Kindergarten - Gateway 1

The instructional materials reviewed for Kindergarten meet expectations that they are designed to integrate the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) into student learning opportunities. Across all four units, the instructional materials reviewed for Kindergarten consistently integrate the three dimensions in student learning opportunities. Within each learning sequence, most lessons include three dimensions and integrate SEPs, CCCs, and DCIs.

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

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 9: Mini Golf Mystery, Part 1, students use evidence to explain and develop a model to show how the direction of a ball’s motion can change. Students use observations as evidence to explain (SEP-CEDS-P1) how a collision inside a mini-golf feature caused a ball's direction of motion to change (CCC-CE-P1, DCI-PS2.B-P1, and DCI-PS2.A-P2). Students develop a model (SEP-MOD-P3) to show how one or more collisions caused a ball's direction of motion to change (CCC-CE-P1, DCI-PS2.B-P1, and DCI-PS2.A-P2). 

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 4: Paddle Tests, students conduct an experiment to determine the most effective object to score a goal in a game. Students test the ability of three objects to move a tennis ball into the goal (DCI-PS2.A-P1, SEP-INV-P5). Students also observe the rate at which each object moves the ball, whether it is fast or slow (CCC-SPQ-P1). By collecting and analyzing data, students determine which of the objects would make the best paddle (SEP-DATA-P5).

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 4: Shade's the Thing!, students research and compare sunshade solutions to design stable shade structures. Students draw their own ideas for a potential solution to the problem (SEP-CEDS-P2) and then compare their ideas with their peers to get feedback for improvement. To help them identify the shapes and structures of sunshades and their functions, students read a text out loud (SEP-INFO-P4). Students analyze the shapes of sunshade designs to identify patterns and gain insights into what makes for an effective sunshade design. Finally, students brainstorm the materials they can use to create a model solution (DCI-PS3.B-P1, DCI-ETS1.B-P1, and DCI-ETS1.C- P1).

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 8: Carrying The Shade, Part 1, students define the problem of sunlight causing a person to feel warm and design a portable shade to solve the problem. Students define the problem that is presented to them through drawings to communicate their understanding of what is making the playground hot (SEP-INFO-P4, CCC-PE-P2). Students read about how engineers at the zoo keep too much sunlight from shining on a seal and sea lion exhibit (SEP-INFO-P1, DCI-PS3.B-P1) and then compare their own solutions to the shade problem with the engineers’ solutions at the zoo (DCI-ETS1.A-P1, DCI-ETS1.A-P2, and DCI-ETS1.A-P3). 

• In Kindergarten, Earth and Space Science, How Can We Be Ready for The Weather?, Lesson 1: Mysterious Moisture, students develop an initial explanation and a testable question about why a pole is wet on only one side. Students use observations to come up with initial explanations for the cause of a pole being wet on one side (SEP-CEDS-P1). Students then develop questions to help them figure out the reason behind this phenomenon (SEP-AQDP-P1). Students observe patterns in similar event images and construct an initial explanation (DCI-ESS2.D-P1, CCC-PAT-P1).

• In Kindergarten, Earth and Space Science, How Can We Be Ready for The Weather?, Lesson 5: What Are You Wearing?, students use information from a text to identify patterns in the weather’s temperature in order to prepare for different combinations of weather. Students obtain information from images of different types of weather (DCI-ESS2.D-P1) to evaluate how people prepare to be outside for different temperatures (SEP-CEDS-P1). Students observe images of weather scenes, match clothing to the weather (SEP-INFO-P4), and identify patterns in the layers of clothing worn with the outside temperature (SEP-INFO-P1, (SEP-DATA-P3, and CCC-PAT-P1).

The instructional materials reviewed for Kindergarten meet expectations that they consistently support meaningful student sensemaking with the three dimensions. Learning sequences within the units vary in length between one and five lessons. Across all units and within every learning sequence, nearly all lessons meaningfully support student sensemaking with the other dimensions. Additionally, sensemaking occurs both at the lesson level and across the learning sequence. Student sensemaking is nearly always tied to explaining a phenomenon or solving a problem.

