2nd Grade - Gateway 1
Back to 2nd Grade Overview
Note on review tool versions
See the series overview page to confirm the review tool version used to create this report.
- Our current review tool version is 2.0. Learn more
- Reports conducted using earlier review tools (v1.0 and v1.5) contain valuable insights but may not fully align with our current instructional priorities. Read our guide to using earlier reports and review tools
Loading navigation...
Designed for NGSS
| Score | |
|---|---|
Gateway 1 - Meets Expectations | 96% |
Criterion 1.1: Three-Dimensional Learning | 16 / 16 |
Criterion 1.2: Phenomena and Problems Drive Learning | 11 / 12 |
The instructional materials reviewed for Grade 2 meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning meets expectation and Criterion 2: Phenomena and Problems Drive Learning meets expectations.
Criterion 1.1: Three-Dimensional Learning
Materials are designed for three-dimensional learning and assessment.
The instructional materials reviewed for Grade 2 meet expectations for Criterion 1a-1c: Three-Dimensional Learning. The materials consistently include integration of the three dimensions in at least one learning opportunity per learning sequence and nearly all learning sequences are meaningfully designed for student opportunity to engage in sensemaking with the three dimensions. The materials consistently provide three-dimensional learning objectives at the chapter level that build towards the performance expectations for the larger unit, and consistently assess to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives. The units also include three-dimensional objectives and include corresponding assessments that consistently address the three dimensions of the objectives.
Indicator 1a
Materials are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning.
Indicator 1a.i
Materials consistently integrate the three dimensions in student learning opportunities.
The instructional materials reviewed for Grade 2 meet expectations that they are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities. Across all four units, the instructional materials reviewed for Grade 2 consistently integrate the three dimensions in student learning opportunities. Within each learning sequence, most lessons include three dimensions and integrate SEPs, CCCs, and DCIs.
Examples where materials include three dimensions and integrate DCIs, SEPs, and CCCs into learning opportunities:
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 4: Tomato Trouble, students obtain information from a text and construct a claim about what tomato plants need in order to flower. Students ask questions (SEP-AQDP-P1) about why the plant flowered but did not produce tomatoes. Students then use observations of text and images to obtain information (SEP-INFO-P1) about plant structures and functions (DCI-LS2.A-P2, CCC-SF-P1). Students make a claim with evidence about why the plants did not produce tomatoes (SEP-ARG-P3).
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 7: Hitching A Ride, students use models to make observations of seed dispersal strategies and write a claim about how an acorn moved to a planter on a balcony. Students use models (SEP-MOD-P1) to make observations (SEP-DATA-P1) of seed dispersal strategies (DCI-LS2.A-P2, CCC-SF-P1). Students use their observations to write a claim with evidence (SEP-ARG-P6) to explain (SEP-CEDS-P1, CCC-SF-P1) how the acorn was moved to the balcony (DCI-LS2.A-P2).
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 2: Properties of Pieces, students sort objects, use them to build a sculpture, and then revise their explanations for how an artist created a sculpture with different materials. Students make observations (SEP-DATA-P3) of patterns in the materials of a sculpture and construct an explanation of how an artist created that sculpture (DCI-PSI.A-P1). Students make predictions (SEP-INV-P6) about whether sorting the objects by properties (CCC-PAT-P1) will make building the sculpture easier or more difficult. Students build a sculpture (SEP-CEDS-P1, CCC-EM-P1) and use their observations (SEP-DATA-P4, SEP-INV-P4) to revise their initial explanation of how the artist created the sculpture (DCI-PSI.A-P1).
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 5: Can We Make A Crayon?, students design a solution for making new crayons and investigate the melting and freezing of crayons. Students design an initial solution for how to use melted crayons to make new ones (SEP-CEDS-P1, DCI-PS1.B-P1, and CCC-EM-P1). Students make predictions (SEP-INV-P6) about whether the crayons will melt or freeze and work as intended (DCI-PS1.B-P1, CCC-EM-P1). Students collaboratively carry out an investigation by melting crayons and placing them in cold water (DCI-PS1.B-P1, SEP-INV-P2, SEP-DATA-P3, and CCC-PAT-P1). Students test the solid to see if it works as intended (CCC-PAT-P1, DCI-PS1.B-P1).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 3: Ice Investigation, students observe images and carry out an investigation to determine what the white stuff is at the top of the mountain. Students observe an image of a mountain with white material at the top of the mountain. Students then collaboratively carry out an investigation (SEP-INV-P4) to collect data on the different properties of ice and water and use relative scales such as warm, cool, and cold (CCC-SPQ-P1) to describe the properties of ice and water (SEP-INV-P4, DCI-PS1.A-P1). Students use their observations and data to describe the relationship between ice and water and identify patterns in their observations to discuss whether the white stuff at the top of the mountain is solid or liquid water (SEP-DATA-P1, CCC-PAT-P1).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 7: What Are the Patterns of Land and Water on Earth?, students use information from a reading to identify patterns in the shapes of land and water found on Earth. Students read a text about and view images of patterns (CCC-PAT-P1) in the shapes of water and land on Earth (DCI-ESS2.C-P1, SEP-INFO-P3). Students record the patterns they find and then draw pictures of two patterns they identified (SEP-INFO-P4). Students add the patterns they discovered from the reading to their own park models (SEP-MOD-P3).
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 3: Surface Erosion (A LIttle Off the Top), students conduct an investigation about the effects of wind and rain on sand to understand how changes in land surfaces occur. Students investigate the issue by researching, observing, and documenting the impact of wind and water on land surfaces over various timeframes (DCI-ESS2.A-P, DCI-ETS1.A-P2, and SEP-DATA-P3). Students select two wind and/or rain events they think caused the problem and then test their ideas using the land model (DCI-ETS1.A-P3, SEP-INV-P2, SEP-INV-P4, and CCC-CE-P1). Students record the varying rates at which water and wind can alter loose land surfaces. In a class discussion, students use observations as evidence to assert whether rain and wind can change the shape of the land and the speed at which the change happens (DCI-ESS1.C-P1, SEP-DATA-P1, and CCC-SC-P2).
