The instructional materials reviewed for Grade K-2 meet expectations that they have an intentional sequence where student tasks increase in sophistication. Materials are designed with an intentional or suggested sequence and student tasks related to explaining phenomena and/or solving problems increase in sophistication across the grade band.

The materials contain Units that are intended to be completed in sequence and are organized sequentially. Similarly, each Unit is organized into Lessons made up of a series of Explorations that are all intended to be completed in sequence. In a limited range of tasks, the sophistication of students’ work related to solving problems and explaining phenomena increases. In some cases, the increase in sophistication is due to reduced scaffolds. In others, the demands of the tasks increase by adding complexity to the tasks or increasing expectations of students’ output.

Examples of student tasks increasing in sophistication across the grade band:

• Across the grade band, there is an increase in sophistication as students work with data. In Kindergarten, students primarily collect data in the form of drawings of their observations during investigations and by Grade 2, students record data in a wider range of ways. Expectations for students to make predictions and use data to find patterns also increases over the grade band. In Kindergarten, Unit 2, Lesson 2, Exploration 2: Make a Pillbug Home, students observe pillbugs in a container with light, shade, and water. Students draw what they see inside a given box on their paper (SEP-DATA-P1). In Grade 1, Unit 5, Lesson 1, Exploration 2: Trace a Shadow, students make more observations to collect data three times during one day (SEP-DATA-P1), and also share their drawings with a classmate (SEP-DATA-P2), and then use their drawings to explain how the sun appears to move throughout the day and discuss how the sun will appear to move tomorrow (SEP-DATA-P3). In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students now make predictions about what animal coverings will pick up seeds (SEP-DATA-P1). They compare their predicted outcomes to what actually happened (SEP-DATA-P3), and now apply that data to design a tool to pick up seeds (SEP-DATA-P2).

• Across the grade band, there is an increase in sophistication as students generate explanations and construct arguments. In Kindergarten, students are not required to include reasoning to tie their evidence and claims together. Reasoning is introduced in Grade 1 and expectations for reasoning increase into Grade 2. Additionally, students gradually have to incorporate larger data sets into their explanations and arguments as investigations collect more data. In Kindergarten, Unit 2, Lesson 1, Exploration 2: Plants and Sunlight, students write a claim from first hand observations of comparisons of two plants. Students are prompted to use their observations as evidence and are provided a graphic organizer with headings to record observations (SEP-CEDS-P1). In Grade 1, Unit 4, Lesson 2, Exploration 2: Match the Animals, students make a claim about how animals can be alike or different and must support it with a larger body of evidence that includes three comparisons instead of two. In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students write a claim about how animals move seeds based on a larger set of observations from an investigation of animal covering materials picking up seeds (SEP-CEDS-P1). Students include reasoning with their evidence and discuss with a classmate. Next, students design a tool to help people move seeds (SEP-CEDS-P2). They draw a picture of the tool and compare their tool with their classmates (SEP-CEDS-P3).

The instructional materials reviewed for Kindergarten meet expectations that they present disciplinary core ideas, science and engineering practices, and crosscutting concepts in a way that is scientifically accurate. Across the grade, the teacher materials, student materials, and assessments accurately represent the three dimensions and are free from scientific inaccuracies in each of the units.

The instructional materials reviewed for Kindergarten meet expectations that they do not inappropriately include scientific content and ideas outside of the grade-level disciplinary core ideas (DCIs). Across the grade, the materials consistently incorporate student learning opportunities to learn and use DCIs appropriate to the grade.

The instructional materials reviewed for Kindergarten meet expectations that they incorporate all grade-level disciplinary core ideas for physical sciences.

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

• PS2.A-P1. In Kindergarten, Unit 5, Lesson 1, Exploration 2: Change Motion, students wave cardboard in the air at different rates and in different positions to push a table tennis ball in different directions at different speeds.

• PS2.A-P2. In Kindergarten, Unit 5, Lesson 1, Exploration 1: Push or Pull, students push a block with a craft stick and pull a block with a string. They then make a claim, using their observations as evidence, about how pushing and pulling on an object can change its speed by moving it from rest.

