6th to 8th Grade - Gateway 2
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Coherence & Scope
| Score | |
|---|---|
Gateway 2 - Meets Expectations | 91% |
Criterion 2.1: Coherence and Full Scope of the Three Dimensions | 51 / 56 |
The instructional materials reviewed for Grades 6-8 meet expectations for Gateway 2: Coherence and Scope that the materials are coherent in design, scientifically accurate, and include grade-band endpoints of all three dimensions.
Criterion 2.1: Coherence and Full Scope of the Three Dimensions
Materials are coherent in design, scientifically accurate, and support grade-band endpoints of all three dimensions.
NOTE: Indicators 2b-2c are non-negotiable; instructional materials being reviewed must score above zero points in each indicator, otherwise the materials automatically do not proceed to Gateway 3.
The instructional materials reviewed for Grades 6-8 meets expectations for Criterion 2.1: Coherence and Full Scope of the Three Dimensions. The materials contain some instances where there is support for students in understanding connections between units. While the materials are modular in nature, they do provide a suggested sequence. The materials, and corresponding suggested sequence, do not reveal student tasks related to explaining phenomena or solving problems that increase in sophistication from unit to unit within or across grades. However, the materials do include few instances of tasks increasing in sophistication within single units. The materials accurately represent the three dimensions across the series and only include scientific content appropriate to the 6-8 grade band. Further, the materials include all DCIs components and all elements for physical science, life science, earth and space science, and engineering, technology, and applications of science. The materials include all of the science and engineering practices but not all elements of the practices are present. The materials include all grade-band elements for each of the science and engineering practices except for Constructing Explanations and Designing Solutions which contains one element that is partially addressed. The materials include all of the crosscutting concepts. All elements are present for each of the cross cutting concepts except Stability and Change and Scale, Proportion, and Quantity which each have one element that is partially addressed. The materials include NGSS connections to Nature of Science and Engineering elements associated with the SEPs and/or CCCs.
Indicator 2a
Materials are designed for students to build and connect their knowledge and use of the three dimensions across the series.
Indicator 2a.i
Students understand how the materials connect the dimensions from unit to unit.
The instructional materials reviewed for Grades 6-8 partially meet expectations that students understand how the materials connect the dimensions from unit to unit.
The materials are designed as a modular program meant to provide flexibility, but they also provide a suggested integrated scope and sequence that organizes the units into grades and a sequence within each grade. Within a grade, the suggested order of units provides a sequence allowing for possible connections.
While some connections from unit to unit are present, it is not consistent. In cases where teacher materials identify connections across units, they are usually located in the Teaching Steps portion and indicated with a capitalization of the previous unit’s title. These examples are often very surface level, and usually consist of reminding students of a particular vocabulary word during a discussion. These connections are only present in the teacher materials and are not explicit for students in the student materials. Teacher materials also identify where CCCs connect throughout units but in some cases miss the opportunity to support teachers to make these connections explicit to students.
The Unifying Themes for Recommended Sequences: Crosscutting Concepts document, located in the teacher materials, provides background information for the teacher on the three CCCs that are the focus of each grade-level sequence. The end of the document also contains student-friendly documents that may be projected or printed for student journals. While these documents do discuss how the focus CCC shows up in each unit within the grade-level sequence, they miss the opportunity to explicitly identify connections across units.
Examples of student learning experiences that demonstrate how the dimensions connect across units:
In the Grade 8, Introduction to Grade 8: Scale, Proportion, and Quantity, a document is provided at the front of each grade-level student book and in the teacher materials outlining the unifying CCC present in each grade level. The unifying CCC for Grade 8 is Scale, Proportion, and Quantity. The guidance document provides a description of what students will do in each unit and how each unit connects to the CCC. For example, the description for the Solar System and Beyond Unit reads, “In Solar System and Beyond, you use models to explain phenomena that occur at a scale far too large to examine directly, from the Earth-Moon system to the solar system and beyond.” While connections between unit descriptions are not explicit, the document as a whole provides a way for students to see how the CCC will be used in each unit.
In Unit: Chemical Reactions, Activity 4: Chemical Reactions at the Molecular Scale, students use molecular models to investigate the reactants and products of chemical reactions. The teacher leads a class discussion about atoms and molecules composing substances. The teacher materials state, “This unit assumes that students have already completed the Issues and Physical Science CHEMISTRY OF MATERIALS unit or another unit about the structure and properties of matter, and that they already have a basic familiarity with atoms, molecules, and extended structures and with their importance as the basic structures of matter. Elicit from students the difference between atoms and molecules, using a few of the molecular models as examples.” (DCI-PS1.A-M1). The teacher is also directed to remind students about the relationship between the properties of atoms and the properties of the larger substance. The teacher materials state, “This is an opportunity to remind students of the relevance of the crosscutting concepts of scale, proportion, and quantity and of structure and function, which should have been introduced when students were introduced to substances in the Issues and Physical Science CHEMISTRY OF MATERIALS unit or a similar unit.”
In Unit: Force and Motion, Activity 3: Speed and Kinetic Energy, students use the SEPUP cart system to conduct an investigation and explore the relationship between the speed of the cart and its kinetic energy. After reading the introduction, the teacher leads a class discussion about how the cart gets kinetic energy from the transformation of gravitational potential energy. The teacher materials state, “If students have previously completed the Issues and Physical Science, ENERGY unit remind them that gravitational potential energy is one type of potential energy. It is the energy stored due to an object’s mass and height above the center of Earth.” (DCI-PS3.A-M2).
In Unit: From Cells to Organisms, Activity 5: Cells Alive, students conduct an investigation to look for evidence of cellular respiration by yeast. During the analysis portion of the activity, the teacher leads a discussion to help students make connections between yeast respiration and human respiration. The teacher materials state “If students completed the BODY SYSTEMS unit in Issues and Life Science, you can remind them of “The Circulation Game” activity, during which they modeled the transport of oxygen to the tissues by capillaries.” (DCI-LS1.A-M3).
In Unit: Geological Processes, Activity 15: The Rock Cycle, students play a Rock Cycle Game and collect data to figure out how different rocks are formed. Students use the information to develop a model of the rock cycle. The teacher leads a class discussion to support students to relate the role of energy to the geological processes the students investigated. The teacher materials state “Students who have completed the Issues and Earth Science units of WEATHER AND CLIMATE or LAND, WATER, AND HUMAN INTERACTIONS may recall that the energy transferred from the Sun to Earth’s surface drives weather patterns and the water cycle. Ask, ‘What causes the temperatures under Earth’s surface to be higher than at the surface?’ Students should recall that the thermal energy from Earth’s hot core is transferred to the surrounding layers.” (DCI-ESS2.A-M1).
Indicator 2a.ii
Materials have an intentional sequence where student tasks increase in sophistication.
The instructional materials reviewed for Grades 6-8 partially meet expectations that they have an intentional sequence where student tasks increase in sophistication.
The materials are designed as a modular program meant to provide flexibility, but a suggested integrated scope and sequence is provided that organizes the units into grades and a sequence within each grade. Within some units, student tasks related to solving problems build on each other and increase in sophistication across the activities within the unit. However, because of the modular design of each unit, the student tasks related to explaining phenomena and/or solving problems do not increase in sophistication as students progress from the first unit in the grade through the last unit in that grade, or from one grade to another.
Within each unit, students engage in tasks that incorporate multiple SEPs, often progressing from making observations or collecting data, to analyzing or interpreting data, then constructing a model, prototype, or explanation. There are often opportunities for students to revise these models, prototypes or explanations. However, this pattern is often repeated across each unit without a corresponding increase of complexity of the data being analyzed or models being developed as students progress through the suggested sequence of units. This presents missed opportunities to increase the complexity when engaging in the SEPs or developing understanding of the CCCs.
While the student tasks often remain at the same level of complexity, the assessment system provides scoring guides that can be used to track students’ progress over the course of the year and serve as evidence of increasing competency of student work. The scoring guides are designed with five score levels (0-4) ranging from novice to expert, and provide a descriptor for each level. The guidance provided in the Assessment section of the Teacher Resources informs teachers, “in the beginning, do not expect performance at Levels 3 and 4. From unit to unit, scores will improve." Additional guidance reminds teachers, “students in earlier grades may not perform at the higher levels, but over time and with practice, clear goals, teacher and peer feedback can improve and score at the higher level.” While this system identifies student competency across the series, it does not change the fact the materials are not designed to consistently increase complexity of student engagement in the SEPs or for students to develop understanding of the CCCs across the series.
Example where student tasks related to solving problems increase in sophistication across the activities in a unit:
In Unit: Land, Water, and Human Interactions, Activity 1, the unit-level challenge is to decide where to build a new school in the fictional city of Boomtown to minimize the impact on the surrounding environment. Students engage in a series of activities across the unit that allow them to observe how humans can negatively impact the environment including land and water. Students investigate how water can be influenced by human activities and how humans can impact the land through erosion. Students develop multiple models to show the results of humans changing the land as they evaluate human impacts associated with constructing buildings in different environments. Then, students look at sites that are being considered for the new school and discuss possible human impacts and trade-offs. Throughout the unit, students relate their activities to the unit problem of where to build the school in Boomtown. Students apply their learning of erosion and deposition as they model cliff erosion. Students develop and test an erosion-mitigation structure, adhering to criteria and constraints for the structure, and then present their structure to the class. Students evaluate other structures based on the design criteria and constraints.
