4th Grade - Gateway 2
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Coherence & Scope
| Score | |
|---|---|
Gateway 2 - Partially Meets Expectations | 79% |
Criterion 2.1: Coherence and Full Scope of the Three Dimensions | 27 / 34 |
The instructional materials reviewed for Grade 4 partially meet expectations for Gateway 2: Coherence & Scope; Criterion 1: Coherence and Full Scope of the Three Dimensions meets expectations.
Criterion 2.1: Coherence and Full Scope of the Three Dimensions
Materials are coherent in design, scientifically accurate, and support grade-band endpoints of all three dimensions.
The instructional materials reviewed for Grade 4 partially meet expectations for the Criterion 2a-2g: Coherence and Full Scope of the Three Dimensions. The materials rarely support students in understanding connections between units. The materials, and corresponding suggested sequence, reveal student tasks related to explaining phenomena or solving problems that increase in sophistication within each unit and across units. The materials represent the three dimensions accurately, but with numerous minor errors include scientific content not appropriate to the grade level. Further, the materials do not include all DCI components and all elements for physical science and earth and space science. They do include all DCI components and elements for life science and engineering, technology, and applications of science. The materials include all of the SEPs at the grade level and all of the SEPs across the grade band. The materials include all grade-band crosscutting concepts and provide repeated opportunities for students to use CCCs across the grade band. The materials include NGSS connections to Nature of Science and Engineering elements associated with the SEPs and/or CCCs.
Indicator 2a
Materials are designed for students to build and connect their knowledge and use of the three dimensions across the series.
Indicator 2a.i
Students understand how the materials connect the dimensions from unit to unit.
The instructional materials reviewed for Grade 4 do not meet expectations that students understand how the materials connect the dimensions from unit to unit.
The Grade 4 materials are made of three units that are each made up of a series of lesson sequences called Activities. Each Activity is typically made up of two to four individual learning opportunities called Lessons. The materials consistently demonstrate how the dimensions connect between Lessons in the same Activity and often connect content between different Activities. However, the materials miss the opportunity to make connections between the dimensions across Units, contexts, or grade levels.
The materials most frequently make connections between disciplinary core ideas (DCIs) across Lessons and Activities. These sequences often address the same, or closely related, topics and the connections between the DCIs of the Lessons in an Activity are often clear. These connections do not make it clear that there are connections between the three dimensions at a larger scale.The connections for the science and engineering practices (SEPs) and crosscutting concepts (CCCs) are less frequently made explicit to students. The materials inconsistently demonstrate how SEPs or CCCs may be connected across different contexts.
The materials include a Teacher Background Information section at the beginning of each Unit, Activity, and Lesson. This includes scientific information to support the teacher’s understanding of the concepts and how they are connected, teaching practices, and common misconceptions. While this section may include information that helps the teacher understand the connections between DCIs from different lessons or units, it misses the opportunity to support teachers in making those connections explicit to students.
Indicator 2a.ii
Materials have an intentional sequence where student tasks increase in sophistication.
The instructional materials reviewed for Grades 3-5 meet expectations that they have an intentional sequence where student tasks increase in sophistication. Materials are designed with an intentional or suggested sequence and student tasks related to explaining phenomena and/or solving problems increase in sophistication within each unit and across the grade band.
Across the 3-5 grade-band, the materials have a recommended sequence with three units divided by physical, life, and earth and space science assigned to each grade level. Within grade levels, the units can be sequenced in any order.
Materials increase in sophistication across the grade band as students engage with phenomena and problems. As students progress through the grade band, student expectations as they engage in activities connected to phenomena and problems increase. Supports for students are also gradually released, and by Grade 5, they are doing more work independently or with fewer aids. Because the order of units within a grade level is not suggested, there is not a general increase in sophistication within a single grade. However, there are instances where student expectations increase within a single unit.
Examples of student tasks increasing in sophistication across the grade band:
The materials increase in sophistication as students work with data connected to phenomena and problems. By the time students reach Grade 5, the teacher provides less scaffolding and more work is done independently by students. For example, in Grade 3, Weather, Climate, and Natural Hazards, Activity 2, Lesson 2B: Variations in Air Temperature, students collect data on weather conditions using a pre-made table. The teacher then guides a discussion with scaffolded prompts to help students make sense of the data comparing the temperature at various points in the day. In Grade 4, Energy and Waves, Activity 2, Lesson 2C: Energy of Motion – Bounce, students now play a part in designing a chart to collect data on bouncing balls from various heights. The class has a discussion about the data, but the teacher provides less support and only asks for “patterns in the data” rather than asking specific questions about the data. In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6C: What is the Effect of Temperature on Dissolving?, students collect data on the effect of water temperature on how quickly Kool-Aid dissolves. Now, students create their own charts without support from the materials. In Lesson 1B: Mapping the Odor in the Neighborhood, from the same unit, students analyze data more independently. Instead of starting with a class discussion of their data on odor traveling through a neighborhood, students first work in small groups to evaluate the data on their own.
