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 (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities.

The materials are organized into 17 units, with each unit comprised of 9-18 activities. Additionally, the Phenomena, Driving Questions, and Storyline section of the Teacher Edition outlines which activities in each unit are bundled together into a learning sequence centered around a driving question. Across the series, each learning sequence consists of one or more learning opportunities (activities). Each learning sequence includes three dimensions and integrates SEPs, CCCs, and DCIs in at least one activity within the learning sequence. 

Examples of learning sequences that include the three dimensions and integrate the SEPs, CCCs, and DCIs in student learning opportunities:

• In Unit: Biomedical Engineering, Activity 5: Artificial Heart Valve, students experience how engineering can be used to improve the lives of people living with medical conditions. Students read background information about the heart and its role in the body (DCI-LS1.A-M3) and problems that can occur when structures within the heart fail (CCC-SF-M1). They then follow specific design criteria and constraints to develop a model (SEP-MOD-M5) that serves as a prototype for a heart valve. Students then test and refine their prototypes, ultimately presenting it to the class for critiques (DCI-ETS1.B-M1, DCI-ETS1.B-M2). 

• In Unit: Body Systems, Activity 10: Gas Exchange, students understand how the respiratory system is used to regulate gases in the blood. Students conduct an investigation (SEP-INV-M2) providing evidence of carbon dioxide in exhaled breath to develop understanding that specialized body systems function (DCI-LS1.A-M3, CCC-SF-M1) with the respiratory system (DCI-PS3.D-M2) during gas exchange.

• In Unit: Chemical Reactions, Activity 2: Evidence of Chemical Change, students determine what causes something to fizz, change color, or change temperature when you mix substances. Students conduct an investigation (SEP-INV-M2) to observe five combinations of chemicals to determine if there is evidence (CCC-PAT-M1) that a chemical change has occurred. Students record the evidence and compare substances (SEP-DATA-M7), before and after the investigation, to identify the signs that a chemical reaction has taken place (DCI-PS1.B-M1). 

• In Unit: Chemical Reactions, Activity 12: Recovering Copper, students determine how chemical reactions can be used to clean up waste. Students test three metals to determine which can best reclaim copper from waste (CCC-EM-M1). Each metal is placed in a solution and observed for evidence of a chemical reaction, then tested for the presence of copper in the remaining solution (DCI-PS1.B-M1). Data is analyzed to identify which metal (SEP-DATA-M7) manufacturing companies should use to reclaim copper and the trade-offs of using that metal (SEP-ARG-M3). 

• In Unit: Chemistry of Materials, Activity 8: What’s in a State?, students explore how particles of substances (matter) interact when matter changes phases due to change in temperature. Students use syringes to investigate and explain how the behavior of particles causes the observable properties (CCC-CE-M2) of solids, liquids, and gases (DCI-PS1.A-M4). This activity includes use of a computer simulation to model (SEP-MOD-M5, SEP-MOD-M6) what happens to particles as they change state. 

• In Unit: Earth Resources, Activity 8: Groundwater Formation, students engage in an activity to understand how groundwater moves and how aquifers form. Students explore the porosity of materials (CCC-SF-M2) as they collect data and develop models (SEP-DATA-M4, SEP-MOD-M5) for how groundwater is filtered and then extracted from aquifers. This activity helps students develop an understanding of the geological processes and how the process distributes the resources humans depend upon (DCI-ESS3.A-M1). 

• In Unit: Ecology, Activity 3: Data Transects, students determine why certain species are more common than others, and why some species become more common over time. Students use models of transects from two locations in a restored prairie ecosystem to determine patterns and relationships that exist between organisms. They collect and analyze data (SEP-DATA-M4) using transect cards on four environmental components within the two locations to detect patterns in populations (CCC-PAT-M3). Students then discuss the results of the restoration efforts and answer questions to identify factors or relationships (DCI-LS2.C-M1) that caused the patterns and changes in the locations.

• In Unit: Ecology, Activity 9: Population Growth, students determine how different species in the same ecosystem interact with each other and the physical environment. Students conduct a laboratory investigation (SEP-INV-M2) using Paramecium caudatum to explore how the availability of food affects the growth of a population (CCC-EM-M4). Students use a microscope to observe wet mount slides of organisms. Students predict how populations of paramecium will differ with varying amounts of food (DCI-LS2.A-M3), they observe two different populations of Paramecium, and record their observations. Analysis questions relate to the transfer of energy in the ecosystem, the effects of the availability of food as observed during the lab (SEP-DATA-M4), and predictions of how the population will change with the provided amounts of food over time. 