Examples where student tasks related to solving problems do not increase in sophistication between units and across the series:
In the suggested sequence, the Body Systems unit (Grade 6) precedes the Biomedical Engineering unit (Grade 7); both units address PE-MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In Body Systems, Activity 11, students read about two interacting systems; the circulatory and respiratory system. The reading includes a section about how the heart works including a diagram of the heart, and details about how muscle cells are responsible for contractions. In Biomedical Engineering, Activity 5, students make a model of a heart valve. To support this task, a section of the reading provides a diagram of the heart, information about how the valves work, and details of some medical conditions of the heart, but does not connect or link to prior learning in the Body Systems unit. While the two readings provide different details, neither adds complexity to student understanding of the structure and function of the heart.
In the suggested sequence, the Reproduction unit (Grade 6) precedes the Evolution unit (Grade 8); both units address PE-MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects on the structure and function of the organism. In Reproduction, Activity 9, students investigate the causes of variation among offspring of the same parents. Genotype conventions are introduced in a reading, the sides of a coin are used to model the two versions of a trait, and a coin toss determines the outcome of crosses of parents. In Evolution, Activity 5, students review genotype conventions and then obtain a card representing the genotype of an individual’s red blood cell trait: normal, carrier, or sickle mutation to represent the first generation of a population. A record of the class data is used to determine who survives a malaria outbreak. Students then represent a next generation cross of surviving individuals and another community and must graph all results. While students need to understand how differences in alleles cause variation (Reproduction unit) to understand how a mutation passes through generations (Evolution unit), the complexity of the tasks or use of SEPs or CCCs does not increase in sophistication between these units.
Indicator 2b
Materials present Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) in a way that is scientifically accurate.
The instructional materials reviewed for Grades 6-8 meet expectations that the materials present disciplinary core ideas, science and engineering practices, and crosscutting concepts in a way that is scientifically accurate. Across the series, the teacher materials, student materials, and assessments accurately represent the three dimensions.
Indicator 2c
Materials do not inappropriately include scientific content and ideas outside of the grade-band Disciplinary Core Ideas.
The instructional materials reviewed for Grades 6-8 meet expectations that the materials do not inappropriately include scientific content and ideas outside of the grade-band disciplinary core ideas. Across the series, the materials consistently incorporate student learning opportunities to learn and use the DCIs appropriate to the 6-8 grade band.
Indicator 2d
Materials incorporate all grade-band Disciplinary Core Ideas.
Indicator 2d.i
Physical Sciences
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate all grade-band disciplinary core ideas for physical sciences.
Across the series, the materials incorporate all physical science DCI components and associated grade-band elements, with nearly all elements found within the six physical science units. Some physical science DCIs are present in units outside the physical science units; for example, PS3.D-M1 and PS3.D-M2 are present within the life science unit From Cells to Organisms when students learn about the chemistry behind cellular respiration.
Examples of grade-band physical science DCI elements present in the materials:
PS1.A-M1. In Unit: Chemical Reactions, Activity 1: Producing a Circuit Board, students design a circuit board and etch the design with acidified copper chloride using a masking technique. They consider the trade-offs of a product that produces hazardous waste. Students work to conceptualize properties of matter and chemical change as they test their circuit boards and observe the changes that occur in the solution of copper chloride before and after its use as they consider its disposal. Students gather evidence of chemical change in the solution.
PS1.A-M2. In Unit: Chemistry of Materials, Activities 11-13, students gather and share information from a reading about the nature and use of different polymers and the impacts of plastics. In a short speech, they explain which proposals for reducing plastic use in their community they support and provide evidence to support their reasoning.
PS1.A-M3. In Unit: Chemistry of Materials, Lesson 8: What's in a State?, students discuss three states of matter and identify characteristics of each. Students examine syringes filled with materials in each state and predict if the syringes can be compressed. A computer simulation is then used to investigate the particles of each state.
PS1.A-M4. In Unit: Chemistry of Materials, Activities 8-10, students develop a model showing water molecules in all three states and the relationship between these states. Students develop and use a model to depict particle movement, temperature, and state, including the role of thermal energy.
PS1.A-M5. In Unit: Chemistry of Materials, Activity 7: Structure and Properties of Materials, students read passages describing the molecular structure of a variety of substances and relate the structure with the properties of the substances. They build understanding by drawing models of different substances.
PS1.A-M6. In Unit: Chemistry of Materials, Activity 10: Modeling State Changes, students conduct an investigation and collect data to determine the relationships between temperature and state changes. Students analyze and interpret data to construct explanations about what happens to the particles and temperature of substances when changes in state occur.
PS1.B-M1. In Unit: Chemical Reactions, Activity 1: Producing a Circuit Board, students design a circuit board and etch the design with acidified copper chloride using a masking technique. They consider the trade-offs of a product producing hazardous waste. Students work to conceptualize properties of matter and chemical change as they test their circuit boards and observe the changes that occur in the solution of copper chloride before and after its use as they consider its disposal. Students gather evidence of chemical change in the solution.
PS1.B-M2. In Unit: Chemical Reactions, Activity 4: Chemical Reactions at the Molecular Scale, students build molecular models to demonstrate chemical reactions. Students draw diagrams of the reactants and products. Students observe patterns in the reactions being modeled, demonstrating the Law of Conservation of Matter.
PS1.B-M3. In Chemical Reactions, Activity 2, Evidence of Chemical Change, students conduct an investigation and analyze results to identify evidence that a chemical change has taken place.
PS2.A-M1. In Unit: Force & Motion, Activity 10: Interacting Objects, students investigate how interacting objects apply forces to each other by observing the forces when two marbles collide or when a rope placed around a door handle is pulled. Students use these investigations to start to develop the understanding of Newton’s third law: for any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction.
PS2.A-M2. In Unit: Force and Motion, Activity 8: Force, Mass, and Acceleration, students review acceleration and create their own motion graphs to show changes in motion. Students perform an experiment to investigate the relationship between distance, speed, and acceleration then graph results and then determine an equation that relates force, acceleration, and mass. They use this equation to determine missing values in a chart of given values of effect of force on acceleration of blocks with different masses. In their analysis they explain how a moving object continues its motion.
PS2.A-M3. In Unit: Force & Motion, Activity 6: Changing Direction, students explore movement of marble(s) on curved track collecting data including positioning and pathway of moving marble.
PS2.B-M1. In Unit: Fields and Interactions, Activities 8-11, students design a transport system using magnetic fields and static electricity. Throughout the activities, students investigate factors surrounding magnetic and electric forces and their interactions. Students take measurements and evaluate forces and interactions such as repulsion and attraction in magnets.
PS2.B-M2. In Unit: Fields and Interactions, Activities 6 and 7, students investigate how gravity can be used in designed systems. Throughout the activities students investigate factors surrounding gravitational forces and interactions and evaluating forces and interactions to determine how gravity affects objects at a distance.
PS2.B-M3. In Unit: Fields and Interactions, Activity 4: Gravitational Forces, students graph the gravitational force between the Moon and the fictional satellites. Students determine how different distances and masses between the Moon and the satellites impact the gravitational force. This activity helps students develop an understanding that gravitational forces that act at a distance can be explained by fields extending through space and can be mapped by their effect on a test object.
PS3.A-M2. In Unit: Fields and Interactions, Activity 3: Gravitational Transporter, students investigate how energy is transferred with the gyrosphere set in motion by gravity to observe how a system of objects may contain stored (potential) energy, depending on their relative positions.
PS3.A-M3. In Unit: Energy, Activity 10: Energy Transfer Challenge, students engage in a learning sequence to determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students work toward the concept of heat flow.
PS3.A-M4. In Unit: Energy, Activity 1: Home Energy Use, students compare the energy using devices and structural features with those that are found in the two homes. After deciding which home they believe uses the least amount of energy, they analyze the effect of weather conditions, climate, and lifestyle on energy use and describe ways to reduce energy use in both homes.
PS3.B-M1. In Unit: Energy, Activity 4: Shake the Shot, students analyze and interpret their experimental data to explain energy transformation and energy transfer.
PS3.B-M2. In Unit: Energy, Activity 14: Hot Bulbs, students track the transfer of energy. They determine and compare the amount of energy needed to change the temperature of water using an incandescent and LED bulb. They use the change in the temperature of water to calculate the efficiency of the light bulbs, and determine the energy “wasted” in producing thermal energy.
PS3.B-M3. In Unit: Energy, Activity 10: Energy Transfer Challenge, students determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students track energy flows through different insulation materials.
PS3.C-M1. In Unit: Force and Motion, Activity 10: Investigating Interacting Objects, students investigate Newton's third law of motion. Students discover how interacting objects exert forces on each other by developing a model to predict the forces that will occur when objects collide.
PS3.D-M1. In Unit: Cells to Organisms, Activity 13: Plant's Source of Energy, students collect evidence that plants break down sugars. They investigate the roles of carbon dioxide and light in photosynthesis.
PS3.D-M2. In Unit: Cells to Organisms, Activity 13: Plant's Source of Energy, students investigate the role of carbon dioxide in the process of photosynthesis in an activity using bromothymol blue as an indicator of dissolved carbon dioxide to show that energy input from the Sun is needed for this reaction.
PS4.A-M1. In Unit: Waves, Activity 7: Another Kind of Wave, students deduce the inverse relationship between wavelength and frequency and the direct relationship between amplitude and energy.
PS4.A-M2. In Unit Waves, Activity 12: The Electromagnetic Spectrum, students complete a reading using scientists' investigations to extend their understanding of the electromagnetic spectrum. Students read a passage comparing sound waves and light waves explaining how electromagnetic waves are different from sound waves because they can be transmitted through the vacuum of space, while sound needs a medium to be transmitted.