The materials increase in sophistication as students build and use arguments related to phenomena and problems. By Grade 5, students make a greater number of arguments and receive less support from the teacher to construct those arguments. For example, in Grade 3, Life Cycles and Survival, Activity 1, Lesson 1C: Communicating Like Frogs, students share devices they made to communicate using sounds. As students share their ideas, they use sentence stems from an anchor chart, such as “What do you mean by … ?”, to help them respectfully disagree, ask clarifying questions, add to ideas, and otherwise engage in argumentation discourse. In Grade 4, Processes that Shape the Earth, Activity 1, Lesson 1B: Weathering and Erosion Detectives, the teacher provides less support as students engage in argumentation. As a whole class, students share and discuss their claims about examples of weathering and erosion they found on the schoolyard. The teacher provides general prompts such as, “What evidence do you have that makes you think that?” giving students fewer and less specific prompts than in Grade 3. In Grade 5, Structure and Properties of Matter, Activity 5, Lesson 5A: The Puddle is Missing, students construct arguments for why a puddle of water disappeared over the course of the day. Students develop a model and then share them with a small group. The teacher provides little support beyond “Encourag[ing] a free exchange of ideas and changes based on the ideas of their peers.”
The materials increase in sophistication as students work with information related to phenomena and problems. By the time students reach Grade 5, they are working with a greater number of resources to collect information from and receive less support from the teacher to collect and share information. For example, in Grade 3, Weather, Climate, and Natural Hazards, Activity 5, Lesson 5B: Clouds–Making Sense of our Data, students explore the role of clouds in the weather. The teacher leads a whole-class read aloud and periodically pauses to ask scripted prompts that support students to collect information they need to answer questions about clouds and weather. In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5C: Animal Defenses, students collect information about animal defense mechanisms. Now, students read in small groups rather than as a whole class. Students are also responsible for taking notes on their own, but they are given a chart to fill out that helps them determine important information. 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, students develop plans to reduce human impact on the environment. Students are given a variety of texts to use as they develop their plans. They are given little direct support and must now incorporate multiple texts into their work.
Indicator 2b
Materials present Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) in a way that is scientifically accurate.
The instructional materials reviewed for Grades 4 meet expectations that they present disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs) in a way that is scientifically accurate. Across the grades, the teacher materials, student materials, and assessments accurately represent the three dimensions and are free from scientific inaccuracies.
Indicator 2c
Materials do not inappropriately include scientific content and ideas outside of the grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 4 partially meet expectations that they do not inappropriately include scientific content and ideas outside of the grade-level disciplinary core ideas (DCIs).
The instructional materials reviewed for Grade 4 do not include non-scientific content presented as science ideas or below-grade content without meaningful connection to grade-level DCIs. However, the materials contain a few instances of DCIs above the grade that are inappropriately included without supports for extending the grade-level learning.
Examples of above grade-level DCIs without meaningful connection to or support for grade-level DCIs:
In Grade 4, Processes That Shape the Earth, Activity 2, Lesson 2C: Chemical Weathering, students read What Makes a Chemical a Chemical? and Chemical Weathering in the Student Journal and carry out an investigation to obtain information about chemical erosion and how it changes the shape of the land. Chemical erosion goes beyond the expectations of DCI-ESS2.A-E2 and is more closely associated with DCI-ESS2.C-H1, which expects students to plan and conduct an investigation of the properties of water and its effects on the earth’s materials and surface processes.
In Grade 4, Energy and Waves, Activity 5, Lesson 5A: Heat and Motion, students investigate temperature change by rubbing their hands together. During a science talk, instructional materials direct teachers to ask students to describe the heat transfer from their hands to the glass thermometer to the liquid inside the thermometer and to look for ideas that relate to warmer objects to cooler objects, as well as what makes the liquid inside the thermometer expand and go up the tube. The idea of thermal energy transfer is more closely aligned with DCI-PS3.A-M3, which addresses heat and heat transfer due to temperature differences.
