​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that they do not inappropriately include scientific content and ideas outside of the grade-band DCIs. Although there were instances throughout the materials of learning activities extending outside the grade-band DCIs, they are in service of appropriate learning goals, such as preparing for above grade-band DCIs or a more rigorous application of a below grade-band SEP. These instances generally do not distract from the focal grade-band DCI being addressed in a given learning activity; the single example in which the materials inappropriately addressed a high school grade-band DCI is noted below.  

Examples of learning activities that include but appropriately address DCIs outside the grade band:

• In Module D: The Diversity of Living Things, Unit 1: The History of Life on Earth, Lesson 2: Patterns of Change in Life on Earth, a formative assessment prompts students to write a series of logical steps to use fossil record evidence to infer the type of climate that existed during the Carboniferous Period. Although this activity draws from content that is considered part of the elementary grade-band (DCI-LS4.A-E2), the Teacher Edition of the materials directs the teacher to allow students to identify the strengths and weaknesses of each argument (SEP-ARG-M2). As such, students are able to more rigorously engage with content that is below the grade band.
• In Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 1: Introduction to Energy, students identify the transfers and transformations of energy necessary to operate technology or an appliance that they use regularly. This draws on content related to the movement of energy (DCI-PS3.A-E2) and the transfer of energy by electric currents to produce motion, sound, heat, or light (DCI-PS3.B-E3), which are both elements from the elementary grade band. However, this activity helps to launch a lesson and unit; students then build upon these initial ideas in subsequent learning activities.

Learning activity that inappropriately addresses a DCI outside the grade band:

• In Module K: Forces, Motions & Fields, Unit 1: Forces and Motion, Lesson 3: Newton’s Law of Motion, students engage in a series of learning activities that address acceleration in a way that goes beyond the relevant middle school grade-band DCIs (DCI-PS2.A-M2, DCI-PS2.A-M3). Although Newton’s Laws of Motion are addressed in these DCIs, the assessment boundary for the relevant PE (PE-MS-PS2-2) makes it clear that these ideas should be explored in qualitative terms, not mathematical terms. However, the materials address this content quantitatively; for example, students engage in a hands-on lab in which they design a method to measure acceleration. The lab further has students collect quantitative data on their method, such that they calculate force based on acceleration due to gravity and plot acceleration versus force on a line graph and describe the relationship when mass is constant. This type of activity is representative of others throughout the lesson and is not necessary to understand the content at the middle school grade band; as such, they align with high school grade-band elements of DCI-PS2.A in a way that may be inappropriate for the middle school level.

​The instructional materials reviewed for HMH Science Dimension Grades 6-8 meet expectations that the materials incorporate all grade-band components and nearly all the associated elements of the physical science DCIs across the series. The physical science DCIs are primarily addressed in four modules: Module I: Energy & Energy Transfer; Module J: Chemistry; Module K: Forces, Motions, & Fields; Module L: Waves and Their Applications, with some DCI elements (especially those related to respiration and photosynthesis (DCI-PS3.D-M1, DCI-PS3.D-M2) addressed in Module C: Ecology and the Environment.

Overall, students have opportunities to engage with the elements of the physical science DCIs, through a varied set of learning activities (e.g., reading text, online simulations, hands-on labs, writing an evidence-based explanation about the lesson-level phenomenon) and prompts for teachers’ instruction found in the Teacher Edition (e.g., student collaboration activities). Students frequently engage with elements multiple times and in a variety of ways.

Examples of grade-band physical science DCI elements present in the materials:

• PS1.A-M1. In Module J: Chemistry, Unit 1: The Structure of Matter, Unit Project: Simple or Complex?, students create a model of a complex carbohydrate that shows the relationship between simple and complex carbohydrates, demonstrating that the way atoms combine (i.e., their structure) determines how the substance is used in the body.
• PS1.A-M2. In Module J: Chemistry, Unit 1: The Structure of Matter, Lesson 1: The Properties of Matter, the lesson-level phenomenon presented is a picture of two shiny black rocks and the question: “How can you tell the difference between the materials in these two rocks?” Students’ explanation of the phenomenon requires them to describe the physical and chemical properties they would use to distinguish the two rocks.
• PS1.A-M3. In Module J: Chemistry, Unit 2: States of Matter and Changes of State, Lesson 1: States of Matter, students read about and watch a guided animation about particle motion for different states of matter. They then match the state of matter with the appropriate kinetic model.
• PS1.A-M4. In Module J: Chemistry, Unit 2: States of Matter and Changes of State, Lesson 1: States of Matter, students relate particle motion and contact to different images of people in a crowd to identify and explain which analogy best matches each state of matter.
• PS1.A-M5.  In Module J: Chemistry, Unit 1: The Structure of Matter, Lesson 3: Molecules and Extended Structures, students observe and describe the structural model of diamond. They are then shown models of three solids, two extended structures and one molecule, and asked to match them to the appropriate description of a substance (table sugar, silver metal, and table salt).
• PS1.A-M6. In Module J: Chemistry, Unit 2: States of Matter and Changes of State, Lesson 2: Changes of State, students analyze a graph relating temperature and state changes for a substance over time to determine and predict what happens as energy in the system changes.
• PS1.B-M1. In Module J: Chemistry, Unit 3: Chemical Processes and Equations, Lesson 1: Chemical Reactions, students are asked to respond in their Evidence Notebook how knowing the indicators of a chemical reaction could help them to explain the lesson-level Can You Explain It? question (“What happens when sulfuric acid is added to powdered sugar?”) and relate it to the rearrangement of atoms that occur in a chemical reaction.
• PS1.B-M2. Students have multiple instances to understand conservation of matter as described in the first part of this element. For example, in Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 1: Matter and Energy in Organisms, students construct an explanation for how a tiny plant can become a giant tree if matter cannot be created nor destroyed. Additionally, in Module J: Chemistry, Unit 3: Chemical Processes and Equations, Lesson 2: Chemical Equations, students read text, view an image, and answer questions related to the concept of conservation of matter and mass during chemical reactions.
• PS1.B-M3. In Module J: Chemistry, Unit 3: Chemical Processes and Equations, Lesson 3: Engineer It: Thermal Energy and Chemical Processes, students complete a hands-on lab in which they record observations and temperature changes of different chemical reactions and conclude that one reaction absorbs thermal energy and the other three release thermal energy.
• PS2.A-M1. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Unit Project: Collision Course, students build a device “which causes a rolling ball to knock over a target or ring a bell without you touching the ball or the target/bell.” Students are asked to identify the forces involved, and to relate how Newton’s laws of motion apply to their design.
• PS2.A-M2. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Lesson 1: Introduction to Forces, students compare a balanced versus unbalanced diagram of people on a seesaw and asked to explain if forces are being applied in both diagrams. The sample answer provided in the Teacher Guide includes that when both people exert force, the forces are balanced and it does not move; when only one person does, this creates an unbalanced force and the see saw moves.
• PS2.A-M3. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Lesson 1: Introduction to Forces, students read about force diagrams and are then asked to add arrows to force diagrams for a rabbit jumping off the ground and a bat hitting a ball.
• PS2.B-M1. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Lesson 1: Introduction to Forces, students complete a hands-on lab in which they test how bar magnets can lift metal objects out of a box and draw a force diagram explaining the direction of the magnetic forces.
• PS2.B-M2. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Lesson 2: Gravity and Friction, students read about gravitational forces and then compare two robots—one on Earth and one on the moon. Students are asked to explain why the robots have different weights, but the same mass.
• PS2.B-M3. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motions, Lesson 2: Gravity and Friction, students complete a hands-on lab in which they design and test parachutes to examine the effect of air resistance on falling objects.
• PS3.A-M1. Students have numerous opportunities to understand kinetic energy as described in the first part of this element. For example, in Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 1: Introduction to Energy, a Collaboration sidebar in the Teacher Guide prompts teachers to ask students to draw a picture of a hill and label the potential and kinetic energy a boulder would have at the top, middle, and bottom of the hill. In Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 2: Kinetic and Potential Energy, students read text describing the relationship between mass and kinetic energy then relate mass and kinetic energy data to graphs of equations. Students are provided with a set of graphs that show a linear relationship and a squared relationship and choose which graph best represents their plot of mass and kinetic energy, “to identify the relationship between mass and kinetic energy.”
• PS3.A-M2. In Module I: Energy & Energy Transfer, Unit 1: Energy, You Solve It Simulation: How Can You Transform Potential Energy to Do Work?, students are given design criteria that they must satisfy as they determine the optimal mass and height for a post driver to operate successfully on the Moon and on Mars.
• PS3.A-M3. Thermal energy is defined for the students several times throughout the materials and the transfer of energy between objects of different temperatures is addressed. In Module I: Energy & Energy Transfer, Unit 2: Energy Transfer, Lesson 3: Engineer It: Thermal Energy Transfer in Systems, students read text that describes thermal energy in terms of the motion of atoms or molecules; a Collaboration sidebar in the Teacher Guide prompts teachers to ask students to draw a model that represents the three types of thermal energy transfer.
• PS3.A-M4. In Module I: Energy & Energy Transfer, Unit 2: Energy Transfer, Lesson 2: Temperature and Heat, students read text that describes that temperature is proportional to the average internal kinetic energy and potential energy per atom or molecule and that the details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Students design an investigation to determine what factors impact the amount of thermal energy contained within objects made up varying materials and with different masses. Students have multiple opportunities in the materials to learn that thermal energy is dependent on the temperature, the total number of atoms in the system, and the state of the material.
• PS3.B-M1. In Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 3: Engineer It: Transforming Potential Energy, a Collaboration sidebar in the Teacher Guide prompts teachers to ask students to discuss where and how energy is transferred or transformed in four different prototypes of systems designed to demonstrate potential energy.
• PS3.B-M2. In Module I: Energy & Energy Transfer, Unit 2: Energy Transfer, You Solve It Simulation: How Can You Use the Sun’s Energy?, students simulate using the sun’s energy and different materials to raise the temperature of water to cook an egg.
• PS3.B-M3. In Module I: Energy & Energy Transfer, Unit 2: Energy Transfer, Lesson 2: Temperature and Heat, students read text that describes the direction of energy transfer and then complete fill in blank questions. They are then asked to describe how energy is flowing between a glass of cold water and a hand.
• PS3.C-M1. In Module I: Energy & Energy Transfer, Unit 2: Energy Transfer, Lesson 1: Changes in Energy, students engage in a hands-on lab in which they roll balls of different masses down a low ramp and a high ramp into a cup and measure the distance that each of the balls is able to move the cup. They relate this distance to the transfer of kinetic energy.
• PS3.D-M1. In Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 2: Photosynthesis and Cellular Respiration, students complete a hands-on lab in which they investigate the effect of sunlight on elodea and observe the oxygen bubbles being produced by photosynthesis. In the section that follows the lab, they read about the inputs and outputs of photosynthesis and complete the chemical equation for the process.
• PS3.D-M2. In Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 2: Photosynthesis and Cellular Respiration, students read about the inputs and outputs of cellular respiration and complete the chemical equation for the process.
• PS4.A-M1. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 1: Introduction to Waves, students discuss wave characteristics shown in an image that includes wavelength, amplitude, crest and trough. They are prompted to explain how patterns allow us to measure wavelength.
• PS4.A-M2. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 2: The Behavior of Mechanical Waves, students read about and observe models of waves’ motion in different types of media. They select the statement that best describes how the particles of the medium behave when a mechanical wave moves through it.
• PS4.B-M1. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 4: The Behavior of Light Waves, students compare the different ways that light interacts with three sandwiches wrapped in three different materials. In a subsequent part of the same section, students read about and fill in an interactive text to describe how light is refracted when it enters a glass prism from air.
• PS4.B-M2. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 4: The Behavior of Light Waves, students draw a series of ray diagrams to model their observations of a penny from different angles in an empty beaker and when the beaker is filled with water.
• PS4.B-M3. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 3: Light Waves, students observe an animation of changes in wavelength, frequency and amplitude to see how they affect the color of light. Students subsequently fill in an interactive text to demonstrate their understanding that as wavelength changes, so does color.
• PS4.B-M4. In Module L: Waves and their Applications, Unit 1: Waves, Lesson 3: Light Waves, students compare sound waves and light waves by watching a video of a buzzer in a jar as the air is removed. Students create a model that explains the behaviors of the sound and light waves when the air is completely removed from the jar.
• PS4.C-M1. In Module L: Waves and their Applications, Unit 2: Information Transfer, You Solve It Simulation: How can you compare digital and analog communication signals?, students run a simulation to compare the results of an image being sent through analog and digital signals. They use the collected data to support a claim for which type of signal is more reliable for encoding and transmitting information.
  

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate all grade-band components and all the associated elements of the life sciences DCIs across the series. The life sciences DCIs are addressed in three modules: Module B: Cells & Heredity; Module C: Ecology & the Environment; Module D: The Diversity of Living Things.

Overall, all elements of the DCIs are incorporated in these modules, and, for the majority of the elements, students have multiple opportunities to engage with the content. They do so through a varied set of learning activities (e.g., online simulations, hands-on labs, writing an evidence-based explanation about the lesson-level phenomenon) and prompts for teachers’ instruction found in the Teacher Edition (e.g., student collaboration activities). There are some inconsistencies in the frequency of coverage of life sciences DCI elements across the materials, with some of the elements addressed multiple times, and others only addressed once.

Examples of grade-band life sciences DCI elements present in the materials:

• LS1.A-M1. In Module B: Cells & Heredity, Unit 1: Cells, Lesson 1: The Characteristics of Cells, students are provided with a microscopic image of an elodea plant and are prompted to record their observations of the plant’s cells. In a subsequent activity, they identify organisms as multicellular or unicellular, based on a picture and written description.
• LS1.A-M2. In Module B: Cells & Heredity, Unit 1: Cells, Lesson 2: Cell Structures and Function, the lesson-level Can You Explain It? task is a picture of a eukaryotic cell and a sports stadium, accompanied by the question: “How is a cell like a sports stadium?” Students’ explanations require them to describe the cell as a system, with specialized functions of cell organelles and the cell membrane.
• LS1.A-M3. In Module B: Cells & Heredity, Unit 2: Organisms as Systems, Lesson 1: Levels of Organization in Organisms, students complete a hands-on lab in which they design and develop a model to demonstrate how cellular structure relates to the function of the cellular subsystems that comprise tissues in organs.
• LS1.B-M1. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 2: Asexual and Sexual Reproduction, students undertake a hands-on lab to simulate asexual and sexual reproduction in apple trees. They use their resulting genotype and phenotype data to determine how the type of reproduction affects genetic variation in the population.
• LS1.B-M2. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, You Solve It Simulation: What Factors Affect Reproductive Success?, students analyze trait data to determine how female mate choice and environmental factors influence the reproductive success of different types of peacocks. Students observe that male peacocks with inherited longer tails and more eyespots are more desirable, and that environmental factors (e.g., temperature and food supply) impact offsprings’ chances of survival.
• LS1.B-M3. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 3: Plant Reproduction and Growth, students read about different modes of reproduction for seedless and seeded plants. Based on pictures of different seed structures, students then explain the dispersal method, citing evidence from the prior reading.
• LS1.B-M4. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 3: Plant Reproduction and Growth, students read about and explain how seed germination is caused by a combination of genetic and environmental factors.
• LS1.C-M1. In Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 2: Photosynthesis and Cellular Respiration, students complete a hands-on lab in which they investigate the effect of sunlight on elodea and observe the oxygen bubbles being produced by photosynthesis. In the section that follows the lab, they read about how the resulting sugars can be used by the plant or stored for later use.
• LS1.C-M2. In Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 2: Photosynthesis and Cellular Respiration, students read about, examine a model, and complete a chemical equation about the process of cellular respiration. They are introduced to how energy is released through this process, and how the chemical reactions involved in respiration are used by organisms to sustain life.
• LS1.D-M1. In Module B: Cells & Heredity, Unit 2: Organisms as Systems, Lesson 4: Information Processing in Animals, there is a series of activities that addresses all parts of this DCI element. Students identify which type of receptors are being used by different animals as they respond to a particular type of stimulus. Next, students examine two different images of the human brain and explain how damage to the temporal lobe would affect a person and their sensory receptors. Finally, students analyze an image of a lion and porcupines interacting to determine what behaviors the animals are displaying and what memories may be stored from this experience.  
• LS2.A-M1. In Module C: Ecology and the Environment, Unit 2: Relationships in Ecosystems, Lesson 1: Parts of an Ecosystem, students read about, analyze models, and list how organisms interact with the living and nonliving parts of their environment, and how abiotic and biotic factors are interdependent.
• LS2.A-M2. In Module C: Ecology and the Environment, Unit 2: Relationships in Ecosystems, Lesson 2: Resource Availability in Ecosystems, students read about and explain how limited biotic and abiotic resources impact populations with similar resource needs. Students are then asked to predict how an increase in the hyena population would affect the lion population as they compete for the same food resources.
• LS2.A-M3.  In Module C: Ecology and the Environment, Unit 2: Relationships in Ecosystems, Lesson 2: Resource Availability in Ecosystems, students relate how resource availability affects the growth of organisms and populations by observing how the availability of water affects plant growth. Students are then asked to interpret a graphical representation that shows how the availability of resources impacts population size.
• LS2.A-M4. In Module C: Ecology and the Environment, Unit 2: Relationships in Ecosystems, Unit Project: How Organisms Interact, students research an ecosystem of their choice and investigate the different types of organismal interactions found in the ecosystem. They also analyze data to make predictions about how resource availability may affect the organisms involved.
• LS2.B-M1. In Module C: Ecology and the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 3: Matter and Energy in Ecosystems, students examine models of food chains and food webs in ponds and rainforests. They use these models to explain and answer questions about how matter and energy are transferred within an ecosystem.
• LS2.C-M1. In Module C: Ecology and the Environment, Unit 3: Ecosystem Dynamics, Lesson 1: Biodiversity in Ecosystems, students use a model showing the resulting impacts on biodiversity in ecosystems with different amounts of rainfall to explain how rainfall could influence species abundance over time.
• LS2.C-M2.  In Module C: Ecology and the Environment, Unit 3: Ecosystem Dynamics, Unit Project: Evaluate Biodiversity Design Solutions, students investigate and present on a design problem related to biodiversity loss. Completing the project requires students to understand this DCI element, as they are asked to determine whether an ecosystem with high or low biodiversity would recover more quickly after a disturbance.
• LS3.A-M1.  In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 1: Inheritance, students read about, examine a model, and explain the relationships between DNA, chromosomes, genes, and traits.
• LS3.A-M2. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 2: Asexual and Sexual Reproduction, a “Claims, Evidence, and Reasoning” sidebar in the Teacher Edition prompts students to explain why white pea flowers appeared in a second generation of all purple pea plants. To correctly explain this, students need to demonstrate understanding of sexual reproduction and recessive alleles.
• LS3.B-M1.  In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 1: Inheritance, students use the laws of inheritance and a Punnett Square to explore how traits (e.g., flower color) can be determined genetically.
• LS3.B-M2. In Module D: The Diversity of Living Things, Unit 2: Evolution, Lesson 1Z: Genetic Change and Traits, students are asked to explain how a single gene could cause a lobster to be blue through the lesson-level Can You Explain It? question. Throughout the lesson, they learn about genetic mutations and the possible changes to proteins and traits that can result.
• LS4.A-M1. In Module D: The Diversity of Living Things, Unit 1: The History of Life on Earth, Lesson 1: The Fossil Record, students engage in a number of different activities that address this DCI element. They first read about relative dating and the different laws that guide the process. They then research an index fossil of their choice and explain how their fossils would help determine the ages of other fossils, followed by using an absolutely dated rock layer to estimate the ages of fossils. At the end of the lesson, students research one of the five major mass extinctions and determine the effect on the diversity of life, using the fossil record as evidence.
• LS4.A-M2. In Module D: The Diversity of Living Things, Unit 1: The History of Life on Earth, Lesson 2: Patterns of Change in Life on Earth, students create a flowchart showing the changes in body and limb anatomy over time to show the evolutionary changes that took place in the transition from aquatic to land-dwelling organisms.
• LS4.B-M1. In Module D: The Diversity of Living Things, Unit 2: Evolution, You Solve It Simulation: Is Antibiotic Use Related to Antibiotic Resistance in E. coli?, students investigate how natural selection plays a role in the antibiotic resistance of E. coli by analyzing simulated data from different states to compare the number of prescribed antibiotics to the percentages of resistant bacteria.
• LS4.B-M2. In Module D: The Diversity of Living Things, Unit 3: Human Influence on Inheritance, Lesson 1: Artificial Selection, students engage in a hands-on lab in which they make observations about wild cabbage and vegetables bred from the wild cabbage. They then make a claim about how one of the vegetables might have developed through selective breeding.
• LS4.C-M1. In Module D: The Diversity of Living Things, Unit 2: Evolution, Lesson 2: Natural Selection, students read several case studies on trait variation in different organismal populations. They use trait distribution graphs and information on the environment to answer questions relating the two factors. Then they look at the distribution of traits of ground finches on the Galapagos Islands before and after a drought and use that information to predict the distribution after an unusually wet season.
• LS4.D-M1. In Module C: Ecology and the Environment, Unit 3: Ecosystem Dynamics, Lesson 3: Engineer It: Maintaining Diversity, students learn about the services that ecosystems provide, such as water filtration and erosion control. The lesson discusses how loss of biodiversity can impact ecosystem health - such as cutting down trees increasing erosion and fertilizer runoff into streams. Students have several opportunities throughout lesson to consider how human impacts can severely reduce biodiversity.

Example of grade-band life science DCI element partially addressed in the materials:

• LS4.A-M3: In Module D: The Diversity of Living Things, Unit 1: History of Life on Earth, Lesson 3: Evidence of Common Ancestry, students compare pictures of different vertebrate species’ embryos. They answer a multiple-choice question about the characteristics shared when the organisms are embryos and that they do not share when they are fully developed. This DCI element is weakly addressed, given the minimal amount of student engagement with the concept.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate all grade-band components and all the associated elements of the earth and space sciences DCIs across the series. The earth and space sciences DCIs are addressed in four modules: Module E: Earth’s Water and Atmosphere; Module F: Geologic Processes and History; Module G: Earth and Human Activity; Module H: Space Science.

Throughout these modules, students have multiple opportunities to engage with the elements of the earth and space sciences DCIs, through a varied set of learning activities (e.g., online simulations, hands-on labs, writing an evidence-based explanation about the lesson-level phenomenon) and prompts for teachers’ instruction found in the Teacher Edition (e.g., student collaboration activities). There are some inconsistencies in the frequency of coverage of earth and space sciences DCI elements across the materials, with some of the elements addressed multiple times, and others only addressed once. Additionally, in some cases, individual elements are met through student engagement in multiple activities or lessons, rather than being fully met through a single activity.

