several materials and are tasked with brainstorming ways they can work together to produce two or more different sounds by building an "instrument" using the materials they are given. Students brainstorm in teams, develop a model to describe how their plan to make two or more sounds will work. Students must explicitly illustrate why they chose the material they chose, what is vibrating, how energy is transferred to the surrounding air, and how the instrument makes different pitches.
In Grade 4, Energy and Waves, Activity 7, Lesson 7B: Electrical Switch, the design challenge is to make a switch to turn a light bulb on and off. Students explore how to make an intentional break in a circuit so that they do not have to unscrew the light bulb in order to turn it off. Using the materials provided, students design, build, and test an electric circuit with a switch to turn on and off a lightbulb.
Examples of phenomena in the materials:
In Grade 4, Processes That Shape Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, the phenomenon is that a landslide causes big changes to the surface of the earth. Students develop a model of what they think happened before, during, and after a landslide to explain what triggered the landslide and what caused the motion. They engage in a variety of activities over several days that focus on different agents of weathering and erosion. Over the course of several lessons, students learn how water, ice wedging, chemical weathering, and gravity can cause a landslide to occur.
In Grade 4, Processes That Shape Earth, Activity 2, Lessons 2B: Temperature Erosion-Ice Wedging, the phenomenon is that when a canister of water with a lid is left in the freezer overnight, the lid pops off and the can bulges outward. Students relate what happened in the canister to changes they have seen on the playground and in other examples they investigated. They watch an animation of ice wedging and update their models on weathering and erosion. Students discover that when water freezes it expands. They use this information to explain how freezing water can speed up the weathering of landforms.
In Grade 4, Structure, Function, and Information Processing, Activity 3, Lesson 3A: Animal Eyes, the phenomenon is that some animals' eyes appear to glow in the dark. Students role-play the interaction between a mountain lion and a rabbit as each tries to find the other. Students identify the senses one needs to catch prey or escape its predator, discuss why sight is important for survival of both prey and predator, and generate a list of animals that act like mountain lions and rabbits. Students write their initial ideas of how animals use their senses and explain how eyes glowing in the dark help an animal survive.
In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5B: Sharing out Research Finding on the Blue-tailed Skinks, the phenomenon is that a detached blue tail wiggles and moves on the ground. Students watch a video of a skink’s detached tail wiggling and work in small groups to identify what internal and external structures function to detach the blue tail from its body when the animal feels threatened. Students draw and label a model that explains how the skink receives and processes information and reacts by detaching its tail.
In Grade 4, Energy and Waves, Activity 5, Lesson 5A: Heat and Motion, the phenomenon is that a stick of butter will slide down a metal ramp that has a candle under it. Students engage in activities to explore how thermal energy can be generated including rubbing their hands together and transferring the heat generated from that motion to a thermometer, and using candles to heat up cans of water. Students conclude that thermal energy can be transferred from a burning candle to the air, to a metal ramp, and then to the butter. The increase in temperature melts the butter and allows it to slide down the ramp.
In Grade 4, Energy and Waves, Activity 7, Lesson 7A: Electricity, the phenomenon is that a switch turns lights on and off. Students investigate how energy can move from one place (battery) to another (bulb) using electricity by constructing a simple, complete circuit. Students determine that the bulb will light only if there is a complete path from the battery, to the bulb, and back again to the battery. They learn that a break in the circuit will cause the light to go off.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 4 do not meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
In most instances across the grade the materials do not address students’ prior knowledge and experience related to phenomena and problems.
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 often 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, the materials do not explicitly ask students to think about their prior experiences related to the phenomena and problems. When students’ prior knowledge and experiences are explicitly elicited, the materials miss opportunities to leverage them later on in instruction.
Examples where students’ prior knowledge and experiences of problems and/or phenomena are not elicited nor leveraged:
In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5A: Blue-Tailed Skinks Lose Their Blue Tails!, the phenomenon is that a blue-tailed skink has a long, bright blue tail. Students watch a video about a blue tailed skink and make observations about what they see. There is a missed opportunity to elicit students’ prior experiences and knowledge from outside of the classroom and apply it to the phenomenon.
In Grade 4, Energy and Waves, Activity 7, Lesson 7B: Electrical Switch, the design challenge is to make a switch to turn a light bulb on and off. Students share explanations of what happens when lights are turned on and off and are asked how a switch changes the ability of energy to move from place to place based on what they learned in a previous lesson. Then, students design a switch that turns a light bulb on and off. There is a missed opportunity to elicit students’ prior experiences and knowledge from outside of the classroom and apply it to the design challenge.