In Grade 4, Energy and Waves, Activity 5, Lesson 5B: Burning, students engage in an investigation to determine how thermal energy moves from a burning candle to a beaker of water. Instructional materials direct teachers to discuss how thermal energy moves from warmer objects to cooler objects, and this movement of thermal energy is what we refer to as heat. This concept is more closely aligned with DCI-PS3.A-M3, which addresses heat and heat transfer due to temperature differences.
Indicator 2d
Materials incorporate all grade-level Disciplinary Core Ideas.
Indicator 2d.i
Physical Sciences
The instructional materials reviewed for Grade 4 do not meet expectations that they incorporate all grade-level disciplinary core ideas for physical sciences.
Materials do not incorporate all grade-level components of the physical science disciplinary core ideas (DCIs). Two grade-level components, PS4.A: Wave properties and PS4.C: Information technologies and instrumentation, are not present in the materials.
Examples of grade-level physical science DCI elements present in the materials:
PS3.A-E1. In Grade 4, Energy and Waves, Activity 2, Lesson 2B: The Energy of Motion, students investigate the energy of motion of a ball traveling down a ramp at different heights. For each ramp height, students record the distance traveled and the amount of time it took the ball to travel down the ramp. Students also investigate the effect of releasing the ball from multiple heights on the ramp. Students share findings and discuss the idea that the faster a ball is moving the more energy it has.
PS3.A-E2. In Grade 4, Energy and Waves, Activity 3, Lesson 3E: Sound Waves Can Make Things Move, students explore a variety of wave models including “the wave,” a chain reaction of a line of dominoes disturbed in the middle of the row, and a water wave model. Students observe sound traveling through air, solid, and liquid. Students use the models and observations to revise a model of how sound can make objects move.
PS3.B-E1. In Grade 4, Energy and Waves, Activity 4, Lesson 4A: Building on Energy, students design and describe a Rube Goldberg device that demonstrates three energy transfers by light, sound, heat, motion and/or electricity.
PS3.B-E2. In Grade 4, Energy and Waves, Activity 6, Lesson 6A: Light, students periodically record the temperature of black and white balloons under a lamp. Students analyze temperature data and conclude that the black balloon became hotter because it absorbed light energy whereas the white balloon reflected light.
PS3.B-E3. In Grade 4, Energy and Waves, Activity 7, Lesson 7C: Reading About Electricity, students read and discuss the trade book Charged Up: The Story of Electricity, which focuses on electrical energy and electrical circuits. Students write a story about what happens when you flip a switch and turn on a light. In their stories, students explain where energy is generated, how it travels, and where it ends up. Students describe how energy moves from place to place using the path the electricity takes to light the light bulb.
PS3.C-E1. In Grade 4, Energy and Waves, Activity 2, Lesson 2D: Collisions and Energy Transfer, students plan and carry out an investigation to figure out what happens when a rolling ball collides with a stationary ball of equal size. Students share findings, analyze data, note patterns, and write a claim-evidence-reasoning statement to explain how the collisions of the balls is related to the transfer of energy from one ball to another.
PS3.D-E1. In Grade 4, Energy and Waves, Activity 7, Lesson 7A: Electricity, students are given a D-cell battery, one piece of copper wire, and one small light bulb to explore how many different ways they can get the lightbulb to work. The students share what they discovered, then the teacher leads a discussion about how energy is transferred in the circuit from the battery, through the bulb, and back through the wire. The teacher explains how the battery produces electricity by changing it from chemical to electrical current.
Examples of grade-level physical science DCI elements not present in the materials:
PS4.A-E1. Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
PS4.A-E2. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
PS4.C-E1. Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information— convert it from digitized form to voice—and vice versa.
Indicator 2d.ii
Life Sciences
The instructional materials reviewed for Grade 4 meet expectations that they incorporate all grade-level disciplinary core ideas for life sciences.
Materials incorporate all grade-level components and associated elements of the life science disciplinary core ideas (DCIs).
Examples of the grade-level life science DCI elements present in the materials:
LS1.A-E1. In Grade 4, Structure, Function, and Information Processing, Activity 4, Lessons 4C: Research and Data Entry, students select one plant or animal from their schoolyard observations to do further research on. Students write and draw the observable external and internal structures of their organism, focusing on things that help the organism survive. They also list behaviors that would help in their survival.
LS1.D-E1. In Grade 4, Structure, Function, and Information Processing, Activity 5, Lesson 5C: Animal Defenses, students read one chapter of the trade book Animal Defenses: How Animals Protect Themselves to learn about different structures and behaviors animals have that help them survive. Students list the sense receptors and internal structures that work to help the animals respond to danger. This information is shared with the whole class and students discuss how some defense responses may stay in the predator’s memories, guiding future behavior.