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 8: Holding Back the Land, students brainstorm solutions for decreasing the movement of land by wind and water. Students address the problem that land transformation by wind and water can cause (CCC-CE-P1) mud to block a road (DCI-ESS2.A-P1). Students brainstorm ideas for solutions and read about, discuss, and share information regarding four methods for reducing land change. Each student proposes one way to use the methods to solve the class-defined problem (SEP-INFO-P1, SEP-INFO-P4). In pairs, students plan how to test their ideas about reducing the deposition of land material and then compare their solutions to identify those that will meet the objectives outlined (DCI-ETS1.C-P1, SEP-INV-P1, and SEP-CEDS-P3).
Indicator 1a.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
The instructional materials reviewed for Grade 2 meet expectations that they consistently support meaningful student sensemaking with the three dimensions. Learning sequences within the units vary in length between one and five lessons. Across all units and within every learning sequence, nearly all lessons meaningfully support student sensemaking with the other dimensions. Additionally, sensemaking occurs both at the lesson level and across the learning sequence. Student sensemaking is nearly always tied to explaining a phenomenon or solving a problem.
Examples where SEPs and CCCs meaningfully support student sensemaking with the other dimensions in the learning sequence:
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lessons 7 and 8, students figure out how seeds can be dispersed and that different plants and animals live in different places. In Lesson 7, students investigate to determine if a fan and/or faux fur will help to spread three types of seeds. Using evidence from the data, students write a claim about how the structure of the seed impacted its movement (DCI-LS2.A-P2, SEP-CEDS-P1, SEP-MOD-P1, SEP-MOD-P2, SEP-DATA-P1, and CCC-SF-P1). In Lesson 8, students ask questions about how the acorn plant got onto the patio. Students use a simulation to discover patterns that plant and animal habitats need to overlap for them to work together and survive in nature (SEP-AQDP-P1, SEP-DATA-P3, CCC-SYS-P2, and CCC-PAT-P1).
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lessons 9 and 10, students figure out the best places to plant seeds in a schoolyard based on how they are dispersed and what they need to grow. Students determine the best area for each plant to grow by considering how the seeds are dispersed, what the plants need to grow, and what they need to reproduce (DCI-LS4.D-P1, DCI-LS2.A-P1, DCI-LS2.A-P2, SEP-DATA-P3, CCC-SYS-P2, and CCC-SF-P1). Students refute a claim about what seeds need and use evidence from their learning to explain why they disagree with the claim (SEP-ARG-P1, SEP-ARG-P2).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lessons 1 and 2, students figure out how maps show where things are located as well as the shapes and kinds of land and water in an area. In Lesson 1, students observe images of Ada's park and draw their initial idea for a map of that area (SEP-AQDP-P1, SEP-MOD-P2). Students analyze maps to find similar patterns and use their observations to list the qualities of a good map (DCI-ESS2.B-P1, CCC-PAT-P1, and SEP-INFO-P2). In Lesson 2, students sort images of land features and describe the patterns they observe. Using the patterns, students engage in discussion to identify and label the kinds of land features observed in Ada's park images.
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 10: A Map for Ada, Part 2, students create a map of the area they think Ada should visit to match their model. Students review a map from another group and match it to the three-dimensional model it represents (DCI-ESS2.B-P1). Students compare the map (SEP-MOD-P2) they are reviewing with their own map and decide if they need to add details to their own. Students also look for any patterns in the map (CCC-PAT-P1) that might suggest Ada would find snow or ice in that location (DCI-ESS2.C-P1, SEP-MOD-P3).
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lessons 3 and 8, students investigate how wind and water can contribute to land loss. In Lesson 3, students construct a model and test (SEP-INV-P2) how wind and water can change land features (DCI-ESS2.A-P1). Students make predictions and observe results (SEP-DATA-P1). Students note the relative time (DCI-ESS1.C-P1, CCC-SC-P2) it took for changes to occur and compare them to their predictions (DCI-ETS1.A-P3, SEP-INV-P4, and SEP-DATA-P4). Students note the cause and effects of wind and water (CCC-CE-P1) on the models and share results with the class to form a class chart of how wind and rain can change land (SEP-DATA-P3). In Lesson 8, students test their solution model and record their observations (DCI-ESS2.A-P1, SEP-DATA-P1, and SEP-CEDS-P2). Students analyze the data to compare the performance of their model to others in the class and to the class goals (SEP-INV-P5, SEP-DATA-P5, and DCI-ETS1.C-P1).
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lessons 9 and 10, students figure out how wind and/or water might have caused the land under beach stairs to change over time and compare solutions to the problem. In Lesson 9, students discuss and investigate how wind and/or water might have caused the land under the beach stairs to change over time (SEP-AQDP-P3, CCC-SC-P2, CCC-CE-P2, DCI-ETS1.A-P2, and DCI-ETS1.A-P3). Students then define a problem associated with the land change (SEP-AQDP-P3, CCC-SC-P2). In Lesson 10, students use models of the beach to test their solutions, observe and record results, and then analyze their results to determine if the solution meets the goals (SEP-INV-P1, SEP-INV-P5, and CCC-CE-P1). Students compare their solutions (DCI-ETS1.C-P1) and explain which provided the best protection from events that would change the land quickly (DCI-ESS1.C-P1, SEP-DATA-P3, SEP-CEDS-P3, and CCC-SC-P2).