Examples where SEPs and CCCs meaningfully support student sensemaking with the other dimensions in the learning sequence:

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lessons 5 and 6, students figure out how pushes and pulls move an air hockey puck into a goal. In Lesson 5, students develop a model (SEP-MOD-P3) and use observations as evidence to explain (SEP-CEDS-P1) that an object changes its direction of motion when it is pushed (DCI-PS2.A-P2, CCC-CE-P2). In Lesson 6, students make observations (SEP-INV-P4) of an air hockey puck colliding with a wall (CCC-CE-P2) and develop a model to explain what caused an air hockey puck to move into a goal (DCI-PS2.A-P2, DCI-PS2.B-P1). Students then share their thinking (SEP-DATA-P2) and revise their models (SEP-MOD-P3).

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lessons 9 and 10, students figure out how a golf ball moves into a mini golf feature and comes out of the mini golf feature moving in a different direction. In Lesson 9, students use observations as evidence to explain (SEP-CEDS-P1) how a collision inside a mini golf feature caused a ball's direction of motion to change (CCC-CE-P1, DCI-PS2.B-P1, and DCI-PS2.A-P2). Students develop a model (SEP-MOD-P3) to show how one or more collisions caused a ball's direction of motion to change (CCC-CE-P1, DCI-PS2.B-P1, and DCI-PS2.A-P2). In Lesson 10, students test and revise their mini golf feature (CCC-CE-P1, SEP-MOD-P3), and use evidence from their observations to explain (SEP-CEDS-P1) how collisions within their models changed the ball's direction of motion (DCI-PS2.B-P1, DCI-PS2.A-P2).

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lessons 1, 4, 5, 6, and 7, students solve the problem of the playground being too hot to sit on by creating shade structures to block the sun. Students define and solve a problem caused by sunlight warming a playground surface (DCI-PS3.B-P1, DCI-ETS1.A-P3). In Lesson 1, students share their ideas about the cause of the hot playground (CCC-CE-P2) and then share how they could solve the problem (DCI-ETS1.A-P2, DCI-ETS1.B-P1). In Lesson 4, students think about a solution they could design for the problem. In Lesson 5, students explore the materials to be used in their design solution to ensure that the structure can function as needed (DCI-ETS1.B-P1, DCI-ETS1.C-P1, and CCC-SF-P1). In Lesson 6, students design, build, and test a prototype of their solution for stability and ability to block light (SEP-INV-P5). Students analyze the data to determine if it solves the problem and revise their models (SEP-DATA-P5). In Lesson 7, students analyze the data to ensure that it meets the set criteria and compare their models to the others in the class (SEP-CEDS-P3).

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lessons 2 and 3, students figure out what is causing the playground to be too hot to sit on. In Lesson 2, students conduct an investigation to understand the problem of how one surface is warmer than another (DCI-PS3.B-P1, DCI-ETS1.A-P3). Students categorize different images of warmer or colder scenarios (CCC-SPQ-P1, SEP-DATA-P1). Students evaluate which sense is best to determine whether an object is warmer than another. In Lesson 3, students use a model to investigate the warm playground phenomenon (SEP-MOD-P1, DCI-PS3.B-P1, and DCI-ETS1.A-P1) by testing the warming effect of a lamp on the model of a playground surface. Students analyze the data and share their results with the class (SEP-INV-P4, CCC-CE-P2).

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lessons 2 and 3, students use information from observations to construct an evidence-based claim to account for why a pole was wet on one side and not on the other. In Lesson 2, students investigate weather elements that might have caused the pole to be wet on only one side (SEP-INFO-P1, CCC-CE-P2) and use the evidence to revise their initial explanation. In Lesson 3, students use a model of the pole (SEP-MOD-P3) to investigate (SEP-INV-P2) the effects of wind and rain (DCI-ESS2.D-P1). Students use the data collected from the investigation to identify patterns (CCC-PAT-P1) to use as evidence to revise and share their final explanation (SEP-DATA-P2).

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 8: Stormy Weather, students work to help Ada prepare for severe weather so her friends can come and visit when it is safe. Students identify weather elements found in three different types of storms (DCI-ESS3.B-P1) and use a simulation (DCI-ETS1.A-P2) to obtain information on the types of hazards. Students use this information to identify patterns (SEP-DATA-P3, CCC-CE-P2) to determine how to prepare for storms in different regions and then draw and compare their examples of one way to prepare (SEP-INFO-P4, SEP-CEDS-P3).

