The instructional materials reviewed for Grade 1 do not meet expectations that they consistently support meaningful student sensemaking with the three dimensions. Across this grade, the materials are not designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions.

Of the seven units, two lesson sequences engage students in sensemaking with all three dimensions, and two lesson sequences engage students in two-dimensional sensemaking. Most lesson sequences begin with students learning about the DCI. This is typically followed by an Investigate or Think Like a Scientist lesson, where students confirm what they have already learned about the DCI. While these lessons may include opportunities for students to engage with all three dimensions, they do not consistently present opportunities for students to use the SEP or CCC for sensemaking. Additionally, multiple Think Like a Scientist and Think Like an Engineer lessons focus on learning a specific SEP or CCC, rather than using the SEP or CCC to make sense of the DCI.

Examples of lesson sequence where SEPs and CCCs do not meaningfully support student sensemaking with the other dimensions:

• In Grade 1, Unit 1: Life Science, Lesson Sequence 3, students learn about patterns that occur between parent animals and young animals, primarily through teacher-led discussion and reading the text. While students learn about the patterns that occur when parent animals protect the young (DCI-LS1.B-P1, CCC-PAT-P1), these lessons are teacher directed and point students to the exact places to find  information, missing the opportunity for student sensemaking. 

• In Grade 1, Unit 2: Earth Science Lesson Sequence 1, students make observations and draw the position of the sun at different points of the day. In Lesson 4, Investigate the Sun, students observe the sun in the sky every two hours to see how the sun moves in the sky (DCI-ESS1.A-P1). Students record their observations (SEP-DATA-P3) and describe the patterns they observed in the data (CCC-PAT-P1), but there is a missed opportunity for students to use this data for sensemaking of the DCI. 

• In Grade 1, Unit 3: Physical Science, Lesson Sequence 2, Lesson 9: Investigate Light and Dark, students explore ways that light interacts with various materials and learn that light is necessary for vision. Students observe objects in a box with a flashlight on and off and record their observations (SEP-INV-P4). They use their observations to reinforce the concepts of darkness and illumination (DCI-PS4.B-P1). They also use the investigation to isolate one variable to be certain of the effect light (cause) had on the darkness. Students participate in teacher-led discussions that help them understand how the simple test of turning a light off and on proves what causes us to be able to see the object, since that was the only thing changed between the two tests (CCC-CE-P1). This discussion of cause and effect helps students confirm that objects can only be seen when illuminated. While all three dimensions are present and integrated, students only confirm information that was already provided; there is a missed opportunity for students to use the investigation to make sense of the DCI.

Examples of lesson sequence where SEPs or CCCs do not meaningfully support student sensemaking with the other dimensions:

• In Grade 1, Unit 1: Life Science Lesson Sequence 2, students learn that animals have body parts that protect them from harm. Students look at different pictures of turtles and tortoises and then think about other animals that have body parts that protect them (DCI-LS1.A-P1). In Lesson 23, students design a device that protects them from harm, like a turtle shell protects a turtle. As a class, students discuss how the shape and stability of structures of natural objects are related to their functions. Students discuss how the structure of the turtle shells has a function and also how other animals have structures that have a function to protect the animal (CCC-SF-P1). 

• In Grade 1, Unit 2: Earth Science Lesson Sequence 2, students learn how the length of daylight changes during each session. In the Think Like a Scientist lessons, students watch a timelapse video and observe that Sheena notices the amount of light changes at the same time of day at different times of the year. Students collect data on the different times of sunrise and sunset at three different times throughout the year (SEP-DATA-P3). After the data is collected for three different seasons, students look at their data and think about what the change in sunrise and sunset times will mean to the amount of daylight in a day (DCI-ESS1.B-P1). 

Examples of lesson sequence where SEPs and CCCs meaningfully support student sensemaking with the other dimensions:

• In Grade 1, Unit 1: Life Science, Lesson Sequence 1, Lesson 5: Investigate Root Growth, students observe and describe how the roots of a plant respond to gravity. Students observe what happens to plant roots when they are turned sideways or upside-down and make sense of how the different plants’ roots respond to their environment (SEP-INV-P4, DCI-LS1.D-P1). They discuss the role that roots play in the life of the plant, and determine why it is necessary for roots to grow downward (CCC-SF-P1). In this and the previous lesson, students use their observations to figure out why a plant grows towards the light, and why a plant’s roots grow towards the ground.