In Grade 2, Physical Science, How Can We Change Liquids And Solids?, Lesson 5: Can We Make a Crayon?, students design a solution to make new crayons from ones that have melted together. Students design an initial solution for how to use the melted crayons to make new crayons (SEP-CEDS-P1, DCI-PS1.B-P1, and CCC-EM-P1). Students collaboratively carry out an investigation by melting crayons, placing them in cold water (DCI-PS1.B-P1, SEP-INV-P2, SEP-DATA-P3, and CCC-PAT-P1), and testing the solid to see if it works as intended (CCC-PAT-P1, DCI-PS1.B-P1).
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
The instructional materials reviewed for Grade 2 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
The materials reviewed consistently provide three-dimensional learning objectives at the lesson level which are found in the Assessment Map of the Curriculum Overview and at the beginning of every lesson. Materials include Pre-Assessments, Formative Assessments, and Checkpoint Assessments in every Module as part of the formative assessment system. Assessment tasks include peer-to-peer, small-group, and class discussions, as well as drawings, verbal responses, data collection, presentations and building and revising of models.
Except for the final learning sequence of each Module, every lesson includes one of the three types of assessments with a few lessons across the series having two types. Pre-Assessments occur in the beginning of learning sequences and when new content is presented mid-sequence. Formative Assessments are the most common. Checkpoint Assessments require three-dimensional understanding of a phenomenon or problem before moving to the next lesson. For teacher support, the Pre-Assessments include questions for teacher reflection to consider how students bring prior experiences into the formation of initial ideas. All Formative and Checkpoint Assessments include Indicators of Success and Indicators of Difficulty for each assessed element to support teachers to evaluate student responses. They also include a Remediation section that provides the teacher with guidance on how to adjust instruction based on student responses.
Examples of lessons with a three-dimensional objective where the formative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective and provide guidance to support the instructional process:
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 1: Piece by Piece, the three-dimensional learning objectives comprise five elements. In the Formative Assessment, students use small materials to build a sculpture containing multiple pieces and discuss how they could have rearranged individual pieces in the whole (DCI-PS1.A-P3, CCC-EM-P1). Students record the properties of their sculpture with the properties of another sculpture to make comparisons (DCI-PS1.A-P1, SEP-INV-P4, and SEP-DATA-P1). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 3: What Happens to Wax?, the three-dimensional learning objective comprises four elements. In the Formative Assessment, students use observations from an investigation of candles melting and cooling to revise their predictions of why crayons changed shape and combined into a single block (SEP-DATA-P3, CCC-PAT-P1). Students use the data to explain that heat caused the crayons to melt and that they then cooled and froze (DCI-PS1.B-P1, CCC-CE-P2). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
In Grade 2, Life Science, How Can We FInd The Best Place For A Plant To Grow?, Lesson 3: Sunshine and Rain, the three-dimensional learning objectives comprise three elements. In the Checkpoint Assessment, students make their claim and support it with evidence that radish seeds need both sunlight and water in order to survive (DCI-LS2.A-P1, SEP-CEDS-P1). Students use observations of which seeds grew/did not grow to explain a cause and effect pattern (CCC-CE-P2). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
In Grade 2, Life Science, How Can We FInd The Best Place For A Plant To Grow?, Lesson 5: Flower to Flower, the three-dimensional learning objectives comprise four elements. In the Formative Assessment, students record detailed drawings of a bee, explain what parts make it a good pollinator, and identify the material they will use to build a hand pollinator (DCI-LS2.A-P2). Students then discuss the shape of their design and describe how it mimics a bee (SEP-DATA-P1, SEP- DATA-P3, and CCC-SF-P1). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
In Grade 2, How Can We Map Land And Water On Earth?, Lesson 4: Ice Hunt, the three-dimensional learning objectives comprise four elements. In the Formative Assessment, students obtain information from satellite images (SEP-INFO-P3) to determine the location of ice and snow on Earth (DCI-ESS2.C-P1). Students also use observations of satellite images and their observations of the properties of ice and water to describe patterns of temperature at higher elevations (SEP-DATA-P3, CCC-PAT-P1). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 3: Surface Erosion (a Little off the Top), the three-dimensional learning objective comprises six elements. In the Formative Assessment, students record and discuss the effects of water and blowing air on a model of dirt next to a road (DCI-ESS1.C-P1, SEP-DATA-P1, and SEP-INV-P4). Students also record and discuss how long different changes in the land model take (DCI-ESS2.A-P1) and how wind and rain can make land move if the land is dry (CCC-SC-P2). All elements of the learning objectives are assessed. Teachers are provided with Indicators of Success and Indicators of Difficulty and remediation and enrichment activities to support the instructional process.
Indicator 1c
Materials are designed to elicit direct, observable evidence of three-dimensional learning.
The instructional materials reviewed for Grade 2 meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.
Materials provide three-dimensional learning objectives tied to performance expectations for each Module. The Module Overview Assessment Map indicates the elements of the three dimensions addressed in the Module and summative assessments.
The summative assessments are designed to measure student achievement of the targeted three-dimensional learning objectives. Each Module in Grade 2 ends with a two to three-lesson long Science Challenge or Design Challenge intended as a summative assessment. The Science and Design Challenges present students with a problem or challenge and students work to explain and solve the problem. Within each assessment sequence, performance tasks include peer-to-peer, small-group, and class discussions, as well as drawings, verbal responses, data collection, presentations, and building and revising of models. Scoring rubrics are included with a scale for each element of the three dimensions being assessed in that Module.