PS4.B-M1. In Unit: Waves, Activity 13: Where Does the Light Go?, students collect and analyze data for how ultraviolet and infrared light is absorbed or reflected. Students determine how certain situations can be influenced by non-visible light.
PS4.B-M2. In Unit: Waves, Activity 9: Refraction of Light, students experiment with the transmission of light rays by planning and carrying out an investigation of the refraction of light through water. Students work toward finding a relationship between the angle of incidence, angle of refraction, and total internal reflection.
PS4.B-M3. In Unit: Waves, Activity 10: Comparing Colors, students collect evidence indicating different colors of light carry different amounts of energy.
PS4.B-M4. In Unit: Waves, Activity 12: The Electromagnetic Spectrum, students complete a reading using scientists’ investigations to extend their understanding of the electromagnetic spectrum. Students read a passage about sound waves and light waves explaining that light energy does not require atoms or molecules to be transmitted and thus is not considered a matter wave.
PS4.C-M1. In Unit: Waves, Activity 5: Telephone Model, students model how noise interference affects the transmission and reception of analog and digitized signals, sent as wave pulses. They find that the structure of digitized signals, sent as wave pulses, are a more reliable way to encode and transmit information.
Indicator 2d.ii
Life Sciences
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate all grade-band disciplinary core ideas for life sciences.
Across the series, the materials incorporate all life science DCI components and associated grade-band elements, with nearly all elements found within the six life science units. Some life science DCIs are present in units outside the life science units; for example, LS4.C-M1 is present within the Weather and Climate unit relating changes in species over time to changing climate conditions. Also, LS2.A-M1 and LS2.C-M1 are present within the Land, Water, and Human Interactions unit when students investigate human impacts on different aquatic macroinvertebrates.
Examples of grade-band life science DCI elements present in the materials:
LS1.A-M1. In Unit: From Cells to Organisms, Activities 1- 3, students investigate that all living things are made up of cells and that microscopes and other evidence can be used to establish and confirm their existence.
LS1.A-M2. In Unit: From Cells to Organisms, Activity 8: Modeling Cell Structure and Function, students create an animal and plant cell, and compare/contrast cell structures and functions. Students then discuss similarities in some organelle and structure functions with those of organs in the body, then answer questions to reflect on their knowledge and review their understanding of cells. Student pairs construct a model of a plant or animal cell, including information related to the function of each structure/organelle.
LS1.A-M3. In Unit: Body Systems, Activity 9: Heartily Fit, students collect data on their heart and respiratory rates by measuring their pulses and breathing rates before and after exercise. Students analyze data from their experiment on the effects of exercise on the body to establish a relationship between the circulatory and respiratory systems as an example of how it is important for body systems to work together.
LS1.B-M1. In Unit: Reproduction, Activity 5: Gene Squares, students explain the possible offspring of a parent with a genetic disease. When the inheritance of parental alleles is random, students use the resulting patterns of genetic crosses to identify the cause of the inheritance of the genetic disease.
LS1.B-M2. In Unit: Reproduction, Activity 10: Animal Behavior, students create an argument explaining how a specific trait increases the probability of an organism successfully reproducing.
LS1.B-M3. In Unit: Reproduction, Activity 11: Plant-Animal Interactions, students develop an argument about which animal pollinator would pollinate a specific flower. This builds towards analyzing both specialized plant structures and animal pollinator behaviors as it relates to plant reproduction and demonstrating how certain traits can influence reproductive success in an organism.
LS1.B-M4. In Unit: Reproduction, Activity 7: Do Genes Determine Everything?, students test the effect of an environmental factor on the color trait of Nicotiana seeds. Data is analyzed to determine the effect of a chosen environmental factor on the phenotype of the seeds.
LS1.C-M1. In Unit: From Cells to Organisms, Activity 13: A Plant’s Source of Energy, students investigate the role of carbon dioxide in photosynthesis by placing elodea in a vial containing an indicator for the presence of carbon dioxide. After a student blows into the vial, students predict what may happen in the vial and collect evidence by comparing the vial with elodea containing carbon dioxide with a vial with elodea and the indicator. Students then design an experiment to investigate the role of light in photosynthesis, using the materials from the first investigation and altering the light source.
LS1.C-M2. In Unit: From Cells to Organisms, Activity 11: Energy and Matter in Cells, students read a passage of text, construct a protein model and a carbohydrate model, and draw each model in their notebook. After reading the second passage, they model what happens to the protein and carbohydrate when each enters the digestive system by diagraming what happens to a hamburger and the bun as it moves from the mouth to stomach and small intestine. Finally, students read a third passage and model how sugars and amino acids are changed to carbohydrates and proteins.
LS1.D-M1. In Unit: Body Systems, Activity 6: Observing Organisms, students consider how they would respond if they stepped on a sharp stone barefoot, what they already know about the nervous system, and how the nervous system helps the body respond to stimuli. Students then brush and touch blackworms, record observations, and make inferences of how the blackworms respond to the stimulus.
LS2.A-M1. In Unit: Ecology, Activity 5: A Suitable Habitat, students create an argument regarding the type of environment needed for blackworms to live, explaining the relationship between changing the features in the blackworm environment and the blackworm’s survival.
LS2.A-M2. In Unit: Ecology, Activity 2: Introduced Species, students conduct research on the effects on an ecosystem, interactions that occur with other species, how the flow of energy is affected, and the impact on human activity when invasive species are introduced.
LS2.A-M3. In Unit: Ecology, Activity 9: Population Growth, students predict how populations of paramecium will differ with varying amounts of food, then observe two different populations of paramecium. Students describe the transfer of energy in the ecosystem, the effects of the availability of food as observed during the lab, and predict how the population will change over time based on the amount of food provided.
LS2.A-M4. In Unit: Ecology, Activity 10: Interactions in Ecosystems, students read six different scenarios describing abiotic and biotic factors. Students then match each scenario with the appropriate graph on a student sheet. Lastly, if a scenario is considered biotic, students determine if the scenario is helpful, harmful, or neutral to one or both species.
LS2.B-M1. In Unit: Ecology, Activity 12: Modeling the Introduction of a New Species, students use food web cards to create a simple food chain, then a food web to identify the role of organisms and how matter is cycled and energy flows in an ecosystem. After a new species is introduced, students must explain how the new component affects the flow of energy and the cycling of matter.
LS2.C-M1. In Unit: Ecology, Activity 1: The Miracle Fish?, students determine how changing a factor in an environment can impact all other factors within that same environment. Students read about the outcome of introducing the Nile perch from different points of view. They examine trade-offs and make predictions using population data graphs.
LS2.C-M2. In Unit: Ecology, Activity 13: Abiotic Impacts on Ecosystems, students determine the impacts of a large-scale disruption to an ecosystem and the changes caused by fire. Students explain how energy changes in a forest ecosystem.
LS3.A-M1. In Unit: Reproduction, Activity 12: How Do Genes Produce Traits?, students develop a model of the protein fibrillin by learning how a DNA sequence codes to a protein sequence. Students fold the protein to understand how subunits interact (hydrophilic vs hydrophobic).
LS3.A-M2. In Unit: Reproduction, Activity 4: Gene Combo, students calculate the ratios of inheritance (dominant vs. recessive) and look for patterns to help understand second generation breeding and variation of traits.
LS3.B-M1. In Unit: Reproduction, Activity 2: Creature Features, students develop understanding of heredity and genes, and use models to identify patterns in traits found within generations of “critters”.
LS3.B-M2. In Unit: Evolution, Activity 5: Mutations: Good or Bad?, students model how a mutation will move from parent to offspring. Once offspring are produced, the community is exposed to malaria. Students track the individuals who do and do not survive the outbreak and relate that to those who have the sickle cell mutation. This builds towards understanding as they look for how mutations can be beneficial, harmful, or neutral.
LS4.A-M1. In Unit: Evolution, Activity 9: Fossil Evidence, students examine sets of fossils and identify unique features of each. They read a passage that describes how scientists find and date fossils before examining four simulated drill cores to detect patterns in the fossil record. They use evidence from the drill cores to list the fossils that they examined in chronological order and determine the relative ages of the fossils.
LS4.A-M2. In Unit: Evolution, Activity 8: History and Diversity of Life, students read text related to the history and diversity of life to learn how life forms have evolved over time with all organisms sharing a common ancestor. They build on their understanding of speciation and evolutionary trees, and are introduced to the process of extinction.
LS4.A-M3. In Unit: Evolution, Activity 13: Embryology, students use images of embryonic limbs, embryos, and vertebrate forelimbs to identify patterns of similarities and differences across species to infer evolutionary relationships.
LS4.B-M1. In Unit: Evolution, Activity 1: The Full Course, students build knowledge of how humans have changed the way species look or behave. Students use a simulation to model antibiotic resistance in bacteria to understand natural selection. They use colored disks to represent levels of antibiotic resistance, and construct an explanation for how bacteria can differ and what happens to the bacterial population after exposure to antibiotics.
LS4.B-M2. In Unit: Evolution, Activity 16: Manipulating Genes, students research technologies that are being used to change the traits of organisms to make them more useful or desirable. They consider the impact of these technologies on society and other organisms.
LS4.C-M1. In Unit: Evolution: Activity 1: The Full Course, students engage in an activity modeling how antibiotics affect the size and resistance of bacteria over time. Students collect and graph data of bacteria response to the antibiotic either taken as prescribed or not taken as prescribed. Finally, students reflect on their activity and its connection to evolution. This phenomenon is becoming a health risk for many people across the world.