• In Grade 1, Unit 3: Physical Science, Lesson Sequence 1, students learn about and observe how vibrating matter makes sound. Students watch a video and perform a simple test to observe that vibrating matter produces sound (CCC-CE-P1). They investigate rubber bands vibrating and making sound, plan and conduct an investigation on their own about vibrating materials (SEP-INV-P4, SEP-INV-P2), and design a drum and investigate further the connection between vibrating materials and sound (DCI-PS4.A-P1). Students use the results of their investigations as evidence that vibrating matter makes sound.

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

Most lessons have one or more objectives; while each of these objectives may include one or two dimensions, the objectives are not individually three dimensional. Many of the lessons within the units were one dimensional and connected to the DCI. A few lessons include a three- dimensional learning objective; these are generally the Think Like a Scientist or Think Like an Engineer lessons and/or a performance expectation is used as the lesson level objective. 

Formative assessment opportunities include the Wrap it Up questions at the end of every lesson; the rubrics that are included with the Investigate, Think Like a Scientist, and Think Like an Engineer lessons; Checkpoint Quizzes; and some of the Elaborate sections within the lesson. The Wrap it Up questions often assess the one dimension included in the learning objective. The Checkpoint quizzes assess several lessons and connect to the DCIs from those lessons, but rarely assess the SEP or CCCs from within the lesson. The Think Like a Scientist, Think Like an Engineer, and the Investigate lessons include a rubric and Wrap it Up questions. The Wrap it Up questions typically assess the DCI but rarely assess the SEP or CCC. In some instances, the rubrics use the exact language from the Performance Expectation and provide three-dimensional assessment. 

The materials miss opportunities to provide guidance to teachers for using the formative assessment data to support the instructional process or provide next steps to take if a student is demonstrating little or no understanding of the content. The rubrics ask teachers to consider some important ideas; however, they do not provide teachers with a high quality student answer. The sample student responses in the Wrap it Up questions often only address the DCI of the lessons.  

Examples of lessons that do not have three-dimensional objectives, 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 1, Unit 1: Life Science,  Lesson 4: Investigate: Plants and Light, the learning objective is to “observe and describe how a plant responds to light in its environment.” This learning objective is not three dimensional. The formative assessments include a student and teacher rubric and Wrap It Up questions. The rubric asks teachers to determine if students make predictions, record observations of plant growth (SEP-INV-P4), articulate ideas about plant structure, use prior knowledge to infer the reason plants grow toward the light (DCI-LS1.D-P1), and include evidence about plant structure and function. The Wrap it Up question asks students to describe the plant’s appearance after one day in the box and then after one week, and explain their predictions of the cause of the plants growing this way. The Wrap it Up questions assess the SEP and DCI in the learning objective. The teacher materials provide no guidance for modifying instruction if students do not meet the objective of the lesson. 

• In Grade 1, Unit 1: Life Science, Lesson 13: Animals See and Hear, the learning objective is to “explain that animals use their body parts in different ways to see and hear.” This objective is not three dimensional. The formative assessment is the Wrap it Up questions.  These questions  ask students to name the parts that allow these animals to see and hear, answer whether all animals see and hear in the same way, comment on use of their eyes and ears, and provide what animals need to see and hear. The formative assessment questions assess the student's understanding of ways animals use their body parts to see and hear (DCI-LS1.A-P1). The teacher materials provide no guidance for modifying instruction if students do not meet the objectives for this lesson. 

• In Grade 1, Unit 1: Life Science, Lesson 29: Think Like a Scientist: Look for Patterns there is one learning objective: “determine patterns in the behavior of parents and offspring that help offspring survive.” This objective is not three dimensional. The formative assessments include the student and teacher rubrics and the Wrap It Up questions at the end of the lesson that asks questions about how adult animals and their young work together to survive. The students identify that young animals work together with adult animals to help the young survive (DCI-LS1.B-P1). The formative assessment questions assess the objective but do not assess elements from all three dimensions. The teacher materials do not provide information about the follow-up  with the assessment data. There are, however, instructions to use the student and teacher rubrics to guide the teacher’s assessment of the students’ work. 