• PS2.B-P1. In Kindergarten, Unit 5, Lesson 2, Exploration 1: Roll a Ball, pairs of students each roll a ball at one another and observe that when the balls collide, their speed and direction change.

• PS3.B-P1. In Kindergarten, Unit 4, Lesson 1, Exploration 1: Test the Sun’s Heat, students place one cup of water in the sun and one in shade. After an hour, they compare how the cups feel, noting that that cup in the sun feels warmer.

• PS3.C-P1. In Kindergarten, Unit 5, Lesson 2, Exploration 3: Changing Speed, students watch two videos demonstrating that a strong kick makes a ball move quickly and a weak kick makes it move slowly.

The instructional materials reviewed for Kindergarten meet expectations that they incorporate all grade-level disciplinary core ideas for life sciences. Across the grade, the materials include all of the components and associated elements of the life science DCIs.

Examples of grade-level life science DCI elements present in the materials:

• LS1.C-P1. In Kindergarten, Unit 2, Lesson 1, Exploration 1: Explore Plants and Water, students water one plant every day for a week and give a second plant no water. At the end of the week, students observe both plants and notice that the one that was watered survived and the non-watered plant wilted. In Exploration 2: Plants and Sunlight, students water two plants daily, putting one in a sunny place and one in a location without sun. At the end of the week, students make observations of both plants, noting that the one in the sunny location remained healthy. In Lesson 2, Exploration 4: What Animals Need, students watch a video of a fox drinking water and a hare eating grass. They are told that animals need food and water in order to live and grow. In Exploration 6: Food for Animals, students view images of different animals eating plants and/or other animals.

The instructional materials reviewed for Kindergarten meet expectations that they incorporate all grade-level disciplinary core ideas for earth and space sciences. Across the grade, the materials include all of the associated elements of the earth and space science DCIs.

Examples of grade-level earth and space science DCI elements present in the materials:

• ESS2.D-P1. In Kindergarten, Unit 4, Lesson 2, Exploration 2: Observe Patterns in Weather, students record the weather for a week, using symbols to indicate conditions. At the end of the week, students review their data and make a claim about how weather can show a pattern over a certain time. In Exploration 3: Weather, students watch a series of short videos that tell students about the different types of weather in different places (sunny and warm, snowy and cold, etc.)

• ESS2.E-P1. In Kindergarten, Unit 3, Lesson 1, Exploration 1: Look at a Worm Home, students are told that worms change their environment. Then, they observe a worm home for three days, drawing what they see. At the end of the three days, students make a claim about how worms change their environment. In Exploration 2: Look at Plant Changes, students are told that plants change their environment. Then, they view different pictures of plants changing the environment and discuss with a shoulder partner. Students write a claim about how plants change their environment.

• ESS3.A-P1. In Kindergarten, Unit 2, Lesson 3, Exploration 1: Match Animal Homes, in groups, students view picture cards and a table to match three different animals with their home environments. Then, students draw a picture of the animal in its home and are directed to explain where the animal gets food and water in its home. In Unit 3, Lesson 2, Exploration 1: Match the Resource, students match pictures of natural resources to their uses. They discuss the different resources and that we use resources every day. Students then make a claim about natural resources.

• ESS3.B-P1. In Kindergarten, Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students work in groups to research a type of severe weather that occurs in their area. They plan and draw how they would prepare for the type of severe weather based on weather warnings.

• ESS3.C-P1. In Kindergarten, Unit 3, Lesson 1, Exploration 3: Plan a Playground, students view a map of roads and discuss how the roads changed the environment. Then, students work in groups to design a playground, keeping in mind the organisms that will live there. Students share their playground designs, identifying ways the environment has changed as a result of the playground. In Lesson 2, Exploration 2: Engineer It-Find Solutions for Trash, students discuss how a cup might be reused and why trash is harmful to the land. Then, students brainstorm and illustrate a solution to reduce the amount of trash in landfills. They make a claim about one way to reduce trash is to reuse things.