Indicator 2d.iii
Earth and Space Sciences
The instructional materials reviewed for Grade 4 do not meet expectations that they incorporate all grade-level disciplinary core ideas for earth and space sciences. Materials do not incorporate all grade-level components of the earth and space science DCIs. One grade-level component, ESS2.E: Biogeology, is not present in the materials.
Examples of the grade-level earth and space science DCI elements present in the materials:
ESS1.C-E1. In Grade 4, Processes That Shape Earth, Activity 3, Lesson 3C: Rock Layers and Fossils, students look at pictures of the Grand Canyon and read a short narrative in the Student Journal about the geological history and formation of the canyon. Working in groups, they create a plan to make a three-dimensional model that shows how geological forces and deposited sediments formed the many rock layers found in the canyon.
ESS2.A-E2. In Grade 4, Processes that Shape the Earth, Activity 2, Lesson 2A: Erosion Stations, students discuss that rainfall helps to shape the land and affects the types of living things found in a region. Students set up and observe six erosion station models and investigate how the different kinds of forces that cause weathering and erosion break rocks, soils, and sediments into smaller particles and move them around.
ESS2.B-E1. In Grade 4, Processes that Shape the Earth, Activity 4, Lesson 4B: Making Sense of Our Earthquake Mapping, students analyze data they collected on the location of earthquakes. Students read about the formation of canyons, mountains, and other geographic features and connect the location of tectonic plates to the location of earthquakes. Students model how the interaction of tectonic plates can cause earthquakes and relate the location of volcanoes and mountain ranges to the borders of tectonic plates.
ESS3.A-E1. In Grade 4, Processes that Shape the Earth, Activity 7, Lesson 7A: Digging for Resources, students address that energy and fuels that humans use are derived from natural sources and their use affects the environment in multiple ways. Students read articles about coal, natural gas, and oil and discuss how some resources are renewable and others are not. Students discuss how coal, oil, and natural gas were formed and how mining the fuels causes changes to the shape of the land.
ESS3.B-E1. In Grade 4, Processes that Shape the Earth, Activity 5, Lesson 5B: Completing and Presenting our Plans, students develop and present plans for how to reduce the impacts of natural hazards, addressing that a variety of natural hazards result from natural processes and that humans cannot eliminate natural hazards but can take steps to reduce their impacts. Plans include ideas for evacuation, getting out of the path of a hazard, building structures to withstand a hazard, and emergency procedures for what to do after a hazard.
Grade-level earth and space science DCIs not present in the materials:
ESS2.E-E1. Living things affect the physical characteristics of their regions.
Indicator 2d.iv
Engineering, Technology, and Applications of Science
The instructional materials reviewed for Grades 3-5 meet expectations that they incorporate all grade-band and grade-level disciplinary core ideas (DCIs) for engineering, technology, and applications of science (ETS) and all associated elements.
In Grade 3, no performance expectations (PEs) are associated with physical, life, or earth and space science DCIs that also connect to an ETS DCI. However, the materials do include opportunities for students to engage with ETS elements in this grade.
Examples of ETS DCI elements present in the Grade 3 materials:
ETS1.A-E1. In Grade 3, Weather, Climate, and Natural Hazards, Activity 4, Lesson 4B: Blowing in the Wind, students design and build a device that will measure the speed of wind and indicate the direction the wind is coming from. Students are given time limits and review materials available for building a wind instrument (constraints) as well as a Wind Product Descriptor, which outlines two criteria for the design. Students test their ideas, analyze the performance of the instrument, and make improvements based on trials.
ETS1.B-E3. In Grade 3, Forces and Interactions, Activity 1, Lesson 1B: Testing Motion: Toy Vehicle, students work in teams to brainstorm ideas that will help solve the problem of using a battery operated vehicle to move cookies from one room to another. Students test their ideas and then share their work with other groups, making adjustments to designs based on their conversations.
ETS1.B-E2. In Grade 3, Forces and Interactions, Activity 2, Lesson 2C: Using What We Know about Motion, students develop a prototype of a vehicle that will travel a given distance carrying a load. Students test their design, collect data on the tests, and use the data to improve the design.
In Grade 4, two PEs are associated with physical, life, or earth and space science DCIs that also connect to an ETS DCI. The materials include opportunities for students to engage with these ETS elements in this grade.
