High School - Gateway 1

The instructional materials reviewed for High School meet expectations that materials are designed to include both phenomena and problems.

Phenomena and problems are typically introduced at the start of a lesson set. Phenomena are framed as observable events and not immediately explained after they are presented. Students are provided with videos, data sets, and readings that help them develop an understanding of the phenomenon, and there is usually an opportunity to discuss related phenomena. While a return to the phenomenon is always present within the learning sequence, the degree of return varies. Some lessons are very closely linked to the phenomena, while the connection for other lessons is simply a brief reminder of the phenomenon or problem at the beginning of the lesson, or a mention of the Driving Question Board (DQB) or Progress Tracker at the end of the lesson. In some cases, a unit will contain a new phenomenon within each lesson set and in other cases the phenomenon spans the entire unit or is just present across a few lessons. The single problem present in the materials spans a few lessons.

Examples of phenomena in the materials:

• In Unit P.1: How can we design more reliable systems to meet our communities’ energy needs?, the phenomenon is that in February 2021, a winter storm caused mass power outages in Texas. In Lesson Set 1, students read articles and analyze data to understand what led to power outages across Texas. Students explore different sources of energy in Texas, how energy is transferred to businesses and homes for use, and ways that this system could be impacted in a winter storm. Students also analyze and build circuits to develop an understanding of where electricity comes from. Students develop a model to show the impacts of limited energy supply on homes and businesses, and students learn from different community members in Texas to better understand how the power outages impacted different regions and communities. In Lesson Set 2, students explore ways to make energy grid systems more reliable by determining how much energy would have been needed to prevent a crisis in Texas in 2021, and students design solutions to prevent another energy crisis from occurring.

• In Unit P.2: How do forces in Earth’s interior determine what will happen to the surface we see?, the phenomenon is that, following an earthquake, there is a large crack in the Earth's surface in Afar, Africa. In Lesson Set 1, students observe a photo of a large crack in the Earth’s surface that was found in Afar, Africa following an earthquake. They also review a StoryMap that provides additional background information on the event. Students then explore models of plate motion and how increasing balanced and unbalanced forces can deform solids. They then relate these observations to the events in Afar. After recognizing that Afar is not situated along a plate boundary, students examine models of the mantle beneath Afar and relate it to mantle convection in general to further develop their understanding of how the large crack was created in Afar. In Lesson Set 2, students examine how radioactive material can allow scientists to determine how long ago certain rocky material on the Earth’s surface cooled and formed and then examine the relative ages of the rocks that make up the ocean floor as well as the area around Afar. Students use data and models about the movement of the crust along plate boundaries to develop an explanation for how the forces acting on plates can cause the Earth’s surface to change both along plate boundaries and away from them, like what happened in Afar.

• In Unit P.4: How have collisions with objects from space changed Earth in the past, and how could they affect our future? The phenomenon is that in 2013 a rock from space, known as the Chelyabinsk meteor, hit Siberia and damaged windows in buildings when it made impact. In Lesson Set 1, students participate in a discussion about what information is needed to predict the orbital period of space objects. They investigate the orbital motion of the Chelyabinsk meteor and whether or not the shape of an object’s orbit could help predict if it will collide with Earth. After completing a simulation, students make predictions about the motions of the Chelyabinsk meteor along its orbit and complete an exit ticket by sketching a quick model of what they think the orbit of the Chelyabinsk meteor might have looked like in the solar system before it collided with Earth. They read about the Chelyabinsk meteor’s origin and look for evidence for what scientists think caused the redirection of the Chelyabinsk meteor from the asteroid belt. In Lesson Set 2, students create a line of best fit on a graph to account for incomplete data and use the best-fit line to predict how often other meteors the size of the Chelyabinsk meteor reach Earth. Students discuss what the outcome would have been if the Chelyabinsk meteor had hit land rather than a lake and if the mass or the speed of a meteor has a bigger impact on the damage it causes when it hits the surface. Students view images on a slide and read that scientists estimate that the Chelyabinsk meteor had a mass of 12 tons when it first reached Earth’s atmosphere. But, they recovered only 1 ton of solid remnants. Students construct an explanation for what happened to the 11 tons of missing matter.

The instructional materials reviewed for High School meet expectations that phenomena or problems require student use of grade-band Disciplinary Core Ideas (DCIs).

Across the program, all identified phenomena and problems are connected to grade-band DCIs. In some cases, while problems may emphasize an ETS DCI, connections to DCIs from life science, physical science, or earth and space science are still present. Students engage with the DCIs in a variety of ways, including through readings, investigations, viewing photos, and analyzing data. 