• In Kindergarten, What Do Plants And Animals Need To Live?, Lessons 4 and 5, students figure out what caterpillars need to live and grow. In Lesson 4, students gather information from text to identify what plants and animals need to live (SEP-INFO-P1, DCI-LS1.C-P1, and DCI-ESS3.A-P1). In Lesson 5, students discuss their initial claims about what caterpillars need to live (SEP-ARG-P6). Students then observe caterpillar habitats and discuss their observations while looking for patterns of what caterpillars need (SEP-DATA-P1, CCC-PAT-P1). Students revise their claim regarding what caterpillars need to live and grow.

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

The materials reviewed consistently provide three-dimensional learning objectives at the lesson level which are found in the Assessment Map of the Curriculum Overview and at the beginning of every lesson. Materials include Pre-Assessments, Formative Assessments, and Checkpoint Assessments in every Module as part of the formative assessment system. Assessment types include peer-to-peer, small-group, and class discussions, as well as drawings, verbal responses, data collection, presentations, and building and revising of models. The majority of assessments in Kindergarten call for verbal responses.

Except for the final learning sequence of each Module, every lesson includes one of the three types of assessments with a few lessons across the series having two types. Pre-Assessments occur in the beginning of learning sequences and when new content is presented mid-sequence. Formative Assessments are the most common. Checkpoint Assessments require three-dimensional understanding of a phenomenon or problem before moving to the next lesson. For teacher support, the Pre-Assessments include questions for teacher reflection to consider how students bring prior experiences into the formation of initial ideas. The Formative and Checkpoint Assessments have assessment tables designed for in-the-moment assessment and include Look For statements for each assessed element to support the teacher to evaluate student responses. All Formative and Checkpoint Assessments also include a Remediation section that provides the teacher with guidance on how to adjust instruction based on student responses. 

Examples of lessons with a three-dimensional objective where the formative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective and provide guidance to support the instructional process:

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 7: You Get What You Need, the three-dimensional learning objectives comprise four elements. In the Checkpoint Assessment, students individually draw how a caterpillar web connects to and works with parts of the natural world. In their drawn model, students identify that caterpillars need webs to help them get food, hold water, and provide shelter (DCI-ESS3.A-P1). Students share what is included in their models and explain how connecting lines drawn in the model represent the relationship between its parts (CCC-SYS-P2, SEP-MOD-P2, and SEP-MOD-P3). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 8: Sidewalk Solutions, the three-dimensional learning objectives comprise six elements. In the Formative Assessment, students develop solutions that meet the needs of the tree and humans who are both part of the environment (DCI-ESS3.C-P1). Students observe in a picture that the sidewalk is broken (DCI-ESS2.E-P1, CCC-CE-P2), and draw a design of an initial solution that will help the tree and people (DCI-ETS1.B-P1). After explaining their ideas, students listen to a partner’s suggestions about what might improve the idea and revise their drawing/model of a solution (SEP-MOD-P2, SEP-MOD-P3). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 2: Move That Ball, the three-dimensional learning objectives comprise five elements. In the Checkpoint Assessment, students draw a model of a ball in motion including arrows to show how the ball moves (DCI-PS2.A-P2, SEP-MOD-P3). Students then explain that a hockey puck was pushed before it moved into the goal (SEP-CEDS-P1, CCC-CE-P1, and CCC-CE-P2). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 4: Paddle Tests, the three-dimensional learning objectives comprise six elements. In the Formative Assessment, students engage with a partner and the class to discuss the effectiveness of objects used as paddles to push a ball into a goal. After testing the strength of three different paddles by pushing the ball (DCI-PS2.A-P1), students explain the speed at which the ball traveled for each (DCI-PS3.C-P1). Students analyze the data (SEP-DATA-P5), discuss results, and select the best material for the paddle (DCI-ETS1.C-P1). Students describe the speed at which the ball traveled (fast or slow) when each paddle was used as evidence to support their claim about the effectiveness of each (SEP-ARG-P7, CCC-SPQ-P1). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 3: Feeling Hot! Hot! Hot!, the three-dimensional learning objectives comprise six elements. In the Checkpoint Assessment, students use their observations of the temperature of black foam to compare the effect of light on the surface (DCI-PS3.B-P1, DCI-ETS1.A-P2, SEP-DATA-P3, and CCC-CE-P2), draw a model to explain the playground problem (SEP-AQDP-P3, DCI-ETS1.A-P1), and discuss their findings as a class. All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 9: Planning a Visit, the three-dimensional learning objectives comprise four elements. Students complete a Formative and Checkpoint assessment that include activity sheets and paired and group discussions about preparing for severe weather. Students record data from historical weather information to identify patterns in weather across three months (SEP-DATA-P1, CCC-PAT-P1). Obtaining information from digital resources (SEP-INFO-P1), students identify the types of storms that are most likely to occur in a specific location (DCI-ESS3.B-P1) and discuss their reasoning. Students ask questions (SEP-AQDP-P1) based on observations to decide which would be the best month for a visit to a specific location and discuss how to best prepare for possible severe weather (DCI-ETS1.A-P2). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