Examples of lessons with a three-dimensional objective where the summative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective, and provide guidance to support the instructional process:
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lessons 8, 9, and 10, the three-dimensional learning objectives comprise 8 elements. In the Science Challenge, students work to solve the problem that a flight of stairs on a beach no longer reaches the ground. Students develop an initial explanation that wind and water are moving the sand away (DCI-ESS2.A-P1), describe how quickly the change happened (DCI-ESS1.C-P1, CCC-SC-P2), and define the problem (DCI-ETS1.A-P3, SEP-AQDP-P3). Students model the problem and make observations to inform their solutions (DCI-ETS1.A-P2), discuss possible solutions (DCI-ETS1.A-P1), develop their own solutions, test them, compare them with their peers to see if it meets their goals (DCI-ETS1.C-P1, SEP-CEDS-P3), and adjust their solutions. Students analyze their test results to see which solution provides better protection during quick events and which is better for the long term (CCC-SC-P2). All elements of the learning objectives are assessed. Teachers are provided with a scoring rubric to measure the three-dimensional elements of the objectives.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant to Grow?, Lessons 9 and 10, the three-dimensional learning objectives comprise 8 elements. In the Science Challenge, students solve the challenge of determining where milkweed plants should be planted. Students write explanations of what plants need to live and reproduce and mark on a map where specific plants should be planted based on their needs and the available resources (DCI-LS2.A-P1, DCI-LS2.A-P2, and DCI-LS4.D-P1). Students describe patterns in their observations to (SEP-DATA-P3), engage in argument from evidence (SEP-ARG-P1), and evaluate an argument in a written passage on where to place the milkweed plant (SEP-ARG-P2). Students connect specific structures and functions of seeds to how they travel (CCC-SF-P1). Students also consider the parts of a habitat needed for the plants to survive (CCC-SYS-P2). All elements of the learning objectives are assessed. Teachers are provided with a scoring rubric to measure the three-dimensional elements of the objectives.
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lessons 9 and 10, the three-dimensional learning objectives comprise 12 elements. In the Science Challenge, students solve the challenge of selecting a material to put in a boo-boo pack (or cold pack). Students make predictions about what will happen to materials when they are frozen and, using the relative scales of colder and harder, compare and describe the pattern of change that occurs when a liquid and solid are frozen (CCC-CE-P2, CCC-PAT-P1, CCC-SPQ-P1, and DCI-PS1.A-P1). Students observe and test available materials to use for boo-boo packs (SEP-INV-P4, SEP-INV-P6). Students describe what happens to the observed material when it is cooled and then when it is warmed (CCC-CE-P1, DCI-PS1.B-P1). Students analyze data collected during their observations to construct a claim supporting the material that will make the best boo-boo pack (SEP-DATA-P5, SEP-ARG-P6, SEP-ARG-P7, and DCI-PS1.A-P2). All elements of the learning objectives are assessed. Teachers are provided with a scoring rubric to measure the three-dimensional elements of the objectives.
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lessons 9 and 10, the three-dimensional learning objectives comprise six elements. In the Science Challenge, students solve the challenge to design a portable map. Students describe land and water in a natural park that cannot be seen from a certain vantage point and state whether the water is solid. Student pairs develop a map of a section of the park and compare their park models and maps. Students use observations to determine if solid water can be found in an area of the park (SEP-DATA-P3, CCC-PAT-P1, and DCI-ESS2.B-P1). Student pairs make a map of a section of the park and use symbols to show land and water patterns (SEP-MOD-P2, CCC-PAT-P1). Students match a map to the park model and identify common features and patterns (SEP-MOD-P3, CCC-PAT-P1, and DCI-ESS2.C-P1). All elements of the learning objectives are assessed. Teachers are provided with a scoring rubric to measure the three-dimensional elements of the objectives.
Criterion 1.2: Phenomena and Problems Drive Learning
Materials leverage science phenomena and engineering problems in the context of driving learning and student performance.
The instructional materials reviewed for Grade 2 meet expectations for Criterion 1d-1i: Phenomena and Problems Drive Learning. The materials include numerous phenomena and problems throughout the grade. Of those phenomena and problems, they consistently connect to grade-level appropriate DCIs and are consistently presented to students as directly as possible. Phenomena or problems consistently drive learning and engage students in the three dimensions in both learning sequences and learning opportunities. The materials consistently elicit but inconsistently leverage student prior knowledge and experience related to the phenomena and problems present. The materials consistently incorporate phenomena or problems to drive learning and use of the three dimensions across multiple chapters within each unit.
Indicator 1d
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
The instructional materials reviewed for Grade 2 meet expectations that phenomena and/or problems are connected to grade-level Disciplinary Core Ideas (DCIs). Across the grade, the materials provide opportunities for students to build an understanding of grade-level DCIs through phenomena or problems. From two to eight lessons in length, learning sequences work to connect a single phenomenon or problem to corresponding DCIs.
Examples where phenomena or problems are connected to grade-level Disciplinary Core Ideas:
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 5: Flower to Flower, the problem is that tomato plants flowered but didn't grow fruit. Showing how plants depend on animals for pollination, students use observations of real dried bees and then design models of pollinators to show how the bristly hairs on the bees’ bodies pollinate flowers (DCI-LS2.A-P2).
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 7: Hitching a Ride, the phenomenon is that an oak seedling is growing out of a planter on a third-floor balcony with no trees around. Students use a model to investigate how seeds (including acorns) might move in the wind or by attaching to the fur of an animal. Students develop a claim with evidence for how acorns might be dispersed by wind or animal fur and then use a simulation to figure out how animals and plants interact in different habitats, including how animals support pollination or seed dispersal (DCI-LS2.A-P2).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 3: Ice Investigation, the phenomenon is that there is snow on the top of mountains but nowhere else in the park. Students use observations of ice and water to compare and describe the properties and the relationship between ice and water (DCI-PS1.A-P1). Students then use a globe model and satellite images of the patterns of where ice and snow can be found on Earth. Students identify patterns in temperatures to explain why there is snow on the mountain, but nowhere else (DCI-ESS2.C-P1).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 9: A Map for Ada, Part 1, the problem is that Ada needs a two-dimensional map of a three-dimensional relief map so that she can carry the map in her backpack. Students create a map key for the type of land or water found in the park. Students then compare maps to identify similarities in the landmarks on the maps they reviewed to the map they are creating (DCI-ESS2.B-P1).
