6th to 8th Grade - Gateway 1

The instructional materials reviewed for Grades 6-8 meet expectations that they are designed to integrate the Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) into student learning. The materials are organized into 16 units. The Program Guide provides two recommended pathways for sequencing the units for instruction: an integrated pathway and a domain-specific pathway. Each pathway includes five or six units per grade. The integrated pathway is used for this review and includes units from each science discipline in each grade. Grade 6 includes 3 physical science units, one life science unit, and one earth and space science unit. Grade 7 includes one physical science unit, two life science units, and two earth and space science units. Grade 8 includes one physical science unit, three life science units, and two earth and space science units. Each unit is further divided into five to eight lessons; most lessons span more than one class period and are divided into multiple activities. Across the series, lessons consistently integrate the three dimensions in one or more of the learning opportunities (activities).

Examples where materials include three dimensions and integrate DCIs, SEPs, and CCCs into learning opportunities:

• In Grade 6, Unit 1, Lesson 2, Activity 3: Fire Extinguisher Go-Kart, students watch a video that shows a go-kart with twice the number of fire extinguishers speed up faster than one with half the number (DCI-PS2.A-M2). After watching the video, students collect data, read about forces and motion, complete an online interactive, and create a model (SEP-MOD-M5). Through using this model, students explain the forces interacting in the go-kart system (CCC-SYS-M2).

• In Grade 6, Unit 3, Lesson 2, Activity 2: Where Does the Water Come From?, students explore heat transfer in the formation of water vapor. Students watch a video that shows condensation then read a passage about the role of temperature on molecular motion (DCI-PS1.A-M6, DCI-PS3.A-M1) to obtain evidence to explain (SEP-CEDS-M4) how water droplets formed on the outside of a glass. Students explain how the transfer of energy (CCC-EM-M4) determines the state of the matter being observed.

• In Grade 6, Unit 4, Lesson 3, Activity 5: Hands-On Investigation: Patterns in the Shadows of the Red Moon, students explore the formation of a lunar eclipse and shadows on the moon. Students use a working sun-earth-moon system model (SEP-MOD-M2, CCC-SPQ-M1) to collect data about the formation of a lunar eclipse (DCI-ESS1.A-M1), including the development of shadows on the moon. Students use their observations to explain (SEP-CEDS-M4) what causes shadows on the moon.

• In Grade 6, Unit 5, Lesson 5, Activity 15: Hands-On Investigation: A Breath and a Beat, students measure their heart rates and breathing rates per minute to determine if the body systems are connected during physical activity (DCI-LS1.A-M3). Students design and conduct an investigation (SEP-INV-M2) to see if there is a connection between heart rate and breathing rate and graph their results (CCC-CE-M2). Students note other changes that occurred (sweating, red faces, etc.) as well as breathing and heart rate changes. Students are asked a question about the connection between the heart and lungs based on this activity. 

• In Grade 7, Unit 6, Lesson 5, Activity 14: Testing a Scale Model, students watch two videos: one video shows a scale model of the Hindenburg burning without hydrogen being pumped into it and another video shows where hydrogen is pumped into the model (DCI-PS1.B-M1). The blimp with added hydrogen burns immediately and faster. Students list observations and construct a model (SEP-MOD-M5) to explain what caused the Hindenburg to explode (SEP-ARG-M1, CCC-CE-M1).

• In Grade 7, Unit 7, Lesson 5, Activity 16: Kelp and Sea Urchins, students interpret information from graphs about kelp density and otter populations and determine how their own models can explain observations from that data. Students construct a diagram to show how changes in one organism affect other organisms that are not directly connected to that organism in terms of energy and matter (DCI-LS2.B-M, CCC-EM-M4). Students share their diagrams and then construct a claim (SEP-CEDS-M1) about the relationship between kelp density and otter populations. 

• In Grade 7, Unit 9, Lesson 2, Activity 2: Hands-on Investigation: Clouds, students explore the role of clouds in weather. Students identify questions to further explore in regard to this relationship (SEP-AQDP-M5). Students observe a demonstration of cloud formation then develop a physical model (DCI-ESS2.C-M1) that they use to predict outcomes when a variable in the model changes (SEP-MOD-M2). Students then develop a diagram model (SEP-MOD-M6) showing the process of cloud formation. Students identify patterns in a data table (CCC-PAT-M3) and analyze droplet size to determine conditions needed for rain to form.

• In Grade 8, Unit 11, Lesson 2, Activity 5: Hands-On Investigation: Transmit Sound with a Paper Cup Telephone, students model the parts of a paper cup telephone to explain how sound travels in a system. Students initially build the paper cup telephone model and investigate if sound can travel through it (DCI-PS4.A-M2). Later, they construct an explanation for how this system works (SEP-CEDS-M1) and revise their model of the wireless speaker system, which they use to explain how sound travels through a system (CCC-SYS-M2, SEP-MOD-M5).

• In Grade 8, Unit 12, Lesson 6, Activity 17: Dog Breed Genetics, students analyze data to determine how there are numerous breeds of dogs. First, students identify traits and specific characteristics of different dog breeds (DCI-LS4.B-M2). They read about selective breeding of coat color in Labrador Retrievers then identify patterns in data resulting from genetic crosses (SEP-DATA-E1, CCC-PAT-M2). The lesson ends with a prompt regarding dominant and recessive traits.

• In Grade 8, Unit 13, Lesson 2, Activity 2: Colossal Fossil Jostle, students learn that fossils and rock layers reflect the changes in earth’s history. Students read an introduction and watch an animation on sedimentary rock layers. Before running the simulation, Colossal Fossil Jostle, students predict the order of rock layers in a picture of sandstone. They then run the simulation, observe the rock record (DCI-LS4.A-M1, SEP-DATA-M2), and describe patterns they notice (CCC-PAT-M4). Students will then make a claim about how the rock record can show stability and change over time by using patterns from the simulation as evidence to support their thinking (CCC-SC-M1, CCC-PAT-M4). Students provide their reasoning to support their claim (SEP-CEDS-M4). To wrap up, students explain what they would need to use from a fossil record to identify the mystery fossil, then select statements that support what was learned in this activity.

• In Grade 8, Unit 15, Lesson 3, Activity 9: Down in the Trenches, students explain geologic activity and its effect near the Puerto Rico Trench. Students use models to visualize changes in the shape and features of the seafloor. Students read about ocean floors, ocean mapping, and trenches (DCI-ESS1.C-M2). They compare maps of plate tectonics and ocean trenches then note patterns (CCC-PAT-M4) between the two. Using this information, students draw a model (SEP-MOD-M5) that explains the interaction of the Caribbean and North Atlantic Plates at the Puerto Rico Trench. Students use interactive media to visualize subduction and then record their learning around causes of earthquakes in Puerto Rico.