Examples of phenomena or problems that require student use of grade-band DCIs:

• In Unit P.1, Lesson Set 1: How does electricity transfer through systems to power communities, and what causes instability in these systems?, the phenomenon is that a winter storm caused mass power outages in Texas in February 2021. Throughout the lesson set, students read articles and analyze data to understand what led to power outages across Texas. Students explore different sources of energy in Texas, how energy is transferred to businesses and homes for use, and ways that this system could be impacted in a winter storm (DCI-PS3.A-H2). Then, students analyze and build circuits to develop an understanding of where electricity comes from and develop a model to show the impacts of limited energy supply on homes and businesses (DCI-PS3.A-H3, DCI-PS3.B-H4). Finally, students learn from different community members in Texas to better understand how the power outages impacted different regions and communities. 

• In Unit P.3, Lesson Set 2: How are vehicles designed to keep people safe?, the phenomenon is that during a car collision, various vehicle features affect how long it takes for changes in motion to occur, which directly affects the safety of the passengers involved. Students use a video and simulation of car collisions with and without various safety features to create timelines of events during the collisions and compare how various safety/design features of the cars change the amount of time it takes for the car and passenger to come to a stop (DCI-PS2.A-H1). Then students analyze the role of force in a collision and brainstorm how the different features of seat belts and airbags improve survivability and how to optimize for those features (DCI-PS2.A-H1).

• In Unit P.6: Why do stars shine and will they shine forever?, the phenomenon is that guest stars appeared in the night sky and then suddenly disappeared. Students are first introduced to the phenomenon of guest stars appearing in the night sky. They analyze the spectra of these stars and compare them to the sun (DCI-ESS1.A-H2). Then students develop a model of the sun (DCI-ESS1.A-H1) and understand how elements are formed within its core (DCI-ESS1.A-H4, DCI-PS1.C-H1) and how these different stars' life cycles compare.

The instructional materials reviewed for High School meet expectations that phenomena and/or problems are presented in a direct manner to students.

All unit-level phenomena and problems are introduced in Lesson 1 and almost always within Part 1 of the lesson. In lesson-level phenomena and problems, presentations also usually take place within the first step of the lesson. The presentations of phenomena and problems vary in format and include images, maps, videos, teacher demonstrations, and readings. They include structures that support students to wonder, ask questions, and lead their own investigations in order to explain the phenomenon or solve the problem. An exception to this includes Unit 1, Lesson Set 2, Lesson 10: What decisions do we need to make to design more reliable systems to meet our community's energy needs?, where students receive a great deal of explanation about the process to solve the problem before it is introduced in Part 13. 

Examples of phenomena or problems that are presented in a direct manner to students:

• In Unit 1: How can we design more reliable systems to meet our communities’ energy needs?, the phenomenon is that a winter storm caused mass power outages in Texas in February 2021. In Lesson 1, students are presented with a slide that describes how, in February 2021, over 11.8 million Texans lost access to electricity to heat and light their homes, store their food, and charge their devices. Students then complete a jigsaw reading activity with six different articles about the outage. The slide and reading provides students the opportunity to engage with the phenomenon directly without assuming any prior understanding or providing distracting information.

• In Unit 2: How do forces in the Earth’s interior determine what will happen to the surface we see?, the phenomenon is that there is a large crack in the Earth's surface in Afar, Africa, following an earthquake. In Lesson 1, students are presented with a StoryMap, a digital story with text and images, about the event in the Afar region and complete a Notice & Wonder chart. Students also explore visualized data that shows patterns of earthquakes around the world and read about other specific earthquake cases, considering how the data compares with the events in Afar and how it might help explain the phenomenon. The StoryMap, data, and reading provide students the opportunity to engage with the phenomenon directly without assuming any prior understanding or providing distracting information.

• In Unit 5: How do we use radiation in our lives, and is it safe for humans?, the phenomenon is that microwave ovens are able to block signals coming from wireless devices placed inside of them and are also able to use invisible waves to heat up foods that contain moisture, like cheese on chips. In Lesson 1, students are presented with a news story about people storing electronic items in their microwave ovens for safety and security. They view a teacher demonstration of a phone connected to a bluetooth speaker playing music. The phone is placed inside a microwave and the music skips when the speaker is moved around the room. Finally, after reading the manual to build basic understanding of how microwave ovens work and what safety precautions are recommended, students watch a teacher demonstration as cheese is melted on nacho chips inside the microwave but doesn’t appear to melt evenly in all spots. The news story and teacher demonstrations provide students the opportunity to engage with the phenomenon directly without assuming any prior understanding or providing distracting information.

The instructional materials reviewed for High School meet expectations that phenomena and/or problems drive student learning using key elements of all three dimensions.