Examples of grade-band earth and space sciences DCI elements present in the materials:

• ESS1.A-M1. In Module H: Space Science, Unit 1: Patterns in the Solar System, Performance Task: How can you model the Earth-Sun-Moon System?, students design and construct a working model of the Earth-Sun-Moon system to be used with third graders to explain moon phases, eclipses, and seasons.
• ESS1.A-M2. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 3: Earth’s Place in the Universe, the lesson-level Can You Explain It? task asks students “How can we make a model of the Milky Way galaxy that shows Earth’s location?” Students’ explanation in response to this question requires them to draw on their understanding from the lesson about the properties of the Milky Way galaxy and the lines of evidence that allow us to know about those properties.
• ESS1.B-M1. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 2: Earth and the Solar System, students analyze data that supports and refutes early models of the solar system, which include the sun, planets and their moons, asteroids, comets and meteoroids.
• ESS1.B-M2. In Module H: Space Science, Unit 1: Patterns in the Solar System, Lesson 1: Patterns in the Solar System, students engage in a hands-on lab to model the Earth-Sun-Moon system to explain solar and lunar eclipses. In Lesson 2: Seasons, students engage in another hands-on lab to model sunlight distribution during different seasons by shining a light on a foam ball at different angles and calculating the area.
• ESS1.B-M3.  In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 1: The Formation of the Solar System, students explain how criteria for a space object to be classified as a planet relates to Kant’s nebular hypothesis, focusing on how planets “cleared the neighborhood” because their mass attracts smaller bodies as they orbit. They next identify characteristics of the solar system that are explained by Laplace’s hypothesis of solar system formation by analyzing a graphic and online animation of gravity drawing together dust and gas.
• ESS1.C-M1. In Module F: Geologic Processes & History, Unit 2: Earth Through Time, Lesson 1: The Age of Earth’s Rocks, students determine the relative ages of rock layers in a diagram. They then read about the difference between relative and absolute ages of rocks, and analyze data on half-lives of different elements to understand absolute dating.
• ESS1.C-M2. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 3: Earth’s Plates, students explain the age of the ocean floor at ridges and trenches using patterns in global rock age data.
• ESS2.A-M1. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 2: The Rock Cycle, students describe and model the rock cycle, including the energy source that drives each part of the process.
• ESS2.A-M2.  In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Unit Project: Feature Future, students choose a geological feature to research the timeline of its formation and geological processes that have changed this feature over time. Students then use evidence to predict how the feature will change in the future.
• ESS2.B-M1. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 3: Earth’s Plates, students explain how their observations of fossil and landform data on maps has changed their thinking about whether the continents have moved over time.
• ESS2.C-M1. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Lesson 3: The Water Cycle, students closely examine the water cycle. Students are shown a picture of glaciers and snow covered mountains and the ocean, and describe two ways that liquid water could have come to this location on Earth. Students also model the formation of clouds and rain through condensation, precipitation, and then deposition in a hands-on investigation.
• ESS2.C-M2. In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 1: Influences on Weather, students explore how the patterns of the movement of water can cause atmospheric changes that affect the weather in an area. They examine maps of prevailing winds and ocean currents and explain how winds cause surface currents.
• ESS2.C-M3. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Unit Project: Energy Flow in the Earth System, students explore how energy from the sun and gravity power the water cycle as they create a model to show energy flow through Earth’s systems.
• ESS2.C-M4. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Lesson 2: Circulation in Earth’s Oceans, students develop a model, read about, and examine a diagram of convection currents. They then explain how a drop of water would travel in a convection current due to changes in density from salinity and temperature.
• ESS2.C-M5. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 1: Weathering, Erosion, and Deposition, students look for evidence of weathering and erosion in a picture of the Mesa Verde Canyon in Arizona. They are asked to predict and draw what the canyon will look like in one million years if water continues to flow.
• ESS2.D-M1.  In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 3: Influences on Climate, students analyze data on the albedo effect and how it changes with seasons. They then read about and summarize patterns related to how latitude impacts climate and interacts with other factors like ocean currents, wind, and elevation.
• ESS2.D-M2. In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 2: Weather Prediction, students examine the usefulness and limitations of predicting the weather. Students analyze data to see the complex relationships and understand how predictions are made using mathematical models.
• ESS2.D-M3. In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 3: Influences on Climate, students use a diagram of Earth’s regional climates to answer the question (in a sidebar of the Teacher Edition): “How does a large body of water lead to a milder climate for a coastal area, as compared to one inland at the same latitude?”
• ESS3.A-M1. In Module G: Earth & Human Activity, Unit 2: Resources in Earth’s Systems, Lesson 2: The Distribution of Natural Resources, students compare nonrenewable and renewable energy resources, as well as mineral and freshwater resources. They observe a U.S. map and relate regional resource availability to differences in to the geologic processes that formed those regions.
• ESS3.B-M1. In Module G: Earth & Human Activity, Unit 1: Earth’s Natural Hazards, students analyze data on lightning and human-caused fires and the monthly occurrence of fires in general. They use that information to determine in which states and during which months they should focus a public awareness campaign.
• ESS3.C-M1. In Module G: Earth & Human Activity, Unit 3: Using Resources, Lesson 2: Resource Use and Earth’s Systems, students use claim, evidence and reasoning to explain the impact the Elwha Dam has had on migrating fish species. In Module G: Earth & Human Activity, Unit 4: Human Impacts on Earth Systems, Lesson 2: Engineer It: Reducing Human Impacts on the Environment, students view a map of a town and use that information to determine what areas should be monitored in order to minimize impacts of pollution on the environment.
• ESS3.C-M2. In Module G: Earth & Human Activity, Unit 3: Using Resources, Lesson 1: Human Population and Resource Use, students read and analyze data in two different graphs to assess the negative impacts that population size has on water use and timber consumption.
• ESS3.D-M1. In Module G: Earth & Human Activity, Unit 1: Human Impacts on Earth Systems, Lesson 3: Climate Change, students engage in a hands-on lab to model the impact that a greenhouse has on temperature and relate that to greenhouse gases and their effect on Earth’s temperatures. Later in the same lesson, students use a pie chart showing U.S. carbon dioxide emissions by source to brainstorm how that individuals, businesses, and governments could reduce their emissions. Students also evaluate two different possible solutions for reducing emissions.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate all grade-band components and all the associated elements of the engineering, technology, and applications of science (ETS) DCIs across the series. One module (Module A: Engineering and Science) focuses particularly on the ETS DCIs, but all other modules provide opportunities for students to undertake engineering-related DCIs as they simultaneously engage with the science DCIs (life, physical, and/or earth/space). These opportunities are consistently labeled as Engineer It activities and are generally embedded within lessons; occasionally, an entire lesson sequence is an Engineer It activity.

Throughout the materials, students have multiple opportunities to engage with the elements of the ETS DCIs, through a varied set of learning activities (e.g., online simulations, hands-on labs, writing an evidence-based explanation about the lesson-level phenomenon) and prompts for teachers’ instruction found in the Teacher Edition (e.g., student collaboration activities).

Examples of grade-band ETS DCI elements present in the materials:

• ETS1.A-M1. In Module I: Energy and Energy Transfer, Unit 2: Energy Transfer, Lesson 3: Engineer It: Thermal Energy Transfer in Systems, students define criteria and constraints as they work through a lesson-level design challenge to develop a lunch carrier that minimizes the amount of heat transfer.
• ETS1.B-M1. In Module A: Engineering & Science, Unit 2: The Practices of Engineering, Lesson 2: Developing and Testing Solutions, students read about the importance of testing solutions to iteratively improve designs, and they then engage in a hands-on lab to design a model car. The lab entails testing their design to make improvements. Students also are asked to explain their own ideas about the purposes of carrying out multiple tests for a designed solution.
• ETS1.B-M2. In Module C: Ecology & the Environment, Unit 3: Ecosystem Dynamics, Lesson 3 Engineer It: Maintaining Biodiversity, there is a Collaboration sidebar in the Teacher Edition, in which students are presented with a design problem related to pollution and asked to evaluate solutions to reduce pollution per person. Students list criteria and constraints of a solution (e.g., low-cost, impacts on livelihood) and then evaluate each solution on a peer’s list to determine which best meets the criteria and constraints.
• ETS1.B-M3. In Module A: Engineering & Science, Unit 2: The Practices of Engineering, Lesson 3: Optimizing Solutions, students read about the development of the modern day cell phone and consider how the engineering design process works much better with multiple ideas that can be combined to make the best solution. Students then explain their ideas about what might happen if they were limited to only one idea during the engineering design process and should describe that the number of possible solutions would be limited.
• ETS1.B-M4. In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 2: Weather Prediction, students practice using a mathematical model to predict temperature. They read about how snowy tree crickets chirp at different rates depending on the air temperature and are then given a set of chirp data and the rate equation to calculate temperatures
• ETS1.C-M1. In Module A: Engineering & Science, You Solve It Simulation: How Can You Plan Efficient Cargo Shipping?, students iteratively analyze data on the cost of shipping cars in a cargo ship, in order to minimize the cost for a car company. As they run different simulations set to different criteria, they incorporate the strategies that worked from previous runs, in order to optimize their solution to the design problem and recommend a transportation strategy in their final report for the activity.
• ETS1.C-M2. In Module I: Energy and Energy Transfer, Unit 1: Energy, Lesson 3: Engineer It: Transforming Potential Energy, students engage in the design cycle to test a toy they have designed to teach about potential energy. In a hands-on lab, they iteratively analyze their results from testing the toy and make changes to their design. Students also read about how this evaluation process helps to optimize solutions for design problems.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Developing and Using Models and all the associated grade-band elements across the series, and include few elements of this SEP from above or below the grade band without connecting to the grade-band elements of this SEP. The materials include numerous opportunities for students to develop or use models.

