The instructional materials reviewed for Grade 3 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.

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

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Pushes and Pulls, there are two learning objectives: “define force as the strength and direction of a push or a pull on an object” and “identify patterns involving force and motion.”  These are not three-dimensional learning objectives. Students answer three Wrap It Up questions where students describe what a force is, how the direction of a push relates to the direction that the object moves (DCI-PS2.A-E1), and how the force the people apply to the cart changes if more team members pushed and pulled the cart. The assessment is not three dimensional. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 1: Physical Science,  Lesson Sequence 2. Lesson Investigate: Motion, the lesson contains the learning objective: “observe and measure the pattern of an object’s motion. Predict the future motion of an object moving in a regular pattern.”  This is not a three dimensional objective. Students are assessed with two Wrap It Up questions and a rubric. The Wrap It Up questions ask students to explain whether their results support their predictions and to identify a pattern in their data (CCC-PAT-P1). In the student rubric, students self-assess on how well they can identify the purpose of the investigation; describe what data they collected, and why; conduct an investigation effectively by gathering and recording data carefully; and use the data to identify a pattern of motion and use that pattern to make predictions. While the task is done collaboratively, the teacher rubric is assessed individually, and it assesses three dimensions. The rubric consists of four questions that assess whether students identify and describe the purpose of the investigation, can work efficiently in groups, can describe the data that was collected to observe the motion of an object and how the data would be used to identify patterns of motion (SEP-DATA-E1), and whether students use the data to identify the pattern of the object's motion and made reasonable predictions concerning its future motion (DCI-PS2.A-E2, CCC-PAT-E2). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson. 

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like A Scientist: Determine Cause and Effect Relationships, there is one learning objective: “ determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.” This is not a three-dimensional learning objective. Students are assessed with two Wrap It Up questions and a rubric. In the Wrap It Up questions, students answer how their data show a cause-and-effect relationship (CCC-CE-E1), to provide evidence that an object can exert magnetic or electric forces on another object without contacting it (DCI-PS2.B-E2). The student and teacher rubrics assess students’ abilities to conduct experiments (SEP-INV-E1), how well students worked in a group, and whether students understand cause and effect relationships (CCC-CE-E1). This assessment is three dimensional; however, the materials do not identify when or how the teacher should collect this information. While the task is done collaboratively, the teacher rubric assesses students individually. Additionally, the teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 2: Life Science, Lesson Sequence 1, Lesson: Life Cycle of a Jalapeño Pepper Plant, there are two learning objectives: “create and use diagrams to explain life cycles” and “analyze the unique life cycle of a jalapeño pepper plant.” The objectives are not three dimensional; however, they build towards the PE objectives at the topic level. These objectives are assessed throughout the lesson during class discussions and activities in the Explain portion of the lesson. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson

• In Grade 3, Unit 4: Earth Science, Lesson Sequence 2, Lesson: STEM: Engineering Project, there are four learning objectives: “define the engineering problem they need to solve, including criteria and constraints,” “design and build a model of a tower 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 two Wrap It Up questions and a rubric. The Wrap It Up Questions focus on students demonstrating understanding of the SEPs; students define a fair test (SEP-INV-E1) and explain whether changes made to their model tower make it better and how they know (SEP-CEDS-E5). The teacher rubric assesses students on how well they define the problem, identify the criteria, analyze results, improve their designs (DCI-ETS1.B-E2, DCI-ETS1.B-E3) and how well the effects of high wind on a tower are mitigated. 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) 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 3, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Think Like An Engineer: Plan and Conduct an Investigation, the lesson contains one objective: ”plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.” This is a three-dimensional learning objective. Students are assessed through two rubrics: a teacher rubric and student self-assessment rubric. The student rubric asks students to self-assess whether or not they were able to plan an investigation successfully. The teacher rubric asks the same questions and the teacher rates student work for each category, including asking students to identify the phenomenon, describe the purpose of the investigation, demonstrate understanding between data and evidence (SEP-INV-3), work collaboratively to collect, record, and analyze data, and use data to “determine how balanced and unbalanced forces determine the motion of an object (DCI-PS2.A-E1). This assessment focuses on behaviors and actions of scientists. There is no guidance for teachers to make distinctions or where to find it in the student work.

