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. Most lessons have multiple objectives and while each of these objectives may include one or two dimensions, the objectives are not individually three dimensional. A few lessons include a three-dimensional learning objective; these are generally the Think Like a Scientist or Think Like an Engineer lessons and a Performance Expectation is used as the lesson level objective. 

All lessons include a Wrap It Up section where students are assessed on the learning objectives; however, the questions typically only address one or two dimensions. In addition, each unit includes a Checkpoint quiz that has one-dimensional items that assess the DCI and sometimes one or two other dimensions. All of the Investigate lessons and Think Like a Scientist/Engineer lessons are group activities and students are individually assessed on a rubric used by both teacher and student. Overall, the materials do not provide guidance to teachers for using formative assessment data to support the instructional process. In a few instances, the Science Background section will mention misconceptions and ideas to build student understanding, however, these are not connected to a formative assessment.

Example of lessons that do not have three-dimensional objectives, and do not provide guidance to support the instructional process.

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Sound of the Game, the learning objectives are: “recognize that sound is a form of energy” and “make an inference about energy conservation during a collision.” These are not three-dimensional learning objectives. Students are assessed with three Wrap It Up questions that ask students to recall how energy of motion transforms into sound (CCC-EM-E3, DCI-PS3.B-E1), explain why covering your ears with your hands reduces the sound you hear (DCI-PS3.A-E2), and answer why a catcher’s mitt might feel warm after he catches a ball (DCI-PS3.B-E1). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 2, Lesson: Spin It, the learning objectives are: “recall that electric current can transfer energy from place to place and then be used locally to produce motion, sound, heat, or light,” “explain that current is produced by transforming the energy of motion into electrical energy,” and “identify the parts of a wind turbine and how they work together to produce electricity.” These are not three-dimensional learning objectives. Students are assessed with two Wrap It Up questions that assess only the second objective. Students are asked to describe two sources of energy of motion and explain how the energy from the moving blades of the turbines is used to produce electricity (DCI-PS3.B-E3, CCC-EM-E3). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 1, Lesson: Properties of Sound Waves, the learning objectives are “describe sound waves in terms of amplitude and wavelength,” “describe the properties of longitudinal waves,” “identify patterns between the wavelength of sound waves and the pitch of sounds,” and “identify patterns between the amplitude of sound waves and the volume of sound.“ These are not three-dimensional learning objectives. Students are assessed with two Wrap It Up questions that ask students to compare how the movement of particles in a sound wave compares to the movement of particles in a water wave. Students are also asked to relate what they know about the amplitude and wavelength to a bird making a high-pitched sound (CCC-PAT-P1, DCI-PS4.A-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 2, Lesson: Investigate: Use a Code, there are two learning objectives: “use a pattern to transfer information” and “share findings with others to compare and evaluate how different patterns can be used to transfer information.” These are not three-dimensional learning objectives. Students are assessed with three Wrap It Up questions, a teacher rubric, and a student self-assessment rubric. The rubrics assess whether the student described some benefits and challenges of using Morse code to transmit information (DCI-PS4.C-E1) and whether the student evaluated the effectiveness of using Morse code as a communication solution under different conditions (DCI-PS4.C-E1, SEP-INV-E3). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 4, Unit 3: Life Science, Lesson Sequence 1, Lesson: Bones and Muscles of an Elephant, there are three learning objectives: “identify the bones and muscles of an elephant,” “describe the functions served by the bones and muscles of an elephant,” and “explain how the bones and muscles of an elephant interact to help the animal function.” These are not three-dimensional learning objectives. Students are assessed with three Wrap It Up questions that ask students to identify that the skull protects the brain, explain how bones and muscle work together to help an elephant move (DCI-LS1.A-E1, CCC-SYS-E1), and explain why thick bones would help an elephant survive (DCI-LS1.A-E1). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 4 Unit 4: Earth Science, Lesson Sequence 2, Lesson: STEM Engineering Project: Design a Seismograph there are four learning objectives: “define the engineering problem they need to solve, including criteria and constraints,” “design and build a model of a seismograph within the constraints of the design,” “test the model and analyze their results to determine if it meets the criteria of the problem,” and “use the results of their tests and ideas from their classmates to improve their design.” These are not three-dimensional learning objectives. Students are assessed with three Wrap It Up questions, a teacher rubric, and a student self-assessment rubric. Students are asked to define the criteria of the problem and identify which was most difficult to meet (DCI-ETS1.A-E1), to state how they could use their recording to assess the strength of the shaking, and to explain how people can use seismographs to mitigate earthquake damage (DCI-ESS3.B-E1). The teacher rubric assesses students on various components of the investigation. Students are scored on how well they define the problem and identify the constraints (DCI-ETS1.A-E1), how well they work with their group, gather information, test their solutions, and draw their conclusions (SEP-CEDS-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objectives for this lesson. 

