6th to 8th Grade - Gateway 1

The instructional materials reviewed for Grades 6-8 do not meet expectations that they are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials. Few lessons include formative assessment tasks designed to reveal student knowledge and use of all three dimensions or to support targeted three-dimensional learning objectives. Support for the instructional process in response to student performance on formative assessment tasks is rarely present.

In most instances, targeted learning objectives are three dimensional; however, formative assessment tasks are frequently limited to revealing student knowledge and use of one or two dimensions. Opportunities to elicit evidence for three-dimensional learning, when present, are most often found in Grade 7 materials. In nearly every instance, lessons within the program are designed to present formative assessment opportunities for each student through a lesson opener and an exit ticket. Within each lesson, the teacher materials include multiple "Ask" questions that drive whole group discussions; there is a missed opportunity to provide guidance for teachers to collect information on individual student thinking or to use these for formative assessment purposes.

Teacher guidance is generally given to provide correct student responses but does not provide direction for how teachers can support the instructional process based upon student responses. The instructional materials indicate specific teacher guidance through color-coded text boxes and font color. General teacher directions are presented in black outlined text boxes and in bold black font while possible student responses to teacher questions are in red. Suggested modifications for emerging bilingual and learning disabled students are additionally provided. When the materials include information about prior content knowledge and connections to previous units or identify common misconceptions they are embedded in the text of the lesson.

Examples of lessons with a three-dimensional objective that elicits knowledge for three-dimensional learning; no or incomplete instructional guidance is provided:

• In Grade 7, Unit 2, Lesson 16: The Mystery of the Grand Canyon - Part 2, the learning objective is, “Students re-engage with data to revise or create new explanations about how the Grand Canyon formed and changed over time.” This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are asked to observe an image of the Grand Canyon, make predictions about how it was formed, and then explain two processes that led to the formation of the canyon. The exit card in this lesson supports three-dimensional understanding of concepts. Students are asked to “Pick two of the following processes, and describe how they contributed to the formation of the Grand Canyon.” Processes include: weathering and erosion, sedimentation, rock formation, volcanoes, and plate tectonics. This question addresses the elements described in the lesson objective (DCI-ESS2.A-M1, SEP-CEDS-M4, and CCC-SC-M3). For both of the formative assessments, the materials provide correct answers for the teacher’s benefit, but in neither case do the materials provide guidance for using student responses to support the instructional process.
• In Grade 7, Unit 5, Lesson 12: Choosing Reactants for Project, the learning objective is, “Students analyze data from a variety of chemical reactions in order to maximize the thermal energy absorption or emission for their design project.” This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are asked about the reactants and products of a burning candle and to draw a model of the flow of energy when melting a piece of ice in your hand. The opener for this lesson does not address any elements of the three dimensions. While the exit card is three dimensional, it does not address the SEP element identified in the lesson objective as students are asked to, “Draw a model of the ice cube in your hand, and add arrows to show the direction of flow of thermal energy.” Rather, this question assesses two of the three elements in the lesson objective (CCC-EM-M4, DCI-PS3.A-M3) but assesses SEP-MOD-M6 instead of SEP-DATA-M4. Students do not have an opportunity to analyze or interpret data in the exit card. The materials do not provide guidance for using student responses to support the instructional process.
• In Grade 8, Unit 8, Lesson 5: Mice Game, the learning objective is, “Students act as predators searching for mice on different colored backgrounds and construct an explanation for why certain colors of mice are more beneficial and thus inherited by offspring (because of the fact that they blend in with the cloth).” This objective is three-dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are asked to answer a question about a mouse’s camouflage and state which mice survived better during the game. This task assesses the same elements addressed in the lesson objective (SEP-CEDS-M4, DCI-LS2.C-M1, and CCC-CE-M2). While the exit card for this lesson does not address any elements of the three dimensions, the opener is three dimensional. The materials do not provide guidance for using student responses to support the instructional process.

An example of a lesson with a three-dimensional objective that does not elicit knowledge for three-dimensional learning; instructional guidance is provided:

• In Grade 8, Unit 4, Lesson 2: Exploring with Magnets, the lesson-level objective is, “Students use a variety of materials to explore the structure and behavior of dipole magnetic fields, and practice constructing initial explanations and asking scientific questions about magnetic phenomena.” This objective is three dimensional. The formative assessments include an opener question in the Engage portion of the lesson and an exit card question in the Evaluate section. The opener question presents students with a demo (or optional image) of iron filings on a piece of paper over a dipole magnet and directs students to “Write down at least 3 detailed observations of the iron filings in the projected demo. Describe any patterns you see.” This question assesses student understanding that images can be used to identify patterns in data (CCC-PAT-M4). The exit card instructs students to “Turn in your questions that you want to investigate tomorrow. (Turn in a 1st choice and 2nd choice question.)” This presents an opportunity to assess students' ability to ask questions that can be investigated within the scope of the classroom with available resources, based on observations (SEP-AQDP-M6). The materials provide guidance for using student responses to modify instruction. For the opener, sample student responses and directions for calling attention to descriptions of the pattern are provided. For the exit card, instructions are provided for giving feedback to students’ investigation questions, approving student questions, and gathering materials needed for students to conduct their investigations in the next lesson. Neither item assesses for student learning associated with a grade-band DCI.