The instructional materials reviewed for Grades 6-8 meet expectations that they consistently support meaningful student sensemaking with the three dimensions. Materials are designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions in nearly all learning sequences. The majority of the lessons begin with the introduction of the DCIs coupled with either a CCC or SEP. Throughout the various activities within the lessons, DCIs are coupled with CCCs and/or SEPs to support sensemaking.

Examples where materials are designed for SEPs and CCCs to meaningfully support student sensemaking with the other dimensions:

• In Grade 6, Unit 3, Lesson 5: Matter and Energy, students investigate the interactions of energy and matter during change of state through the use of heat curves. Students watch a video and use simulations on heating and freezing to investigate phase change, noting molecular motion during the change of state (DCI-PS3.A-M4). Students develop an explanatory model (SEP-CEDS-M2, SEP-MOD-M6) of the change in molecular arrangement and movement along a heat curve (CCC-EM-M4).

• In Grade 6, Unit 4, Lesson 2: Moon’s Changing Shape, students use models to construct an explanation of why the appearance of the moon changes, specifically noting patterns. In Activity 2, students watch a time lapse video that shows the moon’s appearance changing and answer prompts about what they observe. Lastly, students receive materials to create and revise a model (SEP-MOD-M5) to investigate the changing appearance of the moon using the earth, sun, and moon system (DCI-ESS1.A-M1, CCC-PAT-M3). In Activity 3, students observe a chart of moon pictures on the same day at four different locations. They explain what they see and how this ties to the initial model they created (CCC-PAT-M3, SEP-MOD-M5). Students then gather more data from various graphs and create an explanation (SEP-CEDS-M1) for how the interactions of the earth, sun, and moon system create the changing appearance of the moon (DCI-ESS1.A-M1).

• In Grade 6, Unit 4, Lesson 5: Objects in the Night Sky, students investigate gravity’s role in the formation and motion of the moon, solar system, and galaxy. Through video and teacher demonstration, students explore the role of gravity in the motion of objects in space (DCI-ESS1.B-M1). They further investigate the formation of the solar system via text and video (DCI-ESS1.B-M3). Using this information, students explain (SEP-CEDS-M2) how the gravity well model (SEP-CCC-M2, CCC-SPQ-M1) from the teacher demonstration could be used to model the formation of planetary objects.

• In Grade 6, Unit 5, Lesson 5: How Does It All Connect, students explore how various organ systems interact with one another during the healing process. Students conduct an investigation (SEP-INV-M2) to determine the role of handwashing and ointment on bacterial growth, predict (CCC-PAT-E2) the effect of bacteria on a cut, then analyze patterns in data (SEP-DATA-M2). Students observe the tissue (DCI-LS1.A-M3) of a chicken leg and predict the function of each part (CCC-SF-M1). Then they explore the relationship between breathing and heart rate, model (SEP-MOD-M6) the gas exchange, and highlight the importance of oxygen in the system (CCC-SYS-M2).

• In Grade 7, Unit 7, Lesson 5: Cycle of Matter, students use models they have previously created to construct a claim about the relationships between kelp density and otter populations. Students discuss their own models and interpret information from graphs about kelp density and otter populations. Students then construct a diagram to show how changes in one organism affect energy and matter of other organisms to which they are not directly connected (CCC-EM-M4). They share their diagrams and construct a claim (SEP-CEDS-M1) about the relationship between kelp density and otter populations (DCI-LS2.B-M1). 

• In Grade 7, Unit 8, Lesson 1: Anchor Phenomenon: Exploring Zebra Survival, students develop a model related to the decreasing population of Grevy’s zebra. Students create a model (SEP-MOD-M4) to make sense of data about the declining zebra population (DCI-LS2.A-M1, DCI-LS2.A-M4). After reading a newsletter from a conservation organization (SEP-AQDP-M1), students explain their new thinking about the causes of the zebra population decline (CCC-CE-M1). 

• In Grade 7, Unit 9, Lesson 2, Activity 2: Hands-on Investigation: Clouds, students develop a model to describe how water moves to form clouds and how clouds produce rain. Students discuss their personal experiences about what happens before a storm, discuss the movement of water in the water cycle (DCI-ESS2.C-M1), write an inference about clouds and storms, and record their questions about how clouds are related to storms (SEP-AQPD-M1). After watching a demonstration of rain drops in a container (water vapor hitting ice and changing to liquid drops), students record their observations and create a model to show what happens to the water inside the container (SEP-MOD-M4). They also investigate the relationships of the parts of a system by forming a cloud in a jar, by using hot water that is cooled by ice placed on top of the jar (SEP-MOD-M4). Students predict what will happen if one part of this physical model is removed. Lastly, they sketch a model to explain the processes involved in creating a cloud (DCI-ESS2.C-M1, SEP-CEDS-M2).

• In Grade 7, Unit 10, Lesson 3: Altitude, Mountains, and Climate, students learn that the local effect in Alaska determines weather patterns and climate. In Activity 7, students observe a demonstration of a cloud in a bottle and complete statements about the relationship between altitude, pressure, and temperature to better understand weather patterns. They watch a video of wind hitting a mountain range (CCC-CE-M2), record observations, read text, and analyze a model of patterns in global air circulation (DCI-ESS2.D-M1, CCC-SYS-M2). Students then describe global wind patterns of Alaskan cities and the Alaskan Range, develop a model of how the Alaskan Mountain Range influences snowfall patterns (SEP-MOD-M5), and summarize how this concept relates to a dogsled race start.

• In Grade 8, Unit 13, Lesson 2, Activity 2: Colossal Fossil Jostle, students study how fossils and rock layers reflect changes in earth’s history. Students read text, watch an animation, and run the Colossal Fossil Jostle simulation to better understand earth’s rock record (DCI-LS4.A-M1). Students collect data during the simulation (SEP-DATA-M2) and use it to explain how the rock record can show stability and change over time (SEP-CEDS-M4, CCC-SC-M1).

• In Grade 8, Unit 14, Lesson 5, Activity 10: Kauaʻi Fruit Fly, students look for patterns in data to explain why the Kauaʻi Fruit Fly is endangered. Students analyze a data table about the endangered fruit fly species in Hawaii, looking for patterns, similarities, and differences among the Kauaʻi fruit fly and other species in the table (DCI-LS1.B-M2, SEP-DATA-M4, and CCC-PAT-M4). Students discuss what might be causing the fruit fly to decrease in number (DCI-LS4.C-M1, CCC-PAT-M3).

• In Grade 8, Unit 15, Lesson 2: Earthquakes and Continents, students analyze maps and data on earthquakes and land features in South America and Puerto Rico to explain earthquake activity. In Activity 2, students analyze a map of the aftershocks of the December 2019 earthquake in Puerto Rico, noting patterns (CCC-PAT-M4). They examine maps of the land features of Puerto Rico and South America and note similarities and differences. Lastly, students analyze a map of earthquakes in Chile and earthquake activity across all continents (SEP-DATA-M4, DCI-ESS2.B-M1) to explain locations of earthquake activity.