• In Unit: Fields and Interactions, Activity 3: Gravitational Transporter, students determine how to design a moon transporter vehicle that utilizes changes in energy caused by gravity. Students create a system model (CCC-SYS-M2) to collect and analyze data (SEP-DATA-M7) to determine the impact of release height and the mass of a cart on the kinetic energy transfer during a collision (DCI-PS3.A-M2, DCI-PS2.B-M2). Students optimize their solutions through a process of testing and redesigning (DCI-ETS1.A-M1, DCI-ETS1.B-M1) to eventually control the amount of gravitational potential energy in their system to achieve the best results with their transporter.

• In Unit: Geological Processes, Activity 6: Mapping Locations of Earthquakes and Volcanoes, students explain why earthquakes, volcanic eruptions, and their related hazards do not happen everywhere on Earth. Students access and collect data from a data visualization program. They analyze and interpret similarities and differences in data (SEP-DATA-M4, SEP-DATA-M7) to identify patterns (CCC-PAT-M4) in the distribution of major earthquakes and volcanic eruptions around the world. Students add data to a world map, which acts as the first step in understanding that the Earth’s surface is broken into plates (DCI-ESS3.B-M1). 

• In Unit: Solar System and Beyond, Activity 7: A Year Viewed From Space, students determine why the Sun’s path through the sky changes over the year, and how that change relates to seasons. Students use a computer simulation to model Earth’s orbit around the Sun to explain why we have seasons (SEP-CEDS-M3). Students make observations of the position of the Earth and Sun from two locations, and record data to compare changes in daylight and temperature at four different times of the year, as well as, the distance between the Earth and the Sun (CCC-PAT-M3). Students answer questions, using their data as evidence, to explain the relationship between the motion and distance between the Earth, Sun, and seasons (DCI-ESS1.B-M2).

• In Unit: Solar System and Beyond, Activity 13: Identifying Planets, students identify objects in our universe and their distances from the Sun. Students read transmission information from four spacecrafts (CCC-SPQ-M1) and compare it with descriptions of the planets (DCI-ESS1.B-M1). They list the evidence from each transmission that helped them decide from which planet each transmission originated (SEP-DATA-M7). Students write their own transmission from a planet not used, compare properties of dwarf planet Pluto with the other planets, and use their knowledge to reflect upon how the work of engineers supported the Mars Exploration Rover mission to Mars.

The instructional materials reviewed for Grades 6-8 meet expectations that they consistently support meaningful student sensemaking with the three dimensions.

The materials are designed for SEPs and CCCs to support sensemaking with the other dimensions in nearly all learning sequences. The Teacher Edition provides support to help teachers introduce the CCCs to the students and provide opportunities for students to use the CCCs to make sense of the DCIs. Occasionally, a CCC is found only in an assessment question at the end of an activity, or is not explicitly addressed in the student resource but is present through teacher facilitation. However, within the bundled activities within a learning sequence, students use one or more CCC to make sense of the concept or phenomenon. 

In some units, the Teacher Resource provides a much heavier emphasis on the teacher, rather than the students, using the CCC to make sense of the DCI. This is mostly found in units that are meant to precede other units. For example, in Chemistry of Materials there are several times that the Teacher Resource prompts the teacher to introduce certain CCCs and explain how they are used to make sense within the activity. This is meant to provide the teacher with support as they introduce students to the different CCCs and is not present as often in later units such as Chemical Reactions. The intent is for Chemistry of Materials to come first as more of an introduction and Chemical Reactions second. 

Examples where SEPs and CCCs meaningfully support students' sensemaking with the other dimensions:

• In Unit: Chemical Reactions, Activity 2: Evidence of Chemical Change, students determine what causes something to fizz, change color, or change temperature when you mix substances. Students make sense of evidence of a chemical reaction (DCI-PS1.B-M1) by mixing chemicals and recording their observations (SEP-DATA-M7) of the changes that occurred after each set of reactions (CCC-PAT-M1).

• In Unit: Chemical Reactions, Activity 12: Recovering Copper, students determine how chemical reactions can be used to clean up waste. Students make sense of the process used to remove copper from waste products by comparing which of three metals is most effective in removing copper from a used solution of copper chloride in a previous activity (CCC-EM-M1). Students then use their evidence to prepare a recommendation for the use of the metal that was most effective (SEP-ARG-M3). Students apply their understanding of chemical reactions to develop an understanding of how metals can be recovered from waste solutions (DCI-PS1.B-M1).

• In Unit: Ecology, Activity 3: Data Transects, students determine why certain species are more common than others and why some species become more common over time. Students make sense of the dominant presence of certain species of plants over others through reading transect cards and recording data from sampling points as they look for patterns (SEP-DATA-M4) in the populations of living things and nonliving things in each ecosystem (CCC-PAT-M3). They apply their understanding of patterns to develop an understanding of how the components of an ecosystem affect the presence of specific populations within an ecosystem (DCI-LS2.C-M1).

