4th Grade - Gateway 1
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Designed for NGSS
| Score | |
|---|---|
Gateway 1 - Partially Meets Expectations | 64% |
Criterion 1.1: Three-Dimensional Learning | 14 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 4 / 12 |
The instructional materials reviewed for Grade 4 partially meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning meets expectations and Criterion 2: Phenomena and Problems Drive Learning does not meet expectations.
Criterion 1.1: Three-Dimensional Learning
Materials are designed for three-dimensional learning and assessment.
The instructional materials reviewed for Grade 4 meet expectations for Criterion 1a-1c: Three-Dimensional Learning. The materials consistently include integration of the three dimensions in at least one learning opportunity per learning sequence. Learning sequences are inconsistently designed for student opportunity to engage in sensemaking with the three dimensions. The materials consistently provide three-dimensional learning objectives at the sequence level that build towards the performance expectations for the larger unit, and consistently assess to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives.
Indicator 1a
Materials are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning.
Indicator 1a.i
Materials consistently integrate the three dimensions in student learning opportunities.
The instructional materials reviewed for Grade 4 meet expectations that they are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities.
Throughout the Grade 4 materials, nearly all learning sequences include at least one learning opportunity that incorporates all three dimensions. Units are typically three lessons long, and lessons are composed of three to five learning opportunities called Explorations. The Hands-On Explorations are typically where the three dimensions are found together in a single opportunity. In these explorations, students engage in asking a question related to the concept introduced with an opening video or image, participate in hands-on and/or exploratory, collaborative learning opportunities. A notable exception is Unit 1. This unit is an engineering unit and not connected to any DCIs in life, physical, or earth and space science.
Examples of learning opportunities within the materials that integrate all three dimensions:
In Grade 4, Unit 2, Lesson 1, Exploration 4: How Plants Change, students explore a variety of ways that plants respond to their environment from changing seasons, to sunlight, to external inputs (e.g., venus fly traps responding to a fly landing in them)(DCI-LS1.A-E1, SEP-INFO-E4). Students are asked to describe evidence and discuss structure and function throughout the lesson (SEP-CEDS-E3, CCC-SF-E1).
In Grade 4, Unit 3, Lesson 1, Exploration 2: Light the Bulb, students work with batteries, light bulbs, wire, and switches to construct circuits. Students are asked to investigate how various materials can be assembled to create a simple functioning electrical circuit (CCC-EM-E3, SEP-INV-E3). Once students light the bulb, they draw a model of the circuit and construct an argument for how circuits work (DCI-PS3.B-E1, SEP-ARG-E4).
In Grade 4, Unit 4, Lesson 3, Exploration 4: Evidence of Environments, students look at photographs of fossils and determine whether the organism lived in the water, on land, or both, as well as what the organism was (DCI-LS4.A-E2). Then, students read text and observe images to develop an explanation of how earth’s surface has changed over time (SEP-CEDS-E2). Next, students look at photographs of layered rock formations and explore the organisms that live in the layers and use this information to help them explain how fossil layers are records of earth’s history (DCI-ESS1.C-E1, SEP-CEDS-E2).
In Grade 4, Unit 5, Lesson 1, Exploration 4: Finding Patterns, students compare the location of earthquakes and volcanoes on several maps to identify patterns. Students study different maps that plot the location of volcanoes and large earthquakes around the world. Using the data from the maps, students construct an argument that the locations of earthquakes and volcanoes follow a pattern (SEP-ARG-E4, CCC-PAT-E3, and DCI-ESS2.B-E1). Students then plot the location of earthquakes on a map to reveal and describe the pattern of earthquake activity in southern California (SEP-DATA-E1, CCC-PAT-E3).
In Grade 4, Unit 5, Lesson 2, Exploration 1: Engineer It: Strong, Stable Structures, students investigate how different building materials react to a simulated earthquake. After looking at photos and reading about how engineers use a giant sized shake table to test the ability of buildings to withstand earthquakes, students ask questions about the kinds of materials and structures that are better able to withstand shaking (SEP-AQDP-P2). Students then plan and conduct a fair test to determine which types of design and materials are better able to withstand shaking (SEP-INV-E1) and record their results (SEP-DATA-P1). Students then make a claim about building design and materials that are better able to withstand earthquakes based on their data (SEP-ARG-E4, CCC-CE-E1). Students then explain how this investigation supports the idea that people can reduce the impacts of natural hazards (DCI-ESS3.B-E1).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 4 partially meet expectations that they consistently support meaningful student sensemaking with the three dimensions.
Across Grade 4, multiple learning sequences include opportunities for students to engage in sensemaking using all three dimensions. In a few sequences, students engage in sensemaking with two dimensions. In some cases student sensemaking takes place across the entire sequence and in others student sensemaking happens within a single learning opportunity. In cases where there is only two-dimensional sensemaking, usually a CCC is missing. When sequences do not engage students in sensemaking, they typically include tasks for students to recall information or apply the SEPs or CCCs in isolation, but do not provide students the opportunity to use SEPs and CCCs in concert to make sense of a DCI.