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 4, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Investigate: Collisions, there are two learning objectives: “Ask questions about the changes in energy that occur when objects collide” and “use observations of how an object’s speed and direction of motion change to form an explanation about how energy is transferred during collisions.” These are three-dimensional learning objectives. Students answer three Wrap It Up questions and complete a rubric for self-assessment. The Wrap It Up Questions ask students to describe how catching a ball changes its energy (DCI-PS3.A-E2), ask and answer their own questions about how the energy of a ball changes when it collides with an object (DCI-PS3.C-E1, SEP-AQDP-E1), and to predict what might happen to the energy of the ball if they hit it harder (DCI-PS3.C-E1). The rubric rates students on their participation in the group investigation. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 1, Lesson: Investigate: Wavelength and Amplitude, there is one learning objective: “Develop a model of waves to describe patterns in terms of amplitude and wavelength “ This is a three-dimensional learning objective. Students are assessed with two Wrap It Up questions, a teacher rubric, and student self-assessment rubric. The two rubrics assess group work and focus on the DCIs. The Wrap It Up questions ask students to describe the properties of each wave they modeled (DCI-PS4.A-E2) and to analyze how two waves with the same wavelength differ (DCI-PS4.A-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

Examples of lessons that have three-dimensional objectives, the formative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective, but do not provide guidance to support the instructional process.

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 2, Lesson: Investigate Light, there is one learning objective, “make observations to provide evidence that energy can be transferred from place to place by light.” This is a three-dimensional objective. Students are assessed with three Wrap It Up questions and a rubric. Students use their observations as evidence to explain how energy can be transferred from place to place by light (DCI-PS3.A-E2, CCC-EM-E3, and SEP-CEDS-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 4, Unit 3: Life Science, Lesson Sequence 1, Lesson: Think Like a Scientist: Construct an Argument, there is one learning objective, “construct an argument that animals have internal and external structures that function to support survival, growth, and behavior.” This is a three-dimensional learning objective. Students are assessed with three Wrap It Up questions and two rubrics: a teacher rubric and student self-assessment rubric. The teacher rubric assesses students on how well they identify the internal and external features of a wolf (DCI-LS1.A-E1), how well they compare and contrast a wolf and an elephant (DCI-LS1.A-E1), and how well the students’ claim and argument explains how a wolf’s internal and external structures help it survive (SEP-ARG-P6, DCI-LS1.A-E1, and CCC-SYS-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 1, Lesson: Investigate: Weathering and Erosion, there is one learning objective: “use evidence from observations to describe how weathering and erosion can change the land.” This is a three-dimensional learning objective. Students are assessed with three Wrap It Up questions, a teacher rubric, and student self-assessment rubric. The Wrap It Up questions ask students to explain how their results compare to their predictions (SEP-INV-E4), explain what processes they modeled (DCI-ESS2.A-E1, SEP-MOD-E4), and explain the causes of the rock formations that they see in their book (DCI-ESS2.A-E1, CCC-CE-E1). The teacher rubric assesses students on various components of the investigation. They are scored on how well they record their predictions, observations, and evidence in their investigation (SEP-INV-P6). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Investigate: Earthquake, there is one learning objective, “make observations and analyze results to form an explanation about causes and effects of liquefaction.” This is a three-dimensional objective. Students are assessed with three Wrap It Up questions, a teacher rubric, and a student self-assessment rubric. The questions ask students to explain what the block represents, what hitting the wet sand with the mallet represents, and how the investigation demonstrates the effects of liquefaction (SEP-MOD-P1, DCI-ESS3.B-E1, and CCC-CE-E1). Students also explain how they would revise the model to keep the structure safer (SEP-MOD-E4). The teacher rubric assesses students on how well they show liquefaction, how well they demonstrate a cause and effect between a motion and liquefaction (CCC-CE-E1), and how they would revise their model. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

The instructional materials reviewed for Grade 4 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. 