• In Grade 1, Unit 2: Earth Science, Lesson 1: The Sun, there is one learning objective:  “describe the sun.” The objective is not three dimensional. The formative assessment is the Wrap It Up questions at the end of the lesson, which asks students to answer what is the sun, to describe the sun, and to identify what the sun gives off. The formative assessment questions assess the objective but do not assess elements from all three dimensions. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

•  In Grade 1, Unit 2: Earth Science, Lesson 9: Stars, there are two learning objectives: “describe when you can observe the stars” and “explain why you can see stars only at night.” These learning objectives are not three dimensional. The formative assessment is the Wrap it Up questions, which ask students to answer when they can observe the stars and the reason they are not visible during the day.  The formative assessment tasks assess the objectives but do not assess elements from all three dimensions. The teacher materials provide no guidance for modifying instruction if students do not meet the objectives for this lesson. 

• In Grade 1, Unit 2: Earth Science, STEM Engineering Project: Design a Sundial, there are four learning objectives: “identify the engineering problem they need to solve,” “describe and build a prototype of sundial using only the materials provided,” “test the prototype and analyze their results to determine how well it works,” and “use their observations to make a prediction and then test the prediction.” These learning objectives are not three dimensional. The formative assessments include the teacher rubric and Wrap it Up questions. The teacher rubric assesses the learning objectives that ask students to complete steps of the engineering design process: define the problem, describe how the sundial will solve the problem, compare solutions and chose the one that best addresses the design problem, work collaboratively with team members to build a design, gather data and record their observations, analyze results and used them to suggest improvements to the design, communicate how the design works and the results, use evidence to support conclusions, and make and test a prediction based on previous observations. The Wrap it Up questions asked students to identify the patterns observed as the sun appears to move across the sky, answer why the sun appears to move across the sky, and identify the part of day if objects make long shadows that point to the East. These questions assess beyond the learning objectives for this lesson and focus on understanding the relationship between the apparent motion of the sun (DCI-ESS1.A-P1) and the operation of a sundial. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 1, Unit 2: Earth Science, Lesson 17: Think Like a Scientist: Make Observations, there are two learning objectives: “observe and record when sunrise and sunset occur at different times of year” and “compare data to relate the amount of daylight to the time of year.” These objectives are not three dimensional. The formative assessments include the teacher rubric and the Wrap it Up questions. The teacher rubric asks students to identify and describe the purpose of the investigation, describe data resulting from observations of relative length of the day, describe how observations could reveal the pattern between the amount of daylight and the time of year (SEP-DATA-P3), describe how the relative length of the day was determined, and record observations about the relative length of the day in different seasons and make relative comparisons between the amount of daylight at different times of year. The Wrap it Up questions ask students to compare how the amount of daylight changes from winter to spring and determine when they noticed the fewest hours of daylight. This assesses student understanding of the relative length of day (DCI-ESS1.B-P1). The teacher materials provide no guidance or modifying instruction if students do not meet the objective for this lesson. 

• In Grade 1, Unit 3: Physical Science, Lesson 2: Investigate: Sound, the learning objective is to “demonstrate that vibrating matter can make sound.” The objective is not three dimensional, although the assessment is three dimensional. Students conduct an investigation and complete a table with predictions and observations about rubber bands vibrating and making sounds (SEP-INV-P4). Students complete a rubric about their learning. Students draw cartoons depicting the playing of music and peoples’ reactions. Students answer questions at the end of the lesson about vibrations and sound. Students describe and compare rubber bands vibrating to make sound (DCI-PS4.A-P1, CCC-CE-P2). The teacher materials do not provide information about follow-up actions with the assessment data. There are, however, instructions to use the student and teacher rubrics to guide the teacher’s assessment of the students’ work. 