Example of materials that are designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions:
In Grade 4, Unit 2, Lesson 3, Exploration 4: Sights and Sounds, students read about and explore the function of eyes. They begin by reading about how eyes sense light and transmit information (DCI-LS1.D-E1). Students then apply what they’ve learned to draw a model of how light reflects off of objects and into eyes, enabling people to see (SEP-MOD-E4, CCC-SYS-E2).
In Grade 4, Unit 3, Lesson 1, Exploration 3: Energy is All Around, students read and watch videos about energy transformation and transmission (DCI-PS3.A-E2, DCI-PS3.B-E3). Students identify how a variety of household objects transform energy in a range of ways (CCC-EM-E3) and then research a novel scenario of energy transformation and present their findings (SEP-INFO-E5).
In Grade 4, Unit 3, Lesson 3: Waves, students engage in a learning sequence that demonstrates waves in water and air to explain how waves carry energy. Students simulate waves in various mediums and look at the movements of waves in each medium. Then, students simulate a buoy staying in one place in the ocean by simulating waves with a bobber. Students read informational text that explains how energy is transferred in different waves (DCI-PS4.A-E1). Students rely on the data they collected through the investigations (SEP-DATA-P3) and the cause and effect examples (CCC-CE-E1) from the hands-on investigations to make sense of how the energy transfers through a wave.
In Grade 4, Unit 5, Lesson 2, Exploration 3: Natural Hazards, students examine the effects of natural hazards, such as wildfires, earthquakes, etc. (DCI-ESS3.B-E1) by watching videos and interactive simulations. Using the information obtained from the simulation and videos (SEP-INFO-E1), students write explanations (SEP-CEDS-E1) as to why understanding causes and effects of natural hazards (CCC-CE-E2) is important to keep people safe.
Examples of materials that are not designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions:
In Grade 4, Unit 1, Lesson 1: Engineering Design, students engage in a learning sequence to design a solution for enhancing listening abilities on a nature walk. Students build a “quick tower” to develop the concept of time and material constraints (DCI-ETS.A-E1). Students construct an argument about whether their design met the criteria and constraints of the challenge (SEP-ARG-E4). Students identify criteria and constraints of a new design challenge, creating a listening device. They plan, build, and test their device (SEP-MOD-E5) and then make changes to improve their device. Students learn through reading informational text about how engineering helps solve problems and challenges and the work that engineers do. There is a missed opportunity for students to use SEPs or a CCC to make sense of a DCI from life, physical, or earth and space science.
In Grade 4, Unit 2, Lesson 1: Plant Parts and How they Function, students go through a variety of learning opportunities where they gain information on how plants work together to grow, gain nutrients, and reproduce (DCI-LS1.A-E1, CCC-SF-E2). Additionally, students are asked to identify evidence (SEP-CEDS-E3), and present their findings to others (SEP-INFO-E4). However, there is a missed opportunity for student sensemaking as in every learning opportunity where students need to demonstrate their understanding, the answers are provided for them with the Sample Answer function.
In Grade 4, Unit 3, Lesson 4: Information Transfer, students engage in a learning sequence to explore different methods of transferring information. Students design, make, and test a solution to transfer information using a pattern (SEP-MOD-E5, CCC-PAT-E1) with the supplies on hand. Then, they write a claim about using patterns to communicate (SEP-ARG-E4). Students are told how pixels are used to create digital pictures and how the number of pixels affects the sharpness of the image. Then, students engage in an activity where they color in a box with 1s and 0s to see the message “hi” and then create their own message using a similar technique. They write a claim about pixels using evidence from their activity (SEP-ARG-E4). Students read informational text about how people have sent messages using codes in the past and how computers and cell phones now send binary digital codes across great distances (DCI-PS4.C-E1). The text directly explains the DCI to students and there is a missed opportunity to support student sensemaking around the DCI using either SEPs or CCCs.
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grade 4 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
In Grade 4, materials provide three-dimensional lesson objectives tied to performance expectations. Each lesson includes a Lesson Objective stating what students will do in the subsequent explorations. The lesson objectives are supported by the Making 3D Connections feature, which names which performance expectations the lesson is building to and the elements of the three-dimensions that students are supposed to be engaged in. The exception is Unit 1, which only includes engineering performance expectations and does not include DCIs from life, physical, or earth and space science.
Each learning sequence includes multiple opportunities for formative assessment and the learning objectives are consistently assessed across those opportunities. Each exploration ends with a Making Sense question where students answer a question connected to the publisher identified phenomenon. Each learning sequence, or lesson, ends with a Lesson Check. In the Lesson Check, students return to the Can You Explain It? Question connected to the publisher identified phenomenon introduced at the beginning of the lesson and then answer a series of questions about the lesson that can include short answer, multiple choice, matching, and fill-in-the-blank questions.
The materials consistently incorporate some tasks for the purpose of supporting the instructional process. The materials provide teacher support for struggling students in the Making Sense sections of the lesson in the form of sample answers and remediation guidance. Teacher notes for Lesson Check assessments include supports to help students answer the questions but do not include remediation guidance.