Examples of lessons with a three-dimensional objective that do not elicit knowledge for three-dimensional learning; no or incomplete instructional guidance is provided:

• In Grade 6, Unit 4, Lesson 5: Proximity to Water, the lesson-level objective is, “Students analyze temperature and precipitation data to recognize patterns that demonstrate the cause and effect relationship between proximity to water and climate.” This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. The opener begins with students analyzing graphs of hourly temperature and monthly precipitation in Los Angeles and Death Valley, California (SEP-DATA-M1). Students then answer the question, “What do you think accounts for the differences?” Student responses address how weather and climate are influenced by proximity to the ocean (DCI-ESS2.D-M1). The formative assessments do not address the crosscutting concepts of patterns or cause and effect, which are cited in the objective. The materials provide sample student answers to the opener and exit card questions. They also direct the teacher to review “precipitation” if needed after debriefing the opener. The materials do not provide guidance to teachers for using responses to the exit card question to support the instructional process.
• In Grade 6, Unit 8, Lesson 8: The Fruit-Flower Cycle, the lesson-level objective is, “Students will discuss the structure and function of flower and fruit parts and make arguments based on evidence about how these structures aid in the successful reproduction of plants.” This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. The opener asks students, “What happens to the flower after successful pollination?” The exit ticket asks students the question, “Describe what happens to a flower after it is successfully pollinated. What does it make and how does this help the flower reproduce?” Student answers reflect understanding of how plant reproduction can depend upon specialized features for reproduction and animal behavior (DCI-LS1.B-M3). The formative assessments do not address the crosscutting concept of cause and effect or the science and engineering practice of argumentation from evidence, which are cited in the objective. The materials provide sample student answers to the opener and exit questions such as, “Answers will vary; most students won’t know that fertilized eggs turn into seeds; the flower disappears and part of the flower swells to become the fruit.” However, no guidance to teachers is provided for using the answers to the questions to support the instructional process.
• In Grade 7, Unit 3, Lesson 11: Density Graph, the lesson-level objective is, “Students analyze the relationship between mass and volume (density) and discover a pattern: density is a property of matter, because it does not change regardless of the amount of the substance.” This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. The opener questions do not assess any elements of the standards. The opener questions ask, “If I cut a silver ring in half, how will its mass be affected? How will its volume be affected? Is it still silver?” The exit card question also does not address any elements of the standards, but revisits concepts from the opener, “Would the density of a block of gold change if we melted it and made it into a crown?” These formative assessments do not address the DCIs, SEPs, or CCCs cited in the objective. The materials provide clarifying information for the teacher about potential student responses and the purpose of the opener questions. The materials state, “Students will probably recognize that the mass would be half as much, and the volume would be half as much, but it would still be silver. This question is the beginning of getting students to realize that mass and volume are not properties of matter. You can change them. Today they will be introduced to the idea of density, which is a property of matter. You can change mass and you can change volume, but you can’t change density.” However, no guidance is provided for how to use student responses to support the instructional process. For the exit card, the materials provide the correct answer for the teacher’s benefit, but do not provide guidance for using the students responses to support the instructional process.
• In Grade 7, Unit 8, Lesson 1: Plastics Pollution, the objective is, “Students will ask questions to obtain and evaluate information on the issue of plastic pollution and its causes, and begin to think about how they might solve it so as to lessen the impact humans have on the environment." This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. The opener asks what students use each day that contain plastic and do not contain plastic but these questions do not assess any dimensions in the objective. The exit ticket asks students what the biggest challenge to solving the plastic pollution problem is and asks what other questions they have regarding this problem. The second question assesses students’ ability to ask questions in order to refine or clarify an explanation (SEP-AQDP-M4). For the opener questions, the materials provide correct answers for the teacher’s benefit, but in neither case do the materials provide guidance for using student responses to support the instructional process.
• In Grade 8, Unit 2, Lesson 2: Gravity, Mass, and Air Resistance, the objective is, “Students will carry out an investigation to determine what variables affect an object as it falls and collect data to determine the influence of different variables on the speed of the fall." This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are asked whether a feather or marble will fall faster and why. For the exit card, students are asked two questions. The first question asks if two objects are the same shape but different masses, which will fall faster. The second question asks students to explain why a sheet of paper will fall more slowly than a book. The concept of air resistance is not included in any middle school standard and none of the grade level dimensions in the goal are assessed. For both of the formative assessments, the materials provide correct answers for the teacher’s benefit, but in neither case do the materials provide guidance for using student responses to support the instructional process.
• In Grade 8, Unit 9, Lesson 5: Grid Island, the objective is, “Students will use and analyze a model of resources that may dwindle with increasing populations and current consumption patterns that negatively impact the environment." This objective is three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are provided a definition of scarcity and are asked to explain if it affects how people make choices. The opener question does not assess any of the dimensions in the objective. In the exit card, students are assessed for learning of two dimensions as they are asked to identify a challenge for earth’s growing population (DCI-ESS3.C-M2) and use a cause and effect relationship to predict phenomena (CCC-CE-M2). For both of the formative assessments, the materials provide correct answers for the teacher’s benefit, but in neither case do the materials provide guidance for using student responses to support the instructional process.

Examples of lessons without a three-dimensional objective that do not elicit knowledge for three-dimensional learning; no or incomplete instructional guidance is provided:

• In Grade 6, Unit 7, Lesson 17, Design an Organ Donation System, the lesson-level objective is, “Students define and delimit the problem of organ donation, and design a system that ensures that patients who need transplants can get them.” This objective is two dimensional because it does not contain a content DCI. The formative assessments include several opener questions in the Engage portion of the lesson. This lesson does not include an exit card. The opener does not align to the objective for the lesson. Rather, the opener provides a review of previous material by asking students to “name two systems in the body” and “name two systems that are not in the body.” The materials provide sample student answers to the opener questions such as, “Students might remember Lesson 1, in which they explored the concept of systems. They might name some of the objects they discussed that day, like a bike or a stapler.” However, no guidance to teachers is provided for using student responses to support the instructional process.
• In Grade 7, Unit 4, Lesson 12: Polymers - Cornstarch, the objective is, “Students investigate a very large type of molecule—polymers—through models, reading, and investigating with their senses.” The objective is not three dimensional. The formative assessments include several opener questions in the Engage portion of the lesson and an exit card question in the Evaluate section. In the opener, students are asked how large they think molecules are. They are instructed to name the smallest and largest molecules they can think of. This question assesses if students understand that molecules can be as small as two atoms or as large as thousands of atoms (DCI-PS1.A-M1). In the Exit Card, students are asked, “What is a polymer and how big are molecules?” This question also assesses if students understand that molecules can be very long chains of atoms (DCI-PS1.A-M1). For both of the formative assessments, the materials provide correct answers for the teacher’s benefit, but in neither case do the materials provide guidance for using student responses to support the instructional process.