In Grade 4, Energy and Waves, Activity 1, Lesson 1A: Looking for Evidence of Energy, the problem is to design a Rube Goldberg device. Students watch a video and write what they think is evidence of energy, engineering, and/or technology. Students choose an action and model what is happening before, during, and after the action. There is a missed opportunity to elicit students’ prior knowledge and experience of Rube Goldberg devices, chain reactions, or energy transfer and apply it to the design challenge.
In Grade 4, Processes that Shape the Earth, Activity 1, Lesson 1A: Weathering and Erosion Detectives, the phenomenon is that a landslide causes big changes to the surface of the earth. Students watch a video of a landslide and model initial ideas of what caused the landslide. There is a missed opportunity to elicit students’ prior experiences and knowledge from outside of the classroom and apply it to the phenomenon.
In Grade 4, Processes That Shape Earth, Activity 2, Lesson 2B: Temperature Erosion-Ice Wedging, the phenomenon is that when a canister of water with a lid is left in the freezer overnight, the lid pops off and the can bulges outward. Students revisit findings from a prior lesson about weathering and erosion on the schoolyard and share initial ideas about how holes and cracks may have formed. There is a missed opportunity to elicit students’ prior experiences and knowledge from outside of the classroom and apply it to the phenomenon
Examples where students’ prior knowledge and experiences of problems and/or phenomena are elicited but not leveraged:
In Grade 4, Structure, Function, and Information Processing, Activity 3, Lesson 3A: Animal Eyes, the phenomenon is that some animals’ eyes appear to glow in the dark. Students are asked to share their experiences with eyes glowing or shining in the dark and are encouraged to ask questions about how and why some animals have eyes that shine in the dark. After eliciting students’ prior experiences with animals that have glowing eyes, the teacher moves into a role-play focusing on the importance of the senses of sight, hearing, and smell for a mountain lion and rabbit. While this lesson elicits prior experience from students, it misses the opportunity to support the teacher in leveraging what students bring to the lesson.
In Grade 4, Energy and Waves, Activity 3, Lesson 3C: Building Instruments, the design challenge is to design and build an instrument that can produce two or more different sounds. Students are asked to share their experiences with different instruments and to share their initial ideas of how different instruments make a sound. These ideas are recorded on the What We Think chart. While this lesson elicits prior experience from students, it misses the opportunity to support the teacher in leveraging what students bring to the lesson.
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 4 partially 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 4, phenomena or problems drive learning across multiple lessons, engage students in all three dimensions, and provide multimodal opportunities for students to develop, evaluate, and revise their thinking, but not consistently. In several cases, phenomena or problems are present across multiple sequences and students encounter the same phenomenon or problem at various times during the unit. In some of these learning sequences, student learning is driven by explaining, solving, or making sense of the phenomenon or problem. This, however, happens inconsistently. In some instances, learning sequences are connected to a phenomenon or problem, but there is a missed opportunity to use them to drive learning. Instead, the phenomenon or problem is used as an introduction, but student learning is guided by a science concept or activity, not explaining, solving, or making sense of the phenomenon or problem across the lessons. In other cases, the phenomenon or problem only drives learning in individual lessons and there is a missed opportunity to use the phenomenon or problem to drive learning across the sequence as a whole.
Examples of phenomena that drive students’ learning and use the three dimensions across multiple lessons:
In Grade 4, Processes That Shape Earth, Lessons 1A, 1B, and 2A, the phenomenon is that a landslide causes big changes to the surface of the earth. Across the three lessons, students develop a model of the cause of a landslide. In Lesson 1A, students watch a video of a landslide and model their initial ideas about the causes of landslides (SEP-MOD-E4), observe different images of how the land’s shape changes, and name the type of weathering or erosion represented. Students consider the effect of wind and water on the land (CCC-CE-E1). In Lesson 1B, students explore a local schoolyard to generate ideas about and find evidence of, weathering and erosion (DCI-ESS2.A-P1), which they apply to their models of the landslide. In Lesson 2A, after students explore and gather new information about the effects of different forms of erosion such as water, chemical, wind, glacier, temperature, and vegetation (DCI-ESS2.A-E2), students review the landslide video and schoolyard observations and use the new information to explain the changes in the landscape and to revise their initial models (SEP-MOD-E4). Students develop and revise their thinking through modeling, discussion, and writing.