• In Unit: Ecology, Activity 9: Population Growth, students determine how different species in the same ecosystem interact with each other and the physical environment. Students make sense of the role of the availability of food on the survival of an organism in its environment by using a microscope to observe and compare (SEP-INV-M2) two populations of Paramecium in two different environments with varying amounts of food. Students use their observations to predict whether the population in each environment will continue to grow (CCC-EM-M4). They apply their observations to develop an understanding of how the presence of resources affects the survival of a population (DCI-LS2.A-M3). 

• In Unit: Energy, Activity 1: Home Energy Use, students determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students evaluate relative energy efficiency of home features and provide evidence by comparing data (SEP-DATA-M4) from the energy features for two homes in different locations. Then students suggest which home consumes less energy as they build knowledge about how energy can be measured and tracked through a designed system (CCC-EM-M4). Students work toward understanding that a system of objects may also contain stored energy (DCI-PS3.A-M2) when they are asked to consider how the climate and weather influence the energy use in the two homes.

• In Unit: Energy, Activity 10: Energy Transfer Challenge, students determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students build knowledge regarding the concept of heat flow (DCI-PS3.B-M3) when they engage in a design cycle to melt the most ice in a given amount of time and to prevent it from melting in a given amount of time. As they track energy flow through different insulation materials (CCC-EM-M4), they design a control to provide evidence that their design is effective (DCI-ETS1.B-M1). Students consider and redesign to take into account the insulation properties of the materials and energy transfers within their design (DCI-PS3.A-M3). Students communicate how the effectiveness of design materials makes a difference in energy efficiency (SEP-CEDS-M7). 

• In Unit: Energy, Activity 14: Hot Bulbs, students determine relative energy efficiency of different devices and how to increase energy efficiency in a home. Students track the transfer of energy (CCC-EM-M4) as they determine the efficiency of light bulbs. Students determine and compare the amount of energy needed to change the temperature (DCI-PS3.B-M2) of water using an incandescent and LED light bulb. They use the change in the temperature of water to calculate the efficiency of the light bulbs, and determine the energy “wasted” in producing thermal energy (SEP-INV-M5). 

• In Unit: Evolution, Activity 1: The Full Course, students build knowledge of how humans have changed the way species look or behave. They learn how natural selection leads to certain traits in a population becoming more predominant than others (DCI-LS4.B-M1) by using a simulation to model (SEP-MOD-M5) antibiotic resistance in bacteria. Using colored disks to represent level of antibiotic resistance, students roll a die to determine whether or not the person has taken their antibiotic. Students graph their result, analyze their collected data (SEP-DATA-M7), share their results, and look for patterns (CCC-PAT-M3). Following a class discussion, students use their data to support an explanation (SEP-CEDS-M2) for how bacteria can differ and what happens to the bacterial population after exposure to antibiotics. 

• In Unit: Evolution, Activity 15: Bacteria and Bugs: Evolution of Resistance, students build understanding of how humans have changed the way species look or behave. Students read about four types of organisms that have developed resistance to chemical control methods (SEP-INFO-M1) and identify a cause and effect relationship between human activity and the evolution of resistance (CCC-CE-M2). They then use this to apply principles of natural selection to explain bacterial antibiotic resistance as they make sense of how humans influence evolution through natural selection (DCI-LS4.B-M1).

• In Unit: Solar System and Beyond, Activity 7: A Year Viewed From Space, students determine why the Sun’s path through the sky changes over the year, and how that change relates to seasons. Students make sense of the movements of the Earth and Sun through using a computer simulation to compare (CCC-PAT-M3) the position of the Earth and amount of daylight hours in two locations at four different times of the year (SEP-CEDS-M3). Students apply their understanding of Sun-Earth motions and positions to develop an understanding of why we have seasons (DCI-ESS1.B-M2).

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.

Objectives are described within the NGSS Connections section of the Teacher Edition and correlated to the performance expectations (PEs) in the NGSS Correlations Section. In many activities, these build towards a PE but many individual activities are not designed to fully assess the PE until later in the unit. Within the Student Book a Guiding Question is provided and is written in student-friendly language to help students focus on the purpose or objective of the activity.

Near the end of each activity, an Analysis section provides questions assessing student understanding of the guiding question and usually assesses all three dimensions. The analysis questions usually build in complexity, starting with one-dimensional questions and build to three-dimensional questions assessing how students incorporate the three dimensions to demonstrate learning. Teachers are provided sample answers to all responses and the Teacher Resource provides exemplar responses to some analysis questions and includes guidance for the teacher on using the analysis questions to assess each of the three dimensions. The questions are color-coded to show which dimension(s) are being assessed in each question and relate back to the specific components of the three dimensions within the objectives. The Teacher Resource also provides suggestions for discussion facilitation and questioning provides the teacher with quick formative assessment data as students complete the activities. Guidance is provided aiding the teacher in making instructional changes as a result of the data. 