• In Grade 3, Unit 2: Life Science, Lesson Sequence 2, Lesson: Think Like a Scientist: Construct an Explanation, the lesson contains one objective: “use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.” This is a three-dimensional learning objective. Students are assessed with two Wrap It Up questions and teacher and student rubrics for group work. In the Wrap It Up questions, students construct an explanation to explain why the pink form of a katydid might be less common in adults than hatchlings (DCI-LS4.B-E.1) and explain how the trait of color helps katydids survive (CCC-CE-E1). The teacher and student rubrics are completed during group work and used for individual assessment. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 2: Life Science, Lesson Sequence 2, Lesson: Inherited Traits: Looks,   the lesson contains one objective: “analyze data to explain inheritance patterns.”  This is a three-dimensional learning objective. Students are assessed with three Wrap It Up questions where they define an inherited trait, list inherited traits of potatoes, and list two other traits of tomatoes and corn besides color (DCI-LS3.B-E1). The Wrap It Up questions focus only on students identifying inherited traits rather than analyzing data to explain inheritance. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 3: Life Science, Lesson Sequence 1, Lesson: Living Things Make Changes, the lesson contains one objective: “construct a model that shows how living things form a system of connections.” This is a three-dimensional learning objective. Students are assessed with three Wrap It Up questions that ask students to identify how beaver dams change streams, identify how beaver dams affect other animals in ecosystems (DCI-LS4.D-E1), and explain how beavers cutting down trees may impact other animals (DCI-LS2.C-E1). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3: Lesson: Think Like A Scientist: Analyze and Interpret Data, there are four learning objectives: “analyze fossils to provide evidence of organisms no longer living and the environments in which they lived long ago,” “interpret a map to gather evidence to make a claim,” “use a model to observe phenomena that occur over very long time periods,” and “observe evidence of consistent patterns in natural systems.”  Collectively, the objectives are three-dimensional. Throughout this lesson, students use an infographic to draw conclusions about past environments and climates and are evaluated on a rubric and three Wrap It Up questions. Students are asked what different map colors represent, which fossil came from an area once covered in water and how they know (DCI-LS4.A-E1), and to explain what fossil evidence in South America shows about the past climate (DCI-LS4.A-E1). Additionally, the rubrics assess students on how well they work in groups to create tables explaining how the organisms provide evidence of environmental changes (DCI-LS4.A-E1; SEP-DATA-E1). They are also scored on how they communicate this to the class (SEP-INFO-E5). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 4: Earth Science, Lesson Sequence 1, Lesson: Investigate Weather, the lesson contains one objective: “analyze weather data and interpret patterns to construct reasonable explanations and make predictions.” This is a three-dimensional learning objective. Throughout this lesson, students are tasked with building an anemometer and recording weather data to make predictions. Following the lesson, teachers fill out a rubric which assesses the students’ success in various criteria. The teacher rubric assesses students on various components of the investigation. Students are assessed on how they recorded data and used the data to identify patterns in weather (SEP-DATA-E1) and how they make predictions about future weather based on the data collected (DCI-ESS2.D-E1). In addition, three Wrap It Up questions ask students to summarize the weather for the week, explain how weather tools helped them make predictions (DCI-ESS2.D-E1), and compare and contrast data at different locations. The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson.

• In Grade 3, Unit 4: Earth Science,  Lesson Sequence 1, Lesson: Think Like a Scientist: Represent Data, the lesson contains one objective: “compare and contrast data to find patterns of change for different seasons.” This is a three-dimensional learning objective. Students are assessed with three Wrap It Up questions and teacher and student rubrics. Students represent weather data for a season in their area, research and organize data, compare their data, and share it with their peers. The teacher rubric assesses students on various components of the investigation. Students are scored on how well they planned their research, collected, organized, analyzed their data, and communicated results (SEP-DATA-E1). The teacher materials provide no guidance for modifying instruction if students do not meet the objective for this lesson or on what students' presentations should look like.

The instructional materials reviewed for Grade 3 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 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.

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 3, Unit 1: Physical Science, the three-dimensional learning objectives include six performance expectations: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4, 3-5 ETS 1-1, and 3-5 ETS 1-2. The objectives are partially assessed by the two summative assessments in the unit, a Performance Task and a Unit Test. In the first part of the Performance Task, students are given a situation about a lump of magnets and design and conduct an investigation. In the second part, students determine the materials needed to identify poles of magnets, conduct an investigation, and label the magnets. The Unit Test has 20 items total: 13 multiple choice questions and seven constructed response questions. Most questions assess student understanding of the DCI affiliated with the Performance Expectation. On occasion, two of the three dimensions are assessed, often in the constructed response section. Six items do not assess any of the targeted elements; the other questions assess one or two dimensions and partially assess the PEs (DCI-PS2.B-E1, SEP- INV-E3, CCC-PAT-E2, SEP-AQDP-E3, DCI-PS2.B-E2, and CCC-CE-E1). Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed. 