The instructional materials reviewed for Grades 6-8 do not meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. The materials consistently provide three-dimensional learning objectives for learning sequences, but no summative assessment tasks are three dimensional.

The materials present two summative assessment opportunities within each learning sequence, an interim and a summative assessment. Additionally, a performance assessment is typically included as the last lesson of the unit, where students complete a unit project. Assessment tasks are generally presented as multiple choice and open-ended questions. Tasks frequently ask students to interact with graphic displays of information via diagrams, models, or graphs.

Across the series, units consistently use the NGSS performance expectations (PEs) as their three-dimensional objectives. However, assessment tasks are generally limited to assessment of DCIs and SEPs, and rarely assess components of the CCCs. There are no instances in which all three elements contained in the targeted PEs are assessed. Additionally, many units include engineering, technology, and application of science (ETS) PEs as objectives. When these are assessed, it is typically through the performance assessment. Assessments often assess SEP elements that differ from the SEP elements of the targeted three-dimensional objectives for the unit. At least one unit assesses DCI elements which are outside the middle school grade band and the stated objective.

Examples of units with three-dimensional learning objectives but do not assess student learning of all three dimensions within the learning objective:

• In Grade 6, Unit 2: Thermal Energy, the objectives are three dimensional and include three targeted performance expectations: MS-PS3-3, MS-PS3-4, MS-PS3-5, and four ETS PEs: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4. The summative assessments for this unit include an Interim Assessment with three questions, a final Summative Assessment with 13 questions, and an engineering project in Lesson 14 that serves as a performance assessment. The Interim Assessment has two multiple choice questions and one open-ended question. All three questions relate to a model of a solar cooker. The final Summative Assessment has seven multiple choice questions, one question in which students complete and explain a model, four open-ended questions, and one question in which students select the best option for a roof and then support their answer with evidence. The last three questions on the Summative Assessment are the same questions that are posed in the Interim Assessment. Not all dimensions of the performance expectations listed for this module are assessed. Overall, the questions assess student understanding of four relevant DCIs for the unit (DCI-PS1.A-M4, DCI-PS3.A-M4, DCI-PS3.B-M3, and DCI-PS3.B-M2) but are missing DCI-PS3.B-M1. They assess only two (SEP-CEDS-M4, SEP-ARG-M5) of the seven SEPs elements in the objectives, missing five (SEP-INV-M1, SEP-ARG-M3, SEP-AQDP-M8, SEP-DATA-M4, and SEP-MOD-M7). They do not assess either of the two CCCs (CCC-EM-M4, CCC-SPQ-M3) linked to the unit objectives. The Interim Assessment does not assess any of the listed PEs. None of the questions are three-dimensional. Five of the questions are two dimensional, six are one dimensional, and two are not associated with any of the dimensions. The engineering project in Lesson 14 partially assesses the ETS PEs. While students engage in multiple SEPs connected to the engineering design process, several elements associated with the targeted PEs are not assessed: SEP-AQDP-M8, SEP-DATA-M7, and SEP-MOD-M7. Additionally, while students engage in components of the ETS DCIs as they build and test their design, there are missed opportunities to specifically assess student understanding of the ETS DCIs.
• In Grade 6, Unit 3: Weather, the objectives are three dimensional and include two targeted performance expectations: MS-ESS2-4, MS-ESS2-5, and one ETS PE: MS-ETS1-1. The summative assessments for this unit include an Interim Assessment with two questions, a final Summative Assessment with five multi-component questions, and a summative research project in Lesson 16. In the Interim Assessment, students answer two open-ended questions about two experimental designs. In the final Summative Assessment, students create a model, evaluate the accuracy of four statements, explain how three weather instruments function, and answer an open-ended question. Few of the dimensions of the performance expectations listed for this module are assessed. While two DCIs are assessed in the Summative Assessment (DCI-ESS2.C-M1, DCI-ESS2.C-M3), the other DCIs associated with the stated objectives are not covered (DCI-ESS2.C-M2, DCI-ESS2.D-M2), nor is the ETS DCI assessed (ETS1.A-M1). Although a few SEPs are assessed in the interim and summative assessments, none of the SEPs or CCCs associated with the stated objectives are assessed (CCC-EM-M2, CCC-CE-M2, SEP-INV-M4, and SEP-AQDP-M8). None of the questions asked are three dimensional. Two questions are two dimensional and seven are one dimensional. The summative research project in Lesson 16 does not assess MS-ETS1-1 or the associated SEP (SEP-AQDP-M8); students research an extreme weather event and answer six questions, but no design solution is required.