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 3: What Happens to Wax?, the phenomenon is that crayons have changed into a new shape and mixed together when they were left out in the sun. Students observe a video of candles melting and use their observations as evidence to make a claim about what happened to the crayons (DCI-PS1.B-P1). Students investigate properties of liquid and solid sample materials (DCI-PS1.A-P1) and use their findings as evidence to make a final claim about what happened to the crayons.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 1: Late to School, the problem is that the road by Ada's school is completely blocked by mud. Students test the effects of wind and rain on land surfaces and the time it takes for changes to take place (DCI-ESS2.A-P1). Using pictures of construction sites and their previous knowledge of construction sites, students identify how long it takes for changes to occur to land and compare their ideas to the changes around Ada's school (DCI-ESS1.C-P1). Students read a story and document land changes that occurred in the story and relate them to how they think the changes in the story help to explain the changes in the land around Ada's school and the time it took for the changes to occur.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 9: Beach Erosion Problems, Part 1, the problem is that a flight of beach stairs no longer reaches the ground. Students observe videos and images of beach erosion and then make a claim about what happened to the beach. Students model wind and wave action on sandy beaches and use their observations as evidence to design a solution to the problem (DCI-ESS2.A-P1, DCI-ESS1.C-P1).
Indicator 1e
Phenomena and/or problems are presented to students as directly as possible.
The instructional materials reviewed for Second Grade meet expectations that phenomena and/or problems are presented to students as directly as possible. Across the grade level, materials consistently present phenomena and problems to students as directly as possible. With many accompanied by photographs, the majority of phenomena and problems are presented in a video with an animated character named Ada explaining the scenario. Opportunities for direct, first-hand experiences with phenomena and problems are occasionally included in the materials.
Examples where materials present phenomena and problems to students as directly as possible:
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 3: Ice Investigation, the phenomenon is that there is snow on the top of mountains but nowhere else in the park. Students view the image of snowy mountains set in a valley of green grass with a lake surrounded by flowers. The image of snow-capped mountains provides students with a common experience and context to have a shared and direct understanding of the phenomenon.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 1: Late to School, the problem is that the road by Ada's school is completely blocked by mud. Students watch a video where Ada explains the scenario and shows pictures of wet fields around the treehouse and mud blocking the road by the school. The video and still images provide students with a common experience and context to have a shared and direct understanding of the problem.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 1: Surprise Sprouts, the phenomenon is that radish seeds sprout in a backpack without light. Students watch a video of Ada explaining how seeds sprouted in a dark backpack. Using hand lenses, students observe live, sprouted radish seeds. The video and first-hand observations of sprouts provide students with a common experience and context to have a shared and direct understanding of the phenomenon.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 4: Tomato Trouble, the problem is that tomato plants flowered but didn't grow fruit. Students watch a video of Ada explaining the scenario and look at pictures of parts of tomato plants. The video and images provide students with a common experience and context to have a shared and direct understanding of the phenomenon.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 9: Beach Erosion Problems, Part 1, the problem is that a flight of beach stairs no longer reaches the ground. Students watch a video of Ada describing the scenario where stairs to the beach can no longer be used. The video provides students with a common experience and context to have a shared and direct understanding of the phenomenon.
Indicator 1f
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
The instructional materials reviewed for Grade 2 meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. In the majority of lessons where phenomena or problems are present, students work toward figuring out phenomena or solving problems. Students often engage with the same phenomenon or problem across multiple learning opportunities and the phenomenon or problem typically drives instruction in each of those opportunities. Across the four Modules, students consistently engage in three-dimensional lessons where two or more SEPs and at least one CCC are present.
Examples of lessons that are driven by phenomena or problems using elements of all three dimensions:
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 7: Holding Back The Land, the problem is that the road by Ada's school is completely blocked by mud. Students brainstorm ideas for solutions and read about, discuss, and share information about four methods for reducing land change (SEP-INFO-P1, DCI-ESS2.A-P1). Students suggest one way to use the methods to solve the class-defined problem (SEP-INFO-P4). Students plan how to test their ideas about whether a solution will prevent the land from washing away (DCI-ETS1.C-P1, CCC-CE-P1).
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 3: What Happens to Wax?, the phenomenon is that crayons have changed into a new shape and mixed together when they were left out in the sun. Students make predictions to explain what happened to melted crayons and use observations to describe patterns of changes in the wax (SEP-CEDS-P1). Students make an initial claim, list possible causes that generated a change in the wax of a burning candle, and list observable effects of those causes (DCI-PS1.B-P1, CCC-CE-P2, and SEP-DATA-P3). Students relate the pattern of the wax heating and its changes to the melted crayons since they are made of the same material.
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 9: Boo Boo Pack, Part 1, the problem is to find the best material for filling a cold pack to help heal an injury. Students make a list of items they have used before as a boo-boo pack, look for similarities in what the packs are like (CCC-PAT-P1), and determine that most are cold and some are squishy (SEP-DATA-P3). Students then ask questions about the materials to determine which would be the best to use (SEP-AQDP-P2) and identify that the most important properties are that the packs are cold and take the shape of the hurt body part (DCI-ETS1.A-P3, DCI-PS1.A-P2). Students determine if the rice and salt are solids and then use the evidence to make a claim (SEP-ARG-P6) about rice and salt being a solid or liquid (SEP-INV-P4). Students use their evidence and predict whether liquids or solids will get colder when placed in a freezer (CCC-CE-P2, DCI-PS1.A-P1). Students then make predictions before testing materials for a boo boo pack such as modeling dough, oil, rice, salt, water, and wooden cubes (SEP-INV-P6, DCI-PS1.A-P1).