Examples of the Grade 4 grade-level ETS DCI elements present in the materials:
ETS1.A-E1. In Grade 4, Energy and Waves, Activity 4, Lesson 4A: Building on Energy, students are presented with the challenge of building a Rube Goldberg device that will send a signal or demonstrate the energy is transferred but not used up. Each task presents a problem and criteria required to solve the problem. Students agree upon constraints for completing the challenge and begin work to develop a plan.
ETS1.B-E1. In Grade 4, Energy and Waves, Activity 6, Lesson 6B: Designing a Device to Melt Butter, students develop a plan to create a device that will melt butter, present their plans to their peers, review their plans, revise them based on new knowledge, and determine how their device will work. Students are given time to develop, test, revise, and present their devices to the rest of the class.
ETS1.C-E1. In Grade 4, Energy and Waves, Activity 7, Lesson 7B: Electrical Switch, students design an electrical switch that can turn a light bulb on and off. Students are given a chance to develop and test their models, and to share their models with their peers. After the teams present their designs to the class they explain their greatest challenges, compare their different models, and are given time to revise their models based upon feedback, and a review of which classroom models best meet the criteria and constraints of the problem.
In Grade 5, no PEs associated with physical, life, or earth and space science DCIs connect to an ETS DCI. However, the materials do include opportunities for students to engage with ETS elements in this grade.
Examples of ETS DCI elements present in the Grade 5 materials:
ETS1.A-E1. In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6D: Engineering-Designing a Solar Still, students are given the scenario that they are on a small island in the middle of the ocean with no water. They must design and construct a solar still to separate the salt from ocean water, using only the provided materials. Students plan, test, redesign, and test a second solution. Students share and compare their solar stills, giving and receiving feedback.
ETS1.B-E3. In Grade 5, Structure and Properties of Matter, Activity 3, Lesson 3D: When the Water Hits the Ground, students are given the design challenge to prevent erosion from water on a hillside. In small groups, students discuss how they will develop their plan before they begin to build their model. After building, testing, making adjustments to their design, and updating their model, students present their models to the class and either recommend building a housing development on the hillside or not.
ETS1.C-E1. In Grade 5, Structure and Properties of Matter, Activity 3, Lesson 3D: When the Water Hits the Ground, students are given the design challenge to prevent erosion due to water on a hillside. Working as a group, students discuss how they will develop their plan before they begin to build their model. Students build and test their model. They make adjustments to the model to prevent erosion, selecting the best solution. They make a recommendation to the builders of a housing development as to whether they should proceed with a project to build on a hillside, or not continue building on the hillside.
Indicator 2e
Materials incorporate all grade-level Science and Engineering Practices.
Indicator 2e.i
Materials incorporate grade-level appropriate SEPs within each grade.
The instructional materials reviewed for Grade 4 meet expectations that they incorporate all grade-level science and engineering practices and associated elements.
Materials incorporate all grade-level science and engineering practices (SEPs) and nearly all associated elements within the grade level. Students are provided with multiple opportunities in which to engage with a variety of SEPs.
Examples of SEPs and elements associated with the grade-level performance expectations that are met in the materials:
AQDP-E3. In Grade 4, Energy and Waves, Activity 2, Lesson 2C: The Energy of Motion, students conduct an investigation to determine the effect of bouncing a ball from different heights. Students generate questions about the energy involved in dropping a ball and make predictions about the outcome of their investigation.
MOD-E3. In Grade 4, Processes that Shape Earth, Activity 5, Lesson 5A: Reduce the Impact of Natural Hazards, students draw a model of a proposed solution to reduce the impact of a natural hazard.
MOD-E4. In Grade 4, Energy and Waves, Activity 5, Lesson 5A: Heat and Motion, students investigate the effect of friction on objects’ temperatures. Students develop a model to show what is happening before, during, and after rubbing and how energy transfers in the system.
INV-E3. In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1B: No Light! No Sight!, using a cardboard light box, students make observations and record their data to answer the question of how much light is needed to see a plastic toy in a dark box.
DATA-E2. In Grade 4, Energy and Waves, Activity 2, Lesson 2B: The Energy of Motion, students investigate how changing the release height of a ball on a ramp affects how far the ball will roll. Students change the starting height twice and conduct four trials for each height. Students analyze and interpret their data to write a claim based on evidence and reasoning that summarizes what they found.
CEDS-E2. In Grade 4, Processes that Shape the Earth, Activity 2, Lesson 2C: Chemical Weathering, after discussing class results from a chemical erosion investigation and reading and discussing chemical weathering, students write a claim, based on evidence, about the role vinegar plays in changing the surface of limestone and marble.