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. The 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.

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 4, Unit 1: Physical Science, the three-dimensional objectives include seven performance expectations: 4-PS3-1, 4-PS3-2, 4-PS3-3, 4-PS3-4, 4-ESS3-1, 3-5 ETS 1-1, and 3-5 ETS 1-3. The objectives are partially assessed by the two summative assessments in the unit; a Performance Task and a Unit Test. The Performance Task is three-dimensional and assesses 4-PS 3-1. Students read a situation about two kids who want to determine how to make a marble go farther. Students state who they agree with,  follow a procedure, record data in a table, use their data as evidence of which marble went farther, check if their data matches their initial idea, and construct an explanation about the relationship between speed and energy, using kinetic energy and transfer (DCI-PS3.A-E1, SEP-CEDS-E2, and CCC-EM-E3). The Unit Test includes 13 items: nine multiple choice questions and four constructed response questions. The items are one or two dimensional. Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed. 

• In Grade 4, Unit 2: Physical Science, the three-dimensional objectives include three performance expectations: 4-PS4-1, 4-PS4-3, 3–5-ETS1-2. The objectives are partially assessed by the two summative assessments in the unit, a Performance Task and a Unit Test. In the Performance Task, students develop and describe a model of a wave. Students draw their model, label the parts (SEP-MOD-E3, DCI-PS4.A-E2), describe their model (DCI-PS4.A-E1, DCI-PS4.A-E2), and then compare their model to a real wave and describe its strengths and weaknesses (DCI-PS4.A-E1, DCI-PS4.A-E2). The Unit Test includes 12 items: eight multiple choice questions, three constructed response questions, and one multi-part question where students draw and describe models. All of the multiple choice questions assess DCIs only, with the exception of Question 12. In this question students draw a model of a sound wave with a different pitch than shown and describe if the pitch is higher or lower than the pitch shown. Students also draw a model of a sound wave with a different volume than shown and describe if the volume is higher or lower than the original volume shown (SEP-MOD-E3, DCI-PS4.A-E2). Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed and the ETS PEs are not assessed by the summative assessments. 

• In Grade 4, Unit 3: Life Science, the three-dimensional objectives include three performance expectations: 4-LS1-1, 4-LS1-2, and 4-PS4-2. The objectives are partially assessed by the two summative assessments in the unit; a Performance Task and a Unit Test. In Part I of the performance task, students draw and label a diagram of sunflowers throughout the day. In Part 2, students answer three constructed response questions. Students use evidence from the passage to construct an argument about how the structures of the young sunflower help it survive (DCI-LS1.A-E1, SEP-ARG-E4), they describe how they could gather evidence to determine if the structures in a sunflower are found in other plants (DCI-LS1.A-E1, SEP-INV-P2), and they carry out their plan and describe the results. The Unit Test includes 13 items: nine multiple choice questions, three constructed response questions, and one question where students draw and describe a model. Most of the items are one dimensional and assess the DCIs, with the exception of Questions 3 and 5. In Question 3, students identify the experimental claim being investigated in a proposed experiment. In Question 5, students interpret a graph to identify changes to a beavers’ body temperatures during hibernation. Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed. 

• In Grade 4, Unit 4: Earth Science, the three-dimensional objectives include six performance expectations: 4-ESS1-1, 4-ESS2-1, 4-ESS2-2, 4-ESS3-2, 3–5-ETS1-1, and 3–5-ETS1-3. The objectives are partially assessed by the two summative assessments in the unit; a Performance Task and a Unit Test. The Performance task asks students to read a passage about Morro Rock, one of ‘The Nine Sisters’. They are told that a student (Lisa) wants to plan an investigation to see how Morro Rock was formed (DCI-ESS2.A-E2). From the passage, students identify the question that Lisa wants to ask, identify what data she should collect, describe how Lisa should carry out her investigation, identify the tools that she might use, and identify sources that she might use to find reliable information. The Unit Test includes 14 items: nine multiple choice questions and five constructed response questions. Most items assess only the DCIs. For example, in Question 2, students identify that canyons are formed from erosion (DCI-ESS2.A-E2). In Question 3, students read about an investigation and identify that it shows rocks can be weathered (DCI-ESS2.A-E2). Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed.