• In Grade 1, Unit 3: Physical Science, STEM Engineering Project: Design a Drum, there are four learning objectives: “identify the engineering problem they need to solve,” “design and build a prototype of a drum using only the materials provided,” “test the prototypes ability to make objects on plastic wrap jump due to the sound it produces,” and“use their results to suggest ways to improve the prototype.”  These objectives are not three dimensional. The formative assessments include the student and teacher rubric and the Wrap it Up questions. The teacher evaluates students on the engineering design criteria listed in the rubric. The Wrap it Up questions ask students to explain causes and effects and how sound causes matter to vibrate. The teacher materials provide no guidance or modifying instruction if students do not meet the objective for this lesson. 

• In Grade 1, Unit 3: Physical Science, Lesson 17: Investigate: Communicating with Light and Sound, the learning objective is to “observe and record evidence that information can be communicated using devices.” The objective is not three dimensional. The formative assessments include the student observation chart (SEP-DATA-P1), student and teacher rubrics, and the Wrap it Up questions at the end of the lesson. Students record observations about messages sent through a device then share and explain their findings. Then they draw a cartoon of people using their design for communicating, complete a rubric about their learning, and finally answer the Wrap it Up questions about communicating. The assessments are not three dimensional. Students use what they know about sound to explain how they were able to hear a message due to vibration (DCI-PS4.C-P1). The materials do not provide information about follow-up actions with the assessment data. There are, however, instructions to use the student and teacher rubrics to guide the teacher’s assessment of the students’ work. 

Examples of lessons that have three-dimensional objectives, 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 1, Unit 1: Life Science, Lesson 33: Think Like a Scientist, there are two learning objectives: “plan and conduct an investigation in order to make and record observations to show that young animals are like but not exactly like their parents” and “use evidence from their observations to explain their results.” At least one objective is three dimensional. The formative assessment includes the student and teacher rubric and the Wrap it Up questions. Students are asked about similarities and differences between adult pigs and their young. The assessment is three dimensional; students plan and conduct and investigation, record observations of patterns they identify about adult and young animals, and identify similarities and differences between adult and young pigs (DCI-LS3.A-P1, DCI-LS3.B-P1, CCC-PAT-P1, SEP-INV-E3). The teacher materials do not provide information about follow-up actions with the assessment data. There are, however, student and teacher rubrics that guide the teachers assessment of the students’ work. 

• In Grade 1 Unit 2: Earth Science, Lesson 4: Investigate The Sun, there are two learning objectives: “observe the pattern of the sun in the sky” and “use of observations of the sun as evidence to predict the future pattern of the sun in the sky.” At least one objective is three dimensional. The formative assessments include the student and teacher rubric and the Wrap it Up questions.  They ask students about their observations about the sun in the morning and at noon, whether their prediction matched what they saw in the afternoon, and to use the pattern they saw to predict how the sun will move tomorrow. The teacher rubric checks whether students can use a graphical display to organize data from observations of the sun’s position, identify and describe a pattern in data showing that the sun is shown at differing positions in the sky at different times of the day, and use the identified pattern of the motion of the sun to provide evidence that future appearances of the sun can be predicted. The formative assessments assess the elements in the learning objectives (DCI-ESS1.A-P1, SEP-DATA-P3, CCC-PAT-P1). The rubric asks checklist questions about whether the student has completed the activity. The materials do not provide the teacher with an example of high quality answers. The Wrap it Up questions do not assess the learning objectives. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 1, Unit 3: Physical Science, Lesson 18 Think Like and Engineer: Design a Device the learning objectives are three dimensional. There are three learning objectives: “use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance,” “test and revise the prototype device based on results and feedback,” and “use the device to explain how people can use sound or light to communicate.” Collectively, these learning objectives are three dimensional. The formative assessment tasks include student and teacher rubrics, an observation chart, and the Wrap it Up questions at the end of the lesson. The rubrics assess how students solve a problem to communicate using light (DCI-PS4.C-P1, SEP-CEDS-P2). The observation chart asks students to record observations about messages sent through a device without sound and then explain their findings. The Wrap it Up questions ask students to answer questions about communicating without sound. The teacher materials do not provide information about follow-up actions with the assessment data. There are, however, instructions to use the student and teacher rubrics to guide the teacher’s assessment of the students’ work.