Across the program, phenomena and problems consistently drive student learning with most lessons being driven by the phenomenon or problem presented at the beginning of the unit. In some units, the connection to the phenomenon or problem throughout the learning progression is clear and explicit. In other units, specifically Units 3 and 5, the connection to the phenomenon or problem is unclear and in some instances, lessons are connected to each other in terms of progressions of science concepts related to answering questions on the driving question board, but there is no reference to the phenomenon or problem for multiple lessons. In all cases where a phenomenon or problem is driving learning, the lesson also utilizes all three dimensions.

Examples where phenomena or problems drive individual lessons using all three dimensions:

• In Unit P.1, Lesson Set 1, Lesson 1: What can we learn from a blackout in Texas about producing reliable energy for our communities?, the phenomenon that a winter storm caused mass power outages in Texas in February 2021 drives instruction. Students consider how the energy grid is designed as a system to perform a certain task and how changes and stability in that system can cause events like power outages (CCC-SYS-H1, CCC-SC-H1). Students create an initial model of the system that they attempt to use to explain the phenomenon (SEP-MOD-H3). Then they explore how electrical energy is transported from one place to another and how the availability of that energy changing suddenly impacts the system (DCI-PS3.B-H2, DCI-PS3.B-H4).

• In Unit P.2, Lesson Set 1, Lesson 6: How is temperature related to the behavior of the matter in the mantle?, the phenomenon that following an earthquake, there is a large crack in the Earth’s surface in Afar, Africa, drives instruction. Students draw a model of Afar's mantle based on data provided to demonstrate movement at the particle level under the mantle (DCI-ESS2.A-H2). Students watch a video to observe motion similar to what occurs below the mantle (CCC-EM-H4), update their M-E-F posters, and test new models of the motion below the mantle on the Afar models using Afar tomography data (SEP-MOD-H3).

• In Unit P.6, Lesson Set 1, Lesson 2: How does the matter in guest stars compare to stable stars?, the phenomenon that guest stars appeared in the night sky and then suddenly disappeared drives instruction. Students examine images of guest star remnants and compare those to the Sun. They use spectroscopy to identify the similarity in the composition and temperature range of stable stars and then compare that to data for the guest star remnants (DCI-ESS1.A-H2, CCC-SC-H1). Students ask questions (SEP-AQDP-H1) about the differences in the data and add them to the Driving Question Board.

The instructional materials reviewed for High School meet expectations that materials are designed to incorporate the three dimensions in student learning opportunities.

Throughout the materials, students are consistently exposed to learning sequences in which elements of all three dimensions are incorporated in at least one learning opportunity within the sequence. The activities that incorporate all three dimensions vary, including investigations and models (computer simulations, mathematical models, and student-created models). Across the course, elements from the SEP of Developing and Using Models are most common.

Examples of learning opportunities in which elements of all three dimensions are incorporated:

• In Unit P.2, Lesson Set 2, Lesson 10: What is happening at plate boundaries?, students analyze a map and simulation to understand the motion of plate boundaries in order to predict what will happen in Afar based on their observations. Students analyze a map of plate motion rates. To explain this motion, students explore a simulation of plate boundaries. Students then read about magma to understand what happens at the plate boundaries (DCI-ESS2.B-H2). After the simulation and reading, students draft a prediction for what will happen to Afar based on what they have learned so far (SEP-CEDS-H2). This motivates students to build a consensus model to explain what happens at plate boundaries similar to Afar (CCC-SYS-H3).

• In Unit P.3, Lesson Set 1, Lesson 6: Do our motion relationships help predict any of the interactions or outcomes in a collision?, students develop and test an equation for the outcome of two-vehicle collisions. Students develop an equation (SEP-MATH-H2) for the outcomes of two-vehicle collision systems (CCC-SYS-H2) and test it with data from a simulation of inelastic and elastic collisions (DCI-PS2.A-H1, DCI-PS2.A-H2). They develop and use alternate algebraic models to solve for the mass or velocity of an object before or after a collision and look for patterns in the data between the two sets of algebraic models (CCC-PAT-H4).

• In Unit P.4, Lesson Set 1, Lesson 1: Why is stuff falling from the sky?, students watch a video of the Chelyabinsk meteor event, develop an initial model of what they believe happened, and explore various examples of related phenomena, ranking them by scale and using that information to inform further model development. After observing a video of the Chelyabinsk meteor and related phenomena, students develop initial models to explain the meteor event in terms of motion of space objects (SEP-MOD-H3) and ask questions to support their understanding of what happened in the video (SEP-AQDP-H1). Students consider the cause and effect behind the meteor event at various scales (CCC-CE-H2) to better understand what led to the releases of energy observed in the video (DCI-PS3.A-H2).

The instructional materials reviewed for High School meet expectations that materials consistently support meaningful student sensemaking with the three dimensions.