Examples of lessons that have three-dimensional learning objectives, formative assessment tasks assess student knowledge of all, or nearly all, elements in the learning objective, and provide guidance to support the instructional process:
In Grade 4, Unit 4, Lesson 2: Fast and Slow Changes, the three-dimensional lesson objective is “Students will identify, explain and record evidence about factors that shape Earth’s surface, such as rainfall, wind, ice, and gravity,” and is connected with performance expectation 4-ESS2-1. The Making Sense questions ask how factors quickly or slowly change the face of the earth (DCI-ESS2.A-E2). The Lesson Check includes questions on gravity, wind, rain, weathering, plants, and other causes of change to the Earth’s surface (DCI-ESS2.A-E2, DCI-ESS2.E-E1, and CCC-CE-E1). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 4, Unit 2, Lesson 2: Animal Parts and How They Function, the three-dimensional lesson objective is “ Students will gather evidence about the function and structure of animal parts in order to construct an argument that these parts work together as a system to enable the animal to survive, grow, reproduces, and behave,” and is connected to performance expectation 4-LS1-1. The Making Sense questions asks students to explain how a glass frog’s internal structures and behaviors help them grow, survive, and reproduce (DCI-LS1.A-E1). The Lesson Check includes questions on drawing a model of a structure or system that protects an animal from predators (DCI-LS1.A-E1, CCC-SYS-P1), reproduction in animals (DCI-LS1.B-E1), and constructing an argument about what would happen if a shark was missing any part of its digestive system (DCI-LS1.A-E1, CCC-SYS-E1). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 4, Unit 3, Lesson 3: Waves, the three-dimensional learning objective is "Students differentiate between wavelength and amplitude and observe how waves interact,” and is connected to performance expectation 4-PS4-1. The Making Sense questions ask students to explain how energy from waves makes a surfer move through the water (DCI-PS4.A-E1, DCI-PS4.A-E2). The Lesson Check includes questions on how waves carry energy, the parts of a wave, and describing sound waves with different amounts of energy (CCC-PAT-E1). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 4, Unit 5, Lesson 1: Patterns on Earth, the three-dimensional lesson objective is “Students will be able to analyze and interpret data from maps to describe patterns of Earth’s features such as the location of mountain ranges, ocean trenches, earthquakes, and volcanoes. They will be able to ask questions and investigate what causes earthquakes and volcanoes to occur in similar places,” and is connected to performance expectation 4-ESS2-2. The Making Sense questions ask students to explain how maps help people see patterns on earth (SEP-DATA-E2, DCI-ESS2.B-E1, and CCC-PAT-E3). The Lesson Check includes questions on identifying unseen fault patterns, the ring of fire, and the connection between landforms such as trenches volcanoes (DCI-ESS2.B-E1, CCC-PAT-E3). There is a missed opportunity to assess SEP-AQDP-E3. The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
Indicator 1c
Materials are designed to elicit direct, observable evidence of three-dimensional learning.
The instructional materials reviewed for Grade 4 meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.
Most units provide three-dimensional objectives and are built around multiple performance expectations (PEs). The only exception is Unit 1. Unit 1 is built around a PE that incorporates engineering, technology, and applications of science DCIs and SEPS but does not incorporate a DCI from life, physical, or earth and space science or a CCC.
The summative assessment system consists of a unit test for each unit, a mid-year assessment, an end-of-year assessment, and performance-based assessments. Unit Tests consist of mostly multiple-choice, matching, fill-in-the-blank, or true/false questions, along with a limited number of short answer questions. The mid-year and end-of-year assessments comprise similar question types as the unit assessments, but cover a broader range of learning objectives. The performance-based assessments are connected to performance expectations rather than a particular unit. These assessments include a mix of tasks and questions. They typically engage the student with a brief investigation or hands-on activity that requires the students to answer questions based on the data they collect. The performance-based assessments also include scenarios or data sets that students must interpret and respond with short answer, multiple choice, fill-in-the-blank, and/or matching questions. Although the unit tests sometimes do not assess all elements of the unit’s learning objectives, across the entire assessment system nearly all of the learning goals are assessed.
Examples of three-dimensional objectives and unit tests:
In Grade 4, Unit 2: Plant and Animal Structure and Function, the objectives are three performance expectations: 4-LS1-1, 4-LS1-2, and 4-PS4-2. The Unit Test includes multiple choice, matching, labeling, ordering, fill-in-the-blank, and short answer questions. Students answer questions about animal senses (DCI-LS1.D-E1), light reflection (DCI-PS4.B-E1), modeling light (SEP-ARG-E4, SEP-MOD-E4), and how sensory systems keep animals safe (CCC-SYS-E2). Students answer questions about plants’ and animals’ responses to the environment and how structures such as root systems help them survive in their environment (DCI-LS1.A-E1)
In Grade 4, Unit 4: Shaping Landforms, the objectives are two performance expectations: 4-ESS2-1 and 4-ESS1-1. The Unit Test consists of multiple choice, short answer, matching, and fill-in-the-blank questions. Students describe how they would investigate the effects of weathering on rock, including how living organisms may affect changes in rocks (DCI-ESS2.A-E2, DCI-ESS2.E-E1, and SEP-INV-E1). Students identify forces and explain how they change the earth’s surface (DCI-ESS2.A-E2, SEP-CEDS-E3, and CCC-CE-E1). Students make observations of rock layers and make claims with evidence about changes in the environment over time (DCI-ESS1.C-E1, SEP-INV-E3, SEP-CEDS-E2, and CCC-PAT-E3). Students describe a model that they might use to represent the relationship between weathering, erosion, and deposition (DCI-ESS2.A-E2, SEP-MOD-E2).
