3rd 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 3 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 3 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 3 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 3 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 3, Unit 2, Lesson 3, Exploration 1: Solve a Magnet Problem, students explore how to separate different objects into groups using magnets. Students begin the lesson by looking at a picture and reading a short passage about how magnets can be used to solve some problems. They ask a question they can explore in this investigation about the ways magnets interact with other objects (SEP-AQDP-P2). They plan and develop a way to separate various classroom items into groups using a magnet (SEP-INV-P1). They use their observations to write a cause and effect statement about what types of objects magnets can affect (CCC-CE-E1, SEP-CEDS-P1, and DCI-PS2.B-E2) and then identify the patterns they noticed between the magnets and the other objects (CCC-PAT-E3). Using evidence from their observations, students make a claim about a problem that could be solved using a magnet (SEP-CEDS-E2).
In Grade 3, Unit 3, Lesson 1, Exploration 3: So Many Changes!, students read and compare different organisms’ life cycles to learn that all life cycles follow patterns that happen in a certain order. Students read and look at pictures of dogs, placing the four main stages of their life in order (birth, growth, reproduction, death). Next, they read and look at pictures of emperor penguins to see that even though their life cycle is different from dogs it still follows a pattern (CCC-PAT-P1). They research a different bird and draw or write down its life cycle. Students then construct and support an argument with evidence from their research and reading about how the steps of the bird's life cycle could not occur in a different order (SEP-ARG-E4). Students then read about the life cycle of an apple tree and develop a model to show the stages of an apple tree’s life (SEP-MOD-P3). Finally, students make a statement about the patterns they observed in the lesson and life cycles of a plant and turtle (DCI-LS1.B-E1).
In Grade 3, Unit 3, Lesson 3, Exploration 2: All For One, students explore why animals live in groups (DCI-LS2.D-E1) by creating a table to keep track of the number and color of marbles randomly selected from a bag (SEP-DATA-E1). Students use the data collected from the various trails in the investigation as evidence (CCC-PAT-E3) to explain the benefits of animals living in groups.
In Grade 3, Unit 4, Lesson 1, Exploration 3: Plants and Their Environments, students explore how environmental changes can impact the growth of lima beans (DCI-LS2.C-E1) by selecting an environmental condition (i.e. wet vs dry) and creating and implementing an investigation. Students share their results as a class (SEP-DATA-E3) and use the results to explain how the environment impacts organisms (CCC-CE-E1).
In Grade 3, Unit 5, Lesson 1, Exploration 2: Regional Weather, students engage in transferring weather data for various locations to a class map to identify patterns that are used to predict future weather conditions. Students transfer weather data from a previous investigation to a map and then use the maps to identify patterns in the weather data across locations at different times (SEP-MOD-E4, CCC-PAT-E3). They use the class maps to construct an argument predicting the weather in a future month based on the evidence and patterns discovered in the map (DCI-ESS2.D-E1, SEP-ARG-E4, and CCC-PAT-E3).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 3 partially meet expectations that they consistently support meaningful student sensemaking with the three dimensions.
Across Grade 3, 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, a CCC is typically 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, however, there is a missed opportunity to 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 3, Unit 2, Lesson 1, Exploration 1: Move the Car, students observe classroom objects to identify patterns in their motion (DCI-PS2.A-E2). Students use the observations to propose a question about the object's motion (SEP-AQDP-E2) and then draw the motion of the identified objects (SEP-DATA-E3). Using this information, students make a claim about motion, citing evidence from the observations (SEP-CEDS-E1).
In Grade 3, Unit 4, Lesson 1, Exploration 3: Plants and Their Environments, students explore how the environment impacts a plant’s traits (DCI-LS3.B-E2). Students draw models to explain how an environmental factor, such as temperature, light, etc. would impact a specific plant (SEP-MOD-P6). Then they identify specific effects on plant species due to environmental causes through various matching activities (CCC-CE-E2).
In Grade 3, Unit 5, Lesson 1: We Can Predict Weather, students engage in a learning sequence to use weather data to predict the weather. Students research, organize and graph temperature data for multiple cities in the U.S. (SEP-MATH-E2, SEP-DATA-E1) to identify patterns (CCC-PAT-E3). Students develop maps (SEP-MOD-E4) of their weather data. Students use the data and information as evidence to construct arguments about observable patterns in their weather data (SEP-ARG-E4, CCC-PAT-E3). Students analyze seasonal weather data and then research and graph seasonal weather data for other cities (SEP-DATA-E1, SEP-DATA-E2). Finally students use weather data to make predictions about future weather events (DCI-ESS2.D-E1).
In Grade 3, Unit 5, Lesson 2, Exploration 4: Reducing Risk, students explore a variety of ways weather may impact manmade materials (DCI-ESS3.B-E1). As part of this exploration, students evaluate the cause and effect relationship of weather and destruction through comparing different solutions to prevent major destruction (SEP-CEDS-E4, CCC-CE-E1). Finally, students are expected to present their findings to each other about weather and its ability to destruct man made construction (SEP-INFO-E5).