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

The materials reviewed consistently provide three-dimensional learning objectives at the lesson level which are found in the Assessment Map of the Curriculum Overview and at the beginning of every lesson. Materials include Pre-Assessments, Formative Assessments, and Checkpoint Assessments in every Module as part of the formative assessment system. Assessment types include peer-to-peer, small-group, and class discussions, as well as drawings, verbal responses, data collection, presentations, and building and revising of models. The majority of assessments in Kindergarten call for verbal responses.

Except for the final learning sequence of each Module, every lesson includes one of the three types of assessments with a few lessons across the series having two types. Pre-Assessments occur in the beginning of learning sequences and when new content is presented mid-sequence. Formative Assessments are the most common. Checkpoint Assessments require three-dimensional understanding of a phenomenon or problem before moving to the next lesson. For teacher support, the Pre-Assessments include questions for teacher reflection to consider how students bring prior experiences into the formation of initial ideas. The Formative and Checkpoint Assessments have assessment tables designed for in-the-moment assessment and include Look For statements for each assessed element to support the teacher to evaluate student responses. All Formative and Checkpoint Assessments also include a Remediation section that provides the teacher with guidance on how to adjust instruction based on student responses. 

Examples of lessons with a three-dimensional objective where the formative assessment task(s) assess student knowledge of all (three) dimensions in the learning objective and provide guidance to support the instructional process:

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 7: You Get What You Need, the three-dimensional learning objectives comprise four elements. In the Checkpoint Assessment, students individually draw how a caterpillar web connects to and works with parts of the natural world. In their drawn model, students identify that caterpillars need webs to help them get food, hold water, and provide shelter (DCI-ESS3.A-P1). Students share what is included in their models and explain how connecting lines drawn in the model represent the relationship between its parts (CCC-SYS-P2, SEP-MOD-P2, and SEP-MOD-P3). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 8: Sidewalk Solutions, the three-dimensional learning objectives comprise six elements. In the Formative Assessment, students develop solutions that meet the needs of the tree and humans who are both part of the environment (DCI-ESS3.C-P1). Students observe in a picture that the sidewalk is broken (DCI-ESS2.E-P1, CCC-CE-P2), and draw a design of an initial solution that will help the tree and people (DCI-ETS1.B-P1). After explaining their ideas, students listen to a partner’s suggestions about what might improve the idea and revise their drawing/model of a solution (SEP-MOD-P2, SEP-MOD-P3). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 2: Move That Ball, the three-dimensional learning objectives comprise five elements. In the Checkpoint Assessment, students draw a model of a ball in motion including arrows to show how the ball moves (DCI-PS2.A-P2, SEP-MOD-P3). Students then explain that a hockey puck was pushed before it moved into the goal (SEP-CEDS-P1, CCC-CE-P1, and CCC-CE-P2). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 4: Paddle Tests, the three-dimensional learning objectives comprise six elements. In the Formative Assessment, students engage with a partner and the class to discuss the effectiveness of objects used as paddles to push a ball into a goal. After testing the strength of three different paddles by pushing the ball (DCI-PS2.A-P1), students explain the speed at which the ball traveled for each (DCI-PS3.C-P1). Students analyze the data (SEP-DATA-P5), discuss results, and select the best material for the paddle (DCI-ETS1.C-P1). Students describe the speed at which the ball traveled (fast or slow) when each paddle was used as evidence to support their claim about the effectiveness of each (SEP-ARG-P7, CCC-SPQ-P1). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 3: Feeling Hot! Hot! Hot!, the three-dimensional learning objectives comprise six elements. In the Checkpoint Assessment, students use their observations of the temperature of black foam to compare the effect of light on the surface (DCI-PS3.B-P1, DCI-ETS1.A-P2, SEP-DATA-P3, and CCC-CE-P2), draw a model to explain the playground problem (SEP-AQDP-P3, DCI-ETS1.A-P1), and discuss their findings as a class. All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 9: Planning a Visit, the three-dimensional learning objectives comprise four elements. Students complete a Formative and Checkpoint assessment that include activity sheets and paired and group discussions about preparing for severe weather. Students record data from historical weather information to identify patterns in weather across three months (SEP-DATA-P1, CCC-PAT-P1). Obtaining information from digital resources (SEP-INFO-P1), students identify the types of storms that are most likely to occur in a specific location (DCI-ESS3.B-P1) and discuss their reasoning. Students ask questions (SEP-AQDP-P1) based on observations to decide which would be the best month for a visit to a specific location and discuss how to best prepare for possible severe weather (DCI-ETS1.A-P2). All elements of the learning objectives are assessed. Teachers are provided with Look Fors and remediation and enrichment activities to support the instructional process.