In Grade 4, Unit 5: Earth’s Features and Resources, the learning objectives are four performance expectations: 4-ESS2-2, 4-ESS3-2, 4-ESS3-1, and 4-PS3-4. The Unit Test consists of multiple choice, short answer, and fill-in-the-blank questions. Students analyze solutions to natural hazards that reduce the impact of the hazard on humans (DCI-ESS3.B-E1) through both multiple choice and short answer questions. In multiple questions, students use data to explain and/or refine a proposed solution to a problem related to fuel sources and the impact of natural disasters (SEP-CEDS-E5, SEP-DATA-E2, and SEP-DATA-E4).
In Grade 4, Unit 3: Energy and Communication, the objectives are six performance expectations: 4-PS3-2, 4-PS3-4, 4-PS3-1, 4-PS3-3, 4-PS4-1, and 4-PS4-3. The Unit Test consists of multiple choice, short answer, and fill-in-the-blank questions. The test includes questions on modeling a toy train set to explain energy transfer (DCI-PS3.A-E1, DCI-PS3.B-E1, DCI-PS3.C-E1, and SEP-MOD-E4), evaluating patterns in the data (CCC-PAT-E1), comparing solutions and constructing an argument when evaluating wave and flashlight experiments (DCI-PS4.A-E1, DCI-ETS1.A-E1, SEP-CEDS-E5, and SEP-MOD-E3), and answering multiple choice questions on energy and collisions (DCI-PS3.A-E2, DCI-PS3.B-E3).
Examples of Performance-Based Assessments that assess additional elements of the learning objectives:
In Grade 4, Light Me Up performance-based assessment, students follow instructions to build a circuit with a switch. They answer questions about how they know there is energy in the battery, what energy transfer is, and how energy is transferred in the circuit (DCI-PS3.A-E2, DCI-PS3.B-E3, SEP-INV-E3, SEP-CEDS-E2, and CCC-EM-E3). Students then design a sign that will communicate using lights (DCI-PS4.C-E1, CCC-PAT-E1), build a prototype using paper circuits (DCI-ETS1.A-E1), test and refine the sign (DCI-ETS1.C-E1, SEP-CEDS-E5), and explain how it works in terms of energy, electricity, and light (DCI-PS3.B-E3). Students also read scenarios and answer questions about circuits and improving traffic lights.
In Grade 4, Exploring Sight performance-based assessment, students follow instruction to construct a model of an eye using a box and lens. Students make observations of the images cast by the lens and answer questions that connect the model of the eye to how animals’ eyes function (DCI-PS4.B-P1, DCI-LS1.D-E1, SEP-MOD-E6, SEP-CEDS-P1, and CCC-SYS-E2). Students conduct a reflex test and explain how their senses interact to respond (DCI-LS1.D-E1, CCC-SYS-E2). Students also read a scenario and answer questions about light making things visible and how the body processes information (DCI-LS1.D-E1, CCC-SYS-E2).
In Grade 4, Holding Back the Ocean performance-based assessment, students design a solution to reduce the impact of a tsunami (DCI-ESS3.B-E1, SEP-CEDS-E5), share and evaluate each others’ designs (DCI-ETS1.B-E3), build and test their designs, and assess their performance. Students also read a scenario about tsunamis and answer questions on limiting their effects and how they are measured.
Criterion 1.2: Phenomena and Problems Drive Learning
Materials leverage science phenomena and engineering problems in the context of driving learning and student performance.
The instructional materials reviewed for Grade 4 do not meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include phenomena and problems at the lesson and sequence level. Of those phenomena and problems, they consistently connect to grade-level appropriate DCIs. Phenomena and problems are inconsistently presented to students as directly as possible. Few instances of phenomena or problems driving learning and use of the three dimensions are present at the sequence or lesson level, as a science topic or guiding question is the primary focus of the learning. The materials consistently elicit but do not leverage student prior knowledge and experience related to the phenomena and problems present.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 4 meet expectations that phenomena and/or problems are connected to grade-level Disciplinary Core Ideas (DCIs).
Materials consistently connect phenomena and problems to grade-level appropriate DCIs or their elements. Opportunities for students to build understanding of grade-level DCIs occur at the individual lesson level as well as over multiple lessons. Most of the problems present in Grade 4 provide grade-level DCI connections to support student learning. Some problems are connected to engineering standards but not to a grade-level DCI in life science, physical science, or earth and space science. All science disciplines are represented across the phenomena and problems connected to grade-level science DCIs.
Examples of phenomena and problems connected to grade-level DCIs or their elements:
In Grade 4, Unit 2, Lesson 2, Exploration 1: Dinner is Served, the phenomenon is that a hummingbird drinks nectar out of a flower. Students classify the structures animals use for feeding. Using pictures they determine how external mouth parts help animals eat certain foods. Through this activity, students develop an understanding that animals have external structures that serve functions in growth, survival, behavior, and reproduction (DCI-LS1.A-E1).