Example of materials that are designed for SEPs OR CCCs to meaningfully support student sensemaking with the other dimensions:
In Grade 3, Unit 2, Lesson 3, Exploration 3: Magnets Everywhere!, students watch videos of magnets that are different sizes and shapes to identify their magnetic force (DCI-PS2.B-E2). Using the information gathered from the videos, students explain how magnetic poles of magnets impact their interactions (SEP-CEDS-E1).
In Grade 3, Unit 3, Lesson 2, Exploration 3: Parents and Offspring, students identify the offspring of various plant species based on the parent plant’s characteristics (DCI-LS3.A-E1). Students use evidence from matching activities to identify patterns of traits (CCC-PAT-E2) passed from parent to offspring.
In Grade 3, Unit 4, Lesson 2: Adaptations Aid Organisms Survival, students engage in a learning sequence to investigate how organisms have characteristics that help them survive in a particular environment. Students begin with reading how blubber keeps leopard seals warm and also stores energy. Students then engage in a confirmatory activity where they place their gloved hand in an ice bath for 10 seconds and then repeat this with a gloved hand that is coated in vegetable shortening. They do a similar activity with a thermometer, recording the temperatures in a data table (SEP-INV-E3). Students then analyze and interpret the data to look for patterns to help them explain the effects of blubber (SEP-DATA-E2, CCC-PAT-P3). Students make a claim about how the physical features of an organism are related to its environment using evidence from the investigation (SEP-ARG-E4, DCI-LS1.A-E1). Students then research a plant or animal and identify one or two behavioral strategies the organism uses to survive in its environment (SEP-INFO-E4). Students use evidence from their research to make a claim about how behaviors help organisms survive (SEP-ARG-E4, DCI-LS1.B-P1). Finally, students read about various plants and animals that have special characteristics that help them survive in particular environments (DCI-LS4.C-E1). While students are given opportunities to practice with the CCCs, there is a missed opportunity to provide opportunities for students to make sense of the DCI because the materials explicitly explain the content to the students.
Examples of materials that are not designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions:
In Grade 3, Unit 1, Lesson 1: Design a Solution to a Problem, students explore the engineering process. In Explorations 1 and 2, students design and build a device that waters a plant. Students identify a problem, criteria, and constraints (DCI-ETS1.A-E1) and conduct research to find examples of solutions (DCI-ETS1.B-E1). Students then draw, share, and revise models of their solutions (SEP-MOD-E5, DCI-ETS1.B-E3). They plan and conduct an investigation to determine how much water their prototype provides to a plant (SEP-INV-E1, DCI-ETS1.B-E2, and SEP-DATA-E4). Students make a claim about advantages and limitations of their solution based on evidence they collected then improve their original design (SEP-ARG-E6, SEP-INV-P4, and DCI-ETS1.B-E2). Students complete the engineering design process again with their improved version. In Explorations 3, 4, and 5, students read to learn about the engineering design process (SEP-INFO-P1). They design and build a paper bridge and then evaluate and compare their designs and describe an improvement (DCI-ETS1.C-E1, SEP-DATA-E1, and SEP-DATA-E5). There is a missed opportunity for students to use these SEPs or a CCC to make sense of a DCI from life, physical, or earth and space science.
In Grade 3, Unit 2, Lesson 2: Motion, students explore the motion of different objects (DCI-PS2.A-E2) by viewing pictures of movement (i.e., juggler, baby swinging, windmill) (SEP-CEDS-E1) and observing different objects in the classroom (SEP-DATA-E1). Throughout this unit, there are missed opportunities for students to make sense of the motion of objects through the CCCs.
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grade 3 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
In Grade 3, 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 3, Unit 3, Lesson 3: Organisms Use Strategies to Be Successful in Their Environment, the three-dimensional learning objective is "Students will use evidence to support a claim about how features and behaviors help organisms survive in their environments,” and is connected to performance expectations 3-LS2-1 and 3-LS4-2. The Making Sense question assesses student progress towards explaining how zebras survive in their environment (DCI-LS1.A-E1, SEP-ARG-E4). In the Lesson Check, students reflect on their learning from the lesson and explain how zebras survive in their environment and the advantages of living in a group (DCI-LS2.D-E1, SEP-ARG-E4). They also explain how living in groups helps animals survive (DCI-LS2.D-E1, SEP-ARG-E4, and SEP-CEDS-E2), and compare individuals of the same species (DCI-LS4.B-E1). There is a missed opportunity to assess CCC-CE-E1. The Making Sense questions include sample answers and remediation, and the Lesson Check includes sample answers.