The instructional materials reviewed for Grade 4 do not meet expectations that phenomena and/or problems are connected to grade-level Disciplinary Core Ideas (DCIs). Problems, when present in the materials, do not consistently connect to elements of appropriate grade-level DCIs. Rather, in most instances, problems or design challenges engage students in elements of the ETS DCIs and infrequently connect learning to any content specific grade-level DCI in life, physical, or earth and space science, or associated element. No phenomena were present in the materials for Grade 4.

Three of the eight identified problems require students to use grade-band appropriate DCIs to solve the design challenge or problem. In several cases students could complete the problems without using content knowledge. 

Examples of problems that connect to grade-band DCIs present in the materials:

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Design, Test, and Refine a Device, the challenge is to create a buzzer that is battery-powered and controlled by a switch for a new board game that is coming out. Students observe several objects with flashing lights or components. They are asked to think about which objects may include batteries or a circuit. They are introduced to the problem, and identify constraints, and then engage in an iterative design cycle where they test their model and receive feedback from peers to change and improve their models (DCI-ETS1.B-E3). Within the lesson, the challenge is used to help students understand how different forms of energy are used and transformed throughout the circuit  (DCI-PS3.B-E3). 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Make Observations, the problem is that a farmer’s field is experiencing water-driven erosion. Students see an image of excess water having formed a gully near a farmer’s field. They are asked to identify what problems this may create for the farmer. Students then define the problem and identify the criteria and constraints of the problem (DCI-ETS1.A-E1). Within the lesson, the problem is used to help students build understanding of how rainfall impacts the shape of land through the process of erosion (DCI-ESS2.A-E2). 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Generate and Compare Solutions, the design challenge is to make a house that is more earthquake-resistant. Students define the problem, identify criteria and constraints, and determine how they will demonstrate success.They build their models, test them, and refine their design if needed. Within the lesson, building and testing models helps students understand that humans can take steps to reduce the impacts of natural hazards (DCI-ESS3.B-E1).

Examples of problems that do not connect to life, earth, or physical science grade-level DCIs or their elements:

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: STEM Space Station Project: Design a Collision Shield, the challenge is to design a shield to protect a hard boiled egg from a 1-meter drop collision. Students are shown a video of helmet testing and are asked questions about why certain parts of the helmet are made from different materials. They are asked what would happen if a hardboiled egg is dropped onto the floor and onto a pillow. Students discuss two questions about energy transfer and then engage in a design cycle, defining the problem and identifying constraints, and then engaging in iterative design (DCI-EST1.B-E2). While students use energy when dropping an egg, the challenge is to build a shield to protect an egg from cracking and does not require students to understand how an object possesses more energy, the faster it moves. 

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Design, Test, and Refine a Device, the problem is that people in a remote community without electricity or other infrastructure need a sustainable energy source. Students are shown a video of an egg being cooked on the sidewalk or on a hot pan and are introduced to the problem of communities without electricity or infrastructure and how they can still cook in these areas. Students define the problem, identify constraints, and determine how they will demonstrate success. They research elements of solar ovens, draw a prototype, build, test, and analyze results from their ovens (DCI-EST1.A-E1). While students engage with science and engineering practices, grade level disciplinary core ideas are not needed for students to solve the problem of designing a solar oven. 

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Compare Multiple Solutions, the problem is to devise a non-visual way to communicate with someone in the next cabin at summer camp without talking by using a pattern or digital signal. Students play a game where they try to explain science vocabulary terms to each other without talking. They learn about how barcodes are used in various applications. They are introduced to the problem and determine the constraints and criteria of not using not using light or cell phones. Students build, test their prototype, analyze their findings, compare and evaluate the solutions based on how the design meets the criteria and constraints (DCI-ETS1.C.E1). While students engage in engineering practices the challenge does not require students to understand how distance can impact sound degradation from voice to digital. 