In Grade 4, Unit 2, Lesson 3, Exploration 2: No Smell, No Taste, No See, the phenomenon is that a girl can identify an orange by smelling it without looking at it. Students are blindfolded and work to identify different foods (fruits) using only smell. Then they work to identify foods while holding their noses by only sense of taste. The lesson includes a discussion of how the senses are used to identify things in their environment (DCI-LS1.D-E1).
In Grade 4, Unit 3, Lesson 2, Exploration 1: Test it! Stored Energy in a Rubber Band, the phenomenon is that the pole vaulter’s pole bends but doesn't break as it helps him over the bar. Students explore and test the stored energy in a rubber band. They show the amount of stored energy in the rubber band by measuring how far a car moves when released. The force of the rubber band transfers energy to the car causing it to move (DCI-PS3.C-E1).
In Grade 4, Unit 3, Lesson 3: Waves, Exploration 1: Let's Make Waves, the phenomenon is that waves move across the surface of a pond. Students investigate water waves and sound waves in a hands-on activity. Students develop an understanding that waves are regular patterns of motion (DCI-PS4.A-E1).
In Grade 4, Unit 4, Lesson 1: Factors That Shape Earth’s Surface, the phenomenon is that in the middle of flat land there is a large steep-sided canyon with a river flowing through it. Throughout the lesson, students engage in a variety of activities to learn how the surface of the earth changes. Students investigate how wind speed affects how far different sediments travel, model how water speeds up the process of weathering, and read how rain, water, ice, wind, and living organisms contribute to the weathering and erosion of the earth’s surface (DCI-ESS2.A-P1, DCI-ESS2.A-E2).
In Grade 4, Unit 5, Lesson 1, Exploration 1: Tracking Quakes, the phenomenon is that a road cracks where recent earthquakes have occurred. Students analyze data to identify 20 different earthquakes, the dates the earthquakes occurred, the location of each earthquake, and the magnitude. Students determine that earthquakes mainly happen near coasts and some have occurred under water (DCI-ESS2.B-E1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 4 partially meet expectations that phenomena and/or problems are presented to students as directly as possible.
Grade 4 instructional materials present phenomena and problems to students as directly as possible in multiple instances but not consistently. In many cases, the materials provide students with access to the phenomena that leads to a shared common experience and a robust entry point into the phenomena. In most of the identified problems, the materials present the problem directly to students. The materials present the phenomena as a video or image that is accompanied by text and a recording of the text being read. No instances are present where students engage with the phenomena firsthand. In general, the phenomena are not presented as directly as possible when a change over time or motion is an element of the phenomenon. Finally, some of the presentations do not provide students with enough information about the event to make the phenomenon accessible to all students. In these cases, background knowledge is not provided or the pictures do not fully represent the process or event for students and therefore don’t allow them to share a common experience, or provide a robust entry point into the phenomena.
Examples of phenomena and problems that are presented to students as directly as possible, providing a common experience of the process(es) and a robust entry point:
In Grade 4, Unit 1, Lesson 1, Exploration 2: Designing a Listening Device, the design challenge is to construct a lightweight nonelectric listening device to enhance a nature walk. Students are presented the design challenge in the engage section of this unit through a video and an image. They see a person using a listening device to help them locate small animals in the forest. In Exploration 2, students are told they will design their own hearing-enhancing device to use during an outdoor hike. The video provides visual support to students who may not be familiar with sound enhancing devices or their function.
In Grade 4, Unit 2, Lesson 2: Animal Parts and How they Function, the phenomenon is that the glass frog's internal organs are visible through its skin. The phenomenon is presented as a picture of a glass frog. You can see all the organs through its skin. It is clear in the image that the frog has see-through skin.
In Grade 4, Unit 3, Lesson 1: Energy Transfer and Transformations, the phenomenon is that a band plays music while being cooled by a fan. Students watch a video and see a picture of a group of students playing music in a band. It is clear in the video and accompanying narration as well as in the photo that the band is playing music and being cooled by the fan.
In Grade 4, Unit 4, Lesson 2, Exploration 1: The Rate of Change, the phenomenon is a rock slide that is blocking a road. Students observe a photograph of rocks that appear to have slid down a hill and across the road. It would not be practical or safe for students to experience a rock slide directly and the rock slide is evident in the photograph.
Examples of phenomena and problems that are not presented to students as directly as possible:
In Grade 4, Unit 3, Lesson 2, Exploration 1: Test It! Stored Energy in a Rubber Band, the phenomenon is that the pole vaulter’s pole bends but doesn't break as it helps him over the bar. Students view an image of a pole vaulter holding a bent pole partway through their vault. There is accompanying text that describes that a pole vaulter’s pole does not break. The still image and text do not provide an opportunity for students unfamiliar with pole vaulting to have a common and shared understanding of the phenomenon.
In Grade 4, Unit 3, Lesson 3, Exploration 2: Bobbing and Waving, the phenomenon is that a buoy moves up and down in the waves but not forward from it’s spot. Students view a still image of a buoy with accompanying text describing the movement. The still image and text do not provide students unfamiliar with the motion of objects in waves with a common and shared understanding of the phenomenon.
In Grade 4, Unit 4, Lesson 1, Exploration 1: Modeling How Far Sediment Travels, the phenomenon is that the wind forms ripple marks on sand dunes. Students observe a photograph of sand dunes with sand swirling. Students are not able to observe the motion of the wind and its effect on sediment. There is a missed opportunity for the presentation of this phenomenon to provide a common experience of this process and a robust entry point.