The instructional materials reviewed for Kindergarten meet expectations that phenomena and/or problems are connected to grade-level Disciplinary Core Ideas (DCIs). Across the grade, the materials provide opportunities for students to build an understanding of grade-level DCIs through phenomena or problems. From one to four lessons in length, learning sequences work to connect a single phenomenon or problem to corresponding DCIs.

Examples where phenomena or problems are connected to grade-level Disciplinary Core Ideas: 

• In Kindergarten, Engineering Design, How Can We Stay Cool in the Sun?, Lesson 8: Carrying The Shade, Part 1, the problem is that Ada gets hot moving around in the sun. Students use what they have learned about the sun warming the Earth to design a solution to Ada's problem of getting hot while she is moving around in the sun (DCI-PS3.B-P1). Students define the problem and design and test solutions. 

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 1: Mysterious Moisture, the phenomenon is that a pole is wet on one side but not on the other. Students engage in a series of lessons to identify elements of weather that combine, like wind and rain (DCI-ESS2.D-P1), to explain why the pole is wet on one side. After reviewing additional images, students develop a model to investigate how the elements combined to cause the phenomenon.

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 8: Stormy Weather, the problem is that Ada needs to prepare for severe weather so she and her friends can be safe playing in her tree house. Students learn about the locations and dangers of different types of storms in regions of the US (DCI-ESS2.D-P1). Students investigate the best way to prepare for these storms as they solve the problem of when Ada should invite her friends to her treehouse. Students note information on what the weather was like each day to look for patterns of weather each month in order to find the best time of year Ada's friends could be safe (DCI-ESS3.B-P1).

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 5: Hungry, Hungry Caterpillars, the phenomenon is that a painted lady caterpillar eats mallow plants. Students discuss with their partner a previous claim about what caterpillars need to grow and where they think animals get the food and water needed to live and grow (DCI-LS1.C-P1, DCI-ESS3.A-P1). Students watch a video of the caterpillars’ natural habitat to help them revise their ideas about what the caterpillars need to live and grow and consider where they think caterpillars get their water. 

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 6: World of Webs, the phenomenon is that caterpillars build webs in a human-made habitat. Students observe caterpillars in habitat cups and note that there is white stuff in the habitat cups and identify that the caterpillars are building webs (DCI-ESS2.E-P1).

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 8: Sidewalk Solutions, the problem is that a sidewalk is broken and cracked where a tree is growing. Students make observations of a cracked sidewalk near a tree (DCI-ESS2.E-P1). Students consider the needs of people and trees (DCI-LS1.C-P1, DCI-ESS3.A-P1) as they design a solution to the problem.

The instructional materials reviewed for Kindergarten meet expectations that phenomena and/or problems are presented to students as directly as possible. Across the grade level, materials consistently present phenomena and problems to students as directly as possible. With many accompanied by photographs, the majority of phenomena and problems are presented in a video with an animated character named Ada who directly describes the problems or phenomena for the students. Opportunities for direct, first-hand experiences with phenomena and problems are occasionally included in the materials.