LS4.D-M1. In Unit: Ecology, Activity 1: The Miracle Fish?, students read a passage about the introduction of Nile perch to Lake Victoria. They construct arguments to predict how the introduction of the fish will affect the ecosystem in which it was introduced, examine tradeoffs, and decide if the Nile perch should have been introduced into the environment.
Indicator 2d.iii
Earth and Space Sciences
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate all grade-band disciplinary core ideas for earth and space sciences.
Across the series, the materials incorporate all earth and space science DCI components and associated grade-band elements, with nearly all elements found within the five earth and space science units. Some earth and space science DCIs present in units outside the earth and space science units. For example, ESS3.C-M1 is present in the life science unit Ecology when students investigate how humans have impacted environments by introducing non-native species. Also ESS1.C-M1 is present in the life science unit of Evolution; students examine fossils as evidence of diversity of life throughout Earth’s past.
Examples of grade-band earth and space science DCI elements present in the materials:
ESS1.A-M1. In Unit: Solar System and Beyond, Activities 2 and 3, students order phases of the Moon picture cards in the sequence they believe to be correct. Then they model the phases with a light source and ball. Students look for patterns as they try to sequence the phases of the Moon. They model the motion of the Moon in relation to the Sun and Earth. Students predict patterns of the apparent motion of the Moon, describe them and explain with the model.
ESS1.A-M2. In Unit: Solar System and Beyond, Activity 10: Observing Objects in Space, students extend their knowledge of patterns of objects in the sky to better understand how objects in space that are farther away are more difficult to observe. Students use telescopic images to observe space objects such as planets, stars, asteroids, comets, and moons. Students compare distances between objects with mathematical computation and analysis.
ESS1.B-M1. In Unit: Solar System and Beyond, Activity 13: Identifying Planets, students read transmission information from four spacecrafts and compare it with descriptions of the planets. They list the evidence from each transmission that helped them decide from which planet each transmission originated. Students write their own transmission from a planet not used, compare properties of dwarf planet Pluto with the other planets, and use their knowledge to reflect upon how the work of engineers supported the Mars Exploration Rover mission to Mars.
ESS1.B-M2. In Unit: Solar System and Beyond, Activity 7: A Year Viewed From Space, students use a computer simulation to model Earth’s orbit around the Sun in order to explain why we have seasons. Students make observations of the position of the Earth and the Sun from two locations, and record data to compare changes in daylight and temperature at four times of the year, as well as, the distance between the Earth and the Sun. They answer questions using their data to explain the relationship between the motion and distance between the Earth, Sun, and seasons.
ESS1.B-M3. In Unit: Solar System and Beyond, Activity 15: The Effects of Gravity, students read informational text describing how the solar system was formed by gravity pulling the sides of a cloud of gas and dust to form a disk.
ESS1.C-M1. In Unit: Earth's Resources, Activity 9: Modeling Rock Layers, students engage in an activity using a model of rock strata layers, and connect to understanding of the layering and age of rocks from the Grand Canyon.
ESS1.C-M2. In Unit: Geological Processes, Activities 12-14, students engage in a series of activities to understand Earth’s plates have moved over time and continue to move. Students look at how energy and gravity play a role in plate motion and develop an understanding of how tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches.
ESS2.A-M1. In Unit: Geological Processes, Activity 8: Beneath Earth's Surface, students make predictions about the Earth’s interior including initial drawings of their understanding. They read and analyze informational text focusing on layers of the Earth noting differences in properties and temperature, and how these processes are the result of energy flowing and matter cycling from the Earth’s hot interior. Students create a scaled drawing/model of layers to help analyze and predict the best location for storing nuclear waste.
ESS2.A-M2.In Unit: Land, Water, and Human Interactions, Activity 14: Building on the Mississippi, students explain how geological processes have changed the land and water using the example of the Mississippi River. They incorporate time scales as they use evidence from the past and present to demonstrate gradual changes versus sudden changes.
ESS2.B-M1. In Unit: Geological Processes, Activity 12: The Continent Puzzle, students are asked to use evidence (including fossil and rock information) to put together a world puzzle map while analyzing and constructing explanations as they create a model indicating Earth’s surface and continental positional changes over time.
ESS2.C-M1. In Unit: Land, Water and Human Interaction, Activity 1: Where Should We Build?, students observe photographs of undeveloped and developed hillside, wetland, and clifftop to explain how each location would be changed by the construction of buildings. The lesson helps students understand how the processes take place as water continually cycles and flows on land.
ESS2.C-M2. In Unit: Weather and Climate, Activity 7: Ocean Temperatures, students explain the range of latitudes that they would expect most hurricanes to form. Students analyze complex patterns of the changes and the movement of water in the atmosphere, ocean temperatures, and currents and their influence on local weather patterns and hurricane formation.
ESS2.C-M3. In Unit: Weather & Climate, Activity 9: Oceans and Climate, students participate in a role-play discussion focused on the mapping of ocean currents and identification of the Gulf Stream. This activity leads to discussion and analysis of the relationship between oceans and the climate and how movements of water in ocean currents are propelled by sunlight.
ESS2.C-M4. In Unit: Weather & Climate, Activity 8: Investigating Water, students collect data and identify patterns while carrying out investigations of temperature and density of water (cold/warm and fresh/salt). Students analyze and interpret data to construct explanations and create models explaining observations of water current movements and changes in salinity of ocean water including polar ice melting and formations.
ESS2.C-M5. In Unit: Land, Water, and Human Interaction, Activity 1: Where Should We Build?, students observe photographs of undeveloped and developed hillside, wetland, and clifftop to explain how each location, wetland, hillside, and cliff would be changed by the construction of buildings. They identify trade-offs, and make a preliminary decision about where to build the new school in Boomtown. Students develop questions they have about animals, plants, shape of land, and health of water in the area of construction. The lesson-level activities help students gather some evidence for their decision by examining how water movement can cause weathering and erosion, which can change the landscape.
ESS2.D-M1. In Unit: Weather & Climate: Activity 4: Climate Types and Distribution Patterns, students use their understanding of local weather and regional climate to organize information about different climates. Students identify patterns as they analyze and interpret climate data and how it relates to latitude, altitude, and proximity to oceans.
ESS2.D-M2. In Unit: Weather and Climate, Activity 2: Investigating Local Weather, students collect five consecutive days of local weather data from a website, record key observations, calculate the mean, median, and mode values for each data set, and discuss the benefits and drawbacks of using each of the three types of averages. Students obtain local monthly averages and compute seasonal data. They graph seasonal and compare their five-day averages to monthly and seasonal data to understand that daily weather data is more accurate for providing data about a particular day, but monthly and seasonal data are more accurate to use when comparing weather patterns to gather evidence for the claim that because of is complexity, weather can only be predicted probabilistically.
ESS2.D-M3. In Unit: Weather & Climate, Activity 5: Earth's Surface, students use a gridded world map to estimate and calculate the percent of Earth’s surface covered by water. Students consider and analyze how oceans might influence weather and climate.
ESS3.A-M1. In Unit: Earth’s Resources, Activity 2: World Resource Consumption, students read passages detailing the consumption of copper, petroleum, and freshwater, followed by a passage on consumption and world population growth. Each passage includes images and maps identifying the locations of global deposits for each resource. Various graphs are included illustrating world population growth over time and global consumption of each of the resources.
ESS3.B-M1. In Unit: Geological Processes, Activity 3: Modeling Landslides, students access and collect data from a data visualization program. Then they analyze and interpret data in order to look for patterns in the distribution of major earthquakes and volcanic eruptions around the world. Students add data to a world map which acts as the first step in discovering that the Earth’s surface is broken into plates.
ESS3.C-M1. In Unit: Land, Water and Human Interaction, Activity 4: Living Indicators Investigation, students use macroinvertebrate concentration over time as an indicator for how humans have impacted water quality as evidence to begin to develop an argument for how humans impact environment over time and how those impacts can in turn affect living things.
ESS3.C-M2. In Unit: Earth’s Resources. Activity 4: Per Capita Consumption, students identify changes in mineral, energy, and groundwater resources over time. Students use population data to calculate the per capita consumption from eight different countries. Students then analyze this data to support an argument about whether increases in human populations and per capita consumption of natural resources lead to negative impacts on Earth.
ESS3.D-M1. In Unit: Weather & Climate, Activity 15: History of Earth's Atmosphere, students chronologically arrange atmosphere data cards, discuss reasoning, and build understandings and explanations of stability and changes in Earth’s atmosphere over geologic time. Students analyze/reflect and predict the effect of living organisms, including humans, on changes in atmospheric carbon dioxide gases over time.
Indicator 2d.iv
Engineering, Technology, and Applications of Science
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate all grade-band disciplinary core ideas for engineering, technology, and the application of science (ETS).
Across the series, the materials incorporate all ETS DCI components and associated grade-band elements. The ETS DCI components and associated grade-band elements are integrated within units in physical science, life science, and earth and space science. In most units, students engage with the ETS DCIs as they also work with DCIs in physical, life, and earth and space science; one exception is the Biomedical Engineering unit, where students often engage in the ETS DCI only.
Examples of grade-band engineering, technology, and the application of science DCI elements present in the materials:
ETS1.A-M1. In Unit: Land, Water, and Human Interactions, Activity 12: Modeling Cliff Erosion, students design an erosion-mitigation structure for a cliff using relevant scientific principles that might limit solutions. They design, test, and redesign structures to prevent cliff erosion. Students then use design criteria to develop a solution that is evaluated by others to determine how well they met specific criteria and constraints.