• In Grade 6, Unit 6: Cells, the objectives include three targeted performance expectations: MS-LS1-4, MS-LS1-5, and MS-LS3-2 and one ETS PE: MS-ETS1-1, which are three dimensional. The summative assessments for this unit include a design project in Lessons 3 and 4, an Interim Assessment with two questions, and a final Summative Assessment with five multi-component questions. The design project in Lessons 3 and 4 partially assesses the ETS PE (MS-ETS1-1). While students engage in some of the components of the ETS DCI as they build and test their magnifying device, there are missed opportunities for students to fully engage in the associated SEP (SEP-AQDP-M8) because students are given the problem and are eventually provided with the project constraints. The Interim Assessment has two open-ended questions about a proposed investigation about cells. The final Summative Assessment has seven open-ended questions about plant and animal cells and one question in which students complete a graphic organizer based on a diagram of cells. There are 11 dimensions associated with the three performance expectations for this unit. The assessments assess all the listed DCIs (DCI-LS1.A-M1, DCI-LS1.A-M2, and DCI-LS1.A-M3) but do not assess the targeted engineering DCI (DCI-ETS1.A-M1). None of the SEPs associated with the targeted objectives are assessed (SEP-INV-M2, SEP-MOD-M5, SEP-ARG-M3, and SEP-AQDP-M8). There are three CCCs associated with the objectives, but none are assessed in either of the assessments (CCC-SPQ-M5, CCC-SF-M1, and CCC-SYS-M1). One CCC, in the last question of the final Summative Assessment, is assessed. Of the ten questions asked on both assessments, five are two-dimensional, four are one dimensional, and one does not assess any element of the three dimensions.
• In Grade 7, Unit 2, Earth Systems, the objectives include four targeted performance expectations: MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, and MS-ESS3-2, and four ETS PEs: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4, which are three dimensional. Assessments for this unit include an Interim Assessment with two questions, a final Summative Assessment with five multi-component questions, and an engineering project in Lesson 18. The Interim Assessment has two questions in which students use a graphic to explain components of the rock cycle. The Summative Assessment has multiple open-ended questions and a multiple choice question. Several questions require students to interact with a graphic in the form of an image or map. There are 22 dimensions associated with the PEs listed as the objectives for this unit. Overall, the questions on the Interim and Summative assessment assess students’ understanding of five out of the six relevant DCIs for the unit (DCI-ESS2.A-M1, DCI-ESS2.A-M2, DCI-ESS2.C-M5, DCI-ESS2.B-M1, and DCI-ESS1.C-M2), but do not assess DCI-ESS3.B-M1, ETS1.A-M1, ETS1.B-M2, ETS1.B-M4, or ETS1.C-M2. The materials assess only one (SEP-CEDS-M3) of the eight SEPs in the objectives, missing SEP-MOD-M5, SEP-DATA-M4, SEP-DATA-M7, SEP-AQDP-M8, SEP-ARG-M3, SEP-DATA-M3, and SEP-MOD-M7, but include two other grade-level SEPs. The two summative assessments do not assess any of the CCCs (CCC-SC-M2, CCC-SPQ-M1, CCC-PAT-M2, or CCC-PAT-M4). None of the questions asked are three dimensional, seven questions are two dimensional, and the remainder assess a single dimension. The engineering project in Lesson 18 partially assesses the ETS PEs. Students engage in multiple SEPs connected to the engineering design process; however, two elements associated with the targeted PEs are not assessed: SEP-AQDP-M8 and SEP-ARG-M5. Additionally, while students engage in components of the ETS DCIs as they build and test their design, there are missed opportunities to specifically assess student understanding of the ETS DCIs.
• In Grade 7, Unit 5: Physical and Chemical Changes, the objectives include three targeted performance expectations: MS-PS1-2, MS-PS1-5, and MS-PS1-6, and four ETS PEs: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4, which are three dimensional. The Interim Assessment contains two multi-component items which include a multiple choice and several open-ended questions. The Summative Assessment contains ten questions. One question is multiple choice and nine questions are open ended. There is also an engineering design project in Lessons 10-15. The Interim Assessment and Summative Assessment both assess two DCI elements of the performance expectations identified as objectives for the unit: DCI-PS1.B-M1 and DCI-PS1.B-M2. No SEP or CCC elements of the identified performance expectations are assessed in either assessment. One question on the interim assessment and one question on the summative assessment are two dimensional but assess SEP elements that are not part of the targeted performance expectations. Eight questions are one dimensional and assess a DCI element only. Four questions do not assess any elements of the identified performance expectations. The engineering project in Lessons 10-15 partially assesses the ETS PEs. While students engage in multiple SEPs connected to the engineering design process, two elements associated with the targeted PEs are not assessed: SEP-ARG-M5 and SEP-MOD-M7. Additionally, while students engage in components of the ETS DCIs as they build and test their design, there are missed opportunities to specifically assess student understanding of the ETS DCIs.