Examples of grade-band elements of Developing and Using Models present in the materials:

• MOD-M1. In Module H: Space Science, Unit 2: The Solar System and Universe, Unit Project: Museum Model, students design a museum exhibit that models the Milky Way and the role of gravity in the formation and motions of the galaxy. Step 6 of the project involves students evaluating their classmates’ models by assuming the role of the museum board considering the proposals.
• MOD-M2. In Module B: Cells & Heredity, Unit 1: Cells, Performance Task: “How can doctors explain what sickle cell anemia is to affected children?”, students construct two comparative models of red blood cells: one from a healthy person and one from a person with sickle cell disease. Models show what happens to the cell when a person has this disease.
• MOD-M3. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Unit Project: Energy Flow in the Earth System, students develop a model of a specific path of energy flow of their choice, showing changes in energy types, energy transfer, and energy cycling through the four spheres of the Earth system. Through the project debrief, students consider how changing one factor in their model could cause other changes, as well as the uncertainty of aspects of their particular model.
• MOD-M4. In Module G: Earth & Human Activity, Unit 4: Human Impacts on Earth Systems, Lesson 3: Climate Change, students construct and use a model that represents the greenhouse effect. Students gather temperature data from their model, and then propose improvements so that the model could better represent the Earth system.
• MOD-M5. In Module D: The Diversity of Living Things, Unit 2: Evolution, Lesson 1: Genetic Change and Traits, students use paper strips to model the process of protein folding. They go through the process twice with two different “proteins,” and then answer questions about the differences in the resulting protein based on the differences in the amino acid sequences and how they were folded.
• MOD-M6. In Module K: Forces, Motions, and Fields, Unit 2: Electric and Magnetic Forces, Lesson 3: Fields, students plan an investigation using provided materials to model the magnetic fields around magnets. Students create models using field lines of three different magnets. Then they choose a model and explain why the model provides evidence that magnetic fields exist between magnets that are not touching.
• MOD-M7. In Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 2: Kinetic and Potential Energy, students create three different systems with materials given and describe how the kinetic and potential energy of the objects in the system (e.g., pendulum, bouncing ball) change over time. Students then choose one situation and list the inputs and outputs of energy, the energy transformations that took place, and where maximum kinetic and potential energy exist in the system.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Planning and Carrying Out Investigations and all the associated grade-band elements across the series, and include few elements of this SEP from above or below the grade band without connecting to the grade-band elements of this SEP.

Examples of grade-band elements of Planning and Carrying Out Investigations present in the materials:

• INV-M1. In Module C: Ecology & The Environment, Unit 2: Relationships in Ecosystems, Lesson 2: Resource Availability in Ecosystems, students plan and conduct an investigation to examine the relationship between a limiting factor (water or sunlight) and bean plant growth. Students identify variables and controls, the type of data they will collect, and how it will be recorded. Students make a claim based on results and are given an opportunity to suggest how they could improve their procedure to obtain clearer results.
• INV-M2. In Module G: Earth & Human Activity, Unit 1: Earth’s Natural Hazards, Lesson 2: Natural Hazard Prediction, students conduct an investigation to model the process of predicting a landslide. Students set up four different slopes of different angles. Students place damp soil on the slope, spray with water until saturated, and make observations. This evidence is then used to determine the areas most at risk in a town situated on a slope.
• INV-M3. In Module L: Waves and Their Applications, Unit 2: Information Transfer, Lesson 3: Communication Technology, students plan and carry out an investigation to accurately record a rolling ball’s position as many times as possible. They consider major issues that prevented collecting more or accurate data. Students then plan for how they can use technology to increase precision and accuracy of measurements.
• INV-M4. In Module K: Forces, Motions, and Fields, Unit 2: Electric and Magnetic Forces, Lesson 1: Magnetic Forces, students investigate the amount of mass that can be held by different sized magnets. After making observations and collecting data, students develop a process to increase the accuracy of measuring the maximum amount of mass that each magnet can hold. Students use evidence and reasoning to explain how the type of magnet affects the strength of the magnetic force.
• INV-M5. In Module J: Chemistry, Unit 3: Chemical Processes and Equations, You Solve It simulation: "How can you design a heat pack?", students design and test heat packs for relieving injuries. Students adjust the simulated experiment parameters, including the temperature of the room, to collect data to determine which conditions are best for the heat pack to meet design criteria.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Analyzing and Interpreting Data and all the associated grade-band elements across the series, and include few elements of this SEP from above or below the grade band without connecting to the grade-band elements of this SEP. The elements were present multiple times and distributed across the discipline-specific modules. Two elements were only present once in the materials (SEP-DATA-M3, SEP-DATA-M6).

Examples of grade-band elements of Analyzing and Interpreting Data present in the materials:

• DATA-M1. In Module C: Ecology & The Environment, Unit 2: Relationships in Ecosystems, Lesson 2: Resource Availability in Ecosystems, students examine the relationship between population size and the availability of resources through a graphical display showing linear relationships. A sidebar of the Teacher Edition prompts teachers to ask students to determine if population size is directly or inversely related to the amount of resources.
• DATA-M2. In Module G: Earth & Human Activity, Unit 2: Resources in Earth Systems, Lesson 2: The Distribution of Natural Resources, students analyze graphical data through a map of mineral deposits in North America. They identify areas which have cluster of deposits and consider what the resources have in common. Students also consider landforms and features in the western U.S. and explain why resources might be concentrated there.
• DATA-M3. In Module G: Earth & Human Activity Unit 1: Earth’s Natural Hazards,  Lesson 1: Natural Hazards, students are asked to analyze maps showing historic earthquake locations and earthquake hazard level and determine if there is a correlation between these two factors.
• DATA-M4. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 3: Earth’s Plates, students explain how their observations of fossil and landform data on maps has changed their thinking about whether the continents have moved over time.
• DATA-M5. In Module B: Cells & Heredity, Unit 3: Reproduction, Heredity, and Growth, Lesson 3: Plant Reproduction and Growth, students analyze a large dataset on honeybee colony loss and determine factors such as the average total annual loss and the percentage of acceptable loss for given years. They use their analysis of these data to make sense of bee colony collapse disorder.
• DATA-M6. In Module L: Waves and Their Applications, Unit 2: Information Transfer, Lesson 3: Communication Technology, students plan and carry out an investigation to accurately record a rolling ball’s position as many times as possible. They consider major issues that prevented collecting more or accurate data. Students then plan for how they can use technology to increase precision and accuracy of measurements.
• DATA-M7. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 2: Earth and the Solar System, students are asked to “analyze data that do not fit the model.” They explain similarities and differences between observations used to support geocentric models of the solar system and other observed phenomena.  
• DATA-M8. In Module A: Engineering & Science, Unit 2: The Practices of Engineering, Lesson 2: Developing and Testing Solutions, students use a decision matrix to evaluate different solutions to the design problem of designing a container to take soup to school. They use specific criteria to rate and rank each solution.
  