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 4: Tomato Trouble, the problem is that tomato plants flowered but didn't grow fruit. After watching a video about the tomato plant, students list what they know about the tomato plant problem and what they need to know about tomato plants (DCI-ETS1.A-P2, SEP-ADQP-P1). Via reading text, students collect data on the appearance and function of roots, pollen, and fruit and compare that information to the problem presented (SEP-INFO-P3, SEP-INFO-P1, and CCC-SF-P1). Students explain what plant parts look like in relation to their function using information gathered (SEP-CEDS-P1) about tomatoes getting help from bumble bees or other pollinators. Using information about tomato plants needing pollinators to grow fruit, students make a claim as to why the tomato plants did not grow tomatoes (DCI-PS2.A-P2, SEP-ARG-P3).
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 7: Hitching a Ride, the phenomenon is that an oak seedling is growing out of a planter on a third-floor balcony with no trees around. Students predict how they think the plant got into the planter (DCI-LS2.A-P2, SEP-CEDS-P1). Students observe three kinds of seeds and a wooden ball that represents an acorn (SEP-MOD-P1) and document their size, shape, and texture (SEP-DATA-P1, CCC-SF-P1). To determine if shape and texture help the seeds to move in different ways, students use a fan to model wind moving the seed and record how far the seeds traveled (SEP-MOD-P2, CCC-SF-P1). Students swipe a piece of faux fur (SEP-MOD-P2) over the seeds and determine which seeds stick to the fur (CCC-SF-P1). Using evidence from their investigations, students write a claim (SEP-ARG-P6) to explain how the acorn seed was moved (SEP-CEDS-P1).
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 10: A Map for Ada, Part 2, the problem is that Ada needs a two-dimensional map of a three-dimensional relief map so that she can carry the map in her backpack. Students compare park models and paper maps to identify common features and differences between the models and the paper maps (SEP-MOD-P2) and try to match another group's map to the group's model. Students record data about the map and its picture source and cite patterns used to depict the unseen part of Ada's park, patterns in land and water, and hints of ice or snow (DCI-ESS2.B-P1, SEP-MOD-P1, and CCC-PAT-P1). Students use their observations and discussion to make modifications to their own map (SEP-MOD-P3).
Indicator 1g
Materials are designed to include both phenomena and problems.
The instructional materials reviewed for Second Grade are designed to include both phenomena and problems. Across the four Modules, the materials include seven problems and five phenomena.
Each of the four Modules focus on a different science discipline: life, earth and space, physical, and engineering design. Thematic in nature, Modules consist of ten lessons that are grouped into learning sequences varying between one and eight lessons in length. Life, earth and space, and physical science Modules end with a two-lesson Science Challenge. The engineering design Module ends with a two-lesson Design Challenge.
Phenomena and problems are typically introduced in the first lesson of a learning sequence. Phenomena and problems within a Module share common topics that connect to the overall theme of the Module. For example, life-related phenomena or problems are introduced at the start of each learning sequence in the Module How Do Living Things Stay Safe And Grow? The engineering design Module How Can We Send A Message Using Sound? introduces only problems in its learning sequences.
Examples where materials are designed to include phenomena:
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 3: Ice Investigation, the phenomenon is that there is snow on the top of mountains but nowhere else in the park. Students compare temperature differences between water and ice, make predictions and observe where on earth they can find snow, and observe satellite imagery of snow across the globe. Students observe that the locations on the globe they identified are parts of tall mountain ranges like the mountains in Ada's park. Students explain that the top of the mountains are freezing where the snow is but the bottom of the mountain is warmer where there isn't any snow.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 1: Surprise Sprouts, the phenomenon is that radish seeds sprout in a backpack without light. Students observe the color, shape, and size of radish sprouts and identify the parts of the sprout (seeds, roots, and shoots). Students run experiments to test the effect of water versus light on radish seeds. Based on their data, they explain that seeds need water, not light, to grow, but light makes plants grow healthier.
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lesson 3: What Happens to Wax?, the phenomenon is that crayons have changed into a new shape and mixed together when they were left out in the sun. Observing a model of melted crayons, students make a prediction to explain what happened to the crayons and brainstorm other things that melt that they could test. Students watch a video of melting candles and create a cause-and-effect chart to determine that the flame caused the candle to melt which in turn caused the wax to move and change from a solid to a liquid. When the candle was blown out, the wax cooled and became solid again. Students use the observations of the candles as evidence to support their claims about what happened to the crayons since candles and crayons are made from similar materials.
Examples where materials are designed to include problems:
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 9: Beach Erosion Problems, Part 1, the problem is that a flight of beach stairs no longer reaches the ground. Students explore water and wind action that may have caused the land around the beach stairs to change. Students use a model to test solutions to the problem and identify the parts of each solution that would work well for short-term and long-term events.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lesson 1: Late to School, the problem is that the road by Ada's school is completely blocked by mud. Students observe the land around their school and develop ideas about what may have happened with the muddy road. Students build, test, and make predictions with a model to learn more about how rain and wind may have moved land materials onto the road by Ada's school. After identifying a problem to solve near Ada’s school, students test solutions with a model made of sand. Students identify that a lack of wind and rain will limit or keep soil from moving and grass-like plants lessen soil loss.
In Grade 2, Earth and Space Science, How Can We Map Land And Water On Earth?, Lesson 9: A Map for Ada, Part 1, the problem is that Ada needs a two-dimensional map of a three-dimensional relief map so that she can carry the map in her backpack. Students review a previously made map and determine the best qualities to include in their map. After creating a legend and symbols to represent land or water, students make a map of the section of Ada's Park model.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 9: Place that Plant!, Part 1, the problem is that a teacher needs to know where to plant a burdock and milkweed plant for a school garden. While analyzing the schoolyard map, students look for sunny and shady areas, where bees might be, and where it might be windy and wet. After determining what parts of the playground meet the needs of the plants, students create an argument for best placement and analyze claims based on the seeds’ need for light and water.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 4: Tomato Trouble, the problem is that tomato plants flowered but didn't grow fruit. Students read about tomato plants, observe illustrations showing that pollination makes fruit, and record observations of how a dried bee makes a good pollinator. After discussing the parts a hand pollinator should have, students review criteria for creating a design solution, select three materials, and draw designs for a tool to use as an artificial pollinator. Students solve the problem by designing and testing a bee structure that functions as a pollinator to evaluate its effectiveness.