• In Grade 8, Unit 4: Electricity and Magnetism, the objectives include the targeted performance expectations MS-PS2-3, MS-PS2-5, and MS-PS3-2, and one ETS PE: MS-ETS1-1, which are three dimensional. Assessments include an interim assessment, a summative assessment, and an engineering project in Lessons 13-15. The Interim Assessment includes two multiple choice questions, two open-ended questions, and an assessment task in which students construct a model. The Summative assessment has five parts with a total of 10 questions. One question is multiple choice, five questions involve making drawings, and the rest are open ended. The interim assessment assesses the DCI element (DCI-PS2.A-M2). The SEP (SEP-INV-M2) and the CCC (CCC-CE-M2) are not assessed. One question covers no elements of the dimensions and the remainder of the questions only assess the DCI associated with the PE. The Summative Assessment assesses an element of the targeted ETS PE (DCI-ETS1.A-M1) and two DCIs (DCI-PS2.B-M1, DCI-PS2.B-M2) related to the targeted PEs. Two DCIs (DCI-PS3.A-M2, DCI-PS3.C-M1) are not assessed in any of the questions. None of the SEPs (SEP-AQDP-M6, SEP-INV-M2, SEP-MOD-M6, and SEP-AQDP-M8) or CCCs (CCC-SYS-M2, CCC-CE-M2) associated with the targeted PEs are assessed in any of the questions. None of the questions assess more than one element. The engineering project in Lessons 13-15 does not assess any elements of the targeted performance expectations for the unit. While students engage in portions of the engineering design process, none of the DCIs (DCI-ETS1.A-M1, DCI-PS2.B-M1, DCI-PS2.B-M2, DCI-PS3.A-M2, and DCI-PS3.C-M1), SEPs (SEP-AQDP-M6, SEP-INV-M2, SEP-MOD-M6, and SEP-AQDP-M8) or CCCs (CCC-SYS-M2, CCC-CE-M2) associated with the targeted PEs are assessed in any portion of the project.
• In Grade 8, Unit 5: Waves, the objectives include the three targeted performance expectations: MS-PS4-1, MS-PS4-2, and MS-PS4-3, which are three dimensional. The Interim Assessment contains two items with two questions per item. Item one contains two open-ended questions. Item two contains one multiple-response question and one open-ended question. The Summative Assessment contains 12 questions total which are organized into five items. Six questions are multiple response/matching and six questions are open ended. There is also a design project in Lesson 15 which serves as a performance assessment. The Interim Assessment assesses three DCI elements of the performance expectations identified as objectives for the unit: PS4.A-M1, PS4.B-M1, and PS4.B-M4. For example, DCI-PS4.B-M1 is assessed by giving students a list of properties of waves and asking, “Select all the properties that light waves and sound waves have in common.” The Summative Assessment assesses four DCI elements of the performance expectations identified as objectives for the unit: DCI-PS4.A-M2, DCI-PS4.B-M1, DCI-PS4.B-M3, and DCI-PS4.C-M1. For example, DCI-PS4.C-M1 is assessed by asking students, “What are the advantages of analog versus digital waves? Use the wave representations in Part B to explain your answer.” No SEP or CCC elements of the identified performance expectations are assessed in either assessment. Five questions do not assess any DCI elements of the identified performance expectations. Seven questions are one-dimensional and assess a DCI element only. The engineering project in Lesson 15 does not assess any of the listed PE for this unit. Students work in groups to create an original design, improve an old device, or create an abstract art project that incorporates light and sound. Although students are engaged in components of the ETS DCIs as they build and test their design, these are not included in the lesson objectives.
• In Grade 8, Unit 6: Earth’s Place in the Universe, the objectives include the four targeted performance expectations MS-ESS1-1, MS-ESS1-2, MS-ESS1-3, and MS-PS2-4. Assessments include an interim assessment and an end of unit assessment. The Interim Assessment has three open-ended questions. The Summative Assessment has five parts consisting of a total of nine questions. One question involves completing a chart and the others are all open ended. While the learning objectives are three dimensional, there are no assessment tasks that assess all of the elements from the dimensions. The interim assessment covers the SEP (SEP-MOD-M5) and the two DCIs (DCI-ESS1.A-M1, DCI-ESS1.B-M2) but not the CCC (CCC-PAT-M3) associated with the PE. Each question assesses an element of a DCI and SEP, but only one of the questions covers the SEP associated with the PE. Tasks presented in the Summative Assessment assess most of the DCIs (DCI-ESS1.A-M1, DCI-ESS1.B-M2, DCI-ESS1.B-M1, and DCI-PS2.B-M2) for the targeted PEs. Two of the SEPs (SEP-MOD-M5, SEP-DATA-M7) associated with the PEs are assessed in the questions. But there are several DCIs (DCI-ESS1.A-M2, DCI-ESS1.B-M3) and an SEP (SEP-ARG-M3) that are not assessed in any of the questions. None of the questions assess any element of the CCCs associated with the PEs. Of the nine questions, three are two dimensional and none are three dimensional.