The instructional materials reviewed for Grades K-2 meet expectations that they incorporate all grade-band and grade-level disciplinary core ideas (DCIs) for engineering, technology, and applications of science (ETS) and all associated elements. 

In Kindergarten, three PEs are associated with physical, life, or earth and space science DCIs that also connect to an ETS DCI. The materials include opportunities for students to engage with these ETS elements in this grade.

Examples of Grade-Level ETS DCI elements present in the Kindergarten materials:

• ETS1.A-P1. In Kindergarten, Unit 1, Lesson 1, Exploration 1: Engineer It - Explore a Problem, students discuss the problem of having too few bubble wands. Then, they model their plan to solve the problem by describing how they would make a bubble wand. Students share their solutions with someone else in the class and then make a claim about how to solve a problem. In Exploration 2: Engineer It - Solve a Problem, students make a bubble wand to solve the problem of too few bubble wands. They share their solutions with a small group. Then, students draw and make changes to their bubble wands. They share their new bubble wands with a small group, describing what improvements they made.

• ETS1.A-P2. In Kindergarten, Unit 1, Lesson 1, Exploration 3: Problems and Solutions, students watch a series of short videos about different ways to solve a problem, including making observations and asking questions. In Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students research severe weather in their area before making a plan to prepare for the weather.

• ETS1.B-P1. In Kindergarten, Unit 1, Lesson 1, Exploration 1: Engineer It - Explore a Problem, students discuss the problem of having too few bubble wands. They model their plan to solve the problem by drawing their plan and describing how they would make a bubble wand. Students share their solutions with someone else in the class and then make a claim about how to solve a problem.

In Grade 1, no performance expectations (PEs) are associated with physical, life, or earth and space science DCIs that also connect to an ETS DCI. However, the materials do include opportunities for students to engage with ETS elements in this grade.

Examples of Grade-Level ETS DCI elements present in the Grade 1 materials:

• ETS1.A-P2. In Grade 1, Unit 1, Lesson 1: Explore a Problem, students ask a question about how to solve the problem of keeping headphones from getting tangled, make observations of headphones that are tangled, and are asked why exploring a problem solving it is important.

• ETS1.C-P1. In Grade 1, Unit 1, Lesson 1, Exploration 2: Solve a Problem, students create a prototype of a device to keep headphones from getting tangled, analyze its performance, and compare solutions with their classmates.

In Grade 2, two PEs are associated with physical, life, or earth and space science DCIs that also connect to an ETS DCI. The materials include opportunities for students to engage with these ETS elements in this grade.

Examples of Grade-Level ETS DCI elements present in the Grade 2 materials:

• ETS1.B-P1. In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students use data collected from their investigation on how well different materials picked up seeds to draw a design for a tool that can help people move seeds. Students share their design with another student and discuss how the design connects to their observations about animals.

• ETS1.C-P1. In Grade 2, Unit 4, Lesson 3, Exploration 2: Prevent Water from Changing Land, students design, model, and test a solution to prevent water from changing the land. They revise their solution based on their results and test again. Students compare the two solutions they made as well as the solutions of other groups.

The Grades K-2 band includes one DCI PE that is designed to be taught at any point across the grade band. This PE includes five elements. The materials provide opportunities to engage with ETS DCIs and their elements in all three grades within this band.

Examples of grade-band ETS DCI elements present in the Grade K-2 materials:

• ETS1.A-P2: In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students ask questions about how animals move seeds and make observations of animal covering materials and if they can move seeds. They use their observations to design a tool to help people move seeds.

• ETS1.A-P3. In Grade 2, Unit 4, lesson 3, Exploration 2: Engineer It—Prevent Water from Changing Land, students use their own experiences to discuss how water can move away rocks, soil, or leaves in small groups in order to define the problem of water changing the land. They use their understanding to draw a way to prevent water from changing the land and build a model.

The instructional materials reviewed for Kindergarten meet expectations that they incorporate all grade-level science and engineering practices and associated elements.

The materials include all of the SEP elements associated with the performance expectations (PEs) for the grade level. Elements from the SEPs are found across all five units for this grade.