Across the program, the materials consistently provide students with opportunities to build understanding of disciplinary content through use of SEPs and/or CCCs. Students are presented with opportunities to engage in sensemaking activities with elements of all three dimensions in at least one learning sequence per unit. Elements of all three dimensions are integrated within most learning sequences. Where learning sequences are limited to two dimensions, sensemaking activities are generally a combination of a DCI and SEP. Opportunities for students to iterate on their thinking as they engage in sensemaking are also consistently present and happen in a variety of ways including through revision of models, driving question boards (DQB), and charts/posters related to scientific concepts. Specifically, the M-E-F poster spans across units as students connect the concepts of matter, energy, and force.

Examples where the materials are designed for the three dimensions to meaningfully support student sensemaking and provide opportunities for students to iterate on their thinking:

• In Unit P.1, Lesson Set 1: How does electricity transfer through systems to power communities, and what causes instability in these systems?, students learn about a blackout on the Texas energy grid, understand what causes instability in energy grid systems, and explore the impacts of these blackouts on communities. Students start the sequence by modeling how energy transfers through systems when systems are stable and unstable (DCI-PS3.B-H2, SEP-MOD-H3, and CCC-SYS-H1). They analyze electricity supply and demand data in Texas as well as data about different energy sources that might have been connected to the drop in energy supply that Texas experienced (DCI-PS3.B-H4). Then they investigate how electricity is produced through different sources and how characteristics of an electrical system could influence the transfer of electrical energy. The sequence culminates when students develop a model showing how insufficient supply entering a system could lead to losing power during a crisis like the one in Texas (DCI-PS3.B-H4, SEP-MOD-H3). Students iterate on their thinking as they initially create a progress tracker to note initial ideas about the blackouts in Texas and then revise and update the tracker across the sequence. 

• In Unit P.4, Lesson Set 2: How can we know if Earth is at risk for future large-scale, high-energy collisions?, students explore the likelihood and outcomes of Earth experiencing another large-scale collision. Students start the sequence by constructing a line of best fit on a graph of different-sized objects that have entered Earth’s atmosphere over a time and use it to predict the frequency of larger-mass objects reaching Earth’s atmosphere (SEP-MATH-H2). They calculate the kinetic energy and estimate the potential damage these objects could inflict (SEP-MATH-H2, DCI-PS3.B-H3, DCI-ESS3.B-H1, and CCC-SPQ-H1). Students then plan and carry out an investigation to generate data about whether velocity or mass of a meteor will predict the size of the crater it forms (SEP-INV-H1), analyze their data to determine that velocity is a better predictor of crater size, and use this data to explain changes in matter and energy within the Earth-meteor system (DCI-PS3.B-H4, SEP-DATA-H2, CCC-PAT-H4, and CCC-EM-H2). Students develop an explanation for why only a relatively small amount of the Chelyabinsk meteor's matter was still in solid pieces when it reached the surface (SEP-CEDS-H3, CCC-EM-H2) and determine that most of the matter that enters Earth's atmosphere actually does not impact the surface (DCI-PS3.A-H2, CCC-SPQ-H2). Students develop a model of erosion to test ideas about older craters on Earth to explain why they have features that are less clear (SEP-MOD-H3, DCI-ESS1.C-H2, and CCC-SC-H1) and apply that information to explain why craters on Earth are much less defined than on the moon. Students then develop a model to explain how an impactor collision would have led to extinction of some organisms and not others (SEP-MOD-H3, DCI-ESS2.A-H3, and CCC-CE-H4). The sequence culminates as students gather and communicate information about matter changes, force interactions, and energy transfers related to the formation of the Chicxulub crater (SEP-INFO-H1, CCC-EM-H2) and discuss how past extinctions might help society prepare for events in the future (CCC-SC-H1). Students iterate on their thinking as they revisit their initial consensus models for the Chelyabinsk meteor to reflect on how their ideas have changed since the start of the unit as well as revisit mathematical models and alternate explanations for mass extinctions to decide if they want to revise their explanations. Throughout the unit, students update their progress trackers, M-E-F posters, and various models.

• In Unit P.6, Lesson Set 1: How are stars born, and how do they die?, students examine the phenomenon of “guest stars” in comparison to visible stars that appear to be stable, learning about the forces, energy, and life cycle of stars that contribute to what we observe in the night sky. Students start the sequence by examining historical observations and measurements of light spectra related "guest stars", leading to questions about how guest stars might differ from more common stable stars that we regularly observe (DCI-ESS1.A-H2, SEP-AQDP-H1, and CCC-SC-H1). Students build on this idea as they integrate information from a variety of sources to understand how the flows of energy/matter in stable stars--like our sun --can help make sense of unstable stars, like guest stars (DCI-PS3.D-H1, DCI-ESS1.A-H4, SEP-INFO-H2, and CCC-EM-H2). The sequence culminates in students developing a model based on the gathered evidence that illustrates why some stars are stable but others present as "guest stars" (SEP-MOD-H3). Students iterate on their thinking as they develop initial consensus models of stable stars and guest stars. After learning about the Sun and the internal processes driving it, students work together to update their consensus model for stable stars. Students revisit their consensus models at the end of the sequence to finalize their explanation. Additionally, students co-construct a DQB based on a M-E-F triangle, which they revisit across the sequence as they gain greater understanding and identify new questions about the relationships of energy, mass, and forces within the system of a star.