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 2, Lesson: STEM Engineering Project: Design a Wind Instrument, the design challenge is to build a wind instrument and use it to send a message. Students discuss how wind instruments work to produce a sound while looking at images of musicians. Students then define the problem and identify the criteria and constraints of the problem. Students observe the given materials and perform some basic tests as well as internet research to identify how they can make sounds using the materials (DCI-ETS1.B-E1). They engage in an iterative design process, testing their solutions, presenting theirs to peers, and revising their designs (DCI-ETS1.B-E3). While the students do transmit sound that is over a distance, the challenge does not require students to think about degradation of sound nor apply grade level disciplinary core ideas. 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: STEM: Engineering Project: Design a Seismograph, the challenge is to design a seismograph to demonstrate the strength of a modeled earthquake. Students observe a seismograph and identify what the parts of it were doing and how it might be helpful to scientists studying earthquakes. They read about ancient earthquake tracker models and are create a seismograph which meets the specified criteria. Students design a frame for the recording device, record data when creating a shaking motion, analyze data, compare results, and revise their model (DCI-ETS1.B-E3). Students present their findings focusing on the design and meeting the criteria. While students create a model of a seismograph to measure their shaking, the challenge does not require students to know about how humans can take steps to reduce their impact, cannot eliminate hazards, or that hazards take place from natural processes.

The instructional materials reviewed for Grade 4 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. 

Across the grade, problems are presented in eight of the 81 lessons. In one of the lessons, a problem drives the learning, and students utilize all three dimensions to solve the problem. In seven lessons, a problem drives the learning of the lesson, but students engage in one or two dimensions as they make sense of the phenomenon or solve the problem.

In the remaining 73 lessons, 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 did not use phenomena and/or problems to drive student learning:

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Sound of the Game, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the question, “How is sound produced?” as students build vocabulary on the conservation of energy. Students read and answer questions related to sound and energy and engage in discussions on objects that vibrate to make sounds (DCI-PS3.A-E2) and how energy is conserved and can be transformed (DCI-PS3.B-E1). Furthermore, students list examples of energy being transformed into sound in various ways (CCC-EM-E3) but do not use science and engineering practices to support them in recognizing that sound is a form of energy. 

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think like a Scientist: Obtain and Combine Information, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on obtaining and combining information about the use of energy resources and making a claim of how they affect the environment. Students research how different energy sources impact the environment from various sources, present their information and analyze data used to support the claims. (SEP-INFO-E4, DCI-ESS3.A-E.1, and CCC-CE-E1 ). Students discuss why there are different examples and explanations to the problems and solutions that they researched and are encouraged to come up with their own energy design. 

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 1, Lesson: Waves, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the topic of waves.  Students build vocabulary and conceptual understanding of waves. Students ‘do the wave’ with their class and then discuss when they have experienced waves. They observe a photo of a surfer on a wave and then read a brief passage about waves (DCI-PS4.A-E1). They discuss the definition of waves and then describe how a wave travels across the ocean. Students do not engage in crosscutting concepts or science and engineering practices in this lesson.

• In Grade 4, Unit 3: Life Science, Lesson Sequence 1, Lesson: External Structures of a Wild Rose, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning on the topic of external plant structures. Students identify the structures and their functions in plants. Students read and answer questions about the external structures of the wild rose and their functions (DCI-LS1.A-E1). They observe a photograph or video of a wild rose blooming and use a graphic organizer to record information about the external structures and functions of the rose. Students do not engage in crosscutting concepts or science and engineering practices in this lesson.

• In Grade 4, Unit 3: Life Science, Lesson Sequence 2, Lesson: Think Like a Scientist: Use a Model, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the science and engineering practice of  developing and using models. Students look at a photograph of a mouse and a snake and discuss their differences. Students design a model that shows how the mouse and the snake might receive information through several of their senses as they search for food (DCI-LS1.D-E1, SEP-MOD-E6). Students discuss their models and research how the mouse and snake gather information then revise their models to explain how the senses help the organisms to survive. (DCI-LS1.A-E1, SEP-ARG-E4). Students do not engage in crosscutting concepts in this lesson.

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 1, Lesson: Wind Changes the Land, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the topic of how wind weathers rocks to form sediment. Students engage in an activity to move sand with a straw and connect to previous lessons on erosion(INV-P4). Students read text and recall the meaning of the terms erosion, weathering, and deposition (DCI-ESS.A.E2). Students see images of rock, toadstool, and sand dunes and discuss how wind causes weathering, erosion, and deposition. They return to the photo and describe how wind shaped the landscape. Students do not engage in crosscutting concepts in this lesson.