In Grade 4, Unit 4, Lesson 1, Exploration 2: A Sweet Test, the phenomenon is that a rock formation on the coast contains a natural tunnel cutout. Students observe a photograph of a rock formation that is surrounded by ocean water. Students are asked to consider how water changes the earth’s surface. While this is an example of water causing change in the land, it is not clear the waves are causing the change. There is a missed opportunity for the presentation of this phenomenon to provide a common experience of this process and a robust entry point.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grade 4 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The materials provide few explorations or activities within the grade that use phenomena and problems to drive student learning and use elements from the three dimensions. In the majority of the lessons, the phenomena is used instructionally as a tool to engage students and to pique their interest, but does not ultimately drive student learning. Instead, student acquisition of disciplinary core ideas or science content is the focus of student learning rather than students working to understand the phenomena. The lessons often open with the phenomenon but the phenomenon is not discussed throughout the exploration until the end when students revisit the phenomenon or question. As a result, students are not engaged in figuring out the phenomenon through their work. While the few problems in Grade 4 do drive instruction, in most instances problems are not connected to a physical science, life science, or earth and space science DCI, and miss the opportunity to engage students in all three dimensions.
While most explorations are not phenomenon driven, many incorporate all three dimensions. Many of the hands-on explorations that appear in the first two explorations for each unit incorporate all three dimensions.
Examples of explorations or activities that do not use a phenomenon or a problem to drive student learning:
In Grade 4, Unit 2, Lesson 1, Exploration 3: Plant Structures have Special Functions, the topic of plant structures is the focus of this exploration. Students read about plant structures and examples of these structures and then summarize what they learned and connect it back to the question introduced at the beginning of the sequence.
In Grade 4, Unit 2, Lesson 2, Exploration 2: Courtship Displays, the phenomena are that a male peacock spider does a special dance to attract females and a male quetzal shows his brightly colored tail feathers. The phenomena does not drive the learning. Instead, the focus of this exploration is the concept that specialized external structures help animals survive. Students conduct research on external structures that help animals find a mate and then communicate how those specialized structures support the animal to their peers through a multimedia presentation.
In Grade 4, Unit 2, Lesson 1, Exploration 4: How Plants Change, the phenomenon is that trees appear different in winter, spring, summer, and fall. The phenomenon does not drive student learning. Instead, the focus of this exploration is the concept that plants change so that they can survive seasonal changes. Students are presented with four pictures of the same tree at different times of the year. They are asked what factors affect when a tree begins to lose its leaves. The materials then provide the answer to that question. The materials go on to explain to students how plants respond to sunlight and to gravity as they grow. This exploration provides information to help students understand some of the internal and external structures that help plants grow and survive.
In Grade 4, Unit 3, Lesson 1, Exploration 3: Energy Is All Around, this exploration focuses on the science concepts of electric current transfer and storage of energy. Students read how electric current or energy is carried by wires into their homes to power their devices. They read about how batteries store chemical energy, which is then transferred to electrical energy, and then changed again into sound, light, or motion. Finally, students read several examples of how energy is transferred and then transformed in their everyday life.
In Grade 4, Unit 5, Lesson 1, Exploration 2: Volcanic Eruptions, the phenomenon is that a volcano erupts. The phenomenon does not drive learning. Instead, the focus of this exploration is the concept that volcanoes occur in a predictable pattern. Students conduct an investigation where they collect data to argue from evidence about how maps can be helpful to understand patterns of the earth in pursuit of understanding that geological features occur in patterns.
Example of an exploration that uses a problem to drive student learning but does not engage students with all three dimensions:
In Grade 4, Unit 1, Lesson 1, Exploration 1: Engineer It: Quick Tower Building, the design challenge is to construct the tallest tower possible with 10 sheets of paper and 30 cm of tape. The design challenge does drive student learning. Students are told that engineers meet people’s wants and needs but that their solutions must meet certain criteria and are limited by certain constraints. Students are given 10 sheets of paper and 30 cm of tape and are instructed to construct the tallest tower they can in 10 minutes that won’t fall over and can support the weight of one book (DCI-ETS1.A-E1). After the 10 minutes are over, students are asked what criteria or constraint was the hardest to meet. They also evaluate their structure to determine if it met the goals of the activity and provide evidence (SEP-ARG-E4). There is a missed opportunity to incorporate a CCC.
Indicator 1g
Materials are designed to include both phenomena and problems.
In Grade 4, materials are organized into five units. Unit 1: Engineering and Technology, Unit 2: Plant and Animal Structures, Unit 3: Energy and Communication, Unit 4: Shaping Landforms, and Unit 5: Earth’s Features and Resources. Each unit is divided into three or four learning sequences called Lessons. Each lesson consists of three to five single-day explorations. Some of the explorations are hands-on activities, while others are reading or informational sections intended for concept development.