In Grade 3, Unit 5, Lesson 1: We Can Predict Weather, the three-dimensional lesson objective is “Students can use weather pattern data to predict the weather,” and is connected to performance expectation 3-ESS2-1. The Making Sense questions assess student progress toward explaining how exploring changes in temperature, seasonal changes, and past weather data help them predict weather in the area with colorful trees (DCI-ESS2.D-E1, SEP-DATA-E2, SEP-CEDS-E2, and CCC-PAT-E2). In the Lesson Check, students explain how seasonal patterns help make predictions and predict what the weather will be like in a few months (SEP-CEDS-E2, CCC-PAT-E2, and DCI-ESS2.D-E1). They also compare the weather shown in two locations (SEP-ARG-E4, DCI-ESS2.D-E1), analyze data sets and make predictions about future weather (SEP-DATA-E2, DCI-ESS2.D-E1), make a claim about how the map will look in one month (SEP-MOD-E4, SEP-CEDS-E2, DCI-ESS2.D-E2, and CCC-PAT-E2), and identify the statistics that show a pattern in weather data (SEP-CEDS-E3, DCI-ESS2.D-P1). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 3, Unit 2, Lesson 2: Motion, the three-dimensional learning objective is “Students will make observations in order to predict how an object will move based on its patterns of motion,” and is connected to performance expectation 3-PS2-2. The Making Sense and the Can You Explain It? questions ask students how each exploration's activity helps explain how a juggler uses the pattern of motion to predict the location of the ball (DCI-PS2.A-E2, SEP-CEDS-E2, and CCC-PAT-P2). The Lesson Check includes questions where students compare the motion of a Ferris wheel with a juggler (SEP-ARG-E4, DCI-PS2.A-E2) and analyze and interpret data from two pendulums to predict their motion, ask a question, and then plan an investigation that tests an identified variable (CCC-PAT-P2, SEP-DATA-E2, SEP-CEDS-E2, SEP-ADQP-E3, and CCC-CE-E1). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 3, Unit 3, Lesson 2: Plants and Animals Inherit Traits from Their Parents, the three-dimensional learning objective is "Students will collect and interpret data to identify patterns that explain how offspring inherit traits from both of their parents,” and is connected to performance expectation 3-LS3-1. The Making Sense questions ask students to explain how offspring look similar, yet different from, their parents (DCI-LS3.A-E1, DCI-LS3.B-E1, and CCC-PAT-E1). The Lesson Check includes questions that ask students about observable traits, where the traits of offspring come from, and using patterns to make predictions about traits in offspring (DCI-LS3.A-E1, SEP-CEDS-E2, and SEP-DATA-E2). The Making Sense questions include sample answers and remediation and the Lesson Check includes sample answers.
In Grade 3, Unit 5, Lesson 3: Types of Climate, the three-dimensional lesson objective is “Students will obtain and analyze information about climate patterns. They will be able to describe different climate zones and identify them on a map,” and is connected to performance expectation 3-ESS2-2. The Making Sense questions assess student understanding of different weather patterns where different types of penguins live, including using research to support their answers (DCI-ESS2.D-E2, SEP-INFO-E4). The Lesson Check includes questions on matching climate zones to their descriptors, and using data to predict weather (CCC-PAT-E2). 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 3 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 to 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 that partially assess the objectives:
In Grade 3, Unit 2: Force and Motion, the learning objectives are four performance expectations: 3-PS2-1, 3-PS2-2, 3-PS2-3, and 3-PS2-4. The Unit Test consists of multiple choice, graphing, matching, selected response, true/false and short answer questions. Students answer questions about how forces act on an object (DCI-PS2.A-P2, CCC-CE-E1), predicting future motion and object interactions based on patterns of motion (DCI-PS2.A-E2, SEP-INV-E4, and CCC-PAT-E2), and the effects of magnetic forces (DCI-PS2.B-E2). Students create a bar graph given data about a skateboard on a ramp (DCI-PS2.A-E2, SEP-DATA-E1). Students analyze balanced and unbalanced forces pulling on a rope (DCI-PS2.A-E1, CCC-CE-E1, and SEP-ARG-E4) and identify the forces causing cars to move down a ramp, and make predictions about future motion (PS2.A-E2, SEP-INV-E4, and CCC-CE-E1).
In Grade 3, Unit 3: Life Cycles and Inherited Traits, the objectives are four performance expectations: 3-LS1-1, 3-LS3-1, 3-LS2-1, and 3-LS4-2. In the Unit Test, students answer questions about plant and animal life cycles and life stages and inherited traits and variation of traits, using data and explaining cause and effect (DCI-LS1.B-E1, DCI-LS3.A-E1, DCI-LS2.D-E1, SEP-DATA-E2, and CCC-CE-E1). The assessment also includes questions on the life cycles of frogs, turtles, and birds and addresses inherited traits, similarities of life cycles, identifying stages of the life cycle, predicting the next stage of a different animals life, and an explanation of why it is necessary for birds to lay eggs (DCI-LS1.B-E1, SEP-ARG-E4, SEP-CEDS-E2, SEP-DATA-E2, SEP-CEDS-E3, and CCC-PAT-E2).