Examples where materials present phenomena and problems to students as directly as possible:

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 1: Mysterious Moisture, the phenomenon is that a telephone pole is wet on one side and not on the other. Students watch a video depicting a still image of a wooden pole near a school bus stop that appears wet on one side. Additionally, an image of the wet pole is available for display while students discuss the phenomenon after the video. The video and image provide students with a common experience and context to have a shared and direct understanding of the phenomenon.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 1: Mystery at School, the phenomenon is that a radish plant is beginning to look unhealthy. The phenomenon is presented through a video showing a picture of a healthy radish plant and a picture of the same plant after a while when it was unhealthy. Then, students observe live, unhealthy radish plants in the classroom. The video and first-hand observations provide students with a common experience and context to have a shared and direct understanding of the phenomenon.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 4: Paddle Tests, the challenge is that Ada wants a hockey game that she can play at home or at school. Students watch a video where Ada presents materials that she believes can be utilized to construct a game to play at home. She explains she is unsure of which items she should use to create a game board and to push a ball. During the design activity, students have first-hand experience with the materials. The video and first-hand materials exploration provide students with a common experience and context to have a shared and direct understanding of the design challenge.

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 1: What’s the Problem?, the problem is that it is too hot to sit on the playground. The problem is presented through a video of the sun shining on a playground made of pavement. In the video, Ada explains that it is too hot to sit on the playground. The video and narration provide students with a common experience and context to have a shared and direct understanding of the problem.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 9: Play Area Plan, Part 1, the challenge is to design a school’s play area that takes into consideration the plants and animals living in the area and their habitats. Students watch a video where Ada explains that they want to create a play area outside that is big enough for hopscotch, foursquare, and a basketball court. The challenge is to use the school maps to select the best location for this play area without disturbing the natural habitat. The video and narration provide students with a common experience and context to have a shared and direct understanding of the design challenge.

The instructional materials reviewed for Kindergarten meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. In the majority of lessons where phenomena or problems are present, students work toward figuring out phenomena or solving problems. Students often engage with the same phenomenon or problem across multiple learning opportunities and the phenomenon or problem typically drives instruction in each of those opportunities. Across the four Modules, students consistently engage in three-dimensional lessons where two or more SEPs and at least one CCC are present.

Examples of lessons that are driven by phenomena or problems using elements of all three dimensions:

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 1: Mysterious Moisture, the phenomenon is that a telephone pole is wet on one side and not on the other. Students observe images (SEP-DATA-P3) and construct initial explanations for what combinations of weather (DCI-ESS2.D-P1) could cause a pole to be wet on one side and dry on the other. They develop questions to help them figure out the cause of this weather phenomenon (SEP-AQDP-P1, CCC-CE-P2).

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lesson 10: Let’s Hit The Trail, the problem is that Ada's class is taking a hike and needs to be prepared for the weather. Students identify what information they need to solve Ada’s problem (DCI-ETS1.A-P2). Students use weather forecasts and observations to gather evidence on weather hazards caused by location, time, and weather patterns (DCI-ESS3.B-P1, CCC-CE-P2). Students analyze and interpret temperature data to see what types of hazard might be encountered (SEP-DATA-P3, DCI-ESS2.D-P1) to develop a plan for what to include in Ada's backpack and the route to walk during the hike.

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion?, Lesson 1: Let’s Get Moving, the phenomenon is that an air hockey puck moves quickly into a goal. Students are asked what they think caused the puck to move (SEP-CEDS-P1, CCC-CE-P1) and use previous experiences with similar types of games to create a drawing of what they think caused the puck to enter the goal (SEP-MOD-P3). Students then explore the results of pushing and pulling on various objects. Students use evidence collected from their investigation to determine that pushes and pulls can start an object's motion (SEP-CEDS-P1, DCI-PS2.A-P2). 

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 1: Mystery at School, the phenomenon is that a radish plant is beginning to look unhealthy. Students make observations and discuss with their partner what makes a plant healthy orunhealthy. Students collect information regarding what the leaves, stems, and soil look like (SEP-DATA-P3, CCC-SYS-P1), draw observations of the unhealthy plant, and use their drawings to discuss what plants need to be healthy (DCI-LS1.C-P1). Students explain their reasoning for adding water and sun to their drawings and then add questions they still have to a class chart (SEP-AQDP-P1). Students then brainstorm with a partner their answers to whether plants need water, light, or water and light as they try to determine why the radish plant is unhealthy (CCC-CE-P2).