In the Grade 4 materials, each lesson begins with the publisher-identified anchoring phenomenon presented with an image and a video in an engage activity. However, the phenomenon is typically a scientific concept or a guiding question. These phenomena are often directly related to the publisher-identified objective or concept for the lesson. Investigative phenomena, problems, and design challenges are found at the beginning of some of the explorations. Each exploration begins with students asking questions about a publisher-identified investigative phenomenon and concludes with students responding to a question related to the anchoring phenomenon or associated content. Phenomena are present in all science disciplines.
Examples of problems presented in the instructional materials:
In Grade 4, Unit 1, Lesson 1, Exploration 2: Designing a Listening Device, the design challenge is to construct a lightweight nonelectric listening device to enhance a nature walk. Students apply their understanding of the engineering design process to build a lightweight, sound-enhancing device for nature walks. To solve the challenge, students sketch, build, test, and improve their devices. They evaluate their devices to determine how well the criteria and constraints were met.
In Grade 4, Unit 3, Lesson 4, Exploration 1: Engineer It! Communication Solution, the design challenge is to create a way to transfer information using patterns. Students draw, build, and test their solution in a group. Students collect data on how well their group solution worked and then redesign and retest.
Examples of phenomena presented in the instructional materials:
In Grade 4, Unit 2, Lesson 2, Exploration 1: Dinner Is Served, the phenomenon is that a hummingbird drinks nectar out of a flower. Students view images of different kinds of animals and read descriptions about how the animals obtain food to eat. Students explain the phenomenon using evidence they collect from the images and the descriptions of each animal to determine what each animal eats based on its external structures.
In Grade 4, Unit 2, Lesson 3: How Senses Work, the phenomenon is that bats are able to locate their food in the dark of night. Students complete a series of lessons about senses, learning about special structures bats possess, how senses can be connected, nerves and receptors, and how other senses work. Students explain this phenomenon by checking in on the anchoring phenomenon after each lesson and ultimately writing a statement about how the bats use their senses to survive.
In Grade 4, Unit 3, Lesson 2, Exploration 1: Test it! Stored Energy, the phenomenon is that a pole vaulter’s pole bends but doesn't break as it helps him over the bar. Students complete an investigation using a rubber band to propel a car. Students investigate how force, provided by the rubberband, affects the car’s motion and make a claim about how much stored energy exists in a rubber band.
In Grade 4, Unit 3, Lesson 3: Waves, the phenomenon is that a surfer surfs on a large wave. In Exploration 1, students carry out a variety of activities to help them understand some properties of wave motion. In Exploration 3, students read about how waves carry energy. They read how wind transfers energy to the waves and causes the up and down motion until they hit the shore where the motion changes as the waves break, causing a forward motion. In Exploration 4, students read about the parts of waves and apply that to a surfer. In the Lesson Check at the end of Exploration 4, students explain how a surfer gets onto a wave, how waves carry energy, and identify the properties and parts of the waves.
In Grade 4, Unit 4, Lesson 2, Exploration 2: Glaciers on the Move, the phenomenon is that a glacier ends in a body of water. Students are told that glaciers move very slowly. Students complete a simulation of a glacier moving and then explain the phenomenon indirectly by writing a claim-evidence-reasoning statement about the factors that affect the rate in which earth’s surface changes. Students then write a Making Sense statement connecting how glaciers change the earth’s surface to the factors that affect the rate of change on earth’s surface.
In Grade 4, Unit 5, Lesson 1, Exploration 1: Tracking Quakes, the phenomenon is that a road cracks where recent earthquakes have occurred. Students collect data and create a data table of recent earthquakes’ location, magnitude, and date. Students analyze their data as evidence to support a claim about where earthquakes most often happen.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 4 partially meet expectations that they intentionally leverage students’ prior knowledge and experience related to phenomena or problems.
The Grade 4 materials consistently provide opportunities for teachers to elicit students’ prior knowledge and experience of phenomena and problems. Phenomena and problems are present at both the learning sequence level, called Lessons, and the learning opportunity level, called Explorations. Phenomena and problems introduced at the lesson level include a question called a TELL Prompt in the Culturally Responsive Education portion of the teacher notes. The TELL Prompt typically asks students for their prior knowledge or experience related to the phenomenon or problem and provides possible student responses for the teacher. When phenomena are present in explorations, the teacher notes sometimes include an Everyday Phenomenon. This provides an alternate phenomenon for teachers to describe to students, along with questions for students to make connections to the alternate phenomenon. In some cases these prompts are clearly connected to the phenomenon for the Exploration and in others they only connect to the alternate phenomenon.
While the materials consistently elicit students’ prior knowledge and experiences related to phenomena and problems, they miss the opportunity to leverage those ideas and experience in student learning. The Culturally Responsive Education portion of the teacher notes in each lesson includes generic guidance for the teacher to “use what you learn from children’s responses to help them connect new academic concepts,” but student responses to the TELL prompt are not recorded, returned to later in the sequence, or explicitly incorporated into the sequence.
Examples where the materials elicit but do not leverage students’ prior knowledge and experience related to phenomena and problems:
In Grade 4, Unit 2, Lesson 1, Exploration 4: How Plants Change, the phenomenon is that trees appear different in winter, spring, summer, and fall. In the guidance for the Everyday Phenomenon, the teacher puts students into groups to discuss their prior experience with leaves changing color and falling off of trees in the fall. There is a missed opportunity to leverage student responses later in the exploration.