Indicator 1h
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
The instructional materials reviewed for Grade 2 partially meet expectations that they intentionally elicit and leverage students’ prior knowledge and experiences related to phenomena or problems. Throughout the grade, the materials consistently elicit students’ prior knowledge and experience related to phenomena and problems. This frequently happens when a phenomenon or problem is first introduced to students or when they develop initial explanations or solutions. When this occurs, the teacher generally explicitly asks students if they have seen or experienced the phenomenon or problem before and students have an opportunity to respond. In some cases, the character Ada, who introduces the phenomenon or problem in the Ada Asks videos, will ask if students have ever encountered the phenomenon or problem before.
The materials also provide opportunities to leverage students’ prior knowledge and experience as they explain and solve phenomena and problems, but do so less consistently. Students’ prior knowledge and experience are leveraged in several different ways. This includes prompting students to use their prior experience to support their thinking, using what students share to identify common patterns across a phenomenon, or applying previous experiences to engage with the phenomenon or problem. In all of these cases, the materials make the connection between students’ prior knowledge and experience and their application to the phenomenon or problem explicit.
The materials also include generic supports for the teacher to engage with students’ prior knowledge and experiences related to phenomena and problems. Each Pre-Assessment is accompanied by Questions for Teacher Reflection, which include a question about how students bring in their prior experiences and knowledge as they develop their initial explanation or solution. Lessons also occasionally include EL Strategy callout boxes that suggest, “Access students’ prior knowledge and experience.” Both of these supports are generalized and do not always include support specific to the lesson.
Example where the materials elicit and leverage prior knowledge and experience related to phenomena and problems.
In Grade 2, Physical Science, How Can We Change Solids and Liquids?, Lesson 3: What Happens to Wax?, the phenomenon is that crayons have changed into a new shape and mixed together when they were left out in the sun. Students observe the phenomenon in the Ada Asks video and then make an initial prediction about the cause of the change. The teacher leverages students’ prior experience by, “Encourage[ing] them to use what they already know and consider any previous experience” as they support their initial claims. Later, the teacher again prompts them to apply prior knowledge and experience as they try to determine what caused the wax to harden.
In Grade 2, Physical Science, How Can We Change Solids and Liquids?, Lesson 5: Can We Make a Crayon?, the problem is the crayons have all been melted together but need to be used again. The teacher elicits students’ experience related to the problem by asking “What properties have you observed in crayons that you have used before?” The teacher leverages those ideas to develop a list of properties that the crayons that the students will be making should have. In Lesson 7: Testing the Templates, students return to the list and use it to evaluate whether the template for their crayon meets their needs. In Lesson 8: Creating Our Crayons, students return a third time to decide if there are additional properties their crayon needs.
In Grade 2, Life Science, How Can We Find the Best Place for a Plant to Grow?, Lesson 7: Hitching a Ride, the phenomenon is that an oak seedling is growing out of a planter on the third-floor balcony with no trees around. After observing the phenomenon in the Ada Asks video, the teacher asks students if they have ever seen anything like this happen in their own lives. The materials leverage these experiences when students make their initial predictions about the planter and the teacher “Remind(s) students that they might get ideas from their own or their classmates’ similar experiences.”
In Grade 2, Earth and Space Science, How Can We Map Land and Water on Earth?, Lesson 3: Ice Investigation, the phenomenon is that there is snow on the top of mountains but nowhere else in the park. After observing the phenomenon, the teacher asks students to share what they think is at the top of the mountain and is prompted to ask where they have seen something similar and what they know about it. The teacher then leverages these ideas when they are prompted to “Use these ideas to ask students to consider how they could do an investigation to learn more about the white stuff/snow.”
Examples where materials elicit but do not leverage prior knowledge and experience related to phenomena and problems:
In Grade 2, Physical Science, How Can We Change Solids and Liquids?, Lesson 1: Piece by Piece, the phenomenon is that a sculpture is built with marine debris and it has a lot of different types of materials with different properties that come together to make a sculpture of a turtle. After viewing the sculpture in the Ada Asks video, students share their experiences building sculptures. Teachers are prompted to remind students that Ada mentioned that she had made sculptures using modeling dough and plastic building blocks. The materials miss the opportunity to leverage students’ prior knowledge and experiences.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lesson 4: Tomato Trouble, the problem is that tomato plants flowered but didn't grow fruit. After observing the problem in the Ada Asks video, the teacher prompts students to “think about whether anything like this has happened to them.” Students share their experiences, but the materials miss the opportunity to leverage students’ prior knowledge and experiences.
In Grade 2, Earth and Space Science, How Can We Map Land and Water on Earth?, Lesson 9: A Map for Ada, Part 1, the problem is that Ada needs a version of the park model that will fit into her backpack. After being introduced to the problem, the teacher asks students to “think about the times that you needed to figure out more about what was around you.” Students share their experiences, but the materials miss the opportunity to leverage students’ prior knowledge and experiences.
Indicator 1i
Materials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
The instructional materials reviewed for Grade 2 meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. The instructional materials consistently use phenomena or problems to drive student learning and to engage with all three dimensions as students engage in modeling, develop and revise explanations, and solve problems across most lesson sequences. Each unit consists of at least two lesson sequences which vary in the number of lessons included. In addition to driving learning across multiple lessons within a sequence, phenomena and problems within a single unit are often connected across learning sequences by a similar theme. For example, the Life Science unit focuses on relationships between plants and animals where students make sense of an ecosystem-related phenomenon or problem in each learning sequence. When phenomena and problems drive instruction across multiple learning opportunities, students consistently engage with all three dimensions as they make sense of or solve phenomena and problems. Students also have a variety of opportunities to revisit and revise their thinking through writing, drawing, and discussion.