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lesson 5: Hungry, Hungry Caterpillars, the phenomenon is that a painted lady caterpillar eats mallow plants. Students record information (SEP-DATA-P1) as they view caterpillars at three stations where painted lady caterpillars eat mallow plants (DCI-LS1.C-P1). Students then view videos of caterpillar habitats and record more observations (DCI-ESS3.A-P1). Using evidence of the observed patterns, students make a new claim (SEP-ARG-P6, CCC-PAT-P1) and draw a design of a caterpillar home that includes what caterpillars need to live and grow (SEP-INFO-P4).

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lesson 3: Feeling Hot! Hot! Hot!, the problem is that it is too hot to sit on the playground. Before conducting an investigation, students predict which of the tested scenarios will lead to a warmer result (SEP-INV-P6). Students investigate the warming effect of lamplight on a model playground made of black foam (DCI-PS3.B-P1) and use the recorded data (SEP-INV-P4, SEP-MATH-P2) to explain that sunlight can cause a playground surface to warm up and that blocking sunlight, represented by cardboard in the model, can keep a playground from warming (DCI-ETS1.A-P1, SEP-MOD-P1). Students also discuss what they think caused the foam piece to become warmer and analyze the results to explain that sunlight can warm a playground surface which will make it too hot to sit on (SEP-DATA-P2).

The instructional materials reviewed for Kindergarten meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. The instructional materials consistently use phenomena or problems to drive student learning and to engage with all three dimensions as students model, develop and revise explanations, and solve problems across most lesson sequences. Each unit consists of at least two lesson sequences which vary in the number of lessons included. In addition to driving learning across multiple lessons within a sequence, phenomena and problems within a single unit are often connected across learning sequences by a similar theme. For example, the Earth and Space Science unit focuses on weather where students make sense of a weather-related phenomenon or problem in each learning sequence. When phenomena and problems drive instruction across multiple learning opportunities, students consistently engage with all three dimensions as they make sense of or solve phenomena and problems. Students also have a variety of opportunities to revisit and revise their thinking through writing, drawing, and discussion.

Examples of phenomena and problems that drive students’ learning and use of the three dimensions across multiple lessons in the unit:

• In Kindergarten, Physical Science, How Can We Change An Object’s Motion, Lessons 1-3, the phenomenon is that an air hockey puck moves quickly into a goal. Students engage in a series of lessons to investigate and then explain how pushing or pulling on an object can change the speed or direction of its motion and can start or stop it (DCI-PS2.A-P2). In Lesson 1, students investigate and develop models of the causes and effects of pushing and pulling objects and construct initial explanations of the phenomenon (SEP-INV-P2, CCC-CE-P1). In Lesson 2, students draw models to show how the effects of pushing or pulling can put an object in motion (SEP-MOD-P3) and then explain that the puck was pushed before going into the goal. Lastly, in Lesson 3, students explain how bigger pushes and pulls cause objects to speed up more quickly and smaller pushes and pulls cause them to move more slowly (DCI-PS2.A-P2, SEP-CEDS-P1). Students use this to explain the phenomenon in that the puck moved quickly because it was pushed hard. Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, drawing initial models, creating and revising a chart of ideas, and using sentence stems with a partner to use evidence in support of their explanations.

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lessons 1,-3, the phenomenon is that a telephone pole is wet on one side and not on the other. Students engage in a series of lessons to gather information, model, investigate, and explain what type of weather caused the phenomenon of the wet pole. In Lesson 1, students draw an explanation of what they think caused (CCC-CE-P2) the pole to be wet on one side. In Lesson 2, students read about (SEP-INFO-P1) and observe different images to see the impact of weather patterns on the environment (CCC-PAT-P1, DCI-ESS2.D-P1). Students then add new ideas to their initial drawings and explain their revised thinking to a partner. In Lesson 3, students build and test two models (SEP-MOD-P3), one with rain and the other with wind and rain. After the investigation, students draw their final explanation of how weather impacted the pole to make it wet on one side. Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as carrying out investigations, sharing ideas with a partner, drawing models, and using evidence in support of their explanations.