The instructional materials reviewed for High School meet expectations that materials clearly represent three-dimensional learning objectives within the learning sequences.

Learning objectives are provided at the learning opportunity level. In this program, a learning opportunity is represented by a lesson. Within the lesson-level teacher guide, learning objectives are provided at the beginning in the What Students Will Do section. Lesson-level Performance Expectations are coded with numbers and letters (e.g. 4.A) and written as a statement. The statement is color coded to reflect the dimensions being addressed and codes indicating the elements contained within the statement are listed at the end. Across the materials, lesson-level learning objectives are consistently three dimensional. Additionally, within the unit-level teacher guide, element level information for the unit is provided in the Teacher Background Knowledge section. A table lists the element language of the SEPs, DCIs, and CCCs addressed in the unit, along with strikethroughs of element language as appropriate. This same type of information can also be found in the Elements of NGSS Dimensions document where tables are included that list the SEPs, DCIs, and CCCs addressed per lesson. Element language is also included with rationale that uses strikethroughs to indicate the part of the element addressed (for DCIs) or how the element shows up in the materials (for SEPs and CCCs). Within each lesson, the materials consistently provide opportunities for students to use and engage with the elements of the three dimensions present in the objectives. In most cases, all elements from the learning objectives are addressed within the lesson. In some instances, students do not have the opportunity to engage with one or two of the elements from the learning objectives. 

Examples of learning opportunities with three-dimensional learning objectives that provide opportunities for students to engage with the elements of the three dimensions present in the objectives:

• In Unit P.1, Lesson Set 2, Lesson 10: What decisions do we need to make to design more reliable systems to meet our community's energy needs?, the learning objectives, “Define the problem, and then interview various interested parties in our community to identify criteria that can help make decisions to improve the electricity infrastructure, including how it is designed for reliability (stability) and its social, cultural, and environmental impacts” and “Analyze data generated by interviews with community members to specify criteria for success related to energy solutions, such as monetary cost, safety, and reliability, and weigh cost/benefit tradeoffs related to social, cultural, and environmental impacts”, are three dimensional. Students read articles and determine the trade-offs for different energy sources, including biomass, coal, gas, wind, solar, hydropower, and nuclear sources (DCI-ETS1.B-H1, DCI-PS3.D-H3). They create a decision matrix for evaluating different solutions, interview community members to determine priorities in solutions, and apply those priorities in a design challenge to develop a community plan involving renewable energy (SEP-AQDP-H8, SEP-DATA-H6, CCC-SC-H4).

• In Unit P.2, Lesson Set 1, Lesson 6: How is temperature related to the behavior of the matter in the mantle?, the learning objective, “Develop a model to explain the relationship between energy transfer and the motion of matter in a solid material via thermal convection and the motion of particles”, is three dimensional. Students develop a model that predicts the movement of the mantle (DCI-ESS2.A-H2, SEP-MOD-H3). They analyze a video of a tank that contains a liquid and plastic pellets to simulate the matter in the mantle and use it to figure out what happens to the matter when heat is added (CCC-EM-H4). Students also create a model to explain the thermal convection in the mantle (DCI-PS3.A-H4).

• In Unit P.3, Lesson Set 2, Lesson 8: What interactions happen during a vehicle collision, and when do they happen?, the learning objective, “Develop timeline models of vehicle collisions using animations and simulation data to illustrate and compare changes in motion for the systems of a vehicle and crash test dummies that are too fast to observe directly.”, is three dimensional. Students develop a timeline model of animated vehicle collisions to demonstrate the interactions in the system in order to study and compare the interactions accurately (SEP-MOD-H3, CCC-SPQ-H2). This model allows students to determine how the presence or absence of safety features affects the changes in motion of macroscopic objects involved in car collisions (DCI-PS2.A-H1).

The instructional materials reviewed for High School meet expectations that materials include a formative assessment system that is designed to reveal student progress on targeted learning objectives.