• In Grade 3, Unit 2: Life Science, the three-dimensional learning objectives include four performance expectations: 3-LS1-1, 3-LS3-1, 3-LS3-2, and 3-LS4-2. 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 a picture of an animal, label five of its traits, draw the animal’s parents, and label which traits the animal got from each parent. The student then adds acquired traits to the drawing. In the second part of the Performance Task, students answer five constructed response questions about the animal and its traits(DCI-LS3.A-E2). The Unit Test includes 14 items: nine multiple choice questions and five constructed response questions. Most items assess one or two dimensions. For example, in Question #7, students analyze data in a table about inherited traits (DCI-LS3.A-E1, SEP-DATA-E2). Question #11 asks, “Can the traits of a plant be influenced by the environment? Use evidence from the table to support your answer?” (DCI-LS3.B-E2, SEP-CEDS-E2, and CCC-CE-E1). Multiple CCC, DCI, and SEP elements within the unit objectives are not assessed.

•  In Grade 3, Unit 3: Life Science, the three-dimensional objectives include five performance expectations: 3-LS2-1, 3-LS4-1, 3-LS4-3, 3-LS4-4, and 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 Part 1 of the Performance Task, students read a paragraph about how organisms meet their needs; they complete a table about the needs of squirrels, oak trees, and lizards, and they decide if the organisms are well-adapted for their woodland environment (DCI-LS4.C-E1). In the second part of the  Performance Task, students answer three short constructed response questions. They name organisms that would survive well in a woodland environment and explain why (DCI-LS4.C-E1, SEP-ARG-P1), name two additional organisms that would not survive in the woodland environment and why not (DCI-LS2.C-E1, DCI-LS4.C-E1, and SEP-ARG-E4), and choose a different environment and two animals that are well adapted, and then explain why they are well adapted (DCI-LS2.C-E1, DCI-LS4.C-E1, and SEP-ARG-E4). The Unit Test includes 13 items: nine multiple choice questions and four constructed response questions. Most items assess only the DCIs. For example, in Question 2, students are asked why a leopard frog would not survive in a dry place (DCI-LS4.C-E1). All of the life science DCIs are assessed by various questions. Multiple CCC and SEP elements within the unit objectives are not assessed; the ETS DCIs are also not assessed. 

• In Grade 3, Unit 4: Earth Science, the three-dimensional objectives include four performance expectations: ESS2-1, ESS2-2, ESS3-1, 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. In Part 1 of  the Performance Task, students choose a city to imagine they are traveling to and research the seasonal weather in their chosen city. They use a paper plate divided into quarters (one per season) to represent the weather in each season (DCI-ESS2.D-E1). In Part 2, students record a general description of the weather in each season for the location (DCI-ESS2.D-E1), choose one season and describe what they should pack if they visit that city, pick three important items to bring, and defend their choices (DCI-ESS2.D-E2). The Unit Test includes 10 items: seven multiple choice questions and three constructed response questions. All of the earth science DCIs are assessed. Multiple CCC and SEP elements within the unit objectives are not assessed; the ETS DCIs are also not assessed.

The instructional materials reviewed for Grade 3 do not meet expectations that phenomena and/or problems are presented to students as directly as possible. The one phenomenon and several problems are not presented in the most direct way possible; these are often presented through videos or pictures, even when opportunities for direct experiences are possible after safety and materials consideration. The materials provide suggestions on the use of videos to introduce problems to students; however not all videos are linked in the materials.