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Using Mathematics and Computational Thinking and all the associated grade-band elements across the series, and include few elements of this SEP from above or below the grade band without connecting to the grade-band elements of this SEP. The elements were generally present multiple times and distributed across the discipline-specific modules. Two elements were only present once in the materials (SEP-MATH-M1, SEP-MATH-M3).

Examples of grade-band elements of Using Mathematics and Computational Thinking present in the materials:

• MATH-M1. In Module L: Waves and Their Applications, Unit 1: Waves, You Solve It Simulation, “How can we harvest energy from ocean waves?”, students use a simulation of a wave-power generator to collect data on the relationship between wave height and period when generating electrical energy. Students then use additional data sets that include wave height and period for all twelve months of the year for three different locations to argue for the best place for a wave-energy generator farm.
• MATH-M2. In Module I: Energy and Energy Transfer, Unit 1: Energy, Lesson 2: Kinetic and Potential Energy, students plot data of two different graphical relationships and determine whether they are linear or nonlinear. Then they describe the relationship between kinetic energy and mass and kinetic energy and speed, and give examples of how changing an object’s mass or speed changes its kinetic energy.
• MATH-M3. In Module L: Waves and Their Applications, Unit 2: Information Transfer, Lesson 2: Analog and Digital Signals, students learn to code and decode graphs of binary signals used in computers. They then collaborate with a partner to create a way to send a digital signal using light and test out their method.
• MATH-M4. In Module B: Cells & Heredity, Unit 1: Cells, Lesson 2: Cell Structures and Function, students use gelatin cubes as cell models to investigate cell size and the function of the cell membrane. They use equations to describe the relationship between surface-area-to-volume ratio and time it took for the cubes to dissolve. They then compare their results to the functioning of the cell membrane and how a larger ratio would impact movement of materials in and out of the cell.
• MATH-M5. In Module J: Chemistry, Unit 4: The Chemistry of Materials, You Solve It Simulation, “How can you make a Synthetic Magnet?”: Using an online simulation, students design different cow magnets by changing the grade, shape and volume of a magnetic alloy to meet specific volume, strength, and resistance criteria. Students use concepts of percentage when choosing material amounts to create new alloys and volume when determining the size of different magnet designs. They then test and compare their designed magnets in the simulation to make an argument for the best design solution.
  

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Constructing Explanations and Designing Solutions and all the associated grade-band elements across the series, and include few elements of this SEP from above or below the grade band without connecting to the grade-band elements of this SEP.

This SEP occurs regularly throughout the materials. Every 5E lesson sequence ends with a Can You Explain It section that requires students to write a claim in response to the lesson-level phenomenon, support their claim with evidence from the lesson’s activities, and explain using scientific reasoning. While the materials do incorporate all elements of this SEP, certain elements are present more frequently than others. For example, SEP-CEDS-M4 is the element with which students most frequently engage through the Can You Explain It prompt at the end of each lesson, while students engage in SEP-CEDS-M5 the least frequently throughout the materials.

Examples of grade-band elements of Constructing Explanations and Designing Solutions present in the materials:

• CEDS-M1. In Module B: Cells & Heredity, Unit 2: Organisms as Systems, Lesson 4: Information Processing in Animals, students explain trends in data on hazel dormice hibernation. They identify variables to express the amount of weight gained by dormice in different times of the year, and then explain their interpretation of the hibernation patterns.
• CEDS-M2. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Lesson 1: Circulation in Earth’s Atmosphere, students use evidence from a picture of a windstorm to write an initial explanation on how air moves matter and transfers energy.
• CEDS-M3. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Unit Project, “Feature Future,” students use evidence from their own research to predict how their chosen geological feature will change in the future.
• CEDS-M4. In Module C: Ecology & the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 1: Matter and Energy in Organisms, students consider how a tiny plant can become a giant tree if matter cannot be created nor destroyed. They construct an explanation for how an organism grows if new matter is not created.
• CEDS-M5. In Module H: Space Science, students make a claim and use evidence and reasoning to explain why the Earth is a planet. They then choose another space object, such as Pluto, to explain why it is not a planet, according to criteria for classifying planets.
• CEDS-M6. In Module G: Earth & Human Activity, Unit 4: Human Impacts on Earth Systems, Lesson 2: Engineer It: Reducing Human Impacts on the Environment, students design a method to monitor solid waste from their school. They research and define the problem, brainstorm and evaluate solutions, and propose how to test their chosen solution.
• CEDS-M7. In Module A: Engineering & Science, Performance-Based Assessment (Digital Only Material): “Stopping Road Erosion,” students analyze a road that is being damaged by erosion. Students need to use the design process to research causes of erosion and potential solutions. Students construct a solution that meets the following design criteria and constraints: materials and processes, environmental impacts, and estimated cost of design.
• CEDS-M8. In Module J: Energy & Energy Transfer, Unit 1: Energy, Lesson 3: Engineer It: Transforming Potential Energy, students design a toy to teach potential energy. They use criteria and constraints and then research possible solutions for the problem. Students then choose the design they believe is most promising and build a prototype to test their toy design. Students analyze their results, determine how well it meets the criteria and constraints specified, and explain the changes they will make to their design. After implementing those changes, they re-analyze the performance of the toy to see if it better meets the criteria and constraints.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the science and engineering practice of Obtaining, Evaluating, and Communicating Information and all of the associated grade-band elements across the series. The materials incorporate the use of this SEP throughout a variety of types of learning activities. Additionally, there was one example of SEP-INFO-M4 in the materials, and it was partially addressed.

Examples of grade-band elements of Obtaining, Evaluating, and Communicating Information present in the materials:

• INFO-M1. In Module C: Ecology & the Environment, Unit 3: Ecosystem Dynamics, Lesson 3: Engineering It: Maintaining Biodiversity, students find evidence from the text that supports the claim that a reduction in tiger shark population will have a large impact on the population of other species.
• INFO-M2. In Module E: Earth’s Water & Atmosphere, Unit 2: Weather and Climate, Lesson 2: Weather Prediction, students read about how weather forecasts at different timescales are generated from models. They then cite evidence from the text and a 1-day precipitation forecast map to explain how a weather forecast can be useful. They use the information to give advice to someone planning a vacation to a specific place on the map.
• INFO-M3. In Module J: Chemistry, Unit 4: The Chemistry of Materials, Lesson 1: Natural and Synthetic Materials, students are given a list of possible sources of information to conduct research about synthetic vanillin. They first evaluate the reliability of the sources and then conduct research on how synthetic vanillin is made and the advantages of disadvantages of using it. Students use their research to write a marketing pitch for synthetic vanillin for a consumer audience.
• INFO-M5. In Module A: Engineering & Society, Unit 1: Introduction to Engineering and Science, Lesson 1: Engineering, Science, and Society, students use multiple sources to write about how scientific discoveries (e.g., circuits and semiconductors) have resulted in the development of new technologies (e.g., computers).

Example of grade-band element of Obtaining, Evaluating, and Communicating Information partially addressed in the materials:

• INFO-M4. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 2: Earth and the Solar System, students explain similarities and differences between the observations used to support Aristotle and Ptolemy’s models of the solar system and other observed phenomena which do not fit their models of the solar system. This partially addresses the element, in that explaining similarities and differences is a limited way of “evaluating,” as stated in the element description.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Patterns and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of Patterns throughout a variety of types of learning activities across the modules. Materials are designed for students to directly engage in building and using all elements of this CCC.