• In Grade 8, Unit 16, Lesson 5: Mississippi River Transport, students learn that various materials and goods are distributed unevenly across geographical areas and read about the role of rivers for transporting goods (DCI-ESS3.A-M1, SEP-INFO-M5, and CCC-SYS-M2). Students also read about the environmental impacts of transporting goods (DCI-ESS3.C-M2). They use this and previously learned information to construct an explanation for the cause (SEP-CEDS-M4, CCC-CE-M3) of the dead zone in the delta.

The instructional materials reviewed for Grades 6-8 meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials. Materials consistently provide three-dimensional learning objectives at the lesson level that build toward the three-dimensional objectives of the larger learning sequence. Additionally, the materials provide learning objectives for each activity; many of these are three-dimensional and all build toward the three-dimensional objectives for the lesson. Formative assessments are found in each activity and are consistently designed to reveal student knowledge and use of the three dimensions to support the targeted three-dimensional learning objectives of the activity and lesson. The teacher materials include expected student responses and evaluation criteria for SEPs or CCCs. The evaluation criteria are generally generic for the SEP or CCC and provide minimal guidance.

Learning sequences consistently incorporate tasks for purposes of supporting the instructional process. The Developing a Consensus Conclusion section of the teacher materials provides specific guidance (questions to ask or suggestions to do in context of the task) to support students with targeted SEPs or CCCs, based on whether students are encountering the SEP or CCC for the first time, building toward proficiency, or demonstrating proficiency. Some guidance is broader in nature, such as teacher instructions to “check in with students’ understanding and allow time for students to explore aspects together that some students may still be struggling with” followed by teacher prompts and anticipated student answers relative to the student task. Information is also provided to challenge advanced learners. At the end of each lesson, the teacher materials provide guidance to connect student understanding with future lessons. 

Examples where the materials provide three-dimensional learning objectives, have assessment tasks that reveal student knowledge and use of the three dimensions, and  incorporate tasks for purposes of supporting the instructional process:

• In Grade 6, Unit 1, Lesson 4, Activity 9: Investigating Factors that Affect Kinetic Energy, the three-dimensional learning objective is “Create and analyze graphical displays of data to describe linear and nonlinear relationships between the kinetic energy of an object and the mass and velocity of the object, as well as the relationship between a change in the kinetic energy of a system and other changes in energy of the system.” Formative assessment tasks measure student understanding of the objective and include creating a graph and developing a conclusion. To describe their understanding of force, mass, and rate of change of speed relating to kinetic energy (DCI-PS2.A-M1), students create a graph using six provided data points. The materials prompt students to describe the patterns seen in the data, how a line or curve that best fits the data can be drawn on the graph, and to explain if the relationship shown on the graph is linear or nonlinear (CCC-PAT-M4). Students use the graphs to develop and explain a conclusion about which factor seems to have the greatest effect on kinetic energy (DCI-PS2.A-M1, SEP-DATA-M4). The materials provide teacher guidance to support facilitated discussions and analysis questions as well as scoring guides for various sections in the resource, for example, the Developing a Consensus Conclusion section of the teacher materials.

• In Grade 6, Unit 2, Lesson 5: Energy, the materials include three lesson-level learning objectives: “Ask questions that arise from careful observation in order to seek additional information about energy and its different forms in the levitating-orb system,” “Construct explanations using cause-and-effect relationships about how energy can be transferred between objects in a system by exerting forces on each other,” and “Analyze and interpret data to provide evidence that a system of objects may contain stored potential energy, depending on the relative positions of the objects.” Along with evaluative rubrics, the formative assessment tasks include a Venn diagram, small group and whole group discussions, sketching a model, matching pictures, and short answer responses. When completing the Venn diagram in Activity 20, students compare how batteries and capacitors work (DCI-PS3.C-M1). Students gather more information through reading, answer questions, and write a claim (SEP-CEDS-M4) to address whether engineers can assume that electric fields and forces behave the same wherever they are present. Students list questions they have about how this connects to a levitating orb (SEP-AQDP-M1, CCC-EM-M3). In Activity 21, students respond to short answer questions, draw a model to explain (SEP-CEDS-M2) how energy flows through the junkyard magnet system (DCI-PS3.C-M1, CCC-EM-M4), and match images to potential or kinetic energy terms (DCI-PS3.A-M2). In Activity 22, students design an investigation with a data collection table (SEP-DATA-M4, SEP-INV-M4) and summarize their learning about gravitational potential energy (DCI-PS3.A-M2, CCC-EM-M4). The materials provide rubrics to evaluate students’ understanding of various practices and concepts. The materials also include a list of questions for teachers to ask, example responses, and suggestions for additional assistance, if needed.

• In Grade 6, Unit 3, Lesson 2: Water Droplet Formation, the two lesson-level learning objectives are “Construct an explanation of changes of state in terms of heat and thermal energy” and “Develop a model to explain how temperature changes affect the behavior of water molecules in the air around the air conditioner.” Formative assessment tasks include short answers, such as listing observations and constructing explanations, completing graphic organizers, and creating and revising models. In Activity 2, students watch a video of water forming on the outside of a cup then list observations and questions they have after (SEP-AQDP-M1). Students read text, complete a graphic organizer, and construct an explanation of water droplet formation (SEP-CEDS-M4, DCI-PS1.A-M3). In Activity 3, students revise their initial models showing the system of air surrounding the air conditioner unit (SEP-MOD-M4, CCC-SYS-M2), complete a gallery walk to observe others’ models (SEP-MOD-M4), and summarize their learning about water droplet formation on the outside of air conditioners (DCI-PS1.A-M3). The materials provide rubrics to evaluate students’ understanding of various practices and concepts. Materials also list questions for teachers and possible student responses with suggestions for supporting students at various levels of experience in creating scientific models. 

• In Grade 6, Unit 4, Lesson 2, Activity 2: Hands-On Investigation: The Moon’s Changing Appearance, the three-dimensional learning objective is “Develop and revise a model of the earth-sun-moon system to demonstrate patterns and show cause-and-effect relationships to explain changes in the moon’s appearance.” Formative assessment tasks include drawing a model, discussions, analysis questions within the activity, and students sharing what they learn. Students draw a model of the moon’s phases to show why the moon’s appearance changes from the viewpoint of Earth. The materials provide a diagram for students to describe what a person can expect to see for a moon shape over the next few evenings (DCI-ESS1.A-M1). In the Analysis and Conclusions, students answer questions regarding the physical model and the cause for different moon shapes (SEP-MOD-M5, SEP-MOD-M4, and CCC-PAT-M3). The materials provide teacher guidance to support facilitated discussions and analysis questions as well as scoring guides for various sections in the activity such as Analysis and Conclusions.