Examples of phenomena and problems that drive students’ learning and use of the three dimensions across multiple lessons in the unit:
In Grade 2, Physical Science, How Can We Change Solids And Liquids?, Lessons 3 and 4, the phenomenon is that crayons have changed into a new shape and mixed together when they were left out in the sun. Students engage in two lessons to investigate the properties of crayons and explain why they changed shape and mixed together. In Lesson 3, students predict (SEP-INV-P6) what they think happened to cause the crayons to melt. Students use observations of melting candles to describe patterns in the melting and cooling wax (DCI-PS1.B-P1). In Lesson 4, students investigate (SEP-INV-P2) properties of solids and liquids and make comparisons (SEP-INV-P4) to describe patterns that account for why the crayons changed shape (SEP-CEDS-P1, SEP-DATA-P3, and CCC-PAT-P1). Based on their observations and investigations, students make a claim supported by evidence about what happened to the classroom crayons (SEP-INV-P4). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as writing claims, sharing ideas with a partner, engaging in class discussions, making observations, carrying out investigations, and updating their claims with a partner based on evidence.
In Grade 2, Engineering Design, How Can We Stop Land From Washing Away?, Lessons 1-8, the problem is that the road by Ada's school is completely blocked by mud. In Lesson 1, students record their ideas about things that might change over periods of time and use their observations from a video to support their explanations of how mud ended up on the road (DCI-ESS2.A-P1, DCI-ESS1.C-P1). In Lesson 2, students use prior experiences and ask questions to begin to plan an investigation to learn more about the problem (SEP-DATA-P1, SEP-CEDS-P1). In Lesson 3, students observe the effects of wind and water by using the land model to see that wind and water can cause sand to move quickly (CCC-SC-P2). In Lesson 4, students use observations from their land model and construction site images as evidence to describe what weather conditions might cause the land to change through soil movement (DCI-ESS2.A-P1). In Lesson 5, students read text to gather more information and coupled with their observations, explain that the rapid change of the land surface was caused by rain and/or wind (DCI-ESS2.A-P1, DCI-ESS1.C-P1, SEP-INFO-P1, and CCC-SC-P2). In Lesson 6, students define the problem specifically and determine exactly what their solutions need to accomplish. In Lesson 7, students suggest testable ideas and consider different timeframes. In Lesson 8, students generate and compare multiple solutions to preventing land from washing away and discuss if they prevent or reduce sand movement (DCI-ETS1.C-P1). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as writing initial explanations, sharing ideas in class discussions, gathering ideas in a class chart, discussing how their thinking changes with a partner, and brainstorming, testing, and evaluating solutions to the problem.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lessons 1-3, the phenomenon is that radish seeds sprout in a backpack without light. Students engage in a series of lessons to investigate and then explain that plants need water and light but seeds can sprout with only water. In Lesson 1, students make an initial claim of why they think the seeds sprouted (DCI-LS2.A-P1, SEP-CEDS-P1). Students record observations to collect data on the growing sprouts which includes labeling the parts of the sprout (SEP-DATA-P1). Using the observations, students explain observable patterns that the radish seeds sprouted in the backpack even though it was dark. Students look for similarities and differences in the sprouts (SEP-INV-P4) and predict the reason the seeds sprouted in the backpack based on previous experiences (SEP-INV-P6, CCC-CE-P1). In Lesson 2, students plan and conduct an investigation to determine if plants rely on the presence of both light and water for growth (DCI-LS2.A-P1, CCC-CE-P1). By examining media observations, students identify patterns and cause and effect relationships in the natural world (SEP-DATA-P3). In Lesson 3, students use their data (SEP-DATA-P3) and compare the plants that were given water and light to the plants that were just given light. Students then make a claim supported with evidence as to whether the plant needs water and light or just light to grow (DCI-LS2.A-P1, SEP-CEDS-P1, and CCC-PE-P1). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, drawing observations, carrying out investigations, and analyzing and interpreting data collected.
In Grade 2, Life Science, How Can We Find The Best Place For A Plant To Grow?, Lessons 4-6, the problem is that tomato plants flowered but didn't grow fruit. Students engage in a series of lessons to explain that plants need pollination and to design and build a model of hand pollinators that can solve the problem. In Lesson 4, students ask questions to learn more about the problem (DCI-LS2.A-P2, SEP-AQDP-P1) and then use text and media sources to gather information about plant parts and their function (CCC-SF-P1, SEP-INFO-P3, and SEP-INFO-P1). Using the evidence gathered, students construct an initial claim outlining why the plants don't grow tomatoes (DCI-ETS1.A-P2, SEP-CEDS-P1, and SEP-ARG-P3). In Lesson 5, after observing dried bees, students draw a diagram of the body parts of the bee and explain the structure and function for pollinating flowers (CCC-SYS-P2, CCC-SF-P1). Using information from their data (SEP-DATA-P3), students make a claim about why a bee is a good pollinator (DCI-LS2.A-P2), develop initial ideas of a tool that mimics the structure and function of bumble bees (DCI-ETS1.B-P1), and compare their designs to others in the class (SEP-ARG-P6, SEP-CEDS-P3). In Lesson 6, students design a model of a tool that mimics the structure and function of bumble bees (DCI-LS2.A-P2, CCC-SF-P1) and choose materials that fit the need of their tool (SEP-MOD-P4, SEP-CEDS-P2). Students test their tool for effectiveness and record their observations (SEP-DATA-P1). Students compare pollinators to decide which shapes and textures worked best and which did not (DCI-ETS1.C-P1, SEP-CEDS-P3). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as engaging in sharing ideas with a partner, class discussions, drawing and writing about bees and pollination, and designing and building models to solve a problem.