The Revisit the Guiding Question section is at the end of each activity within the Teacher Edition. This section prompts the teacher to have students reflect on the guiding question and check whether there needs to be any discussion before moving on. A similar section is found at the end of the PE progression, where the teacher is reminded to revisit the Driving Question.

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 Unit: Body Systems, Activity 3: What’s Happening Inside?, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “How do organs in the human body interact to perform a specific function?” Students group organs and structures into systems based on their functions, then compare their initial ideas to information about human body systems and learn about the function of systems in the body. After reading Body System cards, revisions are made to initial groups. Students read Organ Function Cards and record information on the assigned student sheet. Students work in groups to classify Organ Cards or Structure Cards into systems. They record their classifications and discuss and record the function of each system in their notebooks. As groupings are discussed, students pay attention to similarities and differences between other groups in the class. After receiving Body System Cards students compare the actual placement of organs with their groupings and make revisions, if necessary, recording changes in notebooks. Students receive Function Cards and match the cards with the organ being described (SEP-CEDS-M3). The three sets of cards are used to complete a sheet assessing student knowledge of body organs and organ systems. Analysis questions also assess student understanding of structure/function of organ systems and the interrelationships between systems (CCC-SF-M1, DCI-LS1.A-M3). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

• In Unit: Ecology, Activity 3: Data Transects, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “What patterns do you detect in the two environments, and how might the information in these patterns be useful to scientists?” Students learn about transects as a way to collect data in ecosystems, then analyze and interpret transect data while looking for patterns and evidence regarding interaction between biotic/abiotic components of ecosystems and requirements of species’ habitat. Teachers facilitate discussions to check student understanding during the planning of investigations and when students share their data analysis. Students use a model of ecologist generated transect data of biotic and abiotic components of an ecosystem (DCI-LS2.C-M1) while engaging in the practice of analyzing and interpreting data (SEP-DATA-M4) and identify patterns (CCC-PAT-M3) within the components of an ecosystem. Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

•  In Unit: Ecology, Activity 5: A Suitable Habitat, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “How do the habitat requirements of individual organisms determine where a species will be found in nature?” Students explore species’ habitat requirements by observing how individuals respond to different physical components in the environment. The materials provide several points throughout the activity where the teacher is prompted to facilitate a discussion. In one question, the teacher asks about the best way to measure blackworm response to stimuli. The materials provide possible student responses and suggested teacher feedback including suggestions for addressing student misconceptions or misunderstandings. Of the five questions in the Analysis section, four assess all three dimensions. In question 2, students create an argument regarding what type of environment blackworms should live in (SEP-ARG-M3) and explain the relationship between changing the features in the blackworm environment and the blackworm’s survival (CCC-CE-M2, CCC-SC-M2). The arguments include specific examples from the investigation to demonstrate an understanding of how organisms interact with living and nonliving factors within their environment (DCI-LS2.A-M1). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and revisiting the guiding question at the end of the lesson.

• In Unit: Energy, Activity 4: Shake the Shot, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “How can kinetic energy of motion be transformed into another kind of kinetic energy: thermal energy?” Students explore energy transformation and transfer through an investigation. Students measure the temperature of metal pellets as evidence of energy transformation from kinetic to thermal. The teacher is prompted to facilitate a discussion about experimental design and controlling variables. Of the four questions in the Analysis section, questions 3 and 4 assess all three dimensions. In question 3, students analyze and interpret their experimental data (SEP-DATA-M4) to explain the causal pattern (CCC-PAT-M3, CCC-CE-M2) in their data regarding energy transformation and energy transfer (DCI-PS3.B-M1, DCI-PS3.B-M2). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

• In Unit: Fields and Interactions, Activity 8: Static Electricity, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “What are the effects of static electricity?” Students ask questions and investigate how static charge causes attraction and repulsion in objects. Then students rub materials together to generate static electricity. Students explore static electricity and model the distribution of charges during a simulation. The lesson checks for students preconceptions by using an Anticipation Guide allowing students to explore their initial ideas related to fields and interactions, then students can revise their ideas after completion of the activities in the lesson. Students explore static electricity by performing tasks, recording observations about cause and effect relationships (CCC-CE-M2), and engaging in discussion with peers. This is followed by conducting a web-based simulation demonstrating the distribution of positive and negative particles on three objects. Students manipulate the location of the objects and observe how particles change location in relation to the location of the object. They review observations from their static electricity explorations, identify evidence that supports the idea that electrical forces attract and repel, and ask questions (SEP-AQDP-M6) about the cause of the strength of forces between positive and negative particles (DCI-PS2.B-M1). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and revisiting the guiding question at the end of the lesson.