CEDS-E3. In Grade 4, Energy and Waves, Activity 7, Lesson 7A: Electricity, students use batteries, wires, and bulbs to create a circuit that will light the bulb. After generating their explanation, students describe the evidence they observed that “shows how energy can move from place to place in an electrical current.”
CEDS-E5. In Grade 4, Processes that Shape the Earth, Activity 7, Lesson 7C: Oil Spill, students develop a solution to cleaning up an oil spill. Students design solutions, share them across small groups, compare designs, adjust, and test the solutions.
ARG-E4. In Grade 4, Energy and Waves, Activity 6, Lesson 6B: Related to Light, students use evidence from prior lessons and a model that shows how energy moves from place to place to explain to a friend why, on a warm, sunny day, it is cooler on the grass than on the asphalt.
INFO-E4. In Grade 4, Structure, Function and Information Processing, Activity 4, Lesson 4C: Research and Data Entry, students collect information from books and websites about a plant or animal found in the schoolyard to explain how different animal structures aid in survival of the animals.
SEPs and elements associated with the grade-level performance expectations that are not met in the materials:
MOD-E6. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
DATA-E4. Analyze data to refine a problem statement or the design of a proposed object, tool, or process.
Indicator 2e.ii
Materials incorporate all SEPs across the grade band
The instructional materials reviewed for Grades 3-5 meet expectations that they incorporate all grade-level science and engineering practices and associated elements across the grade band.
Materials incorporate all SEPs and associated elements within the grade band and provide repeated opportunities for students to use grade-band appropriate SEPs across various contexts throughout the band.
Examples of SEP elements associated with the grade-band performance expectations that are met in the materials:
AQDP-E3. In Grade 3, Forces and Interactions, Activity 2, Lesson 2A: Investigating Motion, after investigating the speed of an electric car, students ask a question about how changing a variable in the investigation could change the speed of the car. They plan their own investigation and make a prediction about what they might find based on what they already know about the motion of the car.
AQDP-E5. In Grade 3, Forces and Interactions, Activity 6, Lesson 6D: Magnetic Forces Solve a Problem, after completing a design challenge with a fire truck and learning about non-contact forces (static electricity and magnetism), students are given another design challenge: to solve a problem using magnetism. Students define the problem they will solve using magnets (or some other non-contact force) and draw and write how they will solve the problem. They are shown a list of materials they can use but are told they can also use materials from home.
MOD-E3. In Grade 4, Processes that Shape Earth, Activity 5, Lesson 5A: Reduce the Impact of Natural Hazards, students draw a model of a proposed solution to reduce the impact of a natural hazard.
MOD-E4. In Grade 5, Matter and Energy in an Ecosystem, Activity 3, Lesson 3C: What Do Plants Do for Food?, students create a model that explains how they think plants get their food for growth.
MOD-E6. In Grade 5, Earth and Space Systems, Activity 2, Lesson 2A: What’s in the Atmosphere?, students use a computer simulation to test the effects of changing the amount of oxygen in the atmosphere.
INV-E1. In Grade 3, Forces and Interactions, Activity 2, Lesson 2A: Investigating Motion, students collaboratively plan and conduct a second investigation to change the motion of an electric toy car by changing only one variable. They make observations and record data to provide evidence for how they changed the motion of an electric car.
INV-E3. In Grade 4, Structure, Function, and Information Processing, Activity 1, Lesson 1B: No Light! No Sight!, using a cardboard light box, students make observations and record their data to answer the question of how much light is needed to see a plastic toy in a dark box.
DATA-E1. In Grade 5, Earth and Space Systems, Activity 2, Lesson 2B: What Makes the Wind?, students follow directions for an investigation of air movement that is presented in their Student Journal. Students make a chart to organize their data and look for trends.
DATA-E2. In Grade 4, Energy and Waves, Activity 2, Lesson 2B: The Energy of Motion, students investigate how changing the release height of a ball on a ramp affects how far the ball will roll. Students change the starting height twice and conduct four trials for each height. Students analyze and interpret their data to write a claim based on evidence and reasoning that summarizes what they found.
DATA-E4. In Grade 3, Forces and Interactions, Activity 2, Lesson 2C: Using What We Know about Motion, students make a toy fire truck that will carry a load, they use data collected during testing to modify and improve their design.
MATH-E3. In Grade 5, Structure and Properties of Matter, Activity 3, Lesson 3B: Measuring Matter–Volume, students develop strategies and use tools to measure the weight and volume of solids and liquids.
CEDS-E2. In Grade 3, Forces and Interactions, Activity 4, Lesson 4D: Friction–Making Sense of Data, students write a conclusion, based on evidence, to explain how friction impacts the amount of force needed to move an object.