Formative assessments exist across each unit in various lessons, as appropriate. In some instances, there is more than one assessment per lesson but a formative assessment does not exist for every lesson. Assessment opportunities are indicated in the Assessment System Overview table in the unit-level teacher materials and also in the lesson-level teacher guide with a check mark icon in the Learning Plan Snapshot. Assessment Opportunity boxes within the teacher guide provide information about what to look and listen for during the assessment as well as what to do if students struggle. The learning objective(s) that students are building toward is also indicated. In some cases, a separate key also exists for the assessment. The content of the key varies based on the assessment and may include suggested student responses, the elements being addressed, and ideas for support. Formative assessments can take a variety of forms and include exit tickets, model revisions, card sorts, gotta have it checklists, information organizers, data analysis, and other ways to check in on student understanding as they make progress within the lesson. Some formative assessments are individual while others are completed as a group. Overall, the formative assessments consistently reveal student progress on the targeted learning objectives. In some cases, when a large number of elements are represented within the learning objectives, elements claimed in the learning objectives are not addressed by the single formative assessment within the respective lesson. Additional types of assessments present within the assessment system include summative assessments, pre-assessments, self-assessments, peer assessments, and returns to the Driving Question Boards and Progress Trackers.

Examples of formative assessments that are designed to reveal student progress on the targeted learning objectives:

• In Unit P.1, Lesson Set 2, Lesson 9: How can energy storage make our systems more reliable during an energy crisis?, the learning objectives are, “Develop an energy transfer model to predict the stability in the distribution of electric energy when batteries are present and absent from the system.” and “Apply ratios, rates, percentages, and unit conversions to calculate the costs and land area of use of a design solution to elevate its feasibility for preventing an energy crisis like the one in Texas in 2021.” and represent a total of eight elements: four DCIs, two SEPs, and two CCCs. The formative assessments are the Modeling Reliability assessment and the Testing Battery Storage Solutions assessment. In the Modeling Reliability assessment, students develop two energy transfer models, one before and one after energy drops, to show how adding a battery to a system could make it more reliable (SEP-MOD-H3). The models include the energy that will be transferred between the components of the system, how much energy will be available to the community , and how adding a battery to the system would make the system more reliable and increase the amount of energy available to the community (DCI-PS3.B-H1, DCI-PS3.D-H4, and CCC-SC-H4). In the Testing Battery Storage Solutions assessment, students solve a variety of math problems to evaluate different energy storage solutions and their costs and then determine the feasibility of each of the different solutions for a small community in Texas (DCI-PS3.B-H4, DCI-ETS1.B-H1, SEP-MATH-H5, and CCC-SPQ-H1). 

• In Unit P.2, Lesson Set 1, Lesson 6: How is temperature related to the behavior of the matter in the mantle?, the learning objective is “Develop a model to explain the relationship between energy transfer and the motion of matter in a solid material via thermal convection and the motion of particles.” and represents four elements: two DCIs, one SEP, and one CCC. The formative assessment is the Afar Mantle Model assessment. Using a cross section diagram, students create a model to explain why the mantle below Afar is moving at both macroscopic and particle-levels (DCI-ESS2.A-H2, DCI-PS3.A-H4). Students develop their initial model and then revise to incorporate additional information about how thermal energy drives the cycling of matter via convection in the mantle (SEP-MOD-H3, CCC-EM-H4).

• In Unit P.6, Lesson Set 1, Lesson 4: How does running out of fuel cause a star to change?, the learning objectives are “Ask questions that arise from our research on fusion and from modeling the forces in stars when they are stable to clarify and seek additional information about how stars change when their fuel runs out.” and “Gather, read, evaluate, and integrate information from multiple authoritative internet sources, assessing the evidence and usefulness of each source in answering our questions about how stars (including our Sun) remain stable and can become unstable over their life cycles and communicate the information with graphics and text.” and represent twelve elements: four DCIs, five SEPs, and three CCCs. The formative assessment is a student poster that students research and present through a gallery walk. Students brainstorm questions about what they have explored so far related to how stars remain stable and then, over time become unstable and die (SEP-AQDP-H1, SEP-AQDP-H4). Then they gather, read, evaluate, and integrate information from multiple authoritative internet sources, assessing the evidence and usefulness of each source in answering those questions (SEP-INFO-H2, SEP-INFO-H3). Students share what they learn about how stars (including our Sun) remain stable and can become unstable over their life cycles (DCI-ESS1.A-H1, DCI-ESS1.A-H4, DCI-PS1.C-H1, and DCI-PS3.D-H1). Students research to understand the flow of energy and matter in stars through their lives (CCC-EM-H2), and then students must evaluate and discuss how the stars are stable and then become unstable, including through systems of feedback within the stars (CCC-SC-H1, CCC-SC-H3). Students present this information on posters for a gallery walk (SEP-INFO-H5).

The instructional materials reviewed for High School meet expectations that materials include a summative assessment system designed to elicit direct, observable evidence of student achievement of claimed assessment standards.