Examples of phenomena or problems not presented to students as directly as possible:

• In Grade 3, Unit 1:Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Define and Solve a Design Problem, the problem is to create a prototype of a device that can use a magnet to solve a problem. The problem is presented to students in two parts: first, as a series of household inventions displayed to students and secondly, as pictures and texts showing magnets being used to identify when a soccer ball has scored a goal. Neither of the two activities present the problem as directly as possible. These examples do not provide students with a first-hand experience with the use of magnets to solve a problem where one would be possible within the classroom. 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 1, Lesson: STEM Space Station Project: Design a Seed Starter, the challenge is to build a seed starter that makes it easy to sprout seeds indoors and transfer them outside while producing minimal waste. The challenge is presented to students in two parts: first with a time-lapse video of seeds sprouting and then by observing photos of seedlings in order to discuss how the containers help the seedlings grow. This challenge is not presented to students in the most direct way possible because there are multiple disconnected events. The time-lapse video of the seeds sprouting is not directly related to the challenge to grow seeds in a container that produces minimal waste. 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3, Lesson: Think Like a Scientist: Construct an Argument, the phenomenon is that sandhill cranes form groups to increase survival. The phenomena is presented to students through a video of sandhill cranes following an aircraft as they fly. The addition of the aircraft in the video adds extraneous information of the aircraft flying which may lead students away from making sense of how flying in a V-formation is a tactic that supports survival of the species. 

• In Grade 3, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Think Like an Engineer: Make a Claim, the challenge is to design a house to protect it from hurricane damage. The challenge is presented to students through a video of the Tacoma Bridge collapse and the teacher explaining to students about how the wind was the cause. This challenge is not presented as directly as possible as the video of the bridge collapse does not connect directly to the challenge of students designing a house to withstand hurricane damage. In addition, the reading and picture are not the most direct way to present this problem as they do not allow students to see how hurricanes damage structures. 

• In Grade 3, Unit 4: Earth Science, Lesson Sequence 2, Lesson: STEM Engineering Project: Design a Wind-Resistant Tower, the challenge is to build a model of a tower that is at least 30 cm tall, can support the weight of a tennis ball, and withstand the wind from a fan for 30 seconds. The challenge is presented to students through two photographs of the Space Needle in Washington and the Eiffel Tower in Paris with similar designs. In previous lessons students observed images of hurricane damaged structures; however, this challenge is not presented as directly as possible because students observe two photos of a tower in sunny weather. 

Examples of problems presented to students as directly as possible:

• In Grade 3, Unit 3: Life Science, Lesson Sequence 1, Lesson: Think Like a Scientist: Compare Solutions and Make Claims, the problem is that dams created in the Columbia River have made it difficult for salmon to swim upstream to spawn. The problem is presented to students through a video of salmon jumping out of the water to move upstream over a waterfall. This problem is presented as directly as possible; it allows students to observe salmon and dams in the Columbia River and provides an entry point for all students regardless of geographical location. 

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 3, Lesson: STEM Engineering Project: Design a Crane, the challenge is to build a crane that uses an electromagnet to pick up and drop three paperclips from a height of three cm or more. The challenge is presented to students through a video of an electromagnetic crane moving a load. All students have a common entry point when they see an example of a crane lifting a heavy load, as well as sketching and identifying parts of the crane. First-hand observations of an electromagnetic crane is not feasible for most students; therefore, the video provides the most direct context for this challenge.

The instructional materials reviewed for Grade 3 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 present in seven of the 80 lessons. In two lessons, a problem or phenomena drives the learning, and students utilize all three dimensions to solve the problem. In four lessons, a problem or phenomenon 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. The remaining three problems are addressed within the lesson but do not drive the learning of the lesson.

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 3, Unit 1: Physical Science, Lesson Sequence 1, Lesson: Think LIke a Scientist: Plan and Conduct an Investigation, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on a science and engineering practice. Students plan and conduct an investigation to determine the effects of different strengths of forces on a launched paper ball (SEP-INV-E1, DCI-PS2.A-E1). Students conduct the experiment and analyze their results. Students answer questions related to cause and effect relationships as they share their results (CCC-CE-E1).

• In Grade 3, Unit 2: Life Science, Lesson Sequence 2, Lesson: Variation and Mates, students do not engage with a lesson-level phenomena or problem. Instead, the focus of the learning is on the topic of variation. Students observe bowerbird nests then are asked why the nests are elaborate and different. Students read about variation, mates, and frigate birds (DCI-LS4.B-E1) Students write cause and effect statements to describe the effect of the frigate’s pouch on mating and offspring, and eventually the change in the traits of the population (CCC-CE-E1). 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3, Lesson:  Plants in Antarctic, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the focus question, “How could plants grow in Antarctica?” Students read about how scientists find fossils in new environments and learn how Antarctica was once warmer and supported plant life (DCI-LS4.A-E2). Then students identify that the process of fossil formation takes a long time (CCC-SPQ-E1).