ETS1.B-M1. In Unit: Energy, Activity 10: Energy Transfer Challenge, students engage in a learning sequence to determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students test a solution to melt the most ice in a given amount of time and keep the most ice from melting in a given amount of time. They modify and improve their solution based on the results of their tests, taking into account the insulation properties of the materials and energy transfers within their design.
ETS1.B-M2. In Unit: Fields and Interactions, Activity 1: Save the Astronaut, students are challenged to find a way to return a stranded gyrosphere to its base on the Moon. Students identify the task’s criteria and constraints, then develop a small-scale model for which to investigate how gravity, magnetism, and electricity can be used to return the stranded gyrosphere to its base. Students use a systematic process to evaluate and test their solution, accounting for how well their design meets the criteria and constraints of the problem.
ETS1.B-M3. In Unit: Chemical Reactions, Activity 10: Developing a Prototype, students brainstorm designs for an improved prototype hand warmer. As they build, test, and evaluate their designs, students review the design criteria and constraints, considering that parts of different solutions can be combined to create a better solution. As students discuss the decisions made in determining their design and compare characteristics of other designs, they reflect on their knowledge of the functionality of hand warmers.
ETS1.B-M4. In Unit: Fields and Interactions, Activity 1: Save the Astronaut, students use materials to model the gyrosphere of the stranded astronaut, the abandoned rover, and the moon base. They read a scenario and work with a partner to brainstorm ways to solve the problem of returning the stranded astronaut to the moon base, and record their plan, process, and ideas that worked. Students exchange procedures with another group, and attempt to save the astronaut using the other group’s directions. Successful strategies are shared with the class and students describe similarities and differences in their model and how it was important for testing their solutions.
ETS1.C-M1. In Unit: Biomedical Engineering, Activity 4: Artificial Bone Model, students create a prototype of an artificial bone with specific criteria and constraints that include light weight, strength, and specified materials. Students determine that while one design might not perform the best across all tests, it is important to identify the characteristics of the design that performed the best in each test, and incorporate them into the new design.
ETS1.C-M2. In Unit: Weather and Climate, Activity 12: Measuring Wind Speed and Direction, students use the engineering design process to design, build, and test instruments for measuring wind speed and direction. Students use an iterative process to select the most promising solutions and improve and retest their designs.
Indicator 2e
Materials incorporate all grade-band Science and Engineering Practices.
Indicator 2e.i
Asking Questions and Defining Problems
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate all grade-band science and engineering practices for asking questions and defining problems.
Across the series, the materials incorporate all grade-band elements of this SEP. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Asking Questions and Defining Problems present in the materials:
AQDP-M1. In Unit: Body Systems, Activity 2: Modeling: Parts of a Whole, students draw a life-size model of the human body on a large sheet of paper and label its internal organs and their functions. After drawing the model, students write questions they have about the human body around the outside of the body tracing. They visit other groups’ drawings and record all of the unique questions in their science notebooks. In Analysis Item 2, students revisit these questions in their groups, answering all of the questions that they can and discussing those that they are still unable to answer.
AQDP-M2. In Unit: Land, Water, and Human Interactions, Activity 1: Where Should We Build?, students view aerial photographs taken before and after construction of buildings has occurred. Students ask questions to clarify evidence. The evidence obtained from the observations is used to make a claim about the human impact of building.
AQDP-M3. In Unit: Ecology, Activity 14: Effects of an Introduced Species, students develop a testable question and use an online database and graphing tool to investigate it. Students ask questions about biotic and abiotic factors and use collected data to determine relationships. The materials direct the teacher to support students in ensuring their questions ask how an independent variable affects a dependent variable.
AQDP-M4. In Unit: Reproduction, Activity 1: View and Reflect: Joe’s Situation, students consider information presented about Joe’s medical condition and determine questions that he should ask his doctor. Students then review a video about Marfan syndrome and consider which questions have already been answered and identify new questions they have as they consider whether Joe should be genetically tested for Marfan syndrome.
AQDP-M5. In Unit: Ecology, Activity 4: Taking a Look Outside, students conduct a field study of a local environment using the transect method. While planning the study, students discuss questions they have about the environment, and how they would test those questions. During evidence collection, students are able to answer their questions.
AQDP-M6. In Unit: Fields and Interactions, Activity 8: Static Electricity, students manipulate the location of objects and observe how particles change location in relation to the location of the object. They review observations from their static electricity explorations, identify evidence that supports the idea that electrical forces attract and repel, and ask questions about the cause of the strength of forces between positive and negative particles based on their observations.
AQDP-M7. In Unit: Chemistry of Materials, Activity 5: Evaluating Properties of Materials, students participate in a Walking Debate. To prepare for the debate, students determine their best choice of materials for a reusable drink container. During the activity, students defend their claim of the best material. Students prepare questions that can be used to challenge the claim of other students who argued that a different material was better for making a reusable drink container.
AQDP-M8. In Unit: Fields and Interactions, Activity 1: Save the Astronaut, students use materials to model the gyrosphere of the stranded astronaut, the abandoned rover, and the moon base. They read a scenario and work with a partner to brainstorm ways to solve the problem of returning the stranded astronaut to the moon base and record their plan, process, and ideas that worked.
Indicator 2e.ii
Developing and Using Models
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for developing and using models.
Across the series, the materials incorporate all grade-band elements of this SEP. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP. The materials include numerous opportunities for students to develop or use models across the series, but students mostly model with the intent to describe or make predictions about phenomena.
Examples of grade-band elements of Developing and Using Models across the series present in the materials:
MOD-M1. In Unit: Biomedical Engineering, Activity 9: Get a Grip, students design, test, evaluate, and redesign a mechanical gripping device. During this activity, students determine the limitations of their grabber model.
MOD-M2. In Unit: Ecology, Activity 12: Modeling the Introduction of a New Species, students use Food Web Cards to model a food web in one of four different ecosystems. Students introduce a new species into the ecosystem to see what happens. Students revise their models to explain changes in how energy flows and matter cycles through the ecosystem as a result of the change caused by the new species.
MOD-M3. In Unit: Weather and Climate, Activity 13: Forecasting Weather, students are assigned one of eight different weather maps to analyze; each map represents one date in the range August 24 to August 31. After analyzing their weather map, pairs of students write a weather report that summarizes their assigned map then compare reports; they note similarities and differences and make revisions. Students share their weather reports with the rest of the class and then use the whole class information to predict the weather in Cleveland on September 1.
MOD-M4. In Unit: Geological Processes, Activity 17: Enough Resources for All, students connect previous knowledge from a groundwater aquifers activity to a modeled aquifer game scenario in which students are provided real aquifer data. Students use this model to analyze and interpret the data as they construct explanations using graphs they create based on given data. Students construct their explanations after identifying patterns and cause and effect relationships.
MOD-M5. In Unit Solar System and Beyond, Activity 3: Explaining the Moon’s Phases, students model the motion of the Moon in relation to the Sun and the Earth. Students predict patterns of the apparent motion of the Moon, describe them and explain with the model.
MOD-M6. In Unit: From Cells to Organisms, Activity 11: Energy and Matter in Cells, students read a passage of text, construct a protein model and a carbohydrate model, and draw each model in their notebook. After reading the second passage, they model what happens to the protein and carbohydrate when each enters the digestive system.
MOD-M7. In Unit: Land, Water, and Human Interactions, Activity 12: Modeling Cliff Erosion, students apply previous knowledge of erosion and deposition as they model cliff erosion. Students develop and test an erosion-mitigation structure for a cliff. Students follow criteria and constraints for the structure, and then present their structure to the class.
Indicator 2e.iii
Planning and Carrying Out Investigations
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for planning and carrying out investigations.
Across the series, the materials incorporate all grade-band elements of this SEP. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP. The materials include numerous opportunities for students to plan and carry out investigations, completing a wide range of investigations ranging from planning, as well as, conducting investigations, and collecting different forms of data in the process.
Examples of grade-band elements of Planning and Carrying Out Investigations across the series present in the materials:
INV-M1. In Unit: Waves, Activity 14: Blocking Out Ultraviolet, students design and conduct an investigation determining variables and controls, number of trials, and what data to record to test whether sunscreen blocks the ultraviolet light by absorbing or reflecting the light.
INV-M2. In Unit: Ecology, Activity 9: Population Growth, Students conduct a laboratory investigation, using Paramecium caudatum to explore how the availability of food affects the growth of a population. Wet mounts are made and initial observations of the organisms are made using a microscope. Students predict how populations of paramecium will differ with varying amounts of food, then observe two different populations of paramecium, and recording their observations.
INV-M3. In Unit: From Cells to Organisms, Activity 3: Evidence of Microscopic Organisms, students determine which tool or tools would be best for a scientist investigating bacteria. Students choose from four choices: magnifying glass, classroom compound microscope, oil immersion microscope, and transmission electron microscope. Students explain their thinking behind their choice and how it would be best for investigating bacteria.
INV-M4. In Unit: Force and Motion, Activity 13: Laboratory: Braking Distance, students conduct an investigation using a system model to provide evidence that the change in the vehicles speed results in a change of braking distance. Then students plan and carry out their own investigation with the system model. They use evidence to determine that a change in the object's mass results in a change in braking distance. Students use their evidence to support or refute explanations of the factors affecting braking distance.
INV-M5. In Unit: Energy, Activity 14: Hot Bulbs, students investigate and use the change in the temperature of water to calculate the efficiency of the light bulbs, and determine the energy “wasted” in producing thermal energy.