• In Unit: Force and Motion, Activity 8: Force, Mass, and Acceleration, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “What is the mathematical relationship between force, acceleration, and mass?” Students build on prior activities to explore acceleration as a changing rate of speed, and consider mathematical relationships between force, acceleration, and mass. Students find the equation relating force, mass, and acceleration by analyzing provided data. From their calculations, they learn that a larger force results in a larger change of motion, and a greater force is needed to change the motion of a larger object. Students construct an explanation for what will happen to both a stationary object and a moving object if forces are balanced. This activity checks for students’ skill in constructing an explanation about the relationship between motion and forces. Students review acceleration and create their own motion graphs to show changes in motion. Students perform an experiment to investigate the relationship between distance, speed, and acceleration. Students then graph the results and determine an equation that relates force, acceleration, and mass (SEP-MATH-M4). They use this equation to determine missing values in a chart of given values of effect of force on acceleration of blocks with different masses (CCC-SPQ-M3). In their analysis they construct an explanation to a friend about how a moving object continues its motion (SEP-CEDS-M1, DCI-PS2.A-M2). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

• In Unit: Geological Processes, Activity 8: Beneath Earth’s Surface, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “What is beneath Earth’s surface?” Students identify natural hazards caused by earthquakes and volcanic eruptions, use models to understand what happens during a volcanic eruption, identify patterns that are observed when locations of earthquakes and volcanoes are observed, and explain the use of GPS to understand Earth’s surface. In order to build an understanding of how Earth’s surface is broken into lithospheric plates that move, students read a passage and use the Listen, Stop, and Write strategy. Students then use the information from the passage to create a scaled drawing of the Earth’s interior. Students use the information in the passage and their recorded main ideas to answer analysis questions and construct a scaled drawing of the Earth’s interior (CCC-SF-M1) and surface (SEP-DATA-M1), then decide the best depth to store nuclear waste (DCI-ESS2.A-M1). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

• In Unit: Weather and Climate, Activity 2: Climate Types and Distribution Patterns, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “Does the distribution of climates show any regional or global patterns?” Students examine climate graphs for three different regions and use the graphs to identify each region's climate in terms of the relationship between temperature and latitude (DCI-ESS2.D-M1). Then they use a map of the locations of 50-million-year-old fossil plants that are frost intolerant and compare it with the climate map used previously in the activity. Students discuss the cause and effect of climate change on the changing plant types (CCC-CE-M2). Finally, they analyze evidence from the activities to be able to discuss how climate has changed over time and prepare an argument using evidence of climate change (SEP-ARG-M3). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

• In Unit: Weather and Climate, Activity 7: Ocean Temperatures, the three dimensional learning objective is found in the Teacher Edition in the NGSS Connections and NGSS Correlations section; in the Student Book it is presented as the guiding question, “How do ocean temperatures vary over Earth’s surface?” Students explore ocean temperatures around the world and identify patterns in water temperature at different latitudes (CCC-PAT-M3, CCC-PAT-M4) and the relationship between ocean circulation and its effect on climate. The materials provide several points throughout the activity where the teacher is prompted to facilitate a discussion. In one question, the teacher asks about the relationship between latitude and climate. The materials provide possible student responses and suggested teacher feedback including suggestions for addressing student misconceptions or misunderstandings and prompts to ask about previous activities to visit to support the discussion. Of the four questions in the Analysis section, question 4 assesses all three dimensions as students develop an explanation (SEP-CEDS-M3) to address which range of latitudes would they expect most hurricanes to form. To support their explanation, students analyze the information (SEP-DATA-M7) about patterns in ocean temperature (DCI-ESS2.C-M2, DCI-ESS2.D-M1, CCC-PAT-M3). Student understanding of the objectives is assessed through group discussions, individual answers to the analysis questions, and by revisiting the guiding question at the end of the lesson.

The instructional materials reviewed for Grades 6-8 meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.

Each unit provides three-dimensional learning objectives in the form of performance expectations (PEs). The number of targeted objectives (PEs) varies by unit. Each unit is organized into activities (lessons); near the end of each activity is an Analysis section that serves as an assessment for the activity. The PEs for the unit are assessed through specific questions within the Analysis sections and are embedded throughout the unit. The analysis questions, identified as summative PE assessments, are color coded with three dots (orange, blue, and green). The Teacher Edition also provides a sample response. Not every analysis question assesses all three dimensions; some questions assess only one or two dimensions but across the unit, all three dimensions are assessed. The Teacher Edition for each unit contains an Assessment Blueprint indicating the activity and analysis question that assesses each targeted PE. 