• In Grade 7, Unit 6, Lesson 1: Anchor Phenomenon: Exploring the Hindenburg Explosion, the two lesson-level objectives are “Develop and compare two arguments about the cause of a phenomenon that may have more than one cause related to different substances involved in the phenomenon” and “Ask questions that arise from careful observation of a system to clarify and/or seek additional information about the cause or causes of a phenomenon such as the chemical reactions between the substances that reacted during the Hindenburg explosion.” Formative assessment tasks include short answer questions and a prompt for students to list their questions. After watching a video in the first activity, students list two possible causes of the Hindenburg explosion and identify the cause and effect within each claim (SEP-ARG-M1, CCC-CE-M3). In a small group, students compare their claims and come to a consensus on the wording. In Activity 2, students analyze an image of the Hindenburg to create questions about the cause of the explosion (SEP-AQDP-M1, CCC-CE-M3). Students complete a checklist of true statements about the Hindenburg explosion claims and respond to a short answer prompt about how they would test the alternate claim (DCI-PS1.B-M1). The materials provide rubrics for the short answer prompts to evaluate students’ understanding of various practices and concepts. Materials also list questions for teachers and possible student responses with suggestions for supporting students at various levels of experience in creating questions. This lesson gives guidance to teachers on what to do with questions students may ask that will not be covered in this unit and connects possible topics to future units.

• In Grade 7, Unit 7, Lesson 4: Flow of Energy and Matter, the two lesson-level objectives are “Analyze and interpret data to provide evidence for the transfer of energy through a natural system between producers and consumers as the groups interact within an ecosystem” and “Revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena and that represent a system and its interactions—such as inputs and outputs—and energy and matter flows, including food web models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem.” Formative assessment tasks include completing a chart, developing and refining a model, and completing summary activities. In Activity 14, students analyze data and identify food energy sources for otters (SEP-DATA-M4). Students then develop a model (food web) to show from where otters get their energy (DCI-LS2.B-M1, SEP-MOD-M4, and CCC-SYS-M2) and document similarities and differences between other students’ models. To conclude the activity, students summarize what they learned and list questions they still have. In Activity 15, students create an “organism roles in the kelp forest ecosystem” chart with organism, role (producer, consumer, etc.), and evidence for their decision (DCI-LS2.B-M1). Students refine their initial kelp forest models and create a consensus model with a small group (SEP-MOD-M4, CCC-SYS-M2). Lastly, students summarize what they learned and return to their initial questions to answer any that they can. The materials provide rubrics for the charts, model, and summary activities to evaluate students’ understanding of various practices and concepts. The materials also list questions for teachers to ask, possible student responses, and suggestions for supporting students at various levels of experience in creating models, specifically system models. 

• In Grade 7, Unit 9, Lesson 3: the lesson-level objectives are “Plan and carry out an investigation to determine how observations of snow after a storm could help explain some effects of the Superstorm in order to further develop models of the storm and describe how energy transfer and other factors affect what happens to the snow that fell during the storm” and “Read a scientific text and observe imagery to describe what happens to a water droplet after it falls from the sky in order to develop a model of the water cycle and refine the explanation and model of the Superstorm to include how energy transfer plays a role in moving water during a storm.” Formative assessment tasks include facilitated discussions, analysis questions within the activities, small group discussions, multiple select prompts, and fill-in-the-blank models. In Activity 5, teachers facilitate discussion to check student understanding before students plan an investigation (SEP-INV-M1) to explore the role of energy (CCC-EM-M4) of snow melt on the environment (DCI-ESS2.C-M3). Students use this information to further develop their model of the snowstorm (SEP-MOD-M7). In Activity 6, students use information from various readings (SEP-INFO-M1) and previous lessons to develop a model (SEP-MOD-M4, SEP-MOD-M6) of the water cycle (DCI-ESS2.C-M1, DI-ESS2.C-M3) that incorporates the role of energy transfer (CCC-EM-M4). The teacher facilitates discussions as students develop this explanatory model (SEP-CEDS-M2). The materials provide teacher guidance to support the facilitated discussions, including “listen fors” and sample sentence starters.

• In Grade 7, Unit 10, Lesson 6: Exploring the Effect of Our Atmosphere on Earth’s Climate, the materials include three lesson-level objectives: “Ask questions about temperature trends in Alaska,” “Carry out an investigation to determine the cause-and-effect relationship between greenhouse gases and temperature”, and “Construct an explanation of the cause-and-effect relationship between fossil fuels and greenhouse gases and the impact they have on Alaska.” Formative assessment tasks include students developing questions, conducting an investigation, using data to construct an explanation, and completing summary activities. In Activity 14, students look at 60 years of Alaskan temperature data and watch an animation of greenhouse gases (DCI-ESS3.D-M1). Students list questions about various aspects regarding Alaskan climate (SEP-AQDP-M1) and note what they want to investigate. In Activity 15, students conduct an investigation (SEP-INV-M2) about the relationship between greenhouse gases and temperature. Students create a model that includes gases and absorption of solar energy to explain the results of the investigation (DCI-ESS3.D-M1, SEP-CEDS-M4, and CCC-CE-M2). In Activity 16, students analyze two graphs about the use of fossil fuels and temperatures in Alaska to construct an explanation as to how fossil fuels affect the atmosphere and temperatures in Alaska (SEP-CEDS-M5, DCI-ESS3.D-M1). The materials provide rubrics for fill-in-the-blank and short answer prompts to evaluate students’ understanding of various practices and concepts. Throughout the investigation, each component (making predictions, collecting and analyzing data, and writing a conclusion) includes an evaluation criteria rubric to assess students’ understanding of that portion of the investigation. The materials also list questions for teachers to ask, possible student responses, and suggestions for supporting students at various levels of experience in conducting investigations.

• In Grade 8, Unit 11, Lesson 3, Activity 9: Graphing Wave Measurement, the learning objective is “Construct graph models to represent changes in wavelength, frequency, and amplitude in waves based on patterns that show cause-and-effect relationships, including that the wave transmits energy proportional to its amplitude.” Formative assessment tasks include recognizing patterns in data, drawing graphs of waves, determining and defending if graphs are accurate models, and describing how graphs are similar to a simulation. Students explain how patterns in the data relate to measures of waves and how the patterns can be used to identify the cause-effect relationship between the wavelength, amplitude, and speed (SEP-DATA-M2, CCC-PAT-M3, and DCI-PS4.A-M1). Students also draw graphs of waves showing the relationships between variables (frequency, wavelength and amplitude) (SEP-DATA-M2, CCC-PAT-M3). The materials provide teacher guidance to support facilitated discussions and analysis questions as well as scoring guides for various sections in the resource such as Activity Procedure.