In Grade 3, Unit 4: Organisms and Their Environments, the objectives are four performance expectations: 3-LS3-2, 3-LS4-3, 3-LS4-4, and 3-LS4-1. The Unit Test has multiple-choice, matching, fill-in-the-blank, and short answer questions. Students answer questions about the science concepts of the environment affecting an organism's traits, adaptations, and survival as well as species extinction and that fossils can provide information on organisms and the environment in which they lived (DCI-LS3.B-E2, DCI-LS2.C-E1, DCI-LS4.A-E1, DCI-LS4.A-E2, DCI-LS4.C-E1, SEP-DATA-E2, and SEP-CEDS-E4). Students answer multiple-choice questions after analyzing data in a chart or identifying a cause and effect relationship that is connected to a change in the environment (DCI-LS2.C-E1, DCI-LS4.D-E1, CCC-CE-E1, DCI-LS4.C-E1, SEP-DATA-E2, DCI-LS4.A-E2, SEP-CEDS-E2, DCI-LS4.C-E1, SEP-CEDS-E3, DCI-LS2.C-E1, and SEP-ARG-E4).
In Grade 3, Unit 5: Weather Impacts, the objectives are three performance expectations: 3-ESS2-1, 3-ESS3-1, and 3-ESS2-2. The Unit Test consists of multiple choice and short answer questions, as well as additional questions that include matching and ordering tasks. Students answer multiple choice questions to identify dangerous winter weather (DCI-ESS3.B-E1) and climate (DCI-ESS2.D-E2). Students use patterns to make predictions about seasonal temperature and precipitation (SEP-DATA-E1, CCC-PAT-E2). Students use evidence to explain how weather predictions are made (DCI-ESS2.D-E1, SEP-ARG-A4, and CCC-PAT-E2).
Examples of Performance-Based Assessments that assess additional elements of the learning objectives:
In Grade 3, Luck of the Trait performance-based assessment, students collect data on students’ traits and analyze them to identify which are inherited and which are influenced by the environment (DCI-LS3.A-E1, DCI-LS3.B-E1, and SEP-DATA-E2). Students research a plant and its traits, create a model of the plant’s life cycle, and compare its life cycle with those other students have researched (DCI-LS1.B-E1, CCC-PAT-E1). Students also use dice to model the inheritance of traits from a parent plant to its offspring (SEP-MOD-E4), answer questions about the model (DCI-LS3.B-E1), and answer questions about inheritance based on a scenario, including predicting what a husky’s parents may have looked like (CCC-PAT-E2).
In Grade 3, Push Me, Pull You performance-based assessment, students construct a pendulum with a magnet at the end and use it to perform several investigations. They make it move without touching it (DCI-PS2.B-E2), observe and record the motion of the pendulum from different heights (DCI-PS2.A-E2), and answer two questions about magnets by designing and conducting a test (DCI-PS2.B-E2, SEP-INV-E1, and SEP-INV-E3). Students also build a compass, define a problem that can be solved by the compass (SEP-AQDP-E5), and identify the criteria and constraints for building the compass (DCI-ETS1.A-E1). Finally, students answer a series of questions based on scenarios, including the design of scales (DCI-ETS1.A-E1) and predicting the weight of objects (CCC-PAT-E2).
In Grade 3, Winding Down performance-based assessment, students follow instructions to make a model of a landscape with houses and a river. Students pour water slowly and quickly down the “river” and answer questions about what is being modeled, add a flooding solution to the model (DCI-ESS3.B-E1), test and collect data on the solution (DCI-ETS1.B-E3, SEP-DATA-E1), and compare multiple solutions to flooding for different contexts (SEP-CEDS-E5, SEP-ARG-E6). Students then add structures of various materials to their model and model high winds using a fan. They answer questions about the relative merits of each house design, explain which they think is best, and propose a combination of the best elements of two designs (DCI-ESS3.B-E1, DCI-ETS1.B-E1, SEP-DATA-E1, and SEP-CEDS-E5). In the third task, students read scenarios about the weather, chart weather data (SEP-DATA-E1), analyze data to make predictions about the weather (DCI-ESS2.D-E1, CCC-PAT-E2), evaluate ways to mitigate the effects of severe weather, and explain how research can help solve problems (DCI-ETS1.B-E1).