In Grade 4, Unit 2, Lesson 3: How Senses Work, the phenomenon is that bats are able to locate their food in the dark of night. The TELL Prompt asks students to share what they know about how animals find food with their senses. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 4, Unit 3, Lesson 2: Collisions, the phenomenon is a wrecking ball hitting a building and breaking windows and walls. The TELL Prompt asks students to share what they know about energy and collisions. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 4, Unit 3, Lesson 3: Waves, the phenomenon is a surfer surfing on a large wave. The TELL Prompt asks students to share what they know about how waves carry energy. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 4, Unit 4, Lesson 1: Factors that Shape the Earth’s Surface, the phenomenon is that in the middle of flat land there is a large steep-sided canyon with a river flowing through it. The TELL Prompt asks students to share what they know about the impact of wind and water on the landscape and Earth’s surface. There is a missed opportunity to leverage student responses later in the lesson.
Indicator 1i
Materials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
The instructional materials reviewed for Grade 4 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
Grade 4 materials provide no lessons across the grade that use phenomena or problems to drive instruction and engage with all three dimensions across multiple explorations. Typically, lessons contain a publisher identified anchoring phenomenon to initially engage students but then use a DCI or other science topic as the focus of student learning across the lesson sequence.
Most lessons provide students with different opportunities to help them learn the science content being presented. The first two explorations in a lesson are typically hands-on investigations, with the occasional engineering activity or research project incorporated. These are followed by one to three additional explorations where students read expository texts. Although the students are not engaged in exploring the anchoring phenomenon in the lesson, in the Making Sense section, at the end of each lesson, students relate what they just learned to the anchoring phenomenon or introductory example, usually in written form. Students describe how their original ideas have changed and explain different parts of the science concept. Only sometimes are the students given the opportunity to revise their thinking based on shared class information. Although the materials consistently ask students questions about the phenomena at the closing of each lesson, students rarely collect evidence to directly explain the phenomenon that is presented. As a result, students are not engaged in figuring out the phenomenon.
Examples of lesson sequences where student learning is not driven by a phenomenon across multiple lessons:
In Grade 4, Unit 2, Lesson 2: Animal Parts and How they Function, the phenomenon is that a glass frog's internal organs are visible through its skin. Student learning in this lesson is not driven by the phenomenon but instead the focus is the concept that animals have internal and external structures and behaviors that help them survive. Students investigate that animals have different structures that allow them to catch and eat food and make courtship displays. Students research and construct explanations about how external and internal structures aid in courtship displays. Students read informational text to develop an understanding of the concept that animals have structures that serve a function. There is a missed opportunity for activities to provide students with evidence to explain why a glass frog’s organs are visible or how its body parts help it to survive specifically in the tropical rainforest.
In Grade 4, Unit 2, Lesson 3: How Senses Work, the phenomenon is that bats are able to locate their food in the dark of night. Student learning in this lesson is not driven by the phenomenon but instead the concept that organisms have structures that serve various functions is the focus. Throughout the explorations in the lesson, students learn about different structures and behaviors that help animals survive. Students investigate the sense of touch: gathering data through their experimentation and then construct a claim with evidence and reasoning about body parts with the most sense structures. Students explore their sense of vision, smell and taste: gathering data through their experimentation to serve as a basis for a claim about their human senses. Students also read about the nervous system, vision, the eye, hearing, and the ear. There is a missed opportunity for many of the activities to provide students with evidence to explain how a bat finds food at night when it is dark.
In Grade 4, Unit 4, Lesson 2: Fast and Slow Changes, the phenomena are a flooded town and a river flowing through a canyon.. Student learning in this lesson is not driven by the phenomenon but is instead focused by the science concept that events can happen slowly or quickly. Students conduct two investigations; one showing quick rates of change via a rockslide and the second showing a slow rate of change modeling a glacier. Students then gather information to show how different rates of change are due to different causes. Students use what they learn to make a claim about changes to landforms in general, but not the specific phenomenon presented.
In Grade 4, Unit 4, Lesson 3: Rock Layers Record Landform Changes, the phenomenon is that a vertical rock wall is covered in fossilized footprints. Student learning in this lesson is not driven by the phenomenon but is instead focused on the process of how to date rocks. Students begin to figure out the relative age of rocks by simulating rock deposition with sand. Students then construct an argument about which layers are old and new. Students learn about the relative age of rocks by looking at patterns. Students then read about rock layers and fossils to add to their understanding of how scientists determine the age of rocks. Students are asked a question about the phenomenon after each investigation, but there is a missed opportunity for activities to support an explanation or have a clear connection to the phenomenon for students.
Grade 4, Unit 5, Lesson 2: Reducing the Impacts of Natural Hazards, the phenomenon is that homeowners close shutters over the windows because of an approaching hurricane.
Student learning in this lesson is not driven by the phenomenon but is instead focused by the science concepts of natural hazards and how scientists/engineers can lessen the impact of those hazards. Students complete two hands-on activities to gain an understanding of how building materials can be selected to withstand shaking and how scientists can measure and record earthquakes using a seismograph. Students read about the causes and effects of different natural hazards and how scientists and engineers are working to lessen the impact of those events. At the end of the lesson, students summarize what they learned about natural disasters and how the engineering process can reduce their impact.