In Grade 4, Structure, Function, and Information Processing, Activity 5: Animal Defenses, the phenomenon is a blue-tailed skink has a long, bright blue tail. Across this Activity, students develop a model of the blue skink and its special internal and external structures that help it survive. Students draw and share a model of the blue-tailed skink, including the structures that help it to survive (DCI-LS1.A-E1, SEP-MOD-E4, and CCC-SF-P1). Students compare models to reach a consensus on the function of the blue tail (SEP-MOD-P2) and ask questions to guide their research to find out the function of the skink’s blue tail (SEP-AQDP-P1). Students research, then share and provide feedback on each others’ claims (SEP-INFO-E5, SEP-INFO-E1, and SEP-ARG-E3). After concluding that the tail detaches, students develop a second model to explain the internal and external structures that work together to detach the tail (SEP-MOD-E4, CCC-SF-P1). Finally, students share, discuss, and revise their models of how the skink receives information, processes the information, and reacts by detaching its tail (DCI-LS1.D-E1, DCI-LS1.A-E1, and SEP-MOD-E4). Students develop and revise their thinking through modeling, discussion, and writing.
In Grade 4, Energy and Waves, Activity 2: The Energy of Motion, the challenge is to design a Rube Goldberg device. Across this Activity, students investigate motion and energy and apply these concepts to their design. Using dropped balls and ramps, students make measurements and collect data to determine the relationship between speed and energy (DCI-PS3.A-E1, SEP-INV-E3, SEP-DATA-E1, SEP-DATA-E2, and SEP-DATA-E3). Students then investigate energy transfer related to sound and collisions (DCI-PS3.A-E2, DCI-PS3.B-E1). Students use patterns in their data (CCC-PAT-E3) to explain the effects (CCC-CE-E1) of collisions between the balls, different types of ramps, and different drop heights. Students discuss where they saw examples of collisions and energy transfer in the sample Rube Goldberg device and how these principles will help them as they design their own. Students develop and revise their thinking through modeling, discussion, and writing.
Example where a problem drives learning, but students do not use all three dimensions.
In Grade 4, Processes That Shape Earth, Activity 5: Reduce the Impact of Natural Hazards, the design challenge to reduce the impact of a natural hazard drives learning across multiple lessons. However, students do not engage with all three dimensions. Students collaborate to develop a model or diagram of a way to prevent damage from natural hazards (DCI-ESS3.B-E1, SEP-MOD-E5). Students describe and share their solutions with the class (SEP-INFO-E5) and discuss similarities, differences, and relative merits of their solutions (DCI-ETS1.B-E3). There is a missed opportunity for students to engage with a CCC in the sequence.
Examples where phenomena or problems do not drive students’ learning across multiple lessons:
In Grade 4, Processes That Shape Earth, Activity 2: Different Forms of Erosion, the phenomenon that a landslide causes big changes to the surface of the earth does not drive learning. Instead, students engage with the concept of weathering and erosion. Students observe, make sense of, and identify the effects of the different kinds of forces that cause weathering and erosion (e.g., water). Students place a water-filled canister in a freezer to model and investigate the effects of freezing and thawing on rocks and explain what they think happens to rocks and mountains during freeze and thaw cycles. Students connect their observations and models to previous observations in the school yard and classroom weather and erosion stations. Students investigate the effects of a weak acid and water on rocks and minerals through reading and observations and explain how chemical weathering changes the shape of rocks and the land. While Lesson 2A is connected to the phenomenon, it does not drive the other lessons in the sequence.
In Grade 4, Structure, Function, and Information Processing, Activity 3: Animal Eyes, a phenomenon or problem does not drive learning. Instead, a role-play activity is the focus of the learning. Students role-play a predator-prey relationship to help demonstrate the importance of eyesight and compare different animals to the role of a mountain lion versus a rabbit. Then, students read two books (What If You Had Animal Eyes and Eye to Eye) about animals and their eyes, determine how the shape and position of predators' eyes differ from those of prey animals, and how they aid survival.
In Grade 4, Structure, Function, and Information Processing, Activity 4: On One Flower, a phenomenon or problem does not drive learning. Instead, the concept that animals have structures that help them survive guides student learning during the sequence. Students read On One Flower and discuss the senses and structures that help animals interacting with a goldenrod flower survive. Students make observations of organisms in the habitat surrounding the school to identify their role in the ecosystem and make observations about the functions of the organisms’ structures and how they help them survive. Students then research and record information about their organism.