Examples of SEP elements associated with the grade-level performance expectations that are present in the materials:

• AQDP-P1. In Kindergarten, Unit 2, Lesson 1, Exploration 1: Explore Plants and Water, students prepare for investigations on the needs of plants by observing a picture of plants and asking a question about what plants need. 

• MOD-P3. In Kindergarten, Unit 2, Lesson 3, Exploration 2: Observe Where Plants Live, students water one plant once and another plant every other day. After a week, students draw a model of each plant and use their model as evidence to support a claim about the relationship between plants and their environment. 

• INV-P1. In Kindergarten, Unit 5, Lesson 2, Exploration 1: Roll a Ball, students are guided through a discussion of what they know and have observed about toys bumping each other. Students collaboratively plan and conduct an investigation to explore how two balls change motion when they bump into each other. 

• INV-P4. In Kindergarten, Unit 4, Lesson 3, Exploration 1: Explore Weather Reports, students collect weather prediction data from weather reports and actual weather data for the same days then compare the predicted weather to the actual weather for each day.

• DATA-P3. In Kindergarten, Unit 2, Lesson 1, Exploration 2: Plants and Sunlight, students ask a question about the effect of sunlight on plants. Then, they collect data about a plant in the sun and a plant in a dark room. After a week, students compare the plants and use their observations to answer their question. 

• DATA-P5. In Kindergarten, Unit 1, Lesson 1, Exploration 2: Engineer It - Solve a Problem, students design, build, and test a bubble wand. They use the data from their tests to determine how well the bubble wand works and consider improvements.

• CEDS-P2. In Kindergarten, Unit 4, Lesson 1, Exploration 2: Plan and Build Shade, students plan and build a prototype of a device that will keep them cool in the sun.

• ARG-P6. In Kindergarten, Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students find out about a kind of severe weather and draw how they would prepare for it. Students use their research as evidence to make a claim about how they would prepare for severe weather. 

• INFO-P1. In Kindergarten, Unit 4, Lesson 3, Exploration 1: Explore Weather Reports, students view weather reports and record data from them, along with their own weather observations, for a week. Then, they compare the data collected between the weather report and their observations to make a claim about the usefulness of weather reports.

• INFO-P4. In Kindergarten, Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students examine a severe weather kit and then design their own, drawing a model of a solution to the problem of human safety during severe weather. Students communicate their ideas by making a claim and using the ideas they drew as evidence to support their plan.

The instructional materials reviewed for Grades K–2 meet expectations that they incorporate all grade-band science and engineering practices (SEPs) and associated elements across the grade band. The materials include all of the SEP elements associated with the performance expectations (PEs) for the grade band. Elements of the SEPs are found across all three grades within this grade band. Materials include few elements of the SEPs from above or below the grade band without connecting to the grade-band appropriate SEP.

Examples of SEP elements associated with the grade-band performance expectations that are present in the materials:

• AQDP-P1. In Kindergarten, Unit 2, Lesson 1, Exploration 1: Explore Plants and Water, students prepare for investigations on the needs of plants by observing a picture of plants and asking a question about what plants need.

• MOD-P3. In Grade 1, Unit 1, Lesson 1, Exploration 1: Engineer It - Explore a Problem, students observe a problem in the designed world, tangled headphones. Students develop a model to  realistically represent, considering size and scale, the design of a solution they can build to solve the problem.

• MOD-P4. In Grade 2, Unit 1, Lesson 1, Exploration 1: Engineer It - Design a Ramp, students create a model of a proposed solution to the problem of moving a block into a truck based on evidence collected during class discussion.

• INV-P1. In Kindergarten, Unit 5, Lesson 2, Exploration 1: Roll a Ball, students are guided through a discussion of what they know and have observed about toys bumping each other. Students collaboratively plan and conduct an investigation to explore how two balls change motion when they bump into each other. 

• INV-P2. In Grade 2, Unit 4, Lesson 1, Exploration 2: Model Weathering and Erosion, in pairs, students plan and carry out an investigation to model weathering and erosion on a sugar cube. Students use observations of the sugar cube to help answer a question about how weathering and erosion changes the Earth’s surface.