Examples of grade-band elements of Patterns present in the materials:

• PAT-M1. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Lesson 2: Circulation in Earth’s Oceans, students observe a NASA satellite data model of water movements on the ocean surface. They are asked to identify patterns to consider why there is so much movement in the ocean, and relate those patterns to the movement of water molecules.
• PAT-M2. In Module K: Forces, Motions, & Fields, Unit 2: Electric and Magnetic Forces, Lesson 4: Electromagnetism, students create a graph of data to determine how current changes with relation to the number of loops in a solenoid (a cylindrical coil of wire acting as a magnet when carrying electric current.).
• PAT-M3. In Module G: Earth & Human Activity, Unit 2: Resources in Earth Systems, Lesson 2: The Distribution of Natural Resources, students use a map showing the distributions of natural gas, oil, and coal and relate their distributions to the processes that formed them.
• PAT-M4. In Module D: The Diversity of Living Things, Unit 1: The History of Life on Earth, Lesson 1: The Fossil Record, a Collaboration sidebar in the Teacher Edition prompts students to analyze images of coprolites from five different ancient animals and use the patterns found in their shapes to determine whether the organism was most likely a carnivore, herbivore, or omnivore.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Cause and Effect and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of Cause and Effect throughout a variety of types of learning activities across modules. Materials are designed for students to directly engage in building and using all elements of this CCC. However, there is some variation in the frequency with which the materials draw upon the elements, with the materials using CCC-CE-M2 more frequently than the other two elements, and CCC-CE-M1 is addressed only partially in the materials.

Examples of grade-band elements of Cause and Effect present in the materials:

• CE-M2. In Module K: Forces, Motions, & Fields, Unit 1: Forces and Motion, Lesson 4: Engineer It: Collisions between Objects, students consider the impacts of a satellite colliding with space debris. They draw a diagram showing the collision, force arrows, and the likely resulting effects.
• CE-M3. This CCC element is only partially addressed in the materials. For example, in Module C: Ecology and the Environment, Unit 3: Ecosystem Dynamics, Lesson 1: Biodiversity in Ecosystems, the Can You Explain It? activity for the lesson entails students examining images of a riverside community before and after a flood. They generate cause and effect statements regarding the impacts on the ecosystem shown in the photos. In the Collaboration sidebar in the Teacher Edition for this activity, teachers are prompted to have students work in groups to identify other cause and effect relationships between the heavy rains and ecosystems shown in the photos; however, neither of these activities addresses the probability aspect described in the second part of this CCC element.

Example of grade-band element of Cause and Effect partially addressed in the materials:

• CE-M1. Although this CCC element only appears once in the materials, it is fully and clearly addressed. In Module G: Earth & Human Activity, Unit 4: Human Impacts on Earth Systems, Lesson 3: Climate Change, students read about the differences between correlation and causation and how scientists gather data to distinguish between the two. They compare the relationships between two sets of line graphs showing changes over time: ice cream sales and air temperature, and pet adoptions and air temperature. They then analyze two graphs showing global temperature data and atmospheric carbon dioxide and determine whether there is a correlation. Finally, students generate questions they would investigate to confirm if there was a causal relationship between the two variables.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Scale, Proportion, and Quantity and nearly all the associated grade-band elements across the series. The materials incorporate the use of Scale, Proportion, and Quantity throughout a variety of types of learning activities. The majority of the CCC elements are used to help students understand the relevant DCIs for each discipline-specific module, but are especially concentrated within the Earth & Space Science modules (E, F, G, & H). Additionally, the materials do not fully incorporate the element CCC-SPQ-M2, as only one partial example was found throughout the materials.

Examples of grade-band elements of Scale, Proportion, and Quantity present in the materials:

• SPQ-M1. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 1: Weathering, Erosion, and Deposition, students use images of specific geologic features as models for the processes of weathering and erosion. They observe the processes over different time scales and predict what a canyon will look like after 1 million years of the processes taking place.
• SPQ-M3. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 2: Earth and the Solar System, students undertake a hands-on lab in which they build a scale model of the Solar System. By comparing the diameter of solar system objects to their distances from the sun, students learn that these objects are very tiny compared to the spaces between them.
• SPQ-M4. In Module I: Energy & Energy Transfer, Unit 1: Energy, Lesson 2: Kinetic and Potential Energy, students plot data relating mass and kinetic energy and match the shape of their graph to a graph of an equation (showing linear versus exponential relationships). They repeat this process for data relating speed and kinetic energy. Students then describe the relationship between an object’s mass, speed, and kinetic energy.  
• SPQ-M5. In Module H: Space Science, Unit 2: The Solar System and Universe, Unit Opener, a Collaboration sidebar prompts teachers to have students work in small groups. Half of the groups brainstorm examples of systems that are scaled down so that they can be easily analyzed; the other half brainstorms systems that are scaled up so that they can be easily analyzed.

Example of grade-band element of Scale, Proportion, and Quantity partially addressed in the materials:

• SPQ-M2. This CCC element was found once in the materials, and is partially addressed. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 1: The Formation of the Solar System, there is a Tip feature in the Student Edition of the digital materials. Students first consider how the concept of relative size and distance are useful for modeling the solar system. They then have the option to click on a Tip Box, which opens up to describe how the scale of physical models is crucial to accurately depict the phenomena that they are meant to model. The element is only partially met because designed systems are not addressed; additionally, it is not clear how students are meant to use the information, and it could be easily missed since it is in an optional Tip Box.
  

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Systems and System Models and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of System and System Models throughout a variety of types of learning activities across modules. Materials are designed for students to directly engage in building and using all elements of this CCC. However, there is some variation in the frequency with which the materials draw upon the elements, with CCC-SYS-M2 used more frequently than the other elements, and the element CCC-SYS-M3 is addressed once in the materials.

Examples of grade-band elements of Patterns present in the materials:

• SYS-M1. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 4: Earth’s Changing Surface, students describe subsystem interactions for different natural hazards. Students examine a photo of a forest fire and explain the cycling of matter and energy that could occur in each subsystem interaction.
• SYS-M2. In Module J: Chemistry, Unit 3: Chemical Processes and Equations, Lesson 3: Engineer It: Thermal Energy and Chemical Processes, students explain the flow of thermal energy in a system consisting of a hot metal object submerged in water. Students also explain what the arrows in the model represent. They subsequently draw a model of how thermal energy flows in a system of ice cubes on a kitchen counter.
• SYS-M3. Although this CCC element only appears once in the materials, it is fully and clearly addressed. In Module G: Earth & Human Activity, Unit 4: Human Impacts on Earth’s System, Lesson 3: Climate Change, students complete a hands-on lab in which they model the greenhouse effect using a plastic model. As part of the lab debrief, they describe differences between their model and the real world. Then students suggest how they might improve their model to better represent the Earth system.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Energy and Matter and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of Energy and Matter throughout a variety of types of learning activities across the modules. Materials are designed for students to directly engage in building and using all elements of this CCC.

Examples of grade-band elements of Energy and Matter present in the materials:

• EM-M1. In Module C: Ecology & the Environment, Unit 1: Matter and Energy in Living Systems, Lesson 1: Matter and Energy in Organisms, students consider how a tiny plant can become a giant tree if matter cannot be created nor destroyed. Students collaborate with a partner to construct an explanation for how an organism gains mass if new matter is not created.
• EM-M2. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 2: The Rock Cycle, students write a story about a teaspoon of sediment moving through the rock cycle. In addition to demonstrating their understanding of the rock cycle through this writing activity and a visual diagram, students are prompted to include the “energy source that drives each part of the process.”
• EM-M3. In Module E: Earth’s Water & Atmosphere, Unit 1: Circulation of Earth’s Air and Water, Lesson 1: Circulation in Earth’s Atmosphere, students analyze various scenarios describing atmospheric interactions of air and water. They identify the different transfers of energy in the scenarios, which requires them to apply their understanding of different forms of energy (e.g., kinetic, thermal).
• EM-M4. In Module I: Energy & Energy Transformations, Unit 1: Energy, Lesson 2: Kinetic and Potential Energy, students engage in a hands-on lab in which they evaluate different systems (e.g., “a mass hanging from a string, swinging back and forth”) to describe how kinetic and gravitational potential energy of the objects in the systems change over time.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Structure and Function and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of Structure and Function throughout a variety of types of learning activities across modules. Materials are designed for students to directly engage in building and using all elements of this CCC.