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 1, Lesson: Eastern Temperate Forest, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the topic of temperate forests; students identify organisms that live in the temperate forest and how the plants adapt to the regional climate. Students see images of deciduous trees changing widely throughout the four seasons. They read about the Eastern Temperate Forest, focusing on how the amount of rain impacts the area and organisms have adapted to the moisture levels compared to Pacific Northwest forests (DCI-ESS2.A-E2). Students do not engage in crosscutting concepts or science and engineering practices to learn more about the topic. 

Examples where phenomena or problems drive individual lessons, but do not use all three dimensions:

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Design, Test, and Refine a Device, the challenge is that people in a remote community without electricity or other infrastructure need a sustainable energy source. Students plan and conduct an investigation to produce data as evidence when testing their solar ovens (SEP-INV-E1). Students have an opportunity to repeat the process to test a final design and explain their results (DCI-ETS1.B-E2) and then use their knowledge of energy transformation to explain their design solution (DCI-PS3.D-E1). Students do not engage in crosscutting concepts to solve this problem. 

• In Grade 4, Unit 2, Physical Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Compare Multiple Solutions, the problem is to devise a way to communicate with someone in the next cabin at summer camp without talking. Students define the problem, criteria, and constraints (DCI-ETS1.A-E1) They use the given materials to design a way to send a message using Morse code, test their models, and then compare their results, and designs with classmates. Students identify which solution best met the criteria (SEP-CEDS-E5). Students do not use a crosscutting concept to solve this problem.

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 2, Lesson: STEM Engineering Project: Design a Wind Instrument, the challenge is to build a wind instrument and use it to send a message. Students are shown a cell phone playing four different alerts and are asked how people use patterns of sound to communicate. They review several instruments and the sounds that they make, define the problem and engage in an iterative design process to design their instrument while adhering to criteria and constraints. Students test, present, and revise their models of instruments  (DCI-ETS1.B-E1, DCI-ETS1.C-E1). They explain the results of their design and explain how it met or did not meet the criteria using evidence from their tests (SEP-CED-E2). Students do not use a crosscutting concept to solve this challenge. 

• In Grade 4, Unit 4, Lesson Sequence 2: STEM Engineering Project: Design a Seismograph, the challenge is to design a seismograph to demonstrate the strength of a modeled earthquake. Students see a video of a seismograph with a horizontal drum. They discuss why it may be beneficial to measure the size and strength of earthquakes (DCI-ESS3.B-E1). Students define the problem, determine the constraints, build a frame and recording device, and determine how they will test their models (SEP-INV-E1, SEP-INV-E3). Students present their solutions, test their seismographs, and revise their models. Students do not use a crosscutting concept to solve the problem. 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 3, Lesson: Think Like a Scientist: Generate and Compare Solutions, the challenge is how to make a house that is more earthquake-resistant. Students observe damage to buildings caused by earthquakes, and then view an image of a building with a core-suspended isolation system. They are asked how this design can help the building withstand earthquake damage (DCI-ESS3.B-E1). The instructional materials guide students through the design process as students create a model house that will withstand an earthquake (DCI-ETS-1.A-E1). Students test their models and iteratively improve them based on their results and presentations from other class members (DCI-ETS1.B-E3). They reflect on how well their solution performed, using evidence from their trials (SEP-CEDS-E2). Students do not use a crosscutting concept to solve this challenge. 

Example where a problem drives an individual lesson and uses all three dimensions:

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Make Observations, the problem is that a farmer’s field is experiencing water-driven erosion. Students recall their experience modeling water erosion in an earlier lesson. Then define the problem and identity solutions to mitigate land loss due to rainfall in a region (DCI-ESS2.B-E2). Their solutions must include a measure to know if they are successful. Students then design an investigation to test their models, consider variables, collect data, explain their solution to the problem using data and revise their solutions based on the results (SEP-INV-E1, SEP-INV-E3).  Following testing and feedback, they revise their models (DCI-ETS1.B-E3), reflect on what long-term effects may result from continual deposition of sediment such as what they saw in their models (CCC-CE-E1).

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. Eight lessons engage students in solving design problems. One of the challenges elicits but does not  leverage students’ prior knowledge. Throughout Grade 4, the instructional materials direct students to share their prior knowledge through predictions but do not ask students to provide a rationale behind their predictions. Therefore there is little opportunity for teachers to leverage student prior knowledge to address misconceptions. 