• INV-P3. In Grade 1, Unit 2, Lesson 2, Evaluate: Lesson Check, students answer a question to select the best way to test that shiny surfaces make light change direction.

• INV-P4. In Kindergarten, Unit 4, Lesson 3, Exploration 1: Explore Weather Reports, students collect weather prediction data from weather reports and actual weather data for the same days then compare the predicted weather to the actual weather for each day.

• DATA-P3. In Grade 2, Unit 5, Lesson 1, Exploration 1: Explore Sunlight & Water, students investigate if plants need sunlight and water to grow and record observations. Students use the observations to answer the question if plants need sunlight and water to grow.

• DATA-P5. In Grade 2, Unit 4, Lesson 3, Exploration 2: Prevent Water from Changing Land, students design and test their model solution to prevent erosion due to flooding. Students test their solution by pouring water onto the model. Theyobserve, take data, and record their observations to determine if the plan prevented water from changing the land model.

• CEDS-P1. In Grade 1, Unit 2, Lesson 2, Exploration 1: Reflect Light, students observe a beam of light hitting a mirror and record their observations. Students use these observations to construct an explanation about what happens to light when it hits a smooth, shiny surface. 

• CEDS-P2. In Grade 1, Unit 4, Lesson 1, Exploration 2: Engineer It - Ideas from Animals, students look at pictures of animals, make a plan to design a tool to hang a picture, and use materials to build the tool.

• CEDS-P3. In Grade 2, Unit 1, Lesson 1, Exploration 2: Engineer It: Compare Features, students select and test two new materials to improve the performance of their solution to a problem in the prior activity. Students compare the results of the tests to identify good and flawed features of each solution.

• ARG-P6. In Kindergarten, Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students find out about a kind of severe weather and draw how they would prepare for it. Students use their research as evidence to make a claim about how they would prepare for severe weather. 

• INFO-P1. In Grade 2, Unit 3, Lesson 1, Exploration 1: Observe Water All Around, students use nonfiction books and websites to learn about an assigned body of water and create and label a drawing that represents what they learn. Students compare their drawing with other students to find similarities and differences in order to identify patterns.

• INFO-P3. In Grade 2, Unit 3, Lesson 2, Exploration 1: Model Landforms, students use nonfiction texts to learn about various landforms. They use their research to create a model of a landform.

• INFO-P4. In Kindergarten, Unit 4, Lesson 3, Exploration 2: Prepare for Severe Weather, students examine a severe weather kit and then design their own, drawing a model of a solution to the problem of human safety during severe weather. Students communicate their ideas by making a claim and using the ideas they drew as evidence to support their plan.

The instructional materials reviewed for Grades K-2 meet expectations that they incorporate all grade-level crosscutting concepts (CCCs) and associated elements across the grade band. The materials include all of the CCC elements associated with the performance expectations for the grade band. Elements of the CCCs are found across all three grades within this grade band. Materials include few elements of the CCCs from above the grade band without connecting to the grade-band appropriate CCC.

Across the grade band, students have multiple opportunities to engage with the grade-level CCCs that are implicitly connected to SEPs or DCIs as they build toward grade-level performance expectations. When the materials provide opportunities to make the crosscutting concepts explicit for students, this generally occurs in explorations where students are reading or watching videos about DCIs or in prompts as students answer comprehension questions or open-ended questions in Hands-On Investigations (e.g., “What patterns did you see?”).

Examples of CCCs and associated elements incorporated into the materials: :

• PAT-P1: In Grade 1, Unit 5, Lesson 2, Exploration 2: Observe Patterns of Sunrise and Sunset, students record sunrise and sunset times during all four seasons of the year. Students compare the hours of daylight found with other groups’ findings and record any patterns they find. They use the patterns they found to make a claim about the hours of daylight in different seasons.

• CE-P1: In Kindergarten, Unit 4, Lesson 1, Exploration 1: Test the Sun's Heat, students observe the warmth of water in the sun and the shade as evidence to support the claim that the sun warms the water on earth’s surface.