The instructional materials reviewed for Grade 1 do not meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. Each unit consists of two or three lesson sequences that include bundles of performance expectations (PEs) as the objectives for each; therefore, all units had three-dimensional learning objectives. 

The summative assessments for each unit include a Unit Test, Unit Performance Task, and an ExamView Test Bank of questions. The Unit Test includes questions in the ExamView Test Bank and typically assesses the DCIs embedded within the objectives (PEs). In some multiple choice questions, students use an image or diagram to respond to questions, but no questions within the Unit Test or ExamView bank were three dimensional, and SEPs and CCCs were not typically assessed. Other question types include fill-in-the-blank and matching questions; however, these also assessed only the targeted DCIs and often focused on vocabulary. Constructed response questions provide limited opportunities to assess two dimensions within the objectives. However, because teachers have the flexibility of selecting the items, not all students may answer the same questions.

The Unit Performance Task provides opportunities to assess student understanding and use of SEP and/or CCC elements; however, typically only one SEP and/or CCC per unit is assessed, missing opportunities to assess each element within the unit objectives. In addition, the unit assessments do not fully assess the ETS performance expectations, when present.

Examples of units that have three-dimensional objectives; the summative assessment tasks do not assess student knowledge of all (three) dimensions in the learning objectives.

• In Grade 1 Unit 1: Life Science, the objectives for this unit include five performance expectations: 1-LS1-1, 1-LS1-2, 1-LS3-1, K-2-ETS1-1, and K-2-ETS1-2. The objectives for this unit are three dimensional. The unit objectives are partially assessed. The assessments for this unit include the Unit Test, which includes five multiple choice questions, five constructed response items, and a Unit Performance Assessment. The assessments address most of the targeted DCIs when students are asked multiple questions about different structures found on animals and how those structures and different behaviors are used for survival. These questions also assess student understanding that the shape of certain body structures is related to their functions (CCC-SF-P1). Additional questions assess student understanding of plants and plant structures.The Performance Task asks students to draw or describe a tool that is similar to an animal part. Then they use an animal part as an idea for a tool, drawing both the animal part and tool design. Multiple elements within the ETS objectives are not assessed. 

• In Grade 1, Unit 2: Earth Science, the objectives for this unit include two performance expectations: 1-ESS1-1 and 1-ESS1-2. The objectives for this unit are three dimensional. The unit objectives are partially assessed. The Unit Test includes 16 questions, consisting of multiple choice and constructed response questions. Student understanding of seasonal patterns is assessed (DCI-ESS1.B-P1) and other questions are asked about the sky (“When is the sky usually darkest?”), but these questions missed opportunities to assess student understanding of how patterns of the sun, moon, and stars can be observed, described and predicted (DCI-ESS1.A-P1). The Unit Performance Task assesses seasonal patterns (DCI-ESS1.B-P1, CCC-PAT-P1). One DCI element and two SEP elements within the unit objectives are not assessed. 

• In Grade 1, Unit 3: Physical Science, the objectives for this unit include six performance expectations: 1-PS4-1, 1-PS4-2, 1-PS4-3, 1-PS4-4, K-2-ETS1-1, and K-2-ETS1-3. The objectives for this unit are three dimensional. The unit objectives are partially assessed. The Unit Test includes multiple choice and constructed response questions that assess student understanding of vibrations, sound, light, and shadows. Students show understanding of how light is needed in order to see objects (DCI-PS4.B-P1), how sound causes vibrations and vibrations cause sound (DCI-PS4.A-P1), and how different types of materials are affected by light  (DCI-PS4.B-P2). In the Unit Performance Task, students design an instrument and a shadow play, then write an explanation to demonstrate show understanding of how an instrument can be made to make noise due to vibrations and how light and objects can create shadows (DCI-PS4.A-P1, DCI-PS4.B-P2).Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed.

The instructional materials reviewed for Grade 1 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Across the grade, phenomena and problems are presented in seven of the 74 lessons. In these seven lessons, the phenomenon or problem drives the learning, and students engage with all three dimensions to explain the phenomenon or solve the problem. 