Example where materials elicit but do not leverage students’ prior knowledge and experience related to problems:

• In Grade 4, Unit 2:Physical Science,  Lesson Sequence 2, Lesson: STEM Engineering Project: Design a Wind Instrument, the challenge is to build a wind instrument and use it to send a message. Students view a series of images and share their experiences playing a brass instrument or watching others play. They do the same with a flute and then with reed instruments. This allows students who have had these experiences to share but not all. Further, there is a missed opportunity to leverage student prior knowledge and experience of the challenge.

Examples where materials do not elicit or leverage students’ prior knowledge and experience related to problems:

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Design, Test, and Refine a Device, the challenge is that people in a remote community without electricity or other infrastructure need a sustainable energy source. Students share their experiences with cooking and prior knowledge with energy transfer; however, they are not asked specifically about solar ovens or cooking without electricity which are needed for students to complete the challenge.

•  In Grade 4, Unit 1:Physical Science, Lesson Sequence 3, Lesson: STEM Space Station Project: Design a Collision Shield, the challenge is to design a shield to protect a hard boiled egg from a 1-meter drop collision. During a teacher-led demonstration students are asked to make predictions about what will happen to hard boiled eggs when dropped and to make connections between the egg demonstration and the relationship between energy and speed. The materials do not elicit students’ prior knowledge and experiences of the design challenge. 

• In Grade 4, Unit 2:Physical Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Compare Multiple Solutions, the problem is to devise a way to communicate with someone in the next cabin at summer camp without talking. Students play charades and are asked, “What was the barrier to communication”, and “What did you do to overcome the barrier?” The instructional materials provide no opportunities for students to share their knowledge or experiences related to the problem. 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2 Lesson: Think Like an Engineer: Make Observations, the problem is that a farmer’s field is experiencing water-driven erosion. Students are asked to recall information from a previous lesson on erosion but not personal experience with erosion or solving the problem of soil erosion reduction which is needed for students to complete the challenge. 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: STEM: Engineering Project: Design a Seismograph, the challenge is to design a seismograph to demonstrate the strength of a modeled earthquake. Students are asked to use images in their text to consider the question, “How might earthquakes affect the people who live in the area?” The instructional materials provide no opportunities for students to share their knowledge or experiences with the challenge. 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Generate and Compare Solutions, the design challenge is to make a house that is more earthquake-resistant. The materials ask students to recall information about seismographs and earthquakes from previous lessons (Early Warning Systems and Earthquakes); however, students are not asked whether they have prior experiences with designing tools to collect measurements. Rather, students are asked to define earthquake-resistant buildings, solutions, criteria, and constraints that do not support them in building a seismograph.

The instructional materials reviewed for Grade 4 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 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. 

None of the nine lesson sequences have problems or phenomena that drive learning across multiple lessons. Six of the ten lesson sequences engage students with all three dimensions. None of the nine lesson sequences have opportunities for students to develop, evaluate, and revise their thinking as they figure out phenomena and define/solve problems. The four units in Grade 4 do not have an anchoring phenomena but are instead set up by topical strands such as Physical, Life, and Earth science. 

Examples of a lesson sequence 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 4, Unit 1: Physical Science, Lesson Sequence 1, a phenomena or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of energy transfer in collisions in baseball. Throughout the lesson sequence, students investigate the speed and energy of objects and the changes that occur as a result of a collision. In Investigate Speed, students do an activity to conclude that the more energy the ball has, the faster that it moves (DCI-PS3.A-E1, SEP-CEDS-E2). In Hit the Ball, students do an activity with materials they can knock down to solidify the connection between sound, energy, and collisions (CCC-EM-E3). In Investigate Collisions, students read that the amount of energy in a ball changes when it collides with objects in different ways. Students explore how the amount of energy transferred to a ball changes when it collides with objects in different ways (SEP-AQDP-E3). Students describe the transfer of energy when objects collide, and the changes in motion that occur as a result of the collision (DCI-PS3.B-E1, DCI-PS3.C-E1). In Sounds of the Game, students recognize that sound is a form of energy. Students list examples of energy being transformed into sound in various ways (CCC-EM-E3). 