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 3 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 3 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. Grade 3 provides grade-level DCI connections to support student learning in most instances. Some problems are connected to engineering standards but not to a grade-level DCI in life science, physical science, or earth and space science; one instance does connect to a DCI that is below grade level. 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 3, Unit 2, Lesson 1: Forces, the phenomenon is that a child sleds down a hill. Students test how objects in contact exert forces on each other (DCI-PS2.B-E1) using ramps with different surfaces and explore balanced and unbalanced forces using a game of tug of war (DCI-PS2.A-E1, DCI-PS2.B-E1). Students also read about gravity and how it always pulls objects toward the center of the earth (DCI-PS2.B-E3), which is a Grade 5 DCI.
In Grade 3, Unit 2, Lesson 3, Exploration 2: Build an Electromagnet, the design challenge is to determine which variables affect the strength of an electromagnet. Students explore what can affect the strength (force) of an electromagnet. Students build an electromagnet, following the directions provided by the book, and then test the strength of their electromagnet using paper clips. Students change one variable and determine how the electromagnet’s properties changed the magnetic force (DCI-PS2.B-E2).
In Grade 3, Unit 3, Lesson 1: All Organisms have a Life Cycle, the phenomena are that a seedling emerges from a seed and a baby turtle emerges from an egg. Students begin this lesson by looking at pictures of baby plants and animals and comparing what they see. Students then go through five different explorations to look at how animals and plants reproduce and how plants and animals have diverse life cycles (DCI-LS1.B-E1).
In Grade 3, Unit 3, Lesson 3, Exploration 1: Battle of the Beans!, the phenomenon is that a moth is difficult to see against the bark of a tree. Students investigate the effect that background color has on locating different colored beans and relate this to an animal’s ability to blend into their environment based on their body coloring. Students make the claim that for any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all (DCI-LS4.C-E1).
In Grade 3, Unit 4, Lesson 2, Exploration 2: How Do Behaviors Help?, the phenomenon is that bears hibernate in a den or cave. Students learn that animals have certain behavioral adaptations to help them survive in their environments (DCI-LS4.C-M1, DCI-LS4.A-E1) by choosing an animal, researching the animal, and describing two strategies the animal uses to survive.
In Grade 3, Unit 5, Lesson 1, Exploration 3: A Year of Change, the phenomenon is Chicago's weather in the winter, spring, summer, and fall. Students analyze seasonal weather data in Chicago over a year. Students use their data analysis to predict in which season certain temperature and weather conditions would most likely occur (DCI-ESS2.D-E1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Grade 3 partially meet expectations that phenomena and/or problems are presented to students as directly as possible.
Grade 3 instructional materials present phenomena and problems to students as directly as possible in multiple instances but not consistently. 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 several of the identified problems, the materials present the problem directly to students. Most of the phenomena that are presented as directly as possible are found in the life science discipline. 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 to students as directly as possible when a change over time or motion is an element of the phenomenon. Finally, some of the phenomenon presentations do not provide students with enough information about the event to make the phenomenon accessible to all students. In these instances, the photos provided are not clear examples for students, and 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 3, Unit 1, Lesson 1, Exploration 5: Improving Over Time, the design challenge is to design a paper bridge that spans 12 inches and can hold one pound. The design challenge is presented verbally and in text to the students and students are able to work in groups to physically build a bridge. The challenge is clearly stated as are the design parameters.
In Grade 3, Unit 3, Lesson 2: Plants and Animals Inherit Traits from Their Parents, the phenomenon is that young chicks look similar to their parents and siblings but are not identical. This phenomenon is presented to students in both video and picture form. The video features ducks and the picture shows chickens. Students are able to see in the pictures the differences and similarities in the individual animals.
In Grade 3, Unit 3, Lesson 3, Exploration 1: Battle of the Beans!, the phenomenon is a moth that is difficult to see against the bark of a tree. . The phenomenon is presented through a picture of a moth camouflaged on bark. Students are able to see up close how well the moths blend in with the tree trunk.
In Grade 3. Unit 4, Lesson 2: Adaptations Aid Organisms’ Survival, the phenomenon is an octopus blending into its environment. Students view either a picture or video of an octopus changing colors to hide in muddy water. Students can clearly see the octopus changing color and blending in with its surroundings.