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3, Lesson: Think Like a Scientist: Analyze and Interpret Data, 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 constructing an argument with evidence. Students observe photos and information about three different animals. Students discuss the evidence they collected from the text and identify what may happen to the animal if their environment changes (CCC-CE-E1). Students construct an argument to describe why the animal is well-suited to its environment (SEP-ARG-E4, DCI-LS4.C-E1).

• In Grade 3, Unit 4: Earth Science,Lesson Sequence 2, Lesson: Reducing the Impact of Wind, students do not engage with a lesson-level phenomenon or problem. Instead, the focus of the learning is on the idea that humans cannot eliminate hazards, but they can take steps to reduce the impact. Throughout the lesson, students focus on how humans can try to mitigate impact from weather and natural hazards. Students observe a demonstration and a video of a tornado, showing how wind can remove roofs from houses. They learn that pressure differences can cause roofs (and other structures) to rise and separate; they read a brief passage about tornado wind damage. They discuss ways to minimize the impact of wind (DCI-ESS3.B-E1). They do not engage with science and engineering practices or crosscutting concepts to consider ways to reduce wind impact. 

• In Grade 3, Unit 4: Earth Science, Lesson Sequence 2, Lesson: Reducing the Impact of Lightning, students do not engage with a lesson-level phenomenon or problem. The focus of the learning is on the focus question, “Why is lightning dangerous?” Students compare images from flooding, wind, and lightning, read text to learn why lightning is dangerous and discuss the causes of lightning. Students discuss lighting rods and how people can protect themselves against lightning. Students connect the reading and discussion to how science affects everyday life, specifically how people can stay safe from the impact of lighting (DCI-ESS3.B-E1). They do not engage with science and engineering practices or crosscutting concepts to understand what can be done to reduce the impact of lightning. 

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

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 3, Lesson: STEM Engineering Project: Design a Crane, the challenge is to build a crane that uses an electromagnet to pick up and drop three paperclips from a height of three centimeters or more. Throughout the lesson sequence, students are guided through the design cycle as they create their designs, watch a teacher demonstration on electromagnets, and plan a solution for the challenge (AQDP-E5). Students analyze their data, make improvements to their design, and explain their strengths and challenges of their design (DCI-ETS1.A-E1 DATA-E5). Students engage in two-dimensional learning with no opportunities to use crosscutting concepts. 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 1, Lesson: STEM Space Station Project: Design a Seed Starter, the challenge is to build a seed starter that will grow at least one 3-cm-tall seedling within two weeks and produce no waste. Throughout the lesson sequence, students use the provided materials to design and build a seed sprouter. After planting a seed, they record their observations of the plant over a few weeks to determine if their solution met the criteria of the challenge. Students identify the problem, criteria and constraints, record their observations of plant growth over two weeks, and use evidence from class discussion to improve their design (SEP-AQDP-E5, DCI-ETS1A-E1, SEP-INV-E3, and SEP-CED-E2). Students engage in one dimensional learning with no opportunities to use crosscutting concepts or disciplinary core ideas. 

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

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 3, Lesson: Think Like an Engineer: Define and Solve a Design Problem, the challenge is to create a prototype of a device that can use a magnet to solve a problem. The challenge of solving a problem with magnets drives the learning. Throughout the lesson sequence students apply their knowledge of magnetic forces (DCI-PS2.B-E2) when they design and build a prototype that solves a problem using magnets (SEP-AQDP-E5, DCI-ETS1.A-E1). Students discuss the cause and effect relationships they encountered (CCC-CE-E1) when designing, building, and retesting their prototypes. 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3, Lesson: Think Like a Scientist: Construct an Argument, the phenomenon is that sandhill cranes form groups to increase survival. Students read about when sandhill birds form groups. Gathering information from the text helps students understand that groups may be different sizes and may serve different functions, such as obtaining food, raising young, and surviving (DCI-LS2.D-E1). When students construct their arguments, they use evidence from the information they gathered (SEP-ARG-P6) on how decreased salmon populations affect other animals in the ecosystem (CCC-CE-E1).

The instructional materials reviewed for Grade 3 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 four content-focused units, which are further organized into two or three lesson sequences, resulting in ten lesson sequences across the grade. None of the ten lesson sequences have problems or phenomena that drive learning across multiple lessons. Eight of the ten lesson sequences engage students with all three dimensions. None of the ten 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 3 do not have an anchoring phenomena but are instead set up by topical strands such as Physical, Life, and Earth science. 

