The instructional materials reviewed for Grade 2 meet expectations that students understand how the materials connect the dimensions from unit to unit. Each unit begins with a unit overview that introduces the unit’s topic. As part of that overview in Units 2, 3 and 4, the introductory narration states the overall theme of the previous unit and how it transitions into the new unit and its main topic. The connections are brief and focus on the connection of an SEP or CCC across the units. The teacher notes also include a Build on Prior Lessons section at the beginning of each Lesson. This supports the teacher to understand how DCIs, SEPs, and CCCs connect across lessons, but misses the opportunity to make those connections explicit to students. 

Examples of connections across units:

• In Grade 2, Unit 2: Matter, the introductory narration tells students that in the previous unit they used the design process to find and build the best solution to a problem, then tells students they will solve another problem by analyzing information they gather from tests to select the best material for the solution.

• In Grade 2, Unit 3: Earth’s Surface, the introductory narration tells students that in the previous unit they explored properties of matter and how they change, then tells students they will observe how these changes cause patterns in the water and land and model these effects on the earth’s surface.

• In Grade 2, Unit 4: Changes to Earth’s Surface, the introductory narration tells students that in the previous unit they observed and modeled patterns in landforms and bodies of water, then tells students that in this unit they will make observations to show that these patterns are the result of changes to earth’s surface that can happen slowly or quickly.

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 Grade 2 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 Grade 2 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 Grade 2 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:

• PS1.A-P1. In Grade 2, Unit 2, Lesson 1, Exploration 1: Sort Objects, students describe and sort objects based on properties including texture and hardness. In Lesson 3, Explorations 3 and 4, students watch videos and answer questions about solid and liquid states of matter.

• PS1.A-P2. In Grade 2, Unit 2, Lesson 1, Exploration 2: Explore Properties, students make a claim about which material would make the best filling for a pillow.

• PS1.A-P3. In Grade 2, Unit 2, Lesson 2, Exploration 2: Build Objects from Smaller Pieces, students use the same set of materials to make different objects.

• PS1.B-P1. In Grade 2, Unit 2, Lesson 3, Explorations 5 and 6, students watch videos explaining examples of reversible and irreversible changes.

The instructional materials reviewed for Grade 2 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:

• LS2.A-P1. In Grade 2, Unit 5, Lesson 1, Exploration 1: Explore Sunlight and Water, students engage in an investigation testing the water and sunlight needs of plants.

• LS2.A-P2. In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students are told that animals can move seeds for plants and model how different animal coverings (e.g., fur) can transport seeds.

• LS4.D-P1. In Grade 2, Unit 5, Lesson 3, Explorations 3-5, students watch videos and read about the variety of plants and animals that live in three different land habitats. In Lesson 4, Explorations 3-5, students watch videos and read about the variety of plants and animals that live in three different aquatic habitats.

The instructional materials reviewed for Grade 2 meet expectations that they incorporate all grade-level disciplinary core ideas (DCIs) 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 sciences DCI elements present in the materials:

• ESS1.C-P1. In Grade 2, Unit 4, Lesson 1, Exploration 1: Try to Change Rocks, students try to change the shape of rocks by rubbing them with sandpaper. Students discuss the challenge of changing the shape of the rock and that rocks change shape over a long period of time.

• ESS2.A-P1. In Grade 2, Unit 4, Lesson 3, Explorations 3 and 4, students watch videos and answer questions about the ways that wind and water can change the landscape.

• ESS2.B-P1. In Grade 2, Unit 3, Lesson 2, Exploration 2: Mapping Landforms and Bodies of Water, students read that maps can show the shapes and locations of water and landforms and can include a key and compass rose. Students make their own map showing at least two landforms and a body of water.

• ESS2.C-P1. In Grade 2, Unit 3, Lesson 1, Explorations 3 and 4, students watch videos and answer questions about the characteristics of lakes, ponds, rivers, and oceans. In Exploration 5: Liquid or Solid, students read, watch videos, and answer questions about liquid and solid water found in nature.

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 Grade 2 meet expectations that they incorporate all grade-level science and engineering practices and nearly all associated elements.

The materials include all of the SEP elements associated with the performance expectations (PEs) for the grade level and elements of all grade-level SEPs. 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:

• MOD-P3. In Grade 2, Unit 4, Lesson 2, Exploration 3: Model Moving Water, students make a model of a landscape using rocks, soil, and sand and add water to see how water can make fast changes to the Earth.

• 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-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-P4. In Grade 2, Unit 5, Lesson 2, Exploration 1: Spread Seeds, students make observations of various animal covering materials (e.g., fur) and compare how each picked up or didn’t pick up seeds.

• 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 as a result of flooding. Students test their solution by pouring water onto the model. They observe, take data, and record their observations to determine if the plan prevented water from changing the land model.

• CEDS-P1. In Grade 2, Unit 2, Lesson 3, Exploration 1: Explore Cooling, students make observations after putting a variety of items in the freezer. They use their observations to make a claim about how cooling affects various objects. 

• 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 Grade 2, Unit 2, Lesson 1, Exploration 2: Explore Properties, students make a claim, based on their testing of prototypes, about what material is best for filling pillows.

• 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.

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.”