Indicator 2e.iv
Analyzing and Interpreting Data
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for analyzing and interpreting data.
Across the series, the materials fully meet grade-band endpoints for all elements of this SEP. While students have frequent opportunities to analyze and interpret data across the series, students mostly analyze and interpret data in conjunction with graphical representations or charts to look for linear and nonlinear relationships. They also frequently use the data to provide evidence for phenomena and to find similarities or differences within their data. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Analyzing and Interpreting Data present in the materials:
DATA-M1. In Unit: Force and Motion, Activity 3: Speed and Kinetic Energy and Activity 4: Mass and Kinetic Energy, students collect and analyze data about the impact of mass and speed on an object’s kinetic energy in order to determine the mathematical relationships between kinetic energy, mass, and speed. Students construct graphs to show these relationships.
DATA-M2. In Unit: Land, Water, and Human Interactions, Activity 11: Boomtown's Topography, students analyze data from topographic maps that display temporal and spatial information about a particular area. They construct explanations based on evidence for how geoscience processes have changed Earth's surface over time.
DATA-M3. In Unit: Land, Water, and Human Interactions, Activity 3: Water Quality, students analyze 100 years of water-quality data from Boomtown River to determine if the increase of Boomtown's population affects its water quality. During the activity, students review the definitions of correlation and causation, and then respond to the question, "Is there enough evidence in the graphs to determine that the population increase in Boomtown caused a decline in the water quality? Explain." The expected student response includes demonstrating an understanding of correlation and causation.
DATA-M4. In Unit: Geological Processes, Activity 6: Mapping Locations of Earthquakes and Volcanoes, students access and collect data from a data visualization program. Students then analyze and interpret data in order to look for patterns in the distribution of major earthquakes and volcanic eruptions around the world. Students add data to a world map which acts as the first step in discovering that the Earth’s surface is broken into plates.
DATA-M5. In Unit: Weather and Climate, Activity 2: Investigating Local Weather, students collect weather data for their location including temperature, pressure, precipitation, and wind. After collecting data for five days, students then determine the mean, median, and mode for different measurements such as temperature, air pressure, and top wind speed and compare their recorded data with provided monthly weather averages to better understand and predict seasonal variations in weather.
DATA-M6. In Unit: Body Systems, Activity 7: Laboratory: Can you feel the Difference?, during an investigation about touch sensitivity, the teacher starts a discussion about how to account for unusual cases and asks students to suggest ways to address this (retest, conduct more trials, etc). The teacher then explains the importance of one-point touches as the control and how students should consider omitting data that does not meet the threshold. Students collect data on touch sensitivity to determine the closest distance between two points using the touch sensor. They determine which data points are valid and which ones are inconsistent and what to do if a result is not consistent.
DATA-M7. In Unit: Fields and Interactions, Activity 3: Gravitational Transporter, students create a system model to collect and analyze data regarding the impact of release height and mass of a cart to the kinetic energy transfer during a collision. Students optimize their solutions through a process of testing and redesigning to eventually control the amount of gravitational potential energy in their system to achieve the best results with their transporter.
Indicator 2e.v
Using Mathematics and Computational Thinking
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for using mathematical and computational thinking.
Across the series, the materials incorporate all grade-band elements of this SEP. While students have opportunities to use this SEP across the series, students mostly use digital tools to analyze large data sets, use mathematical representations to design or support conclusions or solutions, and apply certain mathematical concepts to science and engineering problems. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Using Mathematics and Computational Thinking present in the materials:
MATH-M1. In Unit: Ecology, Activity 14: Effects of an Introduced Species, students use a Web-based graphing tool to graph and analyze a large data set regarding biotic and abiotic factors that the zebra mussel might affect.
MATH-M2. In Unit: Weather and Climate, Activity 17: People, Weather, Climate (Is the growth of Sunbeam City affecting its weather, atmosphere, and water availability?), students engage in a jigsaw role play. They summarize strategies and analyze data to make conclusions about the relationship between population growth and changes in the environment. Students brainstorm recommendations to reduce the human impact on weather, atmosphere, and water availability, discussing the advantages and disadvantages of each, using their prior knowledge of the human impact on the weather, the atmosphere, and water.
MATH-M3. In Unit: Fields and Interactions, Activity 1: Save the Astronaut!, students record the detailed procedure they used to save an astronaut who needs to return to the moon base. Students then trade their procedure with others to determine if the other student’s procedures can be followed to save the astronaut.
MATH-M4. In Unit: Force and Motion, Activity 8: Force, Mass, and Acceleration, students perform an experiment to investigate the relationships among distance, speed, and acceleration. They graph results and determine an equation that relates force, acceleration, and mass.
MATH-M5: In Unit: Biomedical Engineering, Activity 4: Artificial Bone Model, students calculate the strength-to-mass ratio for each of four prototypes to identify which prototype has the best strength-to-mass ratio. Based on the calculations, students choose one prototype to redesign, retest, and re-evaluate.
Indicator 2e.vi
Constructing Explanations and Designing Solutions
The instructional materials reviewed for Grades 6-8 partially meet expectations that they incorporate the science and engineering practices for using constructing explanations and designing solutions.
Across the series, the materials do not fully meet grade-band endpoints for all elements of this SEP. The grade-band endpoint for element SEP-CEDS-M8 is only partially met. Students have multiple opportunities to use this SEP across the series. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Constructing Explanations and Designing Solutions present in the materials:
CEDS-M1. In Unit: Ecology, Activity 10: Interactions in Ecosystems, students address how interactions among biotic and abiotic components/factors in an ecosystem affect populations. Students work in small groups analyzing and discussing their given scenario. Students construct explanations as they identify patterns of interactions that indicate cause and effect relationships among biotic and abiotic components that match their given scenario.
CEDS-M2. In Unit: Evolution, Activity 1: The Full Course, students build knowledge about natural selection as they use a simulation to model antibiotic resistance in bacteria. Students use colored disks to represent the level of antibiotic resistance and determine whether or not the person has taken their antibiotic. Students graph, analyze, share their results, and look for patterns. Following a class discussion, students use the model to construct an explanation for how bacteria can differ, and what happens to the bacterial population after exposure to antibiotics.
CEDS-M3. In Unit: Earth's Resources, Activity 6: Extracting Resources and Activity 7: Geological Processes, students learn how different resources are stored in various forms in the Earth. Students read about geological processes then discuss what they learned in the reading. They use this information as evidence to support an explanation of how resources are limited and not replaceable.
CEDS-M4. In Unit: Chemical Reactions, Activity 12: Recovering Copper, students recover the copper metal from the waste solution they collected by producing a circuit board. Students use various metal solutions to replace the copper in solution and recover the copper metal. They look for evidence of chemical change and observe patterns in the precipitate. Students apply results as evidence to explain which metal is best to recover the copper.
CEDS-M5. In Unit: Chemical Reactions, Activity 1: Producing a Circuit Board, students design a circuit board and etch the design with acidified copper chloride using a masking technique. They consider the trade-offs of a product that produces hazardous waste. Students conceptualize properties of matter and chemical change as they test their circuit boards and observe the changes that occur in the solution of copper chloride before and after its use as they consider its disposal. Students gather evidence of chemical change in the solution to support their reasoning for how chemical reactions can be both helpful and harmful.
CEDS.M6. In Unit: Energy, Activity 10: Energy Transfer Challenge, students design a cup to increase or decrease the rate of thermal energy transfer. During the Design and Build phase, students discuss how they think their design of the first cup will increase energy transfer. Additionally, students discuss how their design of the second cup will decrease energy transfer.
CEDS-M7. In Unit: Chemical Reactions, Activity 10: Developing a Prototype, students design a prototype hand warmer using the engineering design process. Students use their understanding of chemical reactions to define the problem, brainstorm a design, build and test their designs, and evaluate their design.
Example of grade-band element of Constructing Explanations and Designing Solutions across the series partially present in the materials:
CEDS-M8. In Unit: Biomedical Engineering, Activity 4: Artificial Bone Model, students design an artificial bone that is strong yet light. The prototype must have a minimum strength-to-mass ratio of 14:1. Students then try to optimize their prototype to achieve a strength-to-mass ratio as high as possible. Students build, retest, and re-evaluate their prototype, describing any trade-offs they made in their final design. This activity does not provide the opportunity for students to prioritize different criteria when making design decisions.
Indicator 2e.vii
Engaging in Argument from Evidence
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for engaging in argument from evidence.
Across the series, the materials incorporate all grade-band elements of this SEP. When students engage in this practice across the series, they most often create arguments supported by evidence to support or refute explanations, or to evaluate competing design solutions. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Engaging in Argument from Evidence present in the materials:
ARG-M1. In Unit: Evolution, Activity 3: A Meeting of Minds, students compare similarities and differences between Lamarck’s and Darwin’s claims about how species change over time, then explain why current scientists find Darwin’s theory more convincing.
ARG-M2. In Unit: Evolution, Activity 14: The Sixth Extinction?, students construct a claim as to whether Earth is experiencing a sixth extinction. Students use evidence from the previous five extinctions to support their arguments and challenge opposing arguments during a class Walking Debate.
ARG-M3. In Unit: Ecology, Activity 5: A Suitable Habitat, students create an argument to explain the relationship between changing the features in the blackworm environment and the blackworm’s survival. The arguments include specific examples from their investigation to demonstrate an understanding of how organisms interact with living and nonliving factors within their environment.
ARG-M4. In Unit: Waves, Activity 4: Noise-Induced Hearing Loss, students analyze data showing how much a pair of headphones reduce noise at various frequencies. Students use this data to support a claim about whether the headphone provides adequate protection for a firefighter exposed to a siren at 1,500 hertz and 120 decibels.