In the remaining lessons in the grade, questions related to science concepts or topics are often the focus of the learning instead of a driving phenomenon or problem; additionally, students typically only engage in  one or two dimensions within each lesson. Lessons focus on having students explain the concept or idea, build vocabulary, and/or answer a topical question.

Examples of lessons that do not use phenomena and/or problems to drive student learning:

• In Grade 1, Unit 1: Life Science, Lesson 18: Stories in Science: Meet a Spider Woman, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on a video story of Cheryl Hayashi and her work with spiders. Students learn about Cheryl and how she studies spiders. Students talk with the teacher about spiders. 

• In Grade 1, Unit 1: Life Science, Lesson 21-22 Think Like an Engineer: Case Study: A Better Train, the lessons are not driven by a phenomenon or problem; instead, the focus of the learning is on the question, “How can engineers use ideas from the natural world to solve problems?” Students read about a train that was fast but noisy. Students answer text-based questions about the train and how the train engineer used something from nature to fix the noisiness of the train. This lesson helps students understand that engineers can solve problems that people want to change (DCI-ETS1.A-P1).

• In Grade 1, Unit 2: Earth Science, Lesson 4: Investigate: The Sun, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on the concept that the motion of the sun can be observed and predicted. Students view pictures showing the positions of the Sun in the sky then look at an image of a model of the sun, the planets, and their relative sizes. Students engage in an activity to understand the connection between distance and the size objects appear to be. Students sketch the location of the sun at different times of the day, based on the information in the lesson and their observations. Throughout this lesson, students observe the location of the sun at different times of the day to make predictions and track patterns of the sun in the sky (DCI-ESS1.A-M1, CCC-PAT-P1). Students use their observations to share their findings of patterns with their classmates (SEP-DATA-P3).

• In Grade 1, Unit 3: Physical Science, Lesson 1: Vibrate and Make Sound, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on the topic that vibrations make sound (DCI-PS4-A-P1). Students watch a guitar string video and then read text about the guitar string vibrating to make a sound. Students feel their throats and make sounds, describing what they feel when they talk. Students watch a video that tells them about light and sound then define the term, vibrate and identify other objects that vibrate to make sounds.  

• In Grade 1, Unit 3: Physical Science, Lesson 2: Investigate Sound, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on the question, “How is sound made?” Students stretch a rubber band around a box then share ideas about what will happen when they pluck the rubber band. Students pluck the rubber band, using a hand lens to observe the rubber band. Students use different thickness and size rubber bands to see if there is a difference in the sound and record information on a chart (SEP-DATA-P3). Students conclude that vibrations can make sound or sound causes things to vibrate (CCC-CE-P1, DCI-PS4-A-P1).

• In Grade 1, Unit 3: Physical Science, Lesson 9, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on the concept that light is needed for objects to be seen. Students look at objects in a box, turning a flashlight on and off, and record what they see (DCI-PS4.B-P1, SEP-INV-P1). Then they discuss the cause and effect relationship between what was visible when the light was on compared to when the light was in the off position (CCC-CE-P1) . 

• In Grade 1, Unit 3: Physical Science, Lesson 12, the lesson is not driven by a phenomenon or problem; instead, the focus of the learning is on the concept that some materials block all light. Students look at photographs then read about what happens when light is blocked. They then confirm what they read by investigating blocked light by using a flashlight to make shadows (SEP-INV-P4). Students learn that some materials block all the light (DCI-PS4.B-P2). 

Examples of phenomena that drive student learning at the lesson or activity level using the three dimensions:

• In Grade 1, Unit 1: Life Science, Lesson 2: Roots, Stems, and Leaves, the phenomenon is when celery stalks are placed in colored water, the colored water will travel up the celery stalk. Students read about the parts of the plant and their functions. Students role play, discussing the parts of the tree and their functions. In groups, students complete a chart about each part of the plant and what it does (CCC-SF-P1, DCI-LS1.A-P1). Students are given colored water and the celery stalk then observe the colored water traveling up the celery stalk (SEP-INV-P4). They then explain how the parts of a plant and their functions (CCC-SF-P1, DCI-LS1.A-P1) allow the water to move up the stalk.