Summative assessments exist across each unit, mostly in the form of Transfer Tasks and Electronic Exit Tickets. Transfer Tasks take place at the end of a lesson set and/or unit and consist of multiple parts, often with some sort of scenario that students work with. Responses can include multiple choice as well as developing models, critiquing arguments, analyzing data, and constructing explanations. Electronic Exit Tickets are spread throughout the unit, usually at the end of lessons. They are delivered through a Google Form and usually consist of 5-6 questions in the form of multiple choice and short answers. Students respond to content related questions as well as reflections on their own learning. Assessment opportunities are indicated in the Assessment System Overview table in the unit-level teacher materials and also in the lesson-level teacher guide with a check mark icon in the Learning Plan Snapshot. A separate key exists for all Transfer Tasks and Electronic Exit Tickets. The keys contain information about the elements addressed per assessment question, suggested student responses, and what to look for. In the Transfer Task keys, the what to look for is split into three categories of responses: Foundational understanding, Linked understanding, and Organized understanding, and includes suggestions for instruction on how to move students forward in their learning. The Electronic Exit Ticket keys contain what to look for suggested responses per question as well as a what to do section if students need additional support.

The materials consistently identify the standards assessed for summative assessments. Within the unit-level teacher guide, the Lesson-by-Lesson Assessment Opportunities table lists each lesson, the lesson-level Performance Expectation(s) (PE), and assessment guidance including when to check for understanding around each of the lesson-level PEs. Summative assessments are called out in this table, as appropriate, usually with references to a key for that summative assessment. The Assessment Opportunity boxes within the lesson-level teacher guide also contain information about the PE(s) addressed by each assessment, usually with reference to the assessment key. All claimed summative assessment elements are assessed within the materials. However, there are differences between the claimed NGSS elements for learning, within the lesson-level PEs, and the claimed NGSS elements for summative assessments. Across the materials, each claimed DCI, SEP, and CCC component (such as PS3 or MOD) contains at least one claimed summative element, with the exception of the SEP Planning and Carrying Out Investigations. In all cases, over half of the claimed elements for learning for each dimension are summatively claimed and assessed. 

Additionally, there are a few summative assessments where students select from different options to demonstrate mastery of claimed DCI elements. Based on the option that students select, they may not engage with all the claimed summative DCI elements. For example, in Unit P.6, Lesson Set 1, Lesson 6, students complete research on the Big Bang, looking at either spectra of stars, galaxies, or empty space. Students participate in a gallery walk to observe other students’ questions and answers. The teacher guide states, “Note that all students will not cover all parts of the DCIs in their individual projects. Just as the scientific community is collaborative, this project is designed to collectively compile the strands of evidence that support the Big Bang theory. All students will have a chance to learn about all components through the gallery tour and the reading.”

Examples of the types of summative assessments present in the materials:

• In Unit P.1, Lesson Set 1, Lesson 8: Why do design solutions affect some people differently than others?, the summative assessment is the L8 Electronic Exit Ticket. In this assessment, students respond to a series of multiple choice and free response questions on a Google Form about energy, trade-offs, and correlations. Students select a response about energy available versus energy lost to an environment and where the supplied energy goes within a system (DCI-PS3.B-H4, CCC-EM-H2, and CCC-EM-H3). Then they use a graph to select a conclusion that supports the data about the relationship between sunburns and ice cream consumption (SEP-DATA-H2, CCC-CE-H1). Students explain how a decision can involve a tradeoff (DCI-ETS1.B-H1), consider energy scarcity, and then analyze the Texas blackout from multiple scales (CCC-SPQ-H3).

• In Unit P.5, Lesson Set 2, Lesson 13: Is communication technology that uses radiation safe?, the summative assessment is the Evaluating 5G Safety Transfer Task. In this assessment, students engage with a reading about 5G and then respond to a series of prompts where they evaluate different claims and critique an argument. Students read about 5G and then examine two different fictional social media posts about 5G safety and evaluate the claims and evidence presented, determining which are valid and consistent with scientific evidence and ideas. Finally, students are asked to critique one of the posts, identifying both valid and problematic claims and suggesting improvements. After reading about 5G cellular signals, students consider 5G radiation's place on the EM spectrum and how that relates to its safety and potential ability to ionize particles in living tissues (DCI-PS4.B-H2). In doing so, students must consider the potential effects caused by 5G transmissions based on the smaller scale mechanisms of how electromagnetic radiation of that type interacts with matter on a particle level (CCC-CE-H2). They apply these concepts by examining two different fictional social media posts about 5G safety and evaluating the claims and evidence presented (SEP-INFO-H4). Finally, students are asked to critique one of the posts, identifying both valid and problematic claims and suggesting improvements (SEP-ARG-H3). 