• In Grade 8, Unit 13, Lesson 4: A Whale of a Tale, the materials include three lesson-level objectives: “Analyze and compare changes over time in stages of whale embryological development to provide evidence of how change in the embryo can be applied in an explanation of evolutionary relationships in the whale lineage,” “Analyze and interpret data to identify patterns in anatomical similarities and differences to construct an explanation using changes over time as evidence for the whale’s evolutionary line of descent,” and “Apply the principle of common descent to anatomical similarities and differences between modern and fossil organisms to construct an explanation of changes over time in the evolutionary history of the mystery fossil.” Formative assessment tasks include sorting and short answer prompts such as asking questions, constructing an explanation, and summarizing. In Activity 12, students order the steps of a whale’s blowhole development with an interactive sorting list. Before summarizing key points from the lesson, students observe and discuss the parts of a whale’s hindlimb development and construct an explanation (SEP-CEDS-M4) for how whale embryology provides evidence for evolutionary relationships in the whale lineage (DCI-LS4.A-M3, CCC-SC-M1). While analyzing the various skeletons of different organisms in Activity 13, students create a claim with a small group and respond to short answer prompts about the patterns they notice in the organisms over time (SEP-DATA-M4, CCC-PAT-M4, and DCI-LS4.A-M2). Again, they write a summary of the key points they learned. In Activity 14, students use their summary information to construct a response telling the story of the evolutionary lineage of the mystery fossil (CCC-PAT-M4, DCI-LS4.A-M2, and SEP-CEDS-M4). The materials provide rubrics for short answer prompts and summary tasks to evaluate students’ understanding of various practices and concepts. The materials also list questions for teachers to ask, possible student responses, and suggestions for supporting students at various levels of experience in constructing explanations with evidence.

• In Grade 8, Unit 14, Lesson 3, Activity 6: Hands-On Investigation: Trait Variation, the learning objective is “Analyze data from an investigation to identify patterns that will help to explain changing traits in fruit fly populations.” Formative assessment tasks measure student understanding of the objective and include comparing patterns on fruit fly wings, predicting how wing differences might be helpful for the fruit fly, collecting, recording, and describing data to identify characteristics of the model, and explaining which trait is most favorable for fruit flies and why it is helpful for fruit flies to have variation in traits. When analyzing fruit fly traits, students compare wing patterns of flies and collect evidence from a simulation on fly survival over four generations (SEP-MOD-M5, DCI-LS4.C-M1). Students also look for patterns in their data for each fly trait (CCC-PAT-M4). They explain which trait is most favorable for fruit flies and why it is helpful for fruit flies to have variation in traits. In revising the model to incorporate patterns found from data collection (CCC-PAT-M4), students show how the number of flies with certain traits can change due to reproduction and mating preferences (CCC-CE-M2, SEP-INV-M4). Students will then record similarities and differences between their models (traits for reproduction vs traits for survival) and explain how variations are advantageous to the fruit fly (DCI-LS4.B-M1). The materials provide teacher guidance to support facilitated discussions and analysis questions as well as scoring guides for various sections in the resource such as Analysis and Conclusions.

• In Grade 8, Unit 16, Lesson 5: Mississippi River Transport, the two lesson-level objectives are “Ask questions that arise from observations to clarify how the transport system of the Mississippi River interacts with the biosphere and may lead to negative impacts” and “Construct an explanation based on valid and reliable evidence related to changes to land and biosphere resources as a result of human activities.” Formative assessment tasks include completing a graphic organizer, adding to the driving question board, and completing summary activities such as short answer and fill in the blank. In Activity 13, students gather information on river transport and resource distribution from reading passages and maps. Working with a partner, they complete a graphic organizer and list the questions they have about the transport information (SEP-AQDP-M1). Students then create an infographic using a map to describe transport on the Mississippi River and record any questions on the Driving Question Board. At the end of the activity, students complete a fill-in-the-blank summary question (DCI-ESS3.A-M1, CCC-SYS-M1). In Activity 14, students complete a PMI (plus, minus, interesting) graphic organizer and submit it to their teacher after reading about river transport (DCI-ESS3.C-M2). They construct an explanation for why there are so many dead fish in the delta (SEP-CEDS-M3) and respond to a short answer prompt listing one positive and one negative result from using the Mississippi River as a transportation system. The materials provide rubrics to evaluate students’ understanding of various practices and concepts. The materials also list questions for teachers to ask, possible student responses, and suggestions for supporting students at various levels of experience in constructing explanations.

The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and problems are connected to grade-band Disciplinary Core Ideas (DCIs). Phenomena and problems in all disciplines consistently connect to grade-band appropriate DCIs. All problems are designed to help students make sense of DCIs. 

Examples of phenomena and problems that connect to grade-band DCI elements.

• In Grade 6, Unit 1, Lesson 2, Activity 3: Fire Extinguisher Go-Kart, the phenomenon is a go-kart propelled by four fire extinguishers reaches its maximum speed faster than a go-kart propelled by two fire extinguishers. Students create a graph or table and interpret the data of the go-karts in motion. To build understanding of speed, velocity, and frame of reference, they read about analyzing forces and motion and complete a computer interactive recognizing the frame of reference of motion (DCI-PS2.A-M3). Then, students draw a model of the movement of the go-karts forward which is opposite to the fire extinguisher gas being expelled backward (DCI-PS2.A-M1).

• In Grade 6, Unit 1, Lesson 5, Activity 13, Unit Project: Ready to Compete, the challenge is to design a balloon-powered car to win various competitions. Based on their knowledge of motion, mass, and forces, students modify designs of their cars for four competitions: speed, distance, accuracy, and power. After the competitions, students reflect on the performance of their balloon-powered cars and how they have improved upon understanding of systems (DCI-PS2.A-M2).

• In Grade 6, Unit 3, Lesson 6, Activity 20, Unit Project: Unwanted Frost on the Window, the problem is ice forming on the interior side of windows. Students engage in a class discussion, review their knowledge on heat transfer and changes of state, and brainstorm ideas for why the ice is forming. Within pairs or in small groups, students construct an explanation and develop possible solutions (DCI-PS1.A-M6).

• In Grade 6, Unit 4, Lesson 1, Activity 1: Skateboard Mishap, the phenomenon is a cut on a finger healing over time. Students watch a time lapse video that shows a cut with stitches on a finger which are gone once the video ends. Students record their observations and list questions they have about what they have observed. Students write an initial explanation about the healing process and how parts of the body could function to heal a cut (DCI-LS1.A-M3).

• In Grade 6, Unit 5, Lesson 4, Activity 7: Disappearing Sun, the phenomenon is that the sun disappears during a solar eclipse. Students watch a video to identify patterns of change during a solar eclipse, then compare their observations to that of a lunar eclipse. To explain this phenomenon, students use patterns observed from previous activities on lunar eclipses to explain how the sun disappears (DCI-ESS1.B-M2).