The instructional materials reviewed for Grades 6-8 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. The materials provide few lessons where phenomena or problems drive student learning using key elements of all three dimensions. When present, these lessons are primarily found in the Grade 6 materials.

Across the series, a lesson-level phenomenon or problem does not drive student learning in most lessons. Rather, student learning is frequently guided by a scientific concept, question, investigation, or project. These lessons engage students in elements of all three dimensions about half the time, leading to missed opportunities for students to engage with elements of the CCCs.

Examples of lessons where phenomena or problems do not drive student learning and students do not engage with elements of all three dimensions:

• In Grade 6, Unit 1, Lesson 7: Phase Changes, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on changes in physical states. Students review what they already know about the phase changes of water and observe and learn about the phase changes of carbon dioxide. Students learn that different types of matter exist as either solids, liquids, or gases and their phase is dependent upon temperature (DCI-PS1.A-P1). This lesson does not engage students with a crosscutting concept or a science and engineering practice.
• In Grade 6, Unit 8, Lesson 4: Can You Roll Your Tongue?, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on the relationship between phenotypes and chromosomes. Students learn about the relationship between chromosomes and phenotypes as they read about specific traits, allele pairs, and Punnett squares. Students learn that observed patterns of inherited genes can be used to identify an offspring’s possible expression of a trait (CCC-PAT-M3, DCI-LS3.A-M2). This lesson does not engage students with a science and engineering practice.
• In Grade 7, Unit 3, Lesson 6: Comparing Solids, Liquids and Gases, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on the differences between solids, liquids, and gases. Students engage in an online simulation to explore different states of matter. Students construct a model (SEP-MOD-M6) to describe the distance between and kinetic energy of molecules, comparing each state of matter and what happens as samples of matter change phase (DCI-PS1.A-M4, DCI-PS1.A-M6). This lesson does not engage students with a crosscutting concept.
• In Grade 7, Unit 7, Lesson 13, Flow of Matter in an Ecosystem, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on the movement of nutrients through food webs. Students engage in an activity to describe the movement of nutrients through a food web. Within this instructional opportunity, students describe how matter flows through a food web from producers to consumers to decomposers (CCC-SYS-M2, DCI-LS2.B-M1). This lesson does not engage students with a science and engineering practice.
• In Grade 8, Unit 1, Lesson 6: Inventions, students do not engage with a lesson-level phenomenon. Rather, learning focuses on inventions and the relationship between science and technology. Students read and answer questions about several inventors and their inventions and the impact of these inventions on society. This lesson is not associated with any disciplinary core idea and students do not engage with a crosscutting concept or a science or engineering practice.
• In Grade 8, Unit 2, Lesson 11: Graphs, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on graphing. Students evaluate multiple graphs as they identify required components of graphs and learn how to read different components of graphs. Within the lesson, students engage with an SEP as they practice constructing graphs to represent motion (SEP-DATA-M1). This instructional opportunity is not associated with any disciplinary core idea and students do not engage with a crosscutting concept.

Examples of lessons where phenomena or problems do not drive student learning but students engage with elements of all three dimensions:

• In Grade 6, Unit 4, Lesson 4: Climate Elevation, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on the relationship between elevation and climate. Students analyze a data set that reports temperature readings at various elevations up the slope of a mountain. Students engage with elements of all three dimensions as they interpret patterns observed in graphical data (CCC-PAT-M3, SEP-DATA-M1) to demonstrate the effect of elevation on climate (DCI-ESS2.D-M1).
• In Grade 6, Unit 7, Lesson 16: Response to Stimuli, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on answering the question, “Which of your senses do you think is the fastest?” Students engage in several activities to test their reaction speed to different stimuli. Students engage with elements of all three dimensions as they compare and model how various sensory systems send information to the brain (CCC-SYS-M1, SEP-MOD-M6) and how different sense receptors respond to different inputs, resulting in differences in behavior (DCI-LS1.D-M1).
• In Grade 7, Unit 4, Lesson 9: Drawing Compounds, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on drawing different chemical compounds. Students review how to diagram hydrogen and carbon atoms prior to developing models of molecular bonding. Students engage with elements of all three dimensions as they model (SEP-MOD-M6) atomic structures to visualize the relative arrangement of electrons between different types of bonded atoms (CCC-SF-M1, DCI-PS1.A-M1).
• In Grade 7, Unit 6, Lesson 12: Investigation: Snails, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on determining if snails engage in cellular respiration. Students review observations of the effects of plant-based cellular respiration on the pH of a water sample prior to predicting the effects of a snail on the pH of a similar sample of water. Students engage with elements of all three dimensions as they develop predictions about the effect of cellular respiration on pH and whether they can determine if cellular respiration takes place in snails (CCC-CE-M2, DCI-PS3.D-M2), and propose additional questions to investigate (SEP-AQDP-M2).
• In Grade 7, Unit 8, Lesson 6: Where in the World?, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on mapping resources around the world. Students compare the distribution of different types of earth’s resources around the world. Students engage in elements of all three dimensions as they use maps showing the locations of resources around the world (CCC-PAT-M4) to describe the uneven distribution of earth’s resources and propose evidence-based explanations for the role of geologic processes in resource distribution (DCI-ESS3.A-M1, SEP-CEDS-M4).
• In Grade 8, Unit 4, Lesson 2: Exploring With Magnets, students do not engage with a lesson-level phenomenon or problem. Rather, learning focuses on describing magnetic fields. Students observe how iron filings respond when placed on a piece of paper that has a bar magnet placed beneath the paper. Students engage with elements of all three dimensions as they analyze and interpret observations (SEP-DATA-M7) of patterns in the behavior of the iron filings (CCC-PAT-M1) to build understanding that magnetic forces act at a distance in the form of a field that extend through space (DCI-PS2.B-M3).

Examples of lessons where phenomena or problems drive student learning and students do not engage with elements of all three dimensions:

• In Grade 8, Unit 2, Lesson 16: Design a Force Machine, students are presented with the challenge of creating a machine that will roll a ball across a flat surface from the application of two forces. This problem drives learning as student brainstorm constraints, diagram their proposed device, and create a materials list for their design. Students share their designs as a class, compare and contrast their design with other designs, and revise their designs based upon this comparison. Within this lesson, students construct a solution that meets specific design criteria and constraints (SEP-CEDS-M7). This problem is not associated with any content specific grade-band appropriate DCI in life, physical, or earth and space science, or associated element and students do not use a crosscutting concept to complete the design process.
• In Grade 8, Unit 4, Lesson 1: What is Magnetism?, students investigate the phenomenon that a compass always points in the same direction, unless a magnet is brought near it. This phenomenon drives learning as students observe the behavior of a compass with regard to the various spatial arrangements of bar magnets and observe how a series of compasses arranged in a circle respond to a bar magnet placed inside the arrangement. Students analyze and interpret their observations (SEP-DATA-M4) of the force applied on the compasses by the bar magnet (DCI-PS2.B-M3) to explain the concept of magnetism (SEP-CEDS-M4). Students do not use a crosscutting concept to explain this phenomenon.