Examples where the objectives are three-dimensional and the summative assessment tasks assess the three-dimensional learning objectives:

• In Unit: Chemistry of Materials, the objectives include the following PEs: MS-PS1-1, MS-PS1-3, and MS-PS1-4. All three PEs are assessed through the analysis questions identified in the Assessment Blueprint. For example, in Activity 10, analysis question 3 assesses PE-MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Students develop a model (SEP-MOD-M5) showing water molecules in all three states, and including particle motion and interactions in each state. The model also includes the cause-and-effect relationship (CCC-CE-M2) between changes of thermal energy on particle movement and state changes (DCI-PS3.A-M3).

• In Unit: Earth’s Resources, the objectives include the following PEs: MS-ESS1-4, MS-ESS3-1, and MS-ESS3-4. All three PEs are assessed through the analysis questions identified in the Assessment Blueprint. For example, in Activity 14, analysis question 3 assesses PE-MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Students use maps of specific locations to construct a scientific explanation (SEP-CEDS-M3) to explain how the uneven resource distribution of groundwater, minerals, and petroleum is a result of past geological processes and present human action (DCI-ESS3.A-M1, CCC-CE-M2).

• In Unit: Ecology, the objectives include the following PEs: MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, and MS-LS2-5. All five PEs are assessed through the analysis questions or activities identified in the Assessment Blueprint. For example, in Activity 14, analysis questions 1 and 2 assess PE-MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Analysis questions 1-2 check for student understanding that disruptions to part of an ecosystem can lead to shifts in populations (DCI-LS2.C-M1), and how various factors contribute to the stability or change in an ecosystem and impact other parts of the ecosystem (CCC-SC-M2). Students use evidence from the lesson and a provided data table to support a claim about the ecosystem (SEP-ARG-M3).

• In Unit: Fields and Interactions, the objectives include the following PEs: MS-PS2-3, MS-PS2-4, MS-PS2-5, MS-PS3-2, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4. All eight PEs are assessed through the analysis questions and activities identified in the Assessment Blueprint. For example, in Activity 7, analysis question 4 assesses PE-MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Students create an argument based on evidence to support or refute the claim (SEP-ARG-M3) that gravity can cause objects to repel one another (DCI-PS2.B-M2). Students also draw a model of a gravitational and magnetic system to show the magnitude and direction of forces (CCC-SYS-M2) to demonstrate forces acting on objects from the data table provided. The drawing also serves as evidence for their argument. 

• In Unit: From Cells to Organisms, the objectives include the following PEs: MS-LS1-1, MS-LS1-2, MS-LS1-6, and MS-LS1-7. All four PEs are assessed through the analysis questions and activities identified in the Assessment Blueprint. For example, in Activity 11, analysis question 4 assesses PE-MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Students draw a diagram or model to show what happens to food that they eat (SEP-MOD-M6), including what happens to the protein and carbohydrate when each enters the digestive system (CCC-EM-M4). Students model what happens to a hamburger and the bun as it moves through the digestive system into cells in order to show the movement of matter and the releasing of energy stored in food (DCI-LS1.C-M2).

• In Unit: Geological Processes, the objectives include the following PEs: MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS3-1, and MS-ESS3-2. All five PEs are assessed through the analysis questions identified in the Assessment Blueprint. For example, in Activity 17, analysis question 4 assesses PE-MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. In this activity students connect previous knowledge from a groundwater and aquifers activity (DCI-ESS2.C-M1, DCI-ESS3.A-M1) to a modeled aquifer game scenario in which students are provided real aquifer data from the United States. Students use this model to analyze and interpret the data as they construct explanations (SEP-MOD-M5, SEP-DATA-M4, SEP-CEDS-M3) using graphs they create based on the given data. Students construct their explanations after identifying patterns and cause and effect relationships (CCC-PAT-M2, CCC-PAT-M3, CCC-PAT-M4, CCC-CE-M2). Analysis question 4 then asks students to construct a response to a friend who claims that “we don’t need to consider the location of aquifers when choosing a site to store nuclear waste.”

• In Unit: Land, Water, and Human Interactions, the objectives include the following PEs: MS-ESS2-2, MS-ESS2-4, MS-ESS3-3, MS-ETS1-1, and MS-ETS1-2. All five PEs are assessed through the analysis questions and activities identified in the Assessment Blueprint. For example, in Activity 14, analysis question 5 assesses PE-MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Students use the real-world example of the Mississippi River to create an explanation (SEP-CEDS-M3) how geological processes have changed land surface features (DCI-ESS2.A-M2, DCI-ESS.C-M5) over long and short periods of time, how they have occurred in the past and will continue in the future, and can be observed in a model. Students use evidence in their explanation for past, present, and future to incorporate time scales (CCC-SPQ-M1) and to demonstrate gradual changes versus sudden changes (CCC-SC-M3).