• In Unit P.6, Lesson Set 2, Lesson 7: How can we use the practices and crosscutting concepts we have developed to figure things out on our own?, the summative assessment is the Jupiter Transfer Task. In this assessment, students are presented with data on Jupiter and the Sun and then create a model to compare them. Students use data about the mass, diameter, and volume of the Earth, the Sun, and Jupiter to develop a model (SEP-MOD-H3) that explains where the light that reaches Earth from each object comes from (DCI-PS3.D-H1), including that the difference in scale between Jupiter and the Sun affects their behavior (CCC-SPQ-H1). Students then use their model to predict what will happen to Jupiter over time and compare that to the Sun’s long term outcome (DCI-ESS1.A-H1).

The instructional materials reviewed for High School meet expectations that materials are designed to incorporate three-dimensional assessments that incorporate uncertain phenomena or problems.

Within the materials, assessments that incorporate uncertain phenomena or problems are mainly present within the summative transfer tasks. These assessments take place at the end of a lesson set and/or end of the unit, with at least one transfer task in each unit. Students engage with an uncertain phenomena or problem at the beginning of the assessment, through a reading, data, graphs, etc. and then work through a multi-part assessment to answer questions about the uncertain phenomenon or problem. Multiple choice and short answer response types are included. Other student activities within the assessment include modeling, critiquing an argument, constructing an explanation, etc. Other assessments with uncertain phenomena include some exit tickets (identified as formative or summative) and other formative assessments connected to lesson ideas which ask students to extend their thinking to a new aspect of the phenomenon or problem through modeling or calculations. All assessments that contain an uncertain phenomena or problem are also three dimensional and across the assessment system, most assessments are two or three dimensional.

Examples of assessments that integrate the three dimensions and incorporate uncertain phenomena or problems:

• In Unit P.1, Lesson Set 2, Lesson 9: How can energy storage make our systems more reliable during an energy crisis, the formative assessment is the Modeling Reliability assessment. In this unit, students explore the phenomenon of a blackout that occurred in Texas in 2021. In this assessment, students consider if using a battery to store energy could have prevented the blackout in Texas. This is a new part of the phenomenon that students have not engaged with yet. Students evaluate energy solutions and consider factors that would influence them (DCI-PS3.B-H4, DCI-ETS1.B-H1). They calculate the energy supply and demand during the Texas blackout to see if batteries could have prevented the blackout (SEP-MATH-H2). Students focus on a smaller community in Texas to determine how to meet energy needs (CCC-SPQ-H1).

• In Unit P.3, Lesson Set 2, Lesson 11: How do the rigidity and length of the crumple zone influence the safety of the occupants during a collision?, the summative assessment is the Survivability versus Length assessment. Throughout the unit, students have considered ways to make driving safer, including through safety features, such as crumple zones. In this lesson, students start with an exploration of crumple zone rigidity and survivability. Then in the summative assessment, students use graphs of a new aspect of the phenomenon, crumple zone length, to write a claim about its relationship to safety during a collision. Students analyze the relationships between time of collision and length of crumple zone using graphical data (SEP-MATH-H2, CCC-PAT-H3). Then using what they have learned about Newton's laws and collisions (DCI-PS2.A-H1), students write a claim about how crumple zone length can optimize safety (SEP-DATA-H6, CCC-CE-H3).

• In Unit P.4, Lesson Set 1, Lesson 7: What can we do if an orbiting object poses a significant risk for Earth?, the summative assessment is the Changing Asteroid Orbits Transfer Task. In this unit, students explore the phenomenon of the Chelyabinsk meteor that collided with Earth, causing only minor damage. In this assessment, students apply what they have learned through engagement with the Chelyabinsk meteor phenomenon to investigate two strategies that are being explored to divert larger asteroids that could potentially collide with Earth and cause catastrophic damage. The two strategies are the gravity tractor and Double Asteroid Redirection Test (DART). Students use Newton’s law of universal gravitation to calculate the amount of gravitational force between the gravity tractor and an asteroid that is approaching Earth (DCI-PS2.B-H1, SEP-MATH-H2). They consider which time scale would be best to show if the gravity tractor is successful at moving the asteroid’s orbit by applying the results of their calculations (DCI-PS2.B-H2, CCC-PAT-H1). Students then explain how the energy from the gravity tractor transfers to the asteroid without touching it (DCI-ESS1.B-H1, DCI-PS3.B-H2). Students compare time and spatial scales to determine the impact of the observed change in time on the shape of the orbit using the Double Asteroid Redirection Test (DART) and calculate how a light spacecraft could affect the orbit of a massive asteroid (DCI-ESS1.B-H1, DCI-PS2.B-H2, SEP-MOD-H3, SEP-MATH-H2, and CCC-SPQ-H5).