• In Kindergarten, Earth and Space Science, How Can We Be Ready For The Weather?, Lessons 4-7, the phenomenon is that over a two-day period, a snowman melts at some times but not at other times. Students engage in a series of lessons to observe, obtain information, investigate, model, and explain how a snowman melts more during the day than at night. In Lesson 4, students make observations in the data to identify a pattern of the snow melting and ask questions about the temperature changing over time (DCI-ESS2.D-P1, SEP-AQDP-P1, and CCC-PAT-P1). In Lesson 6, students record and analyze data to uncover a pattern in temperature changes over the days the snowman melted (SEP-DATA-P3). In Lesson 7, students use their observations of light melting ice to construct an evidence-based explanation that the sunlight's heat caused the snowman to melt faster in the sunlight than at night because the temperature is warmer during the day (CCC-CE-P2). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, making observations, asking questions, and using models as evidence to support explanations.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lessons 1-3, the phenomenon is that a radish plant is beginning to look unhealthy. Students engage in a series of lessons to observe, investigate, and explain what plants need to be healthy. In Lesson 1, students observe and discuss healthy and unhealthy plants including specific plant parts (CCC-SYS-P1). Students draw pictures and include water and sun as what plants need to be healthy (DCI-LS1.C-P1, SEP-CEDS-P1). Students ask questions and also brainstorm if the plants need water, light, or water and light to live (SEP-AQDP-P1, CCC-CE-P2). In Lesson 2, students investigate what caused the radish plants to be unhealthy by testing three scenarios (SEP-INV-P2, CCC-CE-P2). Students make and share predictions to describe what will happen to the plant in each scenario (SEP-INV-P6) and then record their observations (SEP-DATA-P1). In Lesson 3, students share data and look for patterns of growth and survival of the radish plants (SEP-INV-P4). Students address the question regarding whether plants can live without water and light (DCI-LS1.C-P1, SEP-DATA-P3) and revisit the phenomenon to explain why the radish plants are unhealthy (SEP-CEDS-P1). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, drawing models, investigating, and collecting and analyzing data.

• In Kindergarten, Life Science, What Do Plants And Animals Need To Live?, Lessons 6 and 7, the phenomenon is that caterpillars build webs in a human-made habitat. Students engage in a series of lessons to gather information, model, and explain how webbing fulfill essential needs for caterpillars. In Lesson 6, students record their observations from four different caterpillar habitat stations, draw observations of the habitats’ parts (DCI-ESS2.E-P1), and share with a partner how the parts are related to each other (SEP-MOD-P2, CCC-SYS-P2). In Lesson 7, students read text and view photos to collect evidence about caterpillar habitats and webs (SEP-INFO-P1). Students draw a model to show how the caterpillars’ webs help them get what they need (SEP-MOD-P2). Using the evidence from their drawing, students explain that the webs help the caterpillars get food and give them shelter (CCC-SYS-P2). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, gathering information, making observations, and using models to support explanations.

• In Kindergarten, Engineering Design, How Can We Stay Cool In The Sun?, Lessons 1-7, the problem is that it is too hot to sit on the playground. Students engage in a series of lessons to define the problem, design, build, and test a prototype, and refine models to determine the best solution to the playground being too hot. In Lesson 1, students ask questions about what is happening on the playground (DCI-ETS1.A-P2, DCI-ETS1.A-P3, and SEP-AQDP-P1) and share their initial ideas about what causes the playground surface to get warm (DCI-PS3.B-P1, CCC-CE-P2). In Lesson 2, students investigate temperature differences to analyze data and make comparisons of temperature (SEP-DATA-P1, SEP-CEDS-P1, and SEP-INV-P4). In Lesson 3, students investigate the warming effect of lamplight on a model playground to explain that sunlight can cause a surface to warm up and blocking sunlight can keep a surface from warming (SEP-MOD-P1, SEP-INV-P4, and CCC-CE-P2). In Lesson 4, students begin modeling a solution to the problem (DCI-ETS1.A-P1, SEP-MOD-P4, and SEP-CEDS-P1). In Lesson 5, students explore properties to select a material for their solution (SEP-CEDS-P2, CCC-SF-P1). In Lesson 6, students build and test a prototype (SEP-CEDS-P2, CCC-SF-P1). In Lesson 7, students test their final models (CCC-CE-P1), collect data, discuss if their model solved the problem (SEP-INV-P5), and determine which solution worked best (SEP-CEDS-P3, CCC-CE-P2). Across the learning sequence, students engage in multiple opportunities to develop, revise, and evaluate their thinking such as sharing ideas with a partner, analyzing and comparing data from investigations on model prototypes, and designing, building, testing, and refining solutions.