Examples of phenomena and problems that are not presented to students as directly as possible:
In Grade 3, Unit 2, Lesson 1, Exploration 1: Move the Car, the phenomenon is that race cars drive around a track. The phenomenon is presented through a picture of three race cars that appear to be moving quickly around a racetrack. It is not clear from the photo that the cars are changing speeds. 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 3, Unit 2, Lesson 1, Exploration 5: Gravity Can Bring You Down, the phenomena are that a ball and pizza dough are being thrown into the air. Students are asked to look at two pictures: one of a chef throwing pizza dough up and one of a child throwing a basketball towards a hoop. This presentation does not provide students any information that the ball/pizza dough will come down to the ground due to gravity, or clarity that the return to earth is the focus of the phenomenon. 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 3, Unit 2, Lesson 2, Exploration 2: Tick Tock, the phenomenon is a swinging boat ride at an amusement park. Students observe a photograph of an amusement park pirate ship ride. Students who have not experienced this type of amusement park ride may not understand its motion based on the photograph. 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 3, Unit 4, Lesson 1, Exploration 1: Will they Grow?, the phenomenon is seedlings sprouting from soil.. Students observe an image of seeds sprouting from the soil. The change over time is not evident in the photograph and not all students will have experience with planting seeds. 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 3 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 explorations, the phenomena is used instructionally as a way 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 rather than students working to understand the phenomena. The explorations 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 3 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 problem to drive student learning:
In Grade 3, Unit 2, Lesson 3, Exploration 3: Magnets Everywhere!, a phenomenon or problem does not drive students’ learning. Instead, the focus of this exploration are the science concepts that magnetic force acts from a distance, magnets have poles that can repel or attract each other, and magnetic fields can be seen when using metal filings. Students read text about magnets. They learn where magnets are found in a house and how the shape of a magnet affects the magnetic field produced and where it is the strongest. Students look at pictures of bar magnets that are positioned N-N, S-S, and N-S and what the resulting magnetic field looks like (using metal filings). They also look at three pictures that show a magnet different distances from a pile of paperclips and how the paperclips react at each distance.
In Grade 3, Unit 3, Lesson 3, Exploration 1: Battle of the Beans!, the phenomenon is that a moth is difficult to see against the bark of a tree. This phenomenon does not drive students’ learning. Instead, the focus of this exploration is the science concept that animals’ external structures help them survive. Students are told how camouflage helps the moth survive and then complete an activity that confirms the concept that animals with camouflage survive better than animals without it. Students scatter white and black beans on three different colored pieces of paper (black, white, patterned). Students then pick up as many beans as they can for 15 seconds. They record their data in a chart. Students look for patterns in their data and explain how the color of the paper affected which bean was easiest to see. Students then make a claim about how body color affects the way animals are able to survive in their environments. This activity helps students understand how animals’ external structures help them survive.
In Grade 3, Unit 4, Lesson 1, Exploration 3: Plants and Their Environments, a phenomenon or problem does not drive students’ learning. Instead, the focus of this exploration is the science concept that plants’ environments can affect their growth. Students read about various examples of the environment's effects on plants such as underwatering, too much light, soil nutrients, and pruning. Students identify whether or not conditions are causes or effects (e.g., burnt leaves vs. too much light) and then match the effects on plants with their environmental causes.
In Grade 3, Unit 4, Lesson 2, Exploration 2: How Do Behaviors Help?, the phenomenon is that bears hibernate in a cave or den. This phenomenon does not drive student learning. Instead, the focus of this exploration is the concept of animal behaviors. Throughout the exploration, students research animal behaviors that aid in their survival. Students learn that parents engage in behaviors that help the offspring to survive. Students conduct research to gather evidence as the basis for an argument about an organism's ability to survive in different environments based on their behaviors.
In Grade 3, Unit 4, Lesson 4, Exploration 2: What Can You Learn From A Fossil?, the phenomenon is that a leaf is fossilized. This phenomenon does not drive students’ learning. Instead, the focus of the exploration is the science topic that fossils can provide information about past environments. Students observe several different fossils provided by the teacher. They select one to study in depth. They determine if it was a plant or animal and then research what type of environment that organism lived in. After looking at an image of a fossilized leaf, students are instructed to ask a question that they can investigate about what fossils can tell us about past environments. Students are then given different fossils to observe. They record their observations in a data table and determine if the fossil is a plant or an animal. They select one fossil and write a claim about what type of organism it is, backed up by their observations. Students then research what type of environment their fossil most likely lived in. They draw and color a picture of the environment and explain which element of the fossil helped them to determine the environment. This activity helps students understand how fossils can be used to provide evidence about the types of organisms that lived long ago and what type of environment they lived in.
Example of an exploration that uses a phenomenon to drive student learning and engages students with all three dimensions:
In Grade 3, Unit 4, Lesson 1, Exploration 1: Will they Grow?, the phenomenon is seedlings sprouting from soil.. Students complete an investigation to determine if seeds can sprout in wet and dry environments (DCI-LS2.A-E1). Students form a question they can investigate about how environments can affect plants (SEP-AQDP-P2). Students try to germinate a bean seed in a wet or dry environment. Students observe their plants every few days, collecting and organizing their data in a table (SEP-DATA-E1). They compare their results to the class’ data to find similarities and differences (SEP-DATA-E3), and write a cause and effect statement that summarizes their findings (CCC-CE-E1). Students make a claim about how the environment they selected affected the growth of the bean plant, and support their claim with evidence and reasoning from the investigation (SEP-CEDS-E1).
Indicator 1g
Materials are designed to include both phenomena and problems.