• In Unit: Reproduction, the objectives include the following PEs: MS-LS1-4, MS-LS1-5, MS-LS3-1, and MS-LS3-2. All four PEs are assessed through the analysis questions identified in the Assessment Blueprint. The PE MS-LS1-4 is assessed in Activities 10 and 11. For example, in Activity 10, analysis question 1 assesses PE-MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Students incorporate all three dimensions within this analysis question and are asked to create an evidence-based argument from the investigation (SEP-ARG-M3) within the activity. Their argument must explain how that specific trait increases the probability (CCC-CE-M3) of an organism successfully reproducing (DCI-LS1.B-M2). 

• In Unit: Weather and Climate, the objectives include the following PEs: MS-ESS2-5, MS-ESS2-6, MS-ESS3-5, MS-ETS1-3, and MS-ETS1-4. All five PEs are assessed through the analysis questions and activities identified in the Assessment Blueprint. For example, in Activity 13, the procedure assesses PE-MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. Students familiarize themselves with weather symbols before working in pairs to analyze and interpret weather maps and prepare weather reports summarizing the information from the weather maps (SEP-INV-M4, CCC-CE-M2). Groups prepare a weather report to present to the class. This is followed by summarizing eight days of weather information from weather maps for Cleveland, Ohio and forecasting the weather to come (DCI-ESS2.C-M2, DCI-ESS2.D-M2). Students explain how they used the information from the weather maps to create their forecast and how confident they are about the accuracy of their forecast (SEP-ARG-M3).

Within the Teacher Resource section is an Assessment section containing an item bank of questions that are arranged as Standard Tests for each unit. Items in this assessment bank are mostly one-dimensional questions focusing on demonstrating evidence of an increase in student content knowledge; these may or may not directly assess elements of a DCI in that unit. The item bank for a unit may include a few questions assessing two dimensions, and may also include one or more items assessing all three dimensions. While items within the bank for a unit assess elements of the PEs, they do not fully assess all objectives for the unit.

Examples of items in the assessment item bank that assess parts of the performance expectations for the unit:

• In Unit: Chemistry of Materials, Teacher Resource: Assessment, the item bank contains 28 questions of which 21 are one-dimensional. Two items assess all three dimensions. In one item, the summative task requires students to use a graph of temperature over time of a substance as it is heated to its boiling point. Students are to develop a model (SEP-MOD-M6) that shows particle movement and interactions between particles at various points depicted in the graph. They are to explain what is happening with the particles at another point (DCI-PS1.A-M4) and then explain the effect of increasing thermal energy at a few points along the graph as thermal energy is increasing (CCC-CE-M2 and DCI-PS3.A-M3). In another item students explain (SEP-CEDS-M4) the relationships among a monomer, a polymer, and a cross-linked polymer by providing a model (SEP-MOD-M5) illustrating their explanation including labeled examples of atoms, bonds, a monomer, a polymer, a cross-linked polymer, and a molecule and the properties of each as they relate to their function (CCC-SF-M2) and how they are related to each other (DCI-PS1.A-M1).

• In Unit: Earth’s Resources, Teacher Resource: Assessment, the item bank contains 30 questions, of which nine are one-dimensional multiple choice questions that assess DCIs. Two items assess all three dimensions. In one item, students must construct an explanation (SEP-CEDS-M3) for how patterns (CCC-PAT-M3) of layering and fossil observed in rock strata can be used to determine the order that rock strata formed. Students articulate this evidence to explain Earth’s history (DCI-ESS1.C-M1). In another item, students use a map showing locations of copper, oil, and water resources to explain using evidence (SEP-CEDS-M3) of how the uneven distribution of groundwater, copper, and oil are a result of past geological processes and present human action (DCI ESS3.A-M1, CCC-CE-M2).

• In Unit, Fields and Interactions, Teacher Resource: Assessment, the item bank contains 38 questions of which 21 are one-dimensional. Most of the one-dimensional questions focus on a DCI. Of the remaining questions, eight assess two dimensions, five questions assess content outside of the DCIs, and four questions assess all three dimensions. For example, Item 29 asks students to “imagine two magnets with north poles facing each other. They are 10 cm apart. Explain how you can increase the magnetic potential energy of the system.” The item assesses magnetic energy and requires students to construct an explanation regarding a specific system of two magnets.

• In Unit: Land, Water, and Human Interactions, Teacher Resource: Assessment, the item bank contains 40 questions of which 30 are one-dimensional questions. Most of the one-dimensional questions focus on a DCI or associated element. Of the remaining 10 questions, all are two-dimensional and connect a DCI with an SEP or a DCI with a CCC. No questions in the item bank for this unit are three-dimensional. 