CEDS-E3. In Grade 4, Energy and Waves, Activity 7, Lesson 7A: Electricity, students use batteries, wires, and bulbs to create a circuit that will light the bulb. After generating their explanation, students describe the evidence they observed that “shows how energy can move from place to place in an electrical current.”
CEDS-E5. In Grade 4, Processes that Shape the Earth, Activity 7, Lesson 7C: Oil Spill, students develop a solution to cleaning up an oil spill. Students design solutions, share them across small groups, compare designs, adjust, and test the solutions.
ARG-E4. In Grade 5, Matter and Energy in an Ecosystem, Activity 5, Lesson 5B: Introducing Change to the Eco-Players, students construct an argument about what will happen to the ecosystems in the Upper and Lower Peninsula in Michigan if there was an increase in the cougar population that feed on the deer that live there.
ARG-E6. In Grade 3, Forces and Interactions, Activity 6, Lesson 6D: Magnetic Forces Solve a Problem, students identify and use magnetism, or another non-contact force, to devise a solution to a problem such as making a homemade car change direction and travel from one room to another, or another problem of their choosing. Students identify the balanced and unbalanced forces that solved the problem, describe adjustments they made, and identify the easiest and most challenging parts of completing the task.
INFO-E4. In Grade 4, Structure, Function and Information Processing, Activity 4, Lesson 4C: Research and Data Entry, students collect information from books and websites about a plant or animal found in the schoolyard to explain how different animal structures aid in survival of the animals.
Indicator 2f
Materials incorporate all grade-band Crosscutting Concepts.
The instructional materials reviewed for Grade 3-5 meet expectations that they incorporate all grade-level crosscutting concepts and associated elements across the grade band. The materials include all of the CCC elements associated with the performance expectations for the grade band. Elements of the CCCs are found across all three grades within this grade band. Materials include few elements of the CCCs from above the grade band without connecting to the grade-band appropriate CCC. Across the grade band, students have multiple opportunities to engage with the grade-level CCCs that are implicitly connected to SEPs or DCIs as they build toward grade-level performance expectations. There are fewer opportunities for students to explicitly discuss the CCCs. For example, students have frequent opportunities to use observations to describe patterns in the natural world to answer scientific questions (SEP-DATA-E3) but have limited opportunities to explicitly discuss the importance of using patterns as evidence to describe phenomena (CCC-PAT-E3).
Examples of CCC elements associated with the grade-band performance expectations that are present in the materials:
CE-E1. In Grade 3, Weather, Climate, and Natural Hazards, Activity 2, Lesson 2B: Variations in Air Temperature, students investigate the relationship between time of day and air temperature by making a class model using lamps at three different angles (to simulate morning, noon, and late afternoon) and thermometers. Students measure the temperatures three times for each angle and compare the results. Students then draw a model in their Student Journal based on the classroom model that explains why the temperature of the air changes throughout the day.
EM-E2. In Grade 5, Structure and Properties of Matter, Activity 6, Lesson 6A: Where’s the Salt? Where’s the Sugar?, students plan and carry out an investigation where they measure the weight of water and sugar before and after mixing to demonstrate that even though the sugar seems to disappear, the weight shows that it is still present in the solution.
EM-E3. In Grade 4, Energy and Waves, Activity 8, Lesson 8C: Energy All Around, students develop a model to explain the energy transfer occurring in a number of first-hand observations including a row of dominoes falling, a ball rolling down a ramp, and a flashlight with batteries.
PAT-E1. In Grade 3, Life Cycles and Survival in an Ecosystem, Activity 3, Lesson 3D: Sharing and Comparing Our Life Cycle Research, students share the information they found when researching a plant or animal’s life cycle. They compare the life cycle of the organism they researched to that of a frog and to the organisms other students researched, looking for similarities and differences in the phases the organisms go through and the length of time it takes for the organisms to develop.
PAT-E2. In Grade 4, Processes That Shape the Earth, Activity 4, Lesson 4B: Making Sense of Our Earthquake Mapping, students use data about the location of earthquakes to predict what will happen next in areas that are most affected by earthquakes versus areas that have few or no earthquakes.
PAT-E3. In Grade 3, Forces and Interactions, Activity 4, Lesson 4D: Friction-Making Sense of Data, after conducting an investigation to determine the amount of force required to move a block of wood across different surfaces such as wood, sandpaper, rubber band, and wax paper, students create a bar graph using class data that shows the number of washers needed to overcome the force of friction. Students discuss the emerging patterns about the amount of force needed to move a block over different surfaces. Students use this evidence to write a conclusion to the investigation.