In Grade 3, materials are organized into five units: Unit 1: Engineering and Technology, Unit 2: Forces and Motion, Unit 3: Life Cycles and Inherited Traits, Unit 4: Organisms and Their Environments, and Unit 5: Weather Impacts. 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 3 materials, each lesson begins with the publisher-identified Anchoring Phenomenon presented with an image and video in an engage activity. However, the phenomenon is typically described as a scientific concept or with a guiding question. The 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 3, Unit 1, Lesson 1: Design a Solution to a Problem, the problem is that plants need to be watered when left at school for two weeks. Students discuss the problem, are guided through steps to solve the problem, and create prototypes for watering the plants. Students build their prototype and test them, collecting data. Students analyze data for the different prototypes
In Grade 3, Unit 1, Lesson 1, Exploration 5: Improving over Time, the design challenge is to design a paper bridge that spans 12 inches and can hold one pound. Students collaborate to design their bridges, build them and then evaluate their own designs as well as the designs of others. Finally, students revise their design based on their evaluations.
In Grade 3, Unit 4, Lesson 3, Exploration 2: Engineer It, the problem is that caribou’s habitat has been cut into two parts by a newly built highway and the caribou have no safe way of moving from one part to the other. Students define the problem they need to solve and establish two criteria for the solution. Students are guided through steps to design a solution to the problem, create prototypes, and then combine features to form a team solution. Students then write a claim-evidence-reasoning statement regarding how building highways affect caribou migration.
Examples of phenomena presented in the instructional materials:
In Grade 3, Unit 2, Lesson 2: Motion, the phenomenon is that a juggler can keep three balls moving in a circle without dropping them. In Exploration 1, students investigate different ways objects in their classroom move and relate this to the juggler. In Exploration 3, students read about patterns in the motion of different objects and how these patterns can be used to predict motion. At the end of Exploration 3, in the Lesson Check, students use the information from their explorations to explain the type of motion used while juggling, describe the repeated motion of a juggler, and explain how a pattern is used to predict a juggler’s motion.
In Grade 3, Unit 3, Lesson 1, Exploration 2: Comparing Life Cycles, the phenomenon is a baby bird in a nest being fed by an adult bird. Students ask a question about the pattern of life cycles in different organisms and wonder how they are similar or different. Students research the life cycle of a plant or an animal. Students are led through a discussion to compare the life cycles they researched identifying similarities and differences.
In Grade 3, Unit 3, Lesson 2, Exploration 1: What Will It Look Like?, the phenomenon is that baby rabbits look similar to their parents and siblings, but not identical. Students complete an exercise in choosing the most likely offspring given the parents and must defend their choices by identifying traits the offspring have inherited from each parent.
In Grade 3, Unit 4, Lesson 4: Evidence of Past Environments, the phenomenon is that fossilized remains of fish and other aquatic organisms are sometimes found in deserts. In Exploration 1, students research and describe how their selected fossil was formed and how long it took. In Exploration 2, they look at examples of different fossils and do research to determine the environment that the fossil lived in. In Exploration 3, students read several pages about how fossils are formed, how they can be used to tell about past environments, how organisms have changed over time, and about organisms that no longer live today. In Exploration 4, students read about how environments can slowly change over time, ancient aquatic and terrestrial ecosystems, common features of various organisms, and how scientists have found fossils of fish in dry lands and leaves in frozen areas. At the end of Exploration 4, in the Lesson Check, students use the information from their explorations to compare the fish fossil from the engage lesson with similar organisms that live today, describe the fish’s environment, and explain how it could have been found in a modern desert.
In Grade 3, Unit 5, Lesson 2, Exploration 1: The Answer is Blowing in the Wind, the phenomenon is that a clothesline with clothes blows in the wind. Students modelwind by blowing on their book pages and observing causal relationships of different wind forces. Students gather evidence to support the claim that the stronger the wind, the more change it can cause.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 3 partially meet expectations that they intentionally leverage students’ prior knowledge and experience related to phenomena or problems.
The Grade 3 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 3, Unit 2, Lesson 2: Motion, the phenomenon is that a juggler can keep three balls moving in a circle without dropping them. The TELL Prompt asks students to share what they know about patterns of motion and how people use them to predict objects’ movement. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 3, Unit 2, Lesson 3: Forces that Act from a Distance, the phenomenon is that when ring magnets are stacked on a wooden stick, some attract and some repel each other. The TELL Prompt asks students to share what they know about how magnets interact with other magnets. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 3, Unit 3, Lesson 2: Plants and Animals Inherit Traits from their Parents, the phenomenon is that young chicks look similar to their parents and siblings, but are not identical. The TELL Prompt asks students to tell what they know about how animal young appear in comparison to their parents. There is a missed opportunity to leverage student responses later in the lesson.