• In Grade 7, Unit 6, Lesson 1: Exploring the Hindenburg Explosion, the phenomenon is that the Hindenburg blimp exploded. Students watch a video that proposes two possible solutions about chemical reactions between two substances. They use an infographic to familiarize themselves with the chemical substance making up the fabric covering. Students are asked what they could investigate to test the two proposed causes of the Hindenburg explosion (DCI-PS1.B-M1).

• In Grade 7, Unit 7, Lesson 6, Activity 17: Rebuilding Kelp Forests in Australia, the problem is that kelp forest populations are declining in the Aleutian Islands. Students read about the decline in kelp forest populations around the world and the concerns of marine biologists regarding this issue. Aligning with identified conservation criteria, students use models to propose a restoration and conservation project that will increase the population of sea otters or kelp species (DCI-LS2.B-M1).

• In Grade 7, Unit 8, Lesson 1, Activity 1: A Really Big Storm, the phenomenon is that in March 1993, the southeastern United States experienced a storm that developed into a two day superstorm unique in its intensity, size, and widespread impacts. Students analyze map data for patterns, investigate how clouds and rain form, and learn about air masses and the role of energy in weather (DCI-ESS2.C-M2). Students finalize their model of the storm, determine the cause, and use evidence to explain why it is called the “Storm of the Century.”

• In Grade 7, Unit 10, Lesson 1, Activity 1: Exploring Zebra Survival, the phenomenon is that the Grevy’s Zebra population is decreasing in its natural habitat of East Africa. In Lesson 2, students use a game to model the role of resource availability on a population (DCI-LS2.A-M2). In Lesson 3, students investigate predator/prey relationships (DCI-LS2.A-M4) and the role of natural disruptions on zebra populations (DCI-LS2.C-M1). In Lesson 5, students investigate the role of biodiversity (DCI-LS2.C-M2), hunting, and ecotourism (DCI-LS4.D-M1) on the zebra population. They use this information to develop an explanation for the decreased population.

• In Grade 7, Unit 10, Lesson 8, Activity 21, Unit Project: Constructing Explanations and Designing Solutions for a Final Action Plan, the challenge is to propose a solution to lessen the local impacts of climate change. Students ask questions about the effects of climate change in their own communities and evaluate different design solutions. They determine an action plan and propose the best solution that includes a model outlining how different human behavior can reduce the impacts of climate change in their local community (DCI-ESS3.D-M1).

• In Grade 8, Unit 11, Lesson 1, Activity 1: Model a Sound System, the phenomenon is music from a cell phone can be played through an external speaker that is not attached. Students watch a video that shows a wireless speaker playing music from a cell phone. Students write down observations and ask questions before developing an initial model for how the sound travels through waves from the phone, to the speaker, and then to their ears (DCI-PS4.A-M2).

• In Grade 8, Unit 15, Lesson 1, Activity 1: Earthquake in the News, the phenomenon is an arch landform, Punta Ventana, falls after the Puerto Rico earthquake in 2020. Using what they saw from a previous video showing effects of that earthquake, students explain why they think the structure changed. Throughout the unit, students collect evidence of geoscience processes that change the surface of the earth to determine what caused Punta Ventana to collapse (DCI-ESS2.A-M1, DCI-ESS2.A-M2).

• In Grade 8, Unit 15, Lesson 5, Activity 18: Analyzing Past Earthquakes, the problem is people need to be protected from earthquakes in Puerto Rico. To solve the problem, students determine where to place detectors for a warning system. By researching earthquakes in Puerto Rico, students gather information on detection technology and analyze earthquake data in the Caribbean from 2000 to 2020. Students use data to select three to five locations to place detector systems to alert people and provide rationale as to why these locations were chosen (DCI-ESS2.A-M2).

• In Grade 8, Unit 16, Lesson 1, Activity 1: Fish Kill, the phenomenon is a large number of dead fish are found floating in an estuary of the Mississippi River. Students view a picture, record observations of what they notice, and list questions they have. In Activity 2, students review information about the “dead zone” and create an initial model for explaining what caused so many fish to die in the fish kill (DCI-ESS3.C-M2).

• In Grade 8, Unit 16, Lesson 6, Activity 15, Unit Project: Using a Model, the problem is the dead zone in the Gulf of Mexico results in dead fish. Students use the models they created throughout the unit to create a plan to prevent the dead zone and future fish kills. They use their model to identify locations for possible solutions and then create a list of questions they would need to answer in order to solve the problem. Then students work through engineering design graphic organizers to define the problem, develop solutions, and refine their design. Students explain how changes in human activity or engineering could reduce the impact of the dead zone and result in fewer dead fish (DCI-ESS3.C-M2).

The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and problems are presented to students as directly as possible. All 15 problems are presented as directly as possible, usually via text and images. Across the series, 30 of the 35 phenomena are presented as directly as possible and are consistently presented through video. Of the five not presented as directly as possible, four are found in Grade 6 and one in Grade 8. Three are in physical science units, one is in a life science unit, and one is in an earth and space science unit. These five phenomena are not presented as directly as possible, leading to a missed opportunity for students to have a common experience and entry point into the phenomena.

Examples of phenomena and problems presented as directly as possible:

• In Grade 6, Unit 1, Lesson 2, Activity 6: Changing Direction, the phenomenon is that gases from a fire extinguisher can propel and change the motion of a hovercraft on ice. Students watch a video of a person on a hovercraft traveling across an ice rink and changing direction by ejecting gas out of a fire extinguisher. Since it is not practical to have access to an ice rink and hovercraft, a video presentation is the most direct means possible.

• In Grade 6, Unit 2, Lesson 5, Activity 21: Energy Transfer, the phenomenon is that a junkyard electromagnet can pick up 5,000 paperclips from a considerable distance. Students watch a video of the electromagnet picking up the paper clips. The video presents the phenomenon as directly as possible so that students can see that electromagnets are large and powerful magnets.

• In Grade 6, Unit 2, Lesson 7, Activity 25: Hands-On Engineering: Applying Force, the problem is keys and a student ID were dropped into a dry creek bed more than 12 feet below a bridge. The problem is presented as a storyline via text along with a drawing of keys in a dry creek bed below a bridge. In addition, this problem builds on and connects to previous lessons, which provide direct context for students to test solutions for retrieving the keys and badge. 

• In Grade 7, Unit 8, Lesson 1: Exploring Zebra Survival, the phenomenon is that the Grevy’s Zebra population in eastern Africa is dropping. Students read text about the location of the zebras in eastern Africa and analyze a graph of Grevy’s zebra population numbers from 1977-2013. The phenomenon is presented as directly as possible through video and data since students could not directly observe this decline nor the actual zebra population in Africa.

• In Grade 7, Unit 10, Lesson 1: Exploring a Dogsled Race, the phenomenon is that the Alaskan dogsled race must move its starting location every year due to different amounts of snow. Students watch videos and read a passage about different locations for the starting line of the race. Since it is impractical for students to observe an Alaskan dogsled race directly, the videos and reading passage provide a geographical context for a climate-related phenomenon.