• CE-P2: In Kindergarten, Unit 2, Lesson 1, Exploration 2: Plants and Sunlight, students draw the results of an experiment on the effect of sitting in sunlight or darkness for five days on two plants and compare results to identify patterns.

• SYS-P2: In Grade 1, Unit 5, Lesson 1, Exploration 6: Patterns in the Night Sky, students learn that the sun, moon, and earth make up a system and that their relative positions determine how they appear to viewers on Earth.

• EM-P1: In Grade 2, Unit 2, Lesson 2, Exploration 2: Build Objects from Smaller Pieces, students observe pictures of toy buildings that are different shapes but use the same pieces. Students use the same set of small pieces to build as many larger pieces of different shapes as possible.

• SF-P1: In Grade 1, Unit 3, Lesson 1, Exploration 3: Engineer it - Ideas From Plants, students observe pictures of different plants and their shapes to get ideas for a solution to the problem of keeping cool on a hot day. Students use the ideas to design a solution for how to keep people cool on a hot day.

The instructional materials reviewed for Grades K-2 meet expectations that they incorporate connections to the nature of science (NOS) and engineering (ENG). The NOS and engineering elements are represented and attended to in multiple instances throughout the grade band. They are typically present in the teacher guidance, where the materials provide a prompt to the teacher to ask a question about or explain to students the connection to NOS or engineering, or tell the teacher to have the students think or act like scientists.

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

• BEE-P1. In Kindergarten, Unit 2, Lesson 1, Exploration 5: Air and Space to Grow, students listen to and answer questions about plants needing air and space to grow. The teacher notes guide the teacher to “Talk with children about how scientists look for patterns as they observe the natural world.“

• VOM-P1. In Grade 1, Unit 2, Lesson 1, Exploration 4: See In the Dark, students watch videos and answer questions about objects in the dark and that they need light shining on them to be visible. The teacher notes guide the teacher to “Explain to children that scientific investigations begin with a question.”

• VOM-P2. In Kindergarten, Unit 4, Lesson 1, Exploration 3: Heat, Light, and Shade, students listen to and answer questions about the sun heating the earth and shade providing cool spaces. The teacher notes guide the teacher to “Have children think like scientists to develop another way to compare the shade cast by different trees.”

• OTR-P1. In Grade 2, Unit 5, Lesson 2, Exploration 3: Animals Help Spread Seeds, students listen to and answer questions about how animals help spread seeds. The teacher notes guide the teacher to tell students about the theory that tambalacoque trees seeds could only sprout after being processed by a dodo’s digestive system. It tells teachers “This claim became very popular, though later studies did not support it. As a class, discuss why evidence is so important in supporting a claim.”

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

• AQAW-P1. In Grade 1, Unit 4, Lesson 2, Exploration 6: Animals of the Same Kind, students read and answer questions about how animals of the same kind are alike and different. The teacher notes guide the teacher to “Explain that scientists study the natural world. They can learn about the natural world by making observations and collecting data.”

• AOC-P1. In Grade 1, Unit 5, Lesson 1, Exploration 5: The Nighttime Sky, students listen to and answer questions about objects in the nighttime sky. The teacher notes guide the teacher to “Explain that science assumes that natural events happen today as they happened in the past and that many events are repeated. Children explored, for example, that night follows day. They can assume that this pattern has repeated long into the past.”

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

• INFLU-P3 In Kindergarten, Unit 4, Lesson 3, Exploration 1: Explore Weather Reports, students explore weather forecasts and compare them to the actual weather. The teacher notes guide the teacher to “Encourage children to think about how their lives would be different without weather forecasts.”

• INFLU-P3. In Grade 2, Unit 4, Lesson 3, Exploration 5: Ways to Prevent Changes to Land, students listen to and answer questions about the ways that changes to land caused by erosion, weathering, and other factors can be prevented. The teacher notes guide the teacher to "As a class, discuss how engineers used technology to prevent erosion. Guide children to notice the windbreak, fence, sandbags, and dike.”