• In Grade 4, Unit 1: Physical Science, Lesson Sequence 2, a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of sound and light energy transfer. In Investigate: Sound, students make predictions and then record their observations as they talk softly and loudly through a paper towel tube and observe salt grains move (SEP-INV-E3). Students discuss their predictions, results, and how the energy transferred from their voice to the salt grains (DCI-PS3.A-E2, CCC-EM-E3). In Investigate: Light, students make predictions, record their observations of what will happen to both exposed and unexposed areas of paper left in the sun (SEP-INV-E3), and share their observations and conclusions as to how they know it was the sunlight and not something else that caused the paper to fade (DCI-PS3.B-E2, DCI-PS3.A-E2, DCI-PS3.B-E1). In Investigate: Heat, students make predictions and then record their observations as they place a spoon with butter on the stem in cups of different temperature water (SEP-INV-E3). Students share their observations and conclusions about what happened to the butter’s thermal energy and particles as it melted (DCI-PS3.B-E1). In Investigate: Electric Circuits, students make predictions and then record their observations about which materials can complete an electric circuit (SEP-INV-E3) and discuss why some materials did not readily complete a circuit (DCI-PS3.A-E2). 

• In Grade 4, Unit 2: Physical Science, Lesson Sequence 1, a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of waves. Students learn about the properties of waves. They engage in experiments to see how waves move objects and how to change properties of waves. This DCI drives the learning in these lessons as students learn about properties of waves and then amplitude and wavelength. In the first three lessons students learn properties of waves, water waves and sound waves.(DCI-PS4.A-E2)  In the second lesson in the lesson sequence, students also use patterns to identify water waves that will hit with a higher force.(CCC-PAT-E1). In the next two lessons in the lesson sequence, students investigate waves by modeling ocean waves by creating water waves (DCI-PS4.A-E2, DCI-PS4A-E1, SEP-MOD-E3) and using a physical and virtual model to measure wavelength and amplitude (DCI-PS4.A-E2, SEP-MOD-E1). 

• In Grade 4, Unit 3: Life Science,  Lesson Sequence 1, a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of plant and animal internal and external structures and functions. In Think Like A Scientist, students label the internal and external parts of the buttercup and compare them to the wild rose (DCI-LS1.A-E1). Students construct an explanation of how the internal and external structures the buttercup has helps it grow, survive, or reproduce (SEP-ARG-4). Students also conclude that all plants have similar internal and external structures. In the second Think Like a Scientist lesson,  students label the internal and external parts of the wolf and compare them to the elephant (DCI-LS1.A-E1). Students construct an explanation of how the wolf’s internal and external structures help it grow, survive, or reproduce  (SEP-ARG-4) and discuss how plants and animals are systems (CCC-SYS-E2).

• In Grade 4, Unit 3: Life Science, Lesson Sequence 2,  a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of animal senses. Throughout the lesson sequence, students learn about how animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. In Animal Senses, students view a video of how animals use their senses to gather information about their surroundings. Students work in groups to discuss how one of a leopard’s senses may influence its behavior and how the leopard might use all of its senses in a certain scenario (DCI-LS1.D-E1, CCC-SYS-E2). In Light and Sight, students learn how a leopard sees a squirrel and how the leopard’s brain is involved (DCI-LS1.D-E.1), as they discuss the cause and effect relationship of light entering the eyes (CCC-CE-E1). In Think Like A Scientist, students design a model that shows how a mouse and a snake might receive information through several of their senses as they search for food (DCI-LS1.D-E1, SEP-MOD-E6). 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 1,  a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of rainfall in different regions. Throughout the lesson sequence, students learn about the differences in rainfall that affect living things in different regions. Students analyze data on precipitation, use the map and data to make meaning of rainfall across the United States, and look at the differences in rainfalls in four regions and how it affects living things (DCI-ESS2.A-E2). In Weathering, students learn about the effects of water, wind, and gravity on land.(DCI-ESS.A.E2, CCC-CE-E1). In Investigate: Weather and Erosion, students model the process of weathering and erosion  where they use both friction and water abrasion to weather sandstone rocks (DCI-ESS2.A-E2). Students explain how the investigation was like real weather and describe the differences (SEP-MOD-E1). 

• In Grade 4, Unit 4: Earth Science, Lesson Sequence 2,  a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of impacts of natural hazards. Students read about different natural hazards and discuss how each of them are dangerous to humans, including earthquakes, tsunamis, volcanoes, and liquefaction, and their causes and effects (CCC-CE-E2). They read about solutions humans have created to help minimize the impact of each hazard (DCI-ESS3.B-E1) and build a seismograph to record earthquakes, designing their own investigation to test their device (SEP-INV-E1, SEP-INV-E3).