In Grade 3, Unit 4, Lesson 2: Adaptations Aid Organisms’ Survival, the phenomenon is an octopus blending into its environment. The TELL Prompt asks students to share what they know about organism adaptations and how they help organisms survive in their environment. 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 3 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
Grade 3 materials provide one lesson that uses phenomena or problems to drive instruction and engages with all three dimensions across multiple explorations. Typically, the 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 in the Lesson sequence.
Most lessons provide students with different opportunities to help them learn the science content being presented in the unit. The first two explorations of each 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 have 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. While the materials 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.
Example of a lesson sequence where student learning is driven by a problem across multiple lessons but the materials do not engage students with all three dimensions:
In Grade 3, Unit 1, Lesson 1: Design a Solution to a Problem, the problem is that plants need to be watered when left at school for two weeks. The problem drives student learning in this lesson. Over two explorations, students work on designing and improving their ideas on how to water their plants when no one is around. Students ask a question about how their class can make sure the plants are watered during the two-week break (SEP-AQDP-P2) and identify the criteria and constraints of the problem (DCI-ETS1.A-E1). They research different examples of ways to water plants when people are not around (DCI-ETS1.B-E1). Students individually draw a solution to the problem (SEP-MOD-E5) and then share and discuss their ideas about how their solutions meet the criteria and constraints (DCI-EST1.B-E3). Students plan a way to test their solution (SEP-INV-E1) and collect and organize data in a chart to determine how much water is released (SEP-DATA-E4, DCI-ETS1.B-E2). They make a claim with supporting evidence about an advantage and a limitation of their solution. In Exploration 2, students make improvements on their solution (SEP-ARG-E6) and retest their prototype. They describe how well their improvements worked and if they met the criteria and constraints of the problem (DCI-ETS1.C-E1). This problem supports the idea that plants depend on water (and light) to grow (DCI-LS2.1-P1). There is a missed opportunity to incorporate CCCs.
Examples of a lesson sequence where student learning is not driven by a phenomenon across multiple lessons:
In Grade 3, Unit 2, Lesson 1: Forces, the phenomenon is a child sledding down a hill. Student learning in this lesson is not driven by the phenomenon but instead the focus of student learning is the science concept of patterns of forces between sleds, slides, swings, and other moving objects. Throughout this lesson sequence, students conduct or carry out investigations on how fast they can move toy cars and how ramp height and material affects the distance a coin will travel in an effort to construct explanations regarding forces acting within a system. Students use the results of the various explorations of force to generate patterns to help them explain how forces act on objects.
In Grade 3, Unit 2, Lesson 3: Forces that Act from a Distance, the phenomenon is that when ring magnets are stacked on a wooden stick, some attract and some repel each other. Student learning in this lesson is not driven by the phenomenon. Instead the focus is the science concept of magnetism. Students explore forces at a distance through experimenting with objects that do and do not interact with magnets and create different strengths of electromagnets. Students also read texts explaining magnetic poles and electricity as a form of energy. 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.
In Grade 3, Unit 3, Lesson 2: Plants and Animals Inherit Traits, the phenomenon is that young chicks look similar to their parents and siblings but are not identical. Student learning in this lesson is not driven by the phenomenon but instead is focused by the science topic of inheritance of traits. Students explore how traits are inherited through a variety of examples. Students then follow a procedure to create a monster “offspring” based on the traits of two “parent” monsters. Students gain understanding through a variety of examples of how offspring inherit traits from their parents. Students read and explore examples to find patterns in how offspring do and do not look like their parents. 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.
In Grade 3, Unit 4, Lesson 1: The Environment Affects Traits, the phenomenon is that flamingos kept in captivity are a lighter color pink than wild flamingos. Student learning in this lesson is not driven by the phenomenon. Instead learning is focused by the science concept that traits can be affected by the environment. Students ask questions about what variables may cause a seed to germinate and then carry out an investigation based on their questions. Students do research on ideal chameleon environments. Students read information and look at examples of plants and animals and their environments and apply that information in cause and effect scenarios of trait differences. 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.
In Grade 3, Unit 5, Lesson 1: We Can Predict Weather, the phenomenon is different colored leaves on trees in the fall. Student learning in this lesson is not driven by the phenomenon but instead by the guiding question “How can the trees and sky in this image help you predict what the weather will be like in the next few months?”, and the idea that weather can be predicted using patterns in data. Students engage in two activities to look at the weather in different locations. They also look at wind speed, rainfall, and temperature data to reveal patterns that meteorologists use to make predictions. Students research average high temperatures in three cities and construct a bar graph of their data, and then construct weather maps. Students look at the weather and climate in Chicago, analyzing wind speed data to identify patterns. They use four years of seasonal temperature data to predict temperature for the fifth year, and they create a bar graph of seasonal temperatures for Chicago and their hometown. Students compare the monthly average temperatures for several cities over a two-year period and answer questions about the patterns they found.