ARG-M5. In Unit: Ecology, Activity 15: Too Many Mussels, students brainstorm initial criteria and constraints for solutions to the zebra mussel problem. They read about six different control options for zebra mussels and identify advantages and disadvantages of each one. Students revisit and revise their criteria and constraints based on new considerations. Students ultimately choose the best control option and provide evidence to support why it is the solution that should be selected for further testing.
Indicator 2e.viii
Obtaining, Evaluating, and Communicating Information
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the science and engineering practices for obtaining, evaluating, and communicating information.
Across the series, the materials incorporate all grade-band elements of this SEP. While students have multiple opportunities to use this SEP across the series, opportunities for students to engage in this SEP are limited to four of the five elements for this practice. When students engage in this practice across the series, they most often gather and interpret information from a variety of sources. When the materials include elements of this SEP from above or below the grade band, they connect to the grade-band elements of this SEP.
Examples of grade-band elements of Obtaining, Evaluating, and Communicating Information present in the materials:
INFO-M1. In Unit: Evolution, Activity 15: Bacteria and Bugs, students build knowledge of how humans influence evolution through natural selection when they obtain information through a reading about four types of organisms that have evolved resistance to chemical control methods. They identify cause and effect relationships between human activity and the evolution of resistance. They conclude with using principles of natural selection to explain bacterial antibiotic resistance.
INFO-M2. In Unit: Land, Water, and Human Interactions, Activity 14: Building on the Mississippi, students explore the challenges faced by the city of New Orleans due to its location on the Mississippi River Delta. Students participate in a role-play activity involving stakeholders in geoscience and engineering who present their knowledge of the effect of human impact in New Orleans on the geological processes that occur on the Mississippi River Delta. Students integrate the stakeholder information to clarify their claims and findings.
INFO-M3. In Unit: Chemistry of Materials, Activities 1-5, students determine which material is best for making a single-use drink container. Students evaluate reviews of each type of drink container for bias and then compare product life cycle diagrams to determine which of three different types of water bottles is the most useful, based on the physical and chemical properties of the materials used to make each container.
INFO-M4. In Unit: Chemistry of Materials, Activity 5: Talking it Over Evaluating Properties of Materials, students gather information from text and other resources on different materials including aluminum, glass and plastic. They evaluate the sources of information for each material (aluminum, glass and plastic) by reviewing text and other resources and then evaluate the sources of competing information for point of view and bias. Students use this information to inform a debate about which material is the best choice for a reusable drink container.
INFO-M5. In Unit: Ecology, Activity 16: Projects: Presenting the Facts, students complete their introduced species project to show how abiotic changes in the environment can impact ecosystems. Students deliver an oral presentation to communicate the results of their research, including impacts of the species and options for controlling the introduced species.
Indicator 2f
Materials incorporate all grade-band Crosscutting Concepts.
Indicator 2f.i
Patterns
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the crosscutting concept of patterns.
Across the series, the materials incorporate all grade-band elements. Elements of this CCC are not included from above or below the grade-band without connecting to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding patterns within each grade level and across the series.
Examples of grade-band elements of Patterns present in the materials:
PAT-M1. In Unit: Chemical Reactions, Activity 13: Another Approach to Recovering Copper, students use a chemical reaction to precipitate, filter, and recover the copper from the waste solution as they consider its disposal. Students investigate the products and reactants of two types of chemical reactions at the macroscopic level, observing patterns in the precipitate to use as evidence of atomic rearrangement resulting in chemical change.
PAT-M2. In Unit: Energy, Lesson 11: Energy in Light, students conduct an investigation and compare how light interacts in three different materials. Data is graphed and students analyze patterns in rates of change as the temperature of the material increases over time.
PAT-M3. In Unit: Solar System and Beyond, Activities 2-5, students work towards explaining the Moon’s orbit around Earth, and also explaining why there is not a lunar or solar eclipse every lunar cycle. Students develop and use a model to show how the orbital plane of the Moon-Earth and the Earth-Sun are not the same. Students analyze data about the shape of the Moon and look for patterns at each phase to prove that the cause of an eclipse is not because the Earth is blocking light to the Moon.
PAT-M4. In Unit: Geological Processes, Activities 4-11, students access and collect data from a data visualization program. Then they analyze and interpret data within charts in order to look for patterns in the distribution of major earthquakes and volcanic eruptions around the world. Students add data to a world map which acts as the first step in discovering that the Earth’s surface consists of plates.
Indicator 2f.ii
Cause and Effect
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the crosscutting concept of cause and effect.
Across the series, the materials incorporate all grade-band elements. Elements of this CCC are not included from above or below the grade-band without connecting to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding cause and effect within each grade level and across the series.
Examples of grade-band elements of Cause and Effect present in the materials:
CE-M1. In Unit: Land, Water, and Human Interactions, Activity 3: Water Quality, students analyze water quality and population data from the fictional town of Boomtown to determine whether the relationship between the data is causal or correlational. To help students make sense of this data, the lesson includes a learning opportunity where students look at other data sets that are strongly correlated, weakly correlated, and causal to learn how to differentiate between causal and correlational data.
CE-M2. In Unit: Fields and Interactions, Activity 8: Static Electricity, students determine the effects of static electricity by investigating how static charge causes attraction and repulsion in objects. Students model the distribution of charges during a simulation. Students manipulate the location of the objects and observe how particles change location in relation to the location of the object. They use these observations to predict how electrical forces will attract and repel, and determine the strength of forces between positive and negative particles.
CE-M3. In Unit: Evolution, Activity 6: Mutations and Evolution, students collect data using a computer simulation allowing them to create percentages and/or rates for the frequency of the sickle cell trait over time as different variables are manipulated, such as the relationship between getting malaria and access to health care. Students use the information to construct an explanation about the causal relationship for why the rate of sickle cell disease varies around the world, and how some cause and effect relationships can only be described using probability.
Indicator 2f.iii
Scale, Proportion, and Quantity
The instructional materials reviewed for Grades 6-8 partially meet expectations that they incorporate the crosscutting concept of scale, proportion, and quantity.
Across the series, the materials incorporate nearly all grade-band elements of this CCC. While students have frequent opportunities to engage in learning about different phenomena or processes at different scales they do not always make explicit connections to this CCC. In addition, opportunities for students to fully meet grade-band endpoints for this CCC are limited to four of the five elements for this CCC. Element CCC-SPQ-M2 is only partially addressed in the materials. When the materials include elements of this CCC from above or below the grade band, they connect to the grade-band elements of this CCC.
Examples of grade-band elements of Scale, Proportion, and Quantity present in the materials:
SPQ-M1. In Unit: Solar System and Beyond, Activity 13: Identifying Planets, students read transmission information from four spacecrafts and compare it with descriptions of the planets. They list the evidence from each transmission that helped them decide from which planet each transmission originated. Students write their own transmission from a planet not used, compare properties of dwarf planet Pluto with the other planets, and use their knowledge to reflect upon how the work of engineers supported the Mars Exploration Rover mission to Mars. Students identify how models can be used to study systems where time and space are large.
SPQ-M3. In Unit: Force and Motion, Activity 5: Investigation: Quantifying Kinetic Energy, students compare graphs showing the relationship between kinetic energy and speed for different sizes of vehicles and graphs showing the relationship between kinetic energy and mass for vehicles traveling at different speeds. Students analyze and interpret the graphs and explain how the graphs can be used to communicate the magnitude of the properties within these proportional relationships.
SPQ-M4. In Unit: Force and Motion, Activity 2: Measuring and Graphing Speed, students conduct an investigation to determine the speed of a cart by measuring distance and time. Students are given the equation ‘speed = distance/time’ and use the equation throughout the activity.
SPQ-M5. In Unit: From Cells to Organisms, Activity 11: Energy and Matter in Cells, students draw a diagram to show what happens at the macroscopic level of food they eat when it enters the digestive system. They then model what happens to proteins in a hamburger and the carbohydrates in the bun as they move through the digestive system and into cells. Students describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. This helps students understand different phenomena or processes can be observed at different scales, and that a process observed at one scale may not be observable at another scale.
Example of a grade-band element of Scale, Proportion, and Quantity partially present in the materials:
SPQ-M2. In Unit: Body Systems, Activity 11: Interacting Systems, students discuss how the gas moves through different scales within the respiratory system but gas exchange happens at the cellular level. This helps students build understanding that the observed function of natural systems may change with scale. The materials do not address this element of the crosscutting concept in designed systems.
Indicator 2f.iv
Systems and System Models
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the crosscutting concept of systems and system models.
Across the series, the materials incorporate all grade-band elements of this CCC. When the materials include elements of this CCC from above or below the grade band, they connect to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding systems and system models across the series.
Examples of grade-band elements of Systems and System Models present in the materials:
SYS-M1. In Unit: Body Systems, Activities 2-3, students learn about the different systems within the human body and the organs that comprise each system. They identify each organ, the organ’s function, and then relate how each organ is part of a larger system. For example, one diagram students use in this activity shows the digestive system, the stomach as an organ in the system, tissues of the stomach lining, and stomach cells. These activities help students develop the understanding how different systems in the human body interact with each other and how each system is made up of smaller parts or subsystems.
SYS-M2. In Unit: Fields and Interactions, Activities 3-4, students create a system model to collect and analyze data regarding the impact of release height and mass of a cart to the kinetic energy transfer during a collision. Students use their model to understand the interactions within the system and track the energy flows within the system. Students optimize their solutions through a process of testing and redesigning to eventually control the amount of gravitational potential energy in their system to achieve the best results with their transporter.