• In Grade 7, Unit 10, Lesson 8, Activity 21: Constructing Explanations and Designing Solutions for a Final Action Plan, the problem is that climate change causes negative impacts to local communities. The problem is presented through text as a scenario; a local paper would like to hire a sustainability coordinator who writes about local climate issues. Students research the job, local impacts from climate change, and write an opinion piece for the paper with an action plan related to a local problem. The action plan includes a model that describes how the solution will lessen the local effects of climate change on their own communities.

• In Grade 8, Unit 12, Lesson 1, Activity 1: White-coated Squirrels, the phenomenon is that small populations of eastern gray squirrels in Olney, IL have white fur. Students observe photographs of gray and white squirrels from Olney. Most students are not likely to see true albino organisms in the wild, so the use of photographs would be a direct way of presenting this concept for students to compare the variation in squirrel coloration.

• In Grade 8, Unit 14, Lesson 5, Activity 10: Kauaʻi Fruit Fly, the phenomenon is that Kauaʻi fruit flies have decreased in number even though their habitat of koa trees is not endangered. Students analyze patterns in data tables on the fruit fly decline and observe maps of, read text about, and review images of the koa tree habitat. The phenomenon is presented as directly as possible as students could not directly observe the serious decline in numbers in this population of flies.

• In Grade 8, Unit 16, Lesson 6: Unit Project: Restoring the Dead Zone, the problem is the dead zone in the Gulf of Mexico results in dead fish. Students are presented with the problem through text and accompanying pictures of the fish kill. Since it is not practical for students to have a first hand experience with a fish kill in the Gulf of Mexico, the problem is presented as directly as possible.

The instructional materials reviewed for Grades 6-8 meet expectations that they embed phenomena across multiple lessons for students to use and build knowledge of all three dimensions. Across the series, units present a phenomenon in the opening activity of the first lesson that is then used to drive learning across the unit. Throughout the unit, multiple lessons or activities are used to build understanding of key aspects of the phenomenon and students revisit the phenomenon presented in the first lesson to update their explanations based on new information. In addition, students have opportunities throughout the units to engage with three dimensions in relation to the phenomena. Near the end of the unit, students use what they learn throughout the unit to update their explanations or their models. 

The materials do not embed problems across multiple lessons for students to use and build three-dimensional knowledge; instead, problems are consistently present in the final lesson of each unit and serve as summative assessments or are embedded within a single lesson or activity.

Examples where phenomena drive student learning across multiple lessons and engage students with all three dimensions:

• In Grade 6, Unit 1, Lesson 1: Anchor Phenomenon: Exploring a Rocket Sled, the phenomenon is a rocket sled snowplow going 550 MPH collides with a car resulting in the car being split in two and moved from its original position. After developing an initial model of the collision, students start with an investigation of the effect of forces on the motion of objects by studying two other system models: extinguisher go-karts and spring-loaded carts. Students construct a model by engineering and modifying their own balloon-powered rocket car. Students study car collisions to learn about kinetic energy; they connect this learning of structure and function of their models to the rocket sled snowplow. Lastly, students apply their understanding of forces and motion by solving design challenges with their balloon-powered rocket car. Students develop an initial model of the phenomenon (SEP-MOD-M5), continue to refine it based on data gathered throughout the unit (SEP-MOD-M2), then explain the phenomenon using their understanding of forces, motion (DCI-PS2.A-M1, DCI-PS2.A-M2), and energy transfer (DCI-PSE3.B-M1, CCC-EM-M4).

• In Grade 6, Unit 2, Lesson 1: Anchor Phenomenon: Exploring the Levitating-Orb System, the phenomenon is a ball of tinsel floating in the air above a PVC pipe, also called a levitating orb. Students watch a video that shows a floating ball of tinsel, record observations, and list questions they have about how the orb levitates. They create an initial model to answer the question, “What do you think causes the orb to levitate?” Students then investigate gravity; they drop objects of varying size and shape, collect data, and determine the role of gravity in the system of the levitating orb. To rule out magnetism as the cause of the levitation, students watch a video, conduct investigations, and study magnetic fields. They investigate electricity, charge, and the electric force, concluding that an electric field can provide a force against gravity. Next, they use a capacitor, magnetic objects, and a gravitational system to conclude that energy can be stored and transformed to different types. Students then return to their initial model, determine subsystems within the levitating orb demonstration, and explain what is causing the orb to levitate. Over the course of the unit, students engage in all three dimensions as they conduct investigations (SEP-INV-M2) to gain understanding of electromagnetic forces (DCI-PS2.B-M1, DCI-PS2.B-M3), read about the effects of gravity (DCI-PS2.B-M2), and develop a model to explain the orb system (SEP-MOD-M6, CCC-SYS-M2).

• In Grade 6, Unit 3, Lesson 1: Anchor Phenomenon: Exploring the Air Conditioner, the phenomenon is an air conditioner is running and water is dripping from a window air conditioning unit. Students engage in a series of lessons to develop an explanation of why water is dripping out of the unit. Throughout the unit, students ask questions, develop a model of water in the air, and revise their original models. To incorporate new information into their models, they investigate evaporation, ice formation, and the heat curve. Near the end of the unit, students use what they have learned to solve the problem of frost forming on the inside of a window. As students go through the unit to develop on an understanding of the phenomenon, they engage in all three dimensions, connect their prior knowledge of air conditioning units and water in the air, and then apply new understandings about temperature’s effect on both water and the heat curve (DCI-PS1.A-M6). They ask questions and create models of the air conditioning unit (SEP-AQDP-M1, SEP-MOD-M4) to explain the system within the air conditioning unit (CCC-SYS-M2) and why water condenses and drips.

• In Grade 6, Unit 4, Lesson 1, Anchor Phenomenon: Exploring the Ever-Changing Moon, the phenomenon is that the moon’s appearance changes each night in shape, color, and shadows. Students watch three videos demonstrating how the moon looks different throughout moon phases, a lunar eclipse, and a solar eclipse. Across the unit, students ask questions, develop models of the earth-sun-moon system, investigate patterns in the changing moon, and make predictions about moon phases. Students engage in all three dimensions across the lessons to make sense of the moon’s changing appearance. After initially asking questions about the phenomenon (SEP-AQDP-M1), they investigate the patterns in the phases of the moon (SEP-AQDP-M1, CCC-PAT-M3) and develop a model to further investigate the earth-sun-moon system to determine the causes (SEP-MOD-M4, DCI-ESS1.A-M1). While studying eclipses, they use quantitative evidence to support their understanding and refining of their model (SEP-MOD-M5, CCC-PAT-M3, DCI-ESS1.B-M2). Students use what they have learned to predict the phase of the moon that will be present on their birthday and explain if it would be the same if they were in the southern hemisphere (SEP-CEDS-M2, CCC-PAT-M2, DCI-ESS1.A-M1).