• In Grade 1, Unit 1: Life Science, Lesson 4: Investigate: Plants and Light, the phenomenon that bean sprouts grow towards the light drives the lesson. Students observe a photograph of a plant growing toward a light source that is to the side of the plant, not directly above. Students sketch their ideas about the occurrence. Students conduct an investigation where they observe and draw their observations for over four days (SEP-INV-P1). They discuss the role that each of the plant parts plays in the life of the plant and how different plants will grow better in different environments because of their structure (CCC-SF-P1). Students observe what happens to plants then use the understanding that plant parts respond to the light to explain their observations of this phenomenon (DCI-LS1.D-P1).

• In Grade 1, Unit 1: Life Science, Lesson 5: Investigate Root Growth, the phenomenon that as seeds sprout, their roots grow down into the ground drives learning. Students watch a time-lapse video of roots growing, think about what makes the plant grow that way, and then discuss their ideas. Students observe what happens to roots when the cup they are growing in is turned on its side (SEP-INV-P1). Students discuss plant structures and their functions (CCC-SF-P1). Students switch the position of the cups to show that the roots’ response to a change in direction helps the plant survive (DCI-LS1.D-P1).

• In Grade 1, Unit 2: Earth Science, Lesson 13: Investigate the Night Sky, the phenomenon of stars moving in an arched pattern across the night sky drives learning. Students watch and discuss a time-lapse video then investigate how Cepheus appears to move using the night sky. To explain the phenomenon, students use a model of Cepheus to describe how stars appear to move (DCI-ESS1.A-P1). They use the model to describe the pattern all stars follow (SEP-DATA-P3). The materials explicitly address how scientists use patterns like these to understand the phenomenon of apparent motion of stars (CCC-PAT-P1). 

• In Grade 1, Unit 2: Earth Science, Lesson 15: Light and the Seasons, the phenomenon that the amount of daylight changes for each season drives the learning. Students talk about their prior experiences and which seasons have the most daylight. Students read and interact with a chart about the amount of daylight in each season (SEP-DATA-P3) then use their bodies to visualize the seasons and the amount of daylight associated with each season. Students watch the time-lapse video of sunrise during two different seasons in order to understand seasonal patterns of sunrise and sunset (DCI-ESS1.B-P1, CCC-PAT-P1). 

• In Grade 1, Unit 2: Earth Science, Lesson 17: Think Like a Scientist: Make Observations, the phenomenon that the sun does not always rise and set at the same time drives learning. Students sketch the same scene at 6:00 pm in summer and winter. They use these observations as evidence to explain that the time of sunrise and sunset can change. Later, students observe and record sunrise and sunset times in order to note patterns about seasonal differences (SEP-DATA-P3), repeating this at a different time of year.  Students use this data to make comparisons (SEP-INV-P4) between the seasons to determine that seasonal patterns of sunrise and sunset exist (DCI-ESS1.B-P1). The materials revisit the concept of patterns throughout the lesson, and teach it explicitly at the conclusion of the investigation to help students make meaning of their findings (CCC-PAT-P1). Students then extend their research to determine if the same patterns are true in other places.

The instructional materials reviewed for Grade 1 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. While some phenomena and problems in the grade drive learning of individual lessons or activities, they do not drive learning across multiple lessons in a lesson sequence or across the unit. 

The materials consist of three content-focused units, which are further organized into two or three lesson sequences, resulting in eight lesson sequences across the grade. While some units included an image or picture that could be referenced throughout the unit, this helped connect learning but did not drive the learning. Instead, each lesson sequence focuses on learning a specific science concept or topic. 