Examples of lessons where phenomena or problems drive student learning and students engage with elements of all three dimensions:

• In Grade 6, Unit 2, Lesson 2: Motion and Temperature, students investigate the phenomenon that the rate that tea disperses through samples of water changes at different temperatures. This phenomenon drives learning as students observe how the tea moves through beakers of water at different temperatures and draw a model to show how the movement of tea and water particles changes as temperature changes. Students develop and use a model (SEP-MOD-M5) to show how the movement of a substance observed at the macroscopic level can be used to describe the relative average internal kinetic energy of the particles in that substance (CCC-PAT-M1, DCI-PS1.A-M3, and DCI-PS3.A-M4).
• In Grade 6, Unit 2, Lesson 3: What is Heat?, students investigate the phenomenon that a balloon attached to the mouth of a glass container inflates as the container is submerged in warm water. This phenomenon drives learning as students observe and model how the volume of a balloon responds when submerged in different temperatures of water. As a class, students discuss what happens to the speed of the air molecules as thermal energy is added and how that is contributing to the size of the balloon. Students discuss and predict what will happen when a small amount of water is added to the balloon/bottle system before submerging the bottle in hot water. Students develop and use a model (SEP-MOD-M5) to identify how changes to the total thermal energy of a system proportionally affect (CCC-CE-M2) the movement of particles in the system (DCI-PS1.A-M3).
• In Grade 6, Unit 7, Lesson 3: Joints, students investigate the phenomenon of how different joints in the human body move or, in some cases, do not move. This phenomenon drives learning as students observe and operate several different mechanical joints, discuss how the structure of each joint relates to the joint’s function, and describe how the shapes of bones allow them to fit together and move with ease. Students develop a model to describe (SEP-MOD-M5) how the structure of a joint can infer how the joint will function (CCC-SF-H2) within a larger system (DCI-LS1.A-E3).
• In Grade 7, Unit 4, Lesson 11: Crystals and Engineering Project, students are presented with the problem that a toy company wants to sell a crystal growing set and they need students to design it. This problem drives learning as students investigate characteristics of and methods for growing crystals and identify optimal crystal growing conditions. Students investigate the solid structures produced when crystals are grown to produce data (SEP-INV-M2) used to visualize the repeating submicroscopic subunits unique to crystalline structures (DCI-PS1.A-M5, CCC-SF-M1).

The instructional materials reviewed for Grades 6-8 do not meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. Across the series, the materials provide few opportunities to elicit and no opportunities to leverage students’ prior knowledge and experiences related to phenomena and problems.

When present, opportunities to elicit students’ prior knowledge and experiences occur during the lesson opener within the Engage section of an instructional sequence. Instructional guidance within the materials generally includes one or more scripted questions relating to a phenomenon or problem and suggestions for how to engage students in discussions (e.g., calling on students to share or having students turn and talk with a neighbor). In a few instances, directions are provided to guide the teacher to draw out additional student thinking about the phenomenon or problem. However, there are no instances where the materials provide teachers with support to address students’ ideas, incorporate students’ prior knowledge, or to leverage students’ experiences with a phenomenon and/or problem.

In most cases, rather than elicit students’ prior knowledge and experience related to the phenomenon or problem, the materials engage students in discussions about content knowledge related to elements of the DCIs. In these cases, the materials do not provide instructional guidance to teachers to address students’ alternate conceptions. In several instances, the materials do not elicit any information from students related to phenomena or problems. Rather, they directly engage students in the learning activities associated with the lesson.

Examples of lessons that neither elicit nor leverage students’ prior knowledge and experiences of phenomena and/or problems:

• In Grade 6, Unit 2, Lesson 2: Motion and Temperature, students’ prior knowledge and experiences of the phenomenon—the rate that tea disperses through samples of water changes at different temperatures—are not elicited. Rather, content knowledge related to the DCI is elicited through a discussion of vocabulary terms. The materials do not provide instructional guidance for teacher processing of students’ responses and students’ prior knowledge and experiences are not leveraged during subsequent learning opportunities.
• In Grade 6, Unit 2, Lesson 3: What is Heat?, students’ prior knowledge and experiences of the phenomenon—a balloon attached to the mouth of a glass container inflates as the container is submerged in warm water—are not elicited. Rather, student content knowledge related to the DCI is elicited through discussion of student observations of the teacher demonstration of the phenomenon. The materials do not provide instructional guidance for teacher processing of students’ responses and students’ prior knowledge and experiences are not leveraged during subsequent learning opportunities.
• In Grade 7, Unit 3, Lesson 14: Floating Boats, students’ prior knowledge and experiences of the problem—to design a vessel that will hold the most cargo without sinking—are not elicited. Rather, students build off learning from prior lessons as they discuss why some objects are able to float. The materials do not provide instructional guidance for teacher processing of students’ responses and students’ prior knowledge and experiences are not leveraged during subsequent learning opportunities.
• In Grade 7, Unit 4, Lesson 11: Crystals and Engineering Project, students’ prior knowledge and experiences of the problem—to engineer a toy crystal growing set for a toy company to sell—are not elicited. Rather, content related to the DCI is elicited through discussion about how crystals form, which is content learned from earlier learning opportunities. The materials do not provide instructional guidance for teacher processing of students’ responses and students’ prior knowledge and experiences are not leveraged during subsequent learning opportunities.
• In Grade 7, Unit 7, Lesson 16: Design an Ecosystem, students’ prior knowledge and experiences of the challenge—to design an ecosystem that has enough components to survive indefinitely—are not elicited. Rather, content related to the problem is introduced through a reading passage about a failed biosphere project. Students summarize ideas from the passage. The materials do not provide instructional guidance for teacher processing of students’ responses and students’ prior knowledge and experiences are not leveraged during subsequent learning opportunities.
• In Grade 8, Unit 7, Lesson 2: Detective Work, students’ prior knowledge and experiences of the phenomenon—a jewel thief’s boots are covered in layers of mud—are not elicited. Rather, content related to the phenomenon is introduced through an image of a full laundry basket. Students observe the image and respond to a question about whether old clothing is at the top or bottom and if there could be any exceptions. Within this lesson, the materials do not provide any opportunities for the teacher to elicit students’ prior knowledge and experiences.

