Report Overview
Summary of Alignment & Usability: Exploring Science | Science
Science K-2
The instructional materials reviewed for Grades K-2 do not meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning does not meet expectations. The materials include three-dimensional learning opportunities but miss opportunities for student sensemaking with the three dimensions. Three-dimensional objectives are consistently present at the unit level but not consistently at the lesson level. The summative assessments do not consistently measure the three dimensions for their respective objectives. The formative assessments are not consistently three dimensional, nor do they provide guidance to support the instructional process. Criterion 2: Phenomena and Problems Drive Learning does not meet expectations. Phenomena and problems are not consistently present in this grade-band of the materials; Grade 2 does not have phenomena or problems, and no more than 8% of lessons in Kindergarten and Grade 1 include phenomena or problems. When found, they are presented to students as directly as possible, are consistently connected to DCIs in life, physical, or earth/space science, and include opportunities for eliciting student background knowledge and experience but do not consistently leverage it. Since phenomena and problems are not consistently present in this grade band, they do not consistently drive learning and use of the three dimensions.
Kindergarten
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Usability
1st Grade
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Usability
2nd Grade
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Usability
Science 3-5
The instructional materials reviewed for Grades 3-5 do not meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning does not meet expectations. The materials include three-dimensional learning opportunities but often miss opportunities for student sensemaking with the three dimensions. Three-dimensional objectives are consistently present at the unit level, but not at the lesson level. The summative assessments do not consistently measure the three dimensions for their respective objectives. The formative assessments are not consistently three dimensional, nor do they provide guidance to support the instructional process. Criterion 2: Phenomena and Problems Drive Learning does not meet expectations. Phenomena and problems are not consistently present in this grade-band of the materials, and, sometimes are connected to DCIs in life, physical, or earth/space science. However, they are not consistently presented as directly as possible to students. The materials infrequently elicit student prior knowledge and experience related to the few phenomena and problems present but do not leverage it. Since phenomena and problems are not consistently present in this grade band, they do not consistently drive learning and use of the three dimensions.