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 3, Unit 1: 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 concept of balanced and unbalanced forces. Throughout the lesson sequence, students learn about and investigate balanced, unbalanced, and net forces. Students read about balanced and unbalanced forces and answer questions about their cause and effect relationships in Lessons: Balanced Forces and Unbalanced Forces, (DCI-PS2.A-E1, DCI-PS2.B-E1, and CCC-CE-E1). In Changing Direction, students read and answer questions about forces changing the speed and direction of an object. In the Think Like a Scientist lesson, students plan and conduct an investigation to determine the effects of different strengths of forces on a launched ball (SEP-INV-E1, DCI-PS2.A-E1, CCC-CE-E1). 

• In Grade 3, Unit 1: Physical Science, Lesson Sequence 3, a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of electric and magnetic forces. Throughout the lesson sequence, students learn about and investigate magnetic and electric forces. In Investigate: Magnetic Force, students conduct an investigation where they measure the distance before magnets begin exerting forces on each other (DCI-PS2.B-E2). Students make predictions as to the distance before a magnet exerts its force on a paperclip and dents write down cause and effect relationships they observed in the investigation (CCC-PAT-E2). In Investigate: Electric Forces, students conduct an investigation and use their knowledge of electric charge when they predict what will happen when two balloons are in close contact with each other after one or both are rubbed with a wool cloth (DCI-PS2.B-E.2). Students discuss cause and effect relationships when answering questions related to the movement of the balloons (CCC-CE-E1). In the Think Like a Scientist lesson, students plan and conduct an investigation to measure the strength of a magnet or electric charge, or the direction of a magnet’s force or charged object’s force  and use their knowledge of magnetic forces and electric charges while planning the investigation (DCI-PS2.B-E.2, SEP-INV-E1). Students determine the cause and effect relationship shown in the investigation (CCC-CE-E1). 

• In Grade 3, 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 concept of simple patterns in motion across a series of six lessons. Throughout the lesson sequence, students learn about and investigate an object’s motion to provide evidence of a pattern that can predict future motion. In Patterns of Motion, students define regular motion and relate it to patterns that repeat over and over (DCI-PS2.A-E2). In Investigate Motion, students look for patterns in their data to improve their predictions of each trial in the investigation of how high a marble will travel. (DCI-PS2.A-E2, CCC-PAT-E2). In the Think Like a Scientist lesson, students plan and conduct an experiment to make predictions about what will happen with each change in a pendulum swing. (SEP-INV-E1). Students make observations, use their data to make predictions of future motion,and revise their tests (DCI-PS2.A-E2, CCC-PAT-E2).

• In Grade 3, 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 a disciplinary core idea of how changes in habits affect the organisms that live there (DCI-LS4.D-E1). Throughout the lesson sequence, students learn about changes in environments and adaptations that organisms have to survive despite those changes. In Forest Change,  students learn about changes in the forest and the organisms living there and explore how forests change using a cause and effect activity  (DCI-LS2.C-E1, DCI-LS4.C-E1, and CCC-CE-P2). In the third through sixth lesson in the lesson sequence, students read and answer questions about natural changes to an environment (fire, drought, and seasonal temperature) and the effects this has on living things (adaptations to survive, movement, or death) . (DCI-LS2.C-E1, DCI-LS4.D-E1, and CCC-CE-P2). In the seventh through eighth lesson in the lesson sequence, students read about how beaver dams impact habitats and how these changes affect other living things as they make a model to show the interdependent parts of the ecosystem (DCI-LS4.D-E1, CCC-SYS-E2) while learning that people change the land. In the last lesson, students compare solutions to make a claim, supported by evidence from the text, as to the best solution or best combination of solutions to allow salmon to pass through a dam (SEP-ARG-E6). Students discuss how the decreased salmon populations affect other animals in the ecosystem (DCI-LS4.D-E1, CCC-CE-E1). 