SPQ-E1. In Grade 4, Processes that Shape the Earth, Activity 1, Lesson 1B: Weathering and Erosion Detectives, students compare changes due to weathering and erosion that occurred in their schoolyard with other examples including rock formations, a riverbed, and glaciers. Students discuss the speed of the different changes and whether they happened quickly or slowly.
SPQ-E2. In Grade 5, Earth and Space Systems, Activity 3, Lesson 3B: My Rock Tells a Story, students evaluate how much water is used in a variety of day to day activities. Students measure the water used in gallons and compare the unit to a standard one-gallon jug of water.
SYS-E2. In Grade 5, Matter and Energy in an Ecosystem, Activity 2, Lesson 2C: What are Balanced Systems?, students identify the components of a closed model ecosystem in a bottle, describe the role of producers, consumers, and decomposers in larger ecosystems, and explain how each part of the system interacts.
Indicator 2g
Materials incorporate NGSS Connections to Nature of Science and Engineering.
The instructional materials reviewed for Grade 3-5 meet expectations that they incorporate NGSS connections to nature of science and engineering.
Materials incorporate grade-band NGSS Connections to the Nature of Science and Engineering within individual lessons or activities across the series. Elements from all three of the following categories are included in the materials for the grade band:
grade-band Nature of Science elements associated with SEPs
grade-band Nature of Science elements associated with CCCs
grade-band Engineering elements associated with CCCs
Although students engage in all three categories across the grade band, most of these are found in the physical science units.
Examples of grade-band connections to NOS elements associated with SEPs present in the materials:
NOS-BEE-E2. In Grade 4, Energy and Waves, Activity 5, Lesson 5B: Burning, students investigate heat transfer by measuring the temperature of water held over a candle. The teacher explains to students that using a thermometer helps scientists be more accurate when determining the temperature of a substance.
NOS-VOM-E2. In Grade 5, Structure and Properties of Matter, Activity 1, Lesson 1A: A Skunk in the Neighborhood, students make an initial model of how a skunk’s odor traveled through a neighborhood. The teacher explains that models are one of the tools that scientists use to make thinking and ideas public and visible.
Examples of grade-band connections to NOS elements associated with CCCs present in the materials:
NOS-AOC-E1. In Grade 3, LIfe Cycles and Survival in an Ecosystem, Activity 6, Lesson 6A: Finding Out About Fossils, students share their observations of fossils and discuss the questions paleontologists ask to piece together earth’s history. The teacher explains to students that when paleontologists and geologists study fossils and rocks, they assume that the physical laws on earth are constant over time. This applies to forces like gravity, the laws of motion, and the needs of living things.
NOS-AOC-E1. In Grade 4, Energy and Waves, Activity 5, Lesson 5B: Burning, during a discussion about thermometers, the teacher explains that thermometers help scientists be more accurate when determining the temperature of a substance. Scientists established a standard using physical changes that occur at the same temperature each time.
NOS-HE-E2. In Grade 4, Structure, Function, and Informational Processing, Activity 4, Lesson 4B: Schoolyard Observations, after the teacher introduces an overview of the Project Noah Website, the teacher tells the class they are going to work in pairs and become naturalists or citizen scientists to plan an investigation into the variety of plants and animals that live in the schoolyard.
NOS-HE-E2. In Grade 5, Matter and Energy in an Ecosystem, Activity 4, Lesson 4C: Carrying Out Our Investigations, during a science talk, students share their plans to investigate what plants use for food. The teacher discusses how scientists share information and collaborate and explains that the class is like a community of scientists carrying out different investigations and, at the conclusion, students share their results and findings.
Examples of grade-band connections to ENG elements associated with CCCs present in the materials:
ENG-INTER-E3. In Grade 3, Forces and Interactions, Activity 6, Lesson 6D: Magnetic Forces Solve a Problem, after many investigations exploring how forces affect the motion of different objects, students are told that they are going to become engineers and solve a problem about motion using non-contact forces such as magnetism or electricity. Students can choose to continue with the original design challenge of moving an electric toy car from one place to another without touching it, or they can solve a different problem using magnets or static electricity.
ENG-INTER-E4. In Grade 4, Energy and Waves, Activity 7, Lesson 7B: Electrical Switch, after investigating electrical circuits, students are told that they are going to use what they learned about electrical circuits and become engineers to design a switch that will turn a light bulb on and off without needing to unscrew the bulb.