Examples of grade-band elements of Structure and Function present in the materials:

• SF-M1. In Module D: The Diversity of Living Things, Unit 2: Evolution, Lesson 1: Genetic Change and Traits, students engage in a hands-on lab to model protein folding of two different proteins. They then compare the two to determine how the change in the structure of the protein affects their functions.
• SF-M2. In Module J: Chemistry, Unit 4: The Chemistry of Materials, Lesson 2: Engineer It: The Life Cycle of Synthetic Materials, students explain how the end of the life cycle of a plastic bottle can be the beginning of the life cycle for a polyester jacket.

​The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate the crosscutting concept of Stability and Change and all grade-band elements across the series and the materials include few elements of this CCC from above or below the grade band without connecting to the grade-band elements of this CCC. The materials incorporate the use of Stability and Change throughout a variety of types of learning activities across modules. Materials are designed for students to directly engage in building and using all elements of this CCC. However, the element CCC-SC-M1 is not addressed as frequently as the other CCC elements. There are only two examples of this element in the materials, and neither example fully addresses the element.  

Examples of grade-band elements of Structure and Function present in the materials:

• SC-M2. In Module C: Ecology & the Environment, Unit 2: Relationships in Ecosystems,  Lesson 3: Patterns of Interaction, students engage in a hands-on simulation to model how seasonal changes affect populations of rabbits, clover plants, and coyotes. Students model what happens to each population during each season and then analyze how changes to one population have impacts on the other populations.
• SC-M3. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 2, The Rock Cycle, students compare the amounts of time needed to form extrusive igneous rock versus metamorphic rock.
• SC-M4. In Module B: Cells & Heredity, Unit 2: Organisms as Systems, Lesson 4: Information Processing in Animals, students describe how an animal reacts to changes to normal body temperature. They need to identify warming behaviors that help warm up a cooling body and the opposite feedback mechanisms as well. Students continue to investigate homeostasis throughout this lesson.

Example of grade-band element of Structure and Function partially addressed in the materials:

• SC-M1. In Module J: Chemistry, Unit 4: The Chemistry of Materials, Lesson 2: Engineer It: The Life Cycle of Synthetic Materials, students explain why engineers need to consider how synthetic materials are disposed of, and whether the materials can break down over time or be reused. The materials miss an opportunity to engage students in examining the process at different scales.

The instructional materials reviewed for HMH Science Dimensions Grades 6-8 meet expectations that the materials incorporate grade-band NGSS connections to nature of science (NOS) and engineering (ENG) within individual lessons or activities across the series. Elements from all three of the following categories are included in the materials:

• grade-band nature of science elements associated with SEPs
• grade-band nature of science elements associated with CCCs
• grade-band engineering elements associated with CCCs

These elements are included in the lesson-level overviews provided in the Teacher Edition that list the SEPs, CCCs, and DCIs that are addressed in the lessons. However, the elements are not consistently included in two of the digital features in the materials (HMH NGSS Trace Tool and View by Standards option for each module) that are meant to show instances of where the publisher intentionally designed learning opportunities that address specific SEPs, CCCs, and DCIs. According to these tools, several of these elements do not exist. This is a missed opportunity to clearly highlight the connections that the materials make to these important NGSS elements.

Additionally, some of the elements are presented without allowing students any chance to engage with the concept, instead listing a fact or statement. This is a missed opportunity for the materials as incorporating a few questions around the elements would have provided students with an opportunity for deeper engagement.  

The materials incorporate the majority of the connections to NOS elements associated with SEPs. The elements that are present are explicitly introduced, and the category is addressed in a range of modules across different disciplines. However, the materials do not address the following NOS elements: VOM-M1, VOM-M2, VOM-M4, ENP-M1, ENP-M4, and ENP-M5. Given that students consistently undertake investigations across the modules, it is a missed opportunity to incorporate explicit connections to elements related to investigations (e.g., NOS-VOM-M1, NOS-VOM-M2).

Examples of grade-band connections to NOS elements associated with SEPs present in the materials:

• NOS-VOM-M3. In Module G: Earth & Human Activity, Unit 1: Earth’s Natural Hazards, Lesson 2: Natural Hazard Prediction, students engage in a hands-on lab to model the impact slope has on landslides. They use their findings to explain where the greatest risk of damage from a landslide might occur in a town, given the slopes of different areas. Students evaluate the model that led to their explanation and propose improvements to the model.
• NOS-BEE-M1. In Module K: Forces, Motions & Fields, Unit 2: Electric and Magnetic Forces, Lesson 4: Electromagnetism, a Connection to Earth and Space Science sidebar in the Teacher Edition lists this category and provides information about how scientists use empirical evidence to study space phenomena, such as how knowledge of light waves and color, are used to determine a star’s temperature and distance from Earth. This is an example of presenting information that addresses the element without prompting teachers or enabling students to engage with the concept.
• NOS-ENP-M2. In Module F: Geologic Processes & History, Unit 1: The Dynamic Earth, Lesson 3: Earth’s Plates, a Misconception Alert sidebar in the Teacher Edition addresses the possible student misconception that old theories are completely wrong. The text prompts teachers to have students explain how theories evolve over time with new evidence.

The materials incorporate the majority of the connections to NOS elements associated with CCCs. The materials present some of the elements on several occasions and across disciplines. For example, NOS-HE-M4 is introduced in many occasions and throughout many modules. Other elements were only incorporated once throughout the materials, such as NOS-AOC-M2 and NOS- HE-M1. Additionally, the materials do not address the following NOS elements: WOK-M1, HE-M2, AQAW-M2.

Examples of grade-band connections to NOS elements associated with CCCs present in the materials:

• NOS-WOK-M2. In Module H: Space Science, Unit 2: The Solar System and Universe, Lesson 1: The Formation of the Solar System, a Collaboration sidebar in the Teacher Edition prompts teachers to “facilitate a discussion about how Pierre-Simon Laplace built upon Immanuel Kant’s hypothesis” about the formation of the solar system. The guidance for the discussion further states that students should recognize that scientists regularly expand on the work of others and that significant discoveries are often the work of multiple people.
• NOS-HE-M4. In Module L: Waves and Their Application, Unit 2: Information Transfer, Lesson 3: Communication Technology, students conduct a short research assignment about how the internet has revolutionized a scientific field. In an accompanying formative assessment prompt in a sidebar of the Teacher Edition, students develop an evidence-based claim to explain why new technologies are linked to scientific advances.
• NOS-AQAW-M1. In the HMH Google Expedition: Spirit: The Life of a Robot (Teacher’s Edition, digital materials only), students learn that without the development of the Mars rovers Spirit and Opportunity, scientists would not have evidence of the possibility of water on Mars in the past. The data collected by these rovers allowed scientists to construct explanations using patterns of rock formation to suggest water once flowed on this planet. This leads to the discussion of the possibility of life on Mars.

The materials incorporate all of the connections to ENG elements associated with CCCs. The elements are incorporated across all disciplines, but are especially concentrated in Module A: Engineering & Science.

Examples of grade-band connections to ENG elements associated with CCCs present in the materials:

• ENG-INTER-M2. In Module K: Forces, Motions & Fields, Unit 2: Electric and Magnetic Forces, Lesson 2: Electric Forces, a Connection to Earth and Space Science sidebar in the Teacher Edition lists this category and provides information about how understanding the nature of charge and electric force led to invention and development of electric circuits. This, in turn, led to advances in communication in the early 19th century. This is an example of presenting information that addresses the element without prompting teachers or enabling students to engage with the concept.
• ENG-INFLU-M3. In Module A: Engineering & Science, Unit 2: The Practices of Engineering, Lesson 1: Defining Engineering Problems, students consider what questions they should ask to help define the problem of open kitchen fires and simple stoves. They analyze an infographic from the World Health Organization to consider how different economic conditions lead to different types of technologies for cooking food, with potential safety implications for people’s safety and the surrounding environment.