Examples of lesson sequences where student learning is not driven by a phenomenon or problem across multiple lessons, but the materials engage students with all three dimensions:

• In Grade 1, Unit 1: Life Science, Lesson Sequence 1, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on the topic of how plants and animals grow to survive (DCI-LS1.D-P1, DCI-LS1.A-P1). In Lessons 2, 4, and 5, students learn about plant growth and survival. In Lesson 11 students investigate plants, however, the remainder of the lessons in this sequence are focused on topics of animal parts and how they use those parts for survival. Within this sequence, students compare data with other groups to see how the plants respond (SEP-INV-P4). They discuss the role that each of the plant parts plays in the life of the plant, and how different plants will grow better in different environments because of their structure (CCC-SF-P1). 

•  In Grade 1, Unit 1: Life Science, Lesson Sequence 2, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on how different animal parts function and help survival. Students develop understanding of this topic across several lessons; they watch videos, look at pictures, and discuss the parts and functions of animals and how they help them survive (DCI-LS1.A-P1, DCI-LS1.D-P1). Students research underwater animals and share with their classmates what they learned (SEP-INFO-P3). Students conduct an investigation and plan a solution to protect an animal from danger. Then they share their results with classmates.  Students ask questions about their observations in the natural world (SEP-AQDP-P1) and discuss how the structure of the turtle shells has a function and how other animals have structures that have a function to protect the animal (CCC-SF-P1).  

• In Grade 1, Unit 1: Life Science, Lesson Sequence 3, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on the behaviors of parents and their offspring that help young animals survive (DCI-LS1.B-P1, DCI-LS3.A-P1, and DCI-LS3.B-P1). Students use texts and media to research animal behaviors and draw conclusions about patterns (SEP-INFO-P1, CCC-PAT-P1). 

• In Grade 1, Unit 2: Earth Science, Lesson Sequence 1, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on understanding patterns of the sun and the moon. Across several lessons, students learn about the patterns they can observe related to the position of the sun and the moon in the sky. Students watch videos, look at pictures, and discuss the patterns of the sun and the moon in the sky at different times of day and night (CCC-PAT-P1, DCI-ESS1.A-P1). Students observe the sun in the sky at different times of the day and draw a representation of their observations (SEP-DATA-P3). 

• In Grade 1, Unit 2: Earth Science, Lesson Sequence 2, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on the topic of seasons (DCI-ESS1.B-P1). Across the five lessons in this sequence, students collected data for different times throughout the year, examine their data, and think about how the change in sunrise and sunset time relate to the amount of daylight in a day (SEP-DATA-P3). Students discuss patterns they observe in the natural world and observations they made from their data (CCC-PAT-P1). 

• In Grade 1, Unit 3: Physical Science, Lesson Sequence 1, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on light, sound, and their influences in communication. In this sequence of lessons, students learn about light and sound through the text, which they then confirm through investigations (DCI-PS4.B-P1, SEP-INV-P1).  Students make observations (SEP-INV-P1) then plan and conduct student-developed investigations around sound and light (SEP-INV-P2). Students use a simple test to gather evidence of what happens when they pluck the rubber band (CCC-CE-P1). Students learn about how vibrations can make sound or how sound causes things to vibrate.  They learn this by using the rubber band to observe the vibrations and listen to the sound it makes (DCI-PS4.A-P1).

• In Grade 1, Unit 3: Physical Science, Lesson Sequence 2, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on the concept that light is necessary for vision. Students read about light then collect information on how light works by shining light through transparent materials, materials that block some light, materials that block all light, and materials that reflect light (CCC-CE-P1). Students share their observations (SEP-INV-E3) and conclude that objects need to be illuminated with light in order to see them (DCI-PS4.B-P1). 

• In Grade 1, Unit 3: Physical Science, Lesson Sequence 3, a phenomenon or problem does not drive the learning across multiple lessons; instead, this lesson sequence focuses on ideas about how light and sound can be used to communicate. In this lesson sequence, students learn about ways people communicate then explore ways to communicate with light and sound.  Students discuss ways they can conduct a simple test to determine the cause and effect relationship of how things work, then compare their initial ideas with what actually happened.(CCC-CE-P1). Students use flashlights to communicate with each other over a distance (DCI-PS4.B-P2, SEP-INV-P1), then discuss their observations and other ways they could communicate over a distance without talking. Students then design a device that allows them to send messages using sound and/or light (DCI-PS4.C-P1, DCI-ETS1.B-P1).