• In Grade 7, Unit 7, Lesson 1: Anchor Phenomenon: Exploring Kelp Forests, the phenomenon is that there are two kelp forests, but they look different. Students engage in a series of lessons to develop an understanding of kelp forests. They create a model to show two different kelp forests and investigate the growth rate and the process of photosynthesis in kelp. Using models, they investigate how plants use energy, the flow of that energy, and the cycling of matter in an ecosystem. Lastly, students analyze information and propose a conservation project to encourage kelp forest regrowth. To make sense of the phenomenon of why the kelp forests looked different, students draw a  model (SEP-MOD-M5) to show their initial ideas about the two kelp forests; students later apply new understanding of kelp growth, energy flow, and ecosystems (DCI-LS2.C-M1, CCC-SYS-M2) to refine their models. By analyzing kelp growth and proposing a conservation project (SEP-CEDS-M1, SEP-CEDS-M2, and SEP-CEDS-M4), students show their understanding of energy and matter within a natural system (DCI-LS2.B-M1, CCC-EM-M2, and CCC-EM-M4).

• In Grade 7, Unit 8, Lesson 1: Exploring Zebra Survival, the phenomenon is that the Grevy’s Zebra population in eastern Africa is dropping. Students engage in a series of lessons to develop an understanding of the variables that can affect the population of the Grevy’s Zebra. Students examine a graph and read an article that describes the decline in the Grevy’s zebra population in Kenya from 1977-2013. They answer questions about the graph and article and develop an initial model to explain the possible causes for the population decline. After further exploring the concepts around this phenomenon, students explain their thinking about what caused the population decline. Over the course of the unit, students engage in all three dimensions as they explore the relationships between resource availability, predator/prey relationships (DCI-LS2.A-M1), and competition for limited resources (DCI-LS2.A-M2) within the ecosystem (CCC-SYS-M1) of the Grevy’s Zebra. Lastly, they construct an explanation (SEP-CEDS-M4) for why the population has decreased over time (DCI-LS2.A-M4, CCC-CE-M1).

• In Grade 7, Unit 10, Lesson 1: Anchor Phenomenon: Exploring a Dogsled Race, the phenomenon is there are changes in location of a dogsled race due to changes in snow depth between Anchorage and Fairbanks. Students ask questions about climate and how changes could have caused less snow for the race. They analyze data on other factors affecting regional climate and model the cause of seasons to learn how solar energy varies by latitude. They explore models of how energy is redistributed on Earth by the ocean and atmosphere, yet learn that Alaska is still cold enough for dogsled races. They collect and study data on Earth’s changing climate and determine that human activities cause global warming. In addition, they connect global warming to impacts on Earth’s communities including less snow. Students research and develop solutions to slow the climate change in Alaska. Across the unit, students engage in all three dimensions as they investigate the role of earth structures and location of cities (DCI-ESS2.D-M1, DCI-ESS2.D-M3) and develop a model to explain (SEP-CEDS-M2) how these components interact to influence weather and climate (CCC-SYS-M1). Students further investigate the role of human activity (DCI-ESS3.D-M1, CCC-CE-M1) on climate change.

• In Grade 8, Unit 11, Lesson 1: Anchor Phenomenon: Exploring a Speaker, the phenomenon is music from a cell phone can be played through an external speaker that is not attached. Students watch a video that shows a wireless speaker playing music from a cell phone, record observations, and ask questions before developing an initial model for how the sound travels. Throughout the unit, they investigate each facet of the wireless speaker sound system to determine how the system works. They study patterns in the properties of sound and how they connect to patterns in speaker movement via a study of musical instruments. After determining cause and effect relationships between sound and vibration, they revise their initial wireless speaker system model. Students plan an investigation to determine which interactions can affect wave characteristics, then determine how the loudness and pitch of sound is related to the amplitude and frequency of sound waves. Students investigate how sound travels through different media, watching a video of a speaker in a vacuum, then determine that sound depends upon interactions between particles of matter. After watching a video, students determine that wireless signals are not sound, then investigate light to understand how radio waves behave. Near the end of the unit, students read text and study media to further their understanding of analog and digital signals then model the connection between electromagnetic waves and sound waves. Students refine their model of the wireless speaker system and then solve a challenge of improving an alarm circuit that includes communication with a cell phone. Across the unit, students use all three dimensions to make sense of the phenomenon by investigating (SEP-INV-M1) how sound is produced, how it travels, and different types of signals (DCI-PS4.C-M1). Students return to the initial model (SEP-MOD-M5) and explain how sound travels in the wireless speaker system from the phone, to the speaker, and then to their ears (DCI-PS4.C-M1, CCC-SYS-M2).

• In Grade 8, Unit 13, Lesson 1, Activity 1: Anchor Phenomenon: An Interesting Discovery, the phenomenon is that a fossil found in the Sahara Desert cannot be identified. Students engage in a series of lessons as they work to identify an unknown fossil that was found in Egypt. They investigate information about the dating of rocks and the structure of rocks in the environment from which the fossil came. Using evolutionary evidence and relationships, students determine common ancestry and connect the mystery fossil to present-day whales. Throughout the unit, students engage in all three dimensions to solve the puzzle of the mystery fossil. Students use relative (DCI-ESS1.C-M1) and absolute (DCI-PS1.C-H1) dating along with patterns in the rock layers (CCC-PAT-M4) to infer age and natural environment (DCI-LS4.A-M1) of the mystery organism. Students build upon this to explore evidence for common ancestry, from homologous structures (DCI-LS4.A-M2) to embryological similarities (DCI-LS4.A-M3) in order to construct an explanation (SEP-CEDS-M3) for the identification of the fossil and its evolutionary lineage (DCI-LS4.A-M1, CCC-SC-M1).

• In Grade 8, Unit 14, Lesson 2: So Many Different Kinds of Fruit Flies, the phenomenon is 800 species of fruit flies on the Hawaiian Islands originated from a single species. Students engage in a series of lessons to learn how natural selection and adaptation lead to speciation. Students use media sources and texts to gather information on the roles of habitat and fly behavior. They study patterns and data to understand natural selection and trait variation. Students explain how predation accounts for variation and selection of the flies. Students refine a model to construct an explanation for the large number of fruit fly species. Across this series of lessons, students engage in all three dimensions to make sense of the phenomenon. Students develop a model (SEP-MOD-M5) that applies adaptation and includes the influence of habitat and predators (DCI-LS4.C-M1, DCI-LS4.B-M1) on fruit fly traits and other species (DCI-LS4.C-H4). Students use cause and effect relationships (CCC-CE-M2) to construct an explanation for the speciation (SEP-CEDS-M4) of the fruit flies.