The instructional materials reviewed for Grades 6-8 meet expectations that phenomena and/or problems in the series are presented to students as directly as possible.

Within the materials, unit-level phenomena and/or problems are generally presented in activities near a unit’s opening, while lesson-level phenomena and problems are presented in activities at punctuated points throughout each unit. Most phenomena and problems are presented to students through some combination of teacher demonstration, hands-on experience, image, video, maps, data, and/or discussion. These modes provide students with entry points or experiences to engage with the phenomenon or problem. 

Examples of phenomena and problems that are presented to students as directly as possible:

• In Unit: Chemical Reactions, Activity 8: Chemical Batteries, the challenge is to improve the design of a chemical battery. Students are shown pictures of different batteries and then follow instructions to build a chemical battery, providing shared background information about how the different parts of the battery interact. Students are then asked to modify the design to improve the battery so it can turn a motor as fast as possible and last at least five minutes. Students test and evaluate their designs.

• In Unit: Chemical Reactions, Activity 10: Developing a Prototype, the challenge is to develop a prototype for a hand warmer. Students observe a demonstration of a hand warmer in a plastic bag and are then asked, “Why might this not be the best hand warmer design?” The demonstration and discussion questions provide students with a shared experience about hand warmers before they are asked to modify and improve the design. Students design, test, and evaluate their designs, then compare characteristics of other designs as they brainstorm future improvements.

• In Unit: Ecology, Activity 6: Ups and Downs, the phenomenon that the zebra mussel population varies over time is presented to students through a data table showing population densities in two different time periods. Students graph the data, and then compare the graphs to identify the phenomenon. Students look at additional data as they work to figure out what accounted for the change in the population between the two time periods. 

• In Unit: Ecology, Activity 14: Effects of an Introduced Species, the phenomenon is that introduced zebra mussels affect populations of other organisms in the Hudson River ecosystem. The phenomenon is presented through two videos and a reading passage on how data was collected in the ecosystem. Students investigate different biotic and abiotic factors to determine whether that factor remained stable or changed as a result of the introduced zebra mussels.

• In Unit: Evolution, Activity 5: Mutations, the phenomenon is that the Hemoglobin S mutation that causes sickle cell can be viewed as positive for survival or negative. Students are presented with the alleles and phenotypic expression along with maps showing the distribution of Hemoglobin S and malaria transmission zones. Students identify how the sickle cell mutation (single allele) can result in increased survival or resistance to sickle cell anemia, and how the distribution of individuals carrying the gene are resistant to malaria.

• In Unit: Evolution, Activity 6: Mutations and Evolution, the phenomenon is that sickle cell frequency varies across the world based on changes in the environment. The phenomenon is initially presented with a map in Activity 5, showing the frequency and distribution of the Hemoglobin S mutation. In this activity, students use a computer simulation to observe how the chance of getting malaria and quality of health care impacts the percentage of genotype and malaria frequency over multiple generations. Students then determine how changes in the environment affect the frequency of sickle cell traits in populations. 

• In Unit: Fields and Interactions, Activity 1: Save the Astronaut!, the problem is a fictional astronaut is stranded in a gyrosphere on the Moon. This problem is introduced to students by first asking them about problems they have solved in real life and then introducing the scenario of the astronaut. There is an illustration to accompany the scenario showing an astronaut in a gyrosphere. The illustration provides context for students who may not know what a gyrosphere looks like or why a solution that involves rolling would be viable. Students are challenged to build a device that will roll the gyrosphere to the moon base and rescue the stranded astronaut. Students list ideas they want to test and record their process as they build and test a model that represents rescuing a stranded astronaut in a gyrosphere. 

• In Unit: Force and Motion, the problem is that some vehicles and driving behaviors result in more accidents with greater damage than others. At the start of the unit, students are introduced to the problem that car and driver safety is important with an image of two test cars crashing and then focused on various activities throughout the unit to apply what they were learning to car safety. Students use what they learned in prior activities about mass, speed, force, and stopping distance to create a model of a driver safety system then share their model with the class.

• In Unit: Geological Processes, Activity 1: Storing Nuclear Waste, the problem is presented as a challenge to find the best location to build a nuclear waste storage facility. The materials provide a picture of a nuclear power plant and maps showing the locations of nuclear plants and population density. They also provide background text about nuclear waste. 

• Unit: Waves, Activity 14: Blocking Out Ultraviolet, the phenomenon is that sunscreen looks like other types of lotion, but lotion allows more ultraviolet light to pass through. Students observe this phenomenon first hand in Part A of the activity, where they compare whether sunscreen and lotion will block ultraviolet light from reaching a test strip.