SYS-M3. In Unit: Solar System and Beyond, Activity 8: Earth’s Tilt, students use multiple types of models to understand how Earth’s tilt causes the seasons. Students answer a reflection question about how the different models represent components of the system and why it was important to use multiple models to fully understand the system.
Indicator 2f.v
Energy and Matter
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the crosscutting concept of energy and matter.
Across the series, the materials incorporate all grade-band elements. Elements of this CCC are not included from above or below the grade-band without connecting to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding energy and matter within each grade level and across the series.
Examples of grade-band elements of Energy and Matter present in the materials:
EM-M1. In Unit: Chemical Reactions, Activity 12: Recovering Copper, students compare metals to determine which is most effective in removing copper from a used solution of copper chloride. They use their evidence to prepare a recommendation for the use of the metal that was most effective. Students develop an understanding that metals can be recovered from waste solutions because the matter (atoms) during the etching reaction is conserved in chemical reactions.
EM-M2. In Unit: Weather and Climate, Activities 9-10, students engage in a sequence of activities to develop an understanding of the role of the ocean in climate. Students engage in a role-play activity to demonstrate how energy from the Sun drives the motion and cycling of water and impacts oceans, currents, and air flow.
EM-M3. In Unit: Energy, Activity 3: Roller Coaster Energy, students investigate energy transformations between gravitational potential energy and kinetic energy. Students also consider how energy can take different forms as they consider how energy is transformed into thermal energy and sound energy as the roller coaster moves.
EM-M4. In Unit: Energy, Activity 14: Hot Bulbs, students track the transfer of energy. Students determine and compare the amount of energy needed to change the temperature of water using an incandescent and LED bulb. They use the change in the temperature of water to calculate the efficiency of the light bulbs, and determine the energy “wasted” in producing thermal energy.
Indicator 2f.vi
Structure and Function
The instructional materials reviewed for Grades 6-8 meet expectations that they incorporate the crosscutting concept of structure and function.
Across the series, the materials incorporate all grade-band elements. Elements of this CCC are not included from above or below the grade-band without connecting to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding structure and function within each grade level and across the series.
Examples of grade-band elements of Structure and Function present in the materials:
SF-M1. In Unit: Biomedical Engineering, Activities 2-5 and 7, students read background information about the heart, and problems that can occur when structures within the heart fail. Students design a prototype for a heart valve taking into consideration that the function of complex structures and systems depends on the composition and relationships among its parts. Students test and refine their prototypes.
SF-M2. In Unit: Biomedical Engineering, Activities 2-5 and 7, students read background information about the heart, and problems that can occur when structures within the heart fail. Students design a prototype for a heart valve, and as students test and refine their prototypes, they consider how properties of different materials can impact how particular structures or designs function.
Indicator 2f.vii
Stability and Change
The instructional materials reviewed for Grades 6-8 partially meet expectations that they incorporate the crosscutting concept of stability and change.
Across the series, the materials do not incorporate all grade-band elements of this CCC. CCC-SC-M4 is partially present. When the materials include elements of this CCC from above or below the grade band, they connect to the grade-band elements of this CCC. The materials include numerous opportunities for students to engage in understanding systems and system models across the series.
Examples of grade-band elements of Stability and Change present in the materials:
SC-M1. In Unit: Earth's Resources, Activity 7: Geological Processes, students read about the geological processes that form petroleum, copper, and freshwater. They build and compare concept maps to construct an explanation about the geological processes that resulted in the formation of natural resources, and consider how changes in natural systems can occur over different time scales.
SC-M2. In Unit: Ecology, Activity 5: A Suitable Habitat, students explain the relationship between changing the features in the blackworm environment and the blackworm’s survival. Students include specific examples from their investigation to demonstrate an understanding of how organisms interact with living and nonliving factors within their environment, and how a small change in one part of the environment (system) might cause changes in another part.
SC-M3. In Unit: Geological Processes, Activity 3, Modeling Landslides, students learn about how scientists use models and technology to better understand landslides, and how changes in the environment, whether sudden or gradual, can impact when and where landslides occur. This lesson builds understanding that stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Examples of grade-band elements of Stability and Change partially present in the materials:
SC-M4. In Unit: Biomedical Engineering, Activity 7: Investigation: Energy Bar, students design an energy bar based on criteria. The teacher leads a discussion about an Energy Equation - discussing what the person in each situation would need to do to maintain their weight (balance of exercise and calorie intake). Students also read about the balance between exercise and calorie intake. There is a missed opportunity to make clear the role of feedback mechanisms.
Indicator 2g
Materials incorporate NGSS Connections to Nature of Science and Engineering.
The instructional materials reviewed for Grades 6-8 meet expectations that the materials incorporate grade-band NGSS connections to Nature of Science (NOS) and Engineering (ENG). Connections are made within individual activities across the series.
Elements from each of the following categories are present:
grade-band Nature of Science elements associated with SEPs
grade-band Nature of Science elements associated with CCCs
grade-band Engineering elements associated with CCCs
The materials incorporate connections to NOS elements associated with SEPs and are addressed in a range of units across the different science disciplines.
Examples of grade-band connections to NOS elements associated with SEPs present in the materials:
BEE-M1. In Unit: Body Systems, Activity 1: The Pellagra Story, students complete an anticipatory activity identifying ideas about their understanding of experimentation, and view a video about an early physician's study of a disease called "Pellagra". Students distinguish between observation and inference statements about Pellagra, and identify the evidence collected and used by the doctor to make a conclusion about the nature of the disease. Finally, students are asked to reflect upon their willingness to join a clinical trial. This activity helps students understand that science knowledge is based upon logical connections between evidence and explanations when studying disease in people.
OTR-M1. In Unit: Geologic Processes, Activity 13: The Theory of Plate Tectonics, students watch video segments on the history and development of the modern theory of plate tectonics. This activity demonstrates how scientific explanations may be revised or reinterpreted based on new evidence.
ENP-M2: In Unit: Geologic Processes, Activity 13: The Theory of Plate Tectonics, students examine fossil and geological evidence used by Alfred Wegener supporting the idea of continental drift. Students consider Wegener’s theory did not account for how continents could have moved and discuss how additional information added to the theory as new technology allowed for scientists to view the bottom of the ocean floor. This helps students understand that science theories are based on the body of evidence that is developed over time.
The materials incorporate connections to NOS elements associated with CCCs. The materials present these elements across the science disciplines.
Examples of grade-band connections to NOS elements associated with CCCs present in the materials:
WOK-M2: In Unit: From Cells to Organisms, Activity 14: Fighting Disease, students watch video segments on the discovery of penicillin. Students then connect the events in the video to other historic events in the unit as they relate the events in the video to the scientists and timelines in the student handout, Contributions to the Cell Theory and the Germ Theory of Disease. Students review how many scientists from different countries contributed to these two theories over a time span of 250 years. This activity helps students develop an understanding that science knowledge is cumulative and many people, from many generations and nations, have contributed to science knowledge.
AOC-M1: In Unit: Geological Processes, Activity 12: The Continent Puzzle, students use a puzzle in the shape of the continents, with rock and fossil evidence, and rearrange the landmasses so that the shapes fit together. The rock and fossil evidence on one of the landmasses lines up with similar evidence on another landmass. Student theorize that the positions of the continents has changed over time and compare their puzzle to three past landmass arrangements. Students realize that their puzzle matches that of Pangea. This activity connects with the assumption that objects and events that occur in the natural world occur in consistent patterns that can be recognized through observation and measurement.
HE-M4: In Unit: Body Systems, Activity 13: Investigation: Testing Medicines: A Clinical Trial, students simulate a clinical trial to investigate how medicines are tested. They are introduced to the need for a control group (placebo) and collect data to analyze for the success of the medicine. They consider the trade-offs of side-effects and make an argument with evidence about the safety and effectiveness of the "medication". This activity connects with the importance of careful, honest, and minimizing risk when using people in experimentation as well as helps students understand that advances in science influence advances in medicine.
AQAW-M1: In Unit: Reproduction, Activity 14: Advising Joe, students develop a written email that explains Joe's situation (possibly has the gene for Marfan syndrome) and provide a recommendation for what he might do. Students summarize the information that they have learned about genetics and Marfan syndrome for their writings. The activity demonstrates how scientific knowledge can be used to provide consequences of actions but does not prescribe the decisions that an individual or society will make as a result of the scientific knowledge acquired.
The materials incorporate connections to ENG elements associated with CCCs. These elements are incorporated across all disciplines and are especially concentrated in activities that students solve engineering or design challenges.
Examples of grade-band connections to ENG elements associated with CCCs present in the materials:
INTER-M3: In Unit: Geological Processes, Activity 7: Problem Solving: Observing Earth's Moving Surface, students learn how to analyze and interpret data from GPS measurements over time. They use this data to determine the rate and direction of tectonic plate movement. This activity does not explain the movements but shows students how technologies extend the measurement, exploration, and computational capacity of scientific investigations.
INFLU-M2: In Unit: Bioengineering, Activity 3: Bionic Bodies, students read the passage, Bionic Bodies, to learn about different technologies designed to replace various body parts, including a prosthetic foot, an artificial heart, and an artificial pancreas. Students consider how the technology has or has not benefited the individual and also discuss the environmental consequences associated with developing these devices. This activity helps students develop an understanding that technologies are driven by needs and values but have limitations and can have environmental impacts.