Examples of lessons that elicit but do not leverage students’ prior knowledge and/or experiences of phenomena and/or problems:

• In Grade 6, Unit 4, Lesson 1: California Climates, students’ prior knowledge and experiences of the phenomenon—the state of California has sixteen distinct climate zones—is elicited through a whole class discussion about the places students have visited or heard about in the state of California. Students then compare the places identified in California to their current location. As the lesson progresses, students do not return to these initial ideas nor do the lesson materials provide instructional guidance for teachers to leverage student responses.
• In Grade 6, Unit 5, Lesson 2: Extreme Weather Events, students’ prior knowledge and experiences of the phenomenon—the occurrence of extreme weather events have increased over the past several decades—are elicited through a whole class discussion about students’ personal experiences with extreme or unusual weather. As the lesson progresses, students do not return to these initial ideas nor do the lesson materials provide instructional guidance for teachers to leverage student responses.
• In Grade 7, Unit 3, Lesson 1: The Case of the Floating Fish, students’ prior knowledge and experiences of the phenomenon—a fish in a fish tank has mysteriously died—are elicited through a whole class discussion about student ideas about crime scenes. After observing a mysterious substance near the scene, students reference materials they might find around their own houses as they discuss and give examples of properties that can be used to tell substances apart. As the lesson progresses, students do not return to these initial ideas nor do the lesson materials provide instructional guidance for teachers to leverage student responses.
• In Grade 8, Unit 3, Lesson 1: Impacts in Sports, students’ prior knowledge and experiences of the problem—how to protect a person from receiving a concussion while playing various sports—are elicited through a whole class brainstorm of the types of collisions that can happen in sports. As the lesson progresses, students do not return to these initial ideas nor do the lesson materials provide instructional guidance for teachers to leverage student responses.
• In Grade 8, Unit 4, Lesson 1: What is Magnetism?, students’ prior knowledge of the phenomenon—a compass will always point in the same direction unless a magnet is brought near it—are elicited through a whole class discussion about compasses and how they work. After students observe the needle of a compass point in the same direction as that compass is rotated, they brainstorm ideas that may explain this phenomenon. As the lesson progresses, students do not return to these initial ideas nor do the lesson materials provide instructional guidance for teachers to leverage student responses.

The instructional materials reviewed for Grades 6-8 do not meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions. In most instances, lessons within each identified learning sequence are organized by a common theme, scientific concept, or focus question, rather than student learning driven by a phenomenon or problem.

Across the series, the materials include a few instances where a problem drives student learning across multiple lessons. In these instances, students typically are engaged with all three dimensions as they work to solve the design challenge.

Examples of instructional units that do not use phenomena or problems to drive student learning across multiple lessons:

• In Grade 6, Unit 3: Weather (Lessons 1-16), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, students build understanding of the scientific concept of weather. Throughout the instructional sequence, students engage with elements of all three dimensions as they conduct investigations to collect evidence (SEP-INV-M4) to explain the complex relationships between multiple variables (CCC-CE-M3) that affect the changes and movement of water in the atmosphere (DCI-ESS2.C-M2).
• In Grade 6, Unit 5: Climate Change (Lessons 1-13), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, students build understanding of the scientific concept of climate change. Throughout the instructional sequence, students engage with elements of all three dimensions as they analyze sets of data for patterns and causal relationships (CCC-PAT-M4, SEP-DATA-M3) for evidence of factors that affect climate change (DCI-ESS3.D-M1).
• In Grade 6, Unit 6: Cells (Lessons 1-25), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, students build understanding of the scientific concept of the characteristics of living things. Throughout the instructional sequence, students engage with elements of all three dimensions as they observe similarities between different types of cells (CCC-PAT-P1), learn how cells specialize (DCI-LS1.A-M2), and identify the connection between cell structure and the function of specialized cells (CCC-SF-M1).
• In Grade 7, Unit 1: Introduction (Lessons 1-11), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, student learning is driven by the engineering design process and the development of the classroom community. Throughout the learning sequence students engage with an element of a science and engineering practice as they design, evaluate, and redesign a solution for a challenge to build the tallest tower from limited materials (SEP-CEDS-M8). This instructional sequence does not engage students with a crosscutting concept or a disciplinary core idea.
• In Grade 7, Unit 4: Elements and Compounds (Lessons 1-14), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, student learning is driven by the focus question, “What is everything made of?” Throughout the instructional sequence, students engage with elements of all three dimensions as they explore the properties of different elements (DCI-PS1.A-M2) and identify patterns in the locations of elements on the periodic table (CCC-PAT-E3) to construct model to predict how two atoms will bond (SEP-MOD-M6).
• In Grade 7, Unit 6: Respiration and Photosynthesis, students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, students build understanding of the scientific concepts of cellular respiration and photosynthesis. Throughout the instructional sequence students engage with elements of all three dimensions as they plan and carry out an investigation (SEP-INV-M2) to observe the effect of various exercises on the rate of cellular respiration (CCC-CE-M1, DCI-LS1.C-M1).
• In Grade 8, Unit 5: Waves (Lessons 1-15), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, student learning is driven by the scientific concept of waves. Throughout the instructional sequence, students engage with elements of disciplinary core ideas as they learn about the properties, energy, and movement of both sound and light waves and how they each travel through various mediums (DCI-PS4.A-M1, DCI-PS4.A