• In Grade 3, 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 animals forming groups. In Getting Food, students  learn about wolves and other animals hunting in packs (DCI-LS2.D-E1). Students view a video of an ant colony and construct an argument about how being part of a colony benefits the ants (SEP-ARG-P6). In Protection and Defense, students learn how animals protect themselves by living in groups (DCI-LS2.D-E1). Students complete an activity stating a pattern of animal group behavior and identifying an example. Students research different animals and create a chart of similarities and differences related to their defense mechanisms (CCC-PAT-E1). In the Think Like a Scientist lesson, students understand that groups may be different sizes and may serve different functions, such as obtaining food, raising young, and surviving (DCI-LS2.D-E1). Students construct arguments using evidence from information they gathered (SEP-ARG-P6). 

• In Grade 3, Unit 3: Life Science, Lesson Sequence 3, a phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topics of fossils in past environments and how organisms have adapted to survive in certain environments. In the first three lessons, students learn about fossils, a scientist who studies fossils and finding fossils in an unexpected environment (DCI-LS4.A-E2). In the Fossils lesson, students follow directions to make a model of fossils in rock layers, organize fossil data from a map into a data table (SEP-DATA-E2, DCI-LS4.A-E2). In the seventh through ninth lessons in the lesson sequence, students read and answer questions about the effects of the following: cold/warm, wet/dry and light/dark on organisms and adaptations for these environments (DCI-LS4.C-E1). In the tenth lesson in the lesson sequence, students identify what may happen to the animal if their environment changes (CCC-CE-E1). Students conclude the unit by constructing an argument to describe why the animal is well suited to its environment (SEP-ARG-E4, DCI-LS4.C-E1). 

• In Grade 3, Unit 2: Life Science, Lesson Sequence 2,  phenomenon or problem does not drive student learning across multiple lessons. Instead, the focus of the learning is on the topic of traits. Throughout the lesson sequence, students first learn about inherited traits (DCI-LS3.A-E1), followed by  acquired traits (DCI-LS3.A-E2), and then how the environment affects plant growth (DCI-LS3.B-E2). Lastly, students learn there is variation of traits in a species and some traits are better for survival and finding mates DCI-LS4.B-E2). In the first lesson within the lesson sequence, students learn physical features can be inherited (DCI-LS3.A-E1), and they analyze pictures of snapdragon parents and offspring to identify evidence to support two different claims (SEP-CEDS-E3). In the third lesson in the lesson sequence, students learn behaviors can also be inherited from parents (DCI-LS3.A-E1). In the fourth through sixth lessons in the lesson sequence, students learn about different traits that are acquired from the environment or learning (DCI-LS3.A-E2). In the sixth lesson in the lesson sequence, students write cause and effect statements to describe learning to ride a bike. (CCC-CE-E1). In the eighth lesson in the lesson sequence, students collect evidence to learn that the environment can affect traits in plants (DCI-LS3.B-E2). In the ninth and tenth lessons in the lesson sequence, students learn different traits that increase the chances of survival or finding mates in various species (DCI-LS4.B-E1). Students write cause and effect statements to describe the effect of the frigate’s pouch on mating and offspring, and eventually the change in the traits of the population (CCC-CE-E1). 

• In Grade 3, 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 weather and climate. Throughout the lesson, students observe weather data, identify patterns, read climate maps, and record data in a graphical display. In Investigate Weather, students construct an anemometer and collect data on the temperature, wind speed, and other weather observations. Students explain any patterns observed and any predictions based on those patterns (CCC-PAT-E2, DCI-ESS2.D-E1, SEP-DATA-E1). In Patterns and Predictions, students are guided through the weather maps in the texts and identify the various weather conditions notated in the key. By the end of the sequence, students use the text to gather data on climate in particular locations of the globe and compare with other locations (DCI-ESS2.D-E2, SEP-DATA-E2, and CCC-PAT-E2). 

• In Grade 3, 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 weather conditions. In Weather Hazards, students identify weather hazards and make connections to scientists and engineers who try to minimize impacts. The following three lessons focus on reducing the impact of flooding, wind, and lightning. In Reducing the Impact of Flooding, students identify the cause and effects of flooding, read about the weather hazards, and ways humans can stay safe (DCI-ESS3.B-E1, NOS-HE-E3, and CCC-CE-E1). In the STEM: Engineering Project, students design and construct a tower that can withstand wind, present their designs focusing on the strength and challenges of their design, and explain how their design met the criteria and constraints (DCI-ETS1.C-E1). In the Think Like an Engineer lesson, students design a house that can stand the impact of a hurricane and make a claim about their design solution to reduce the impact of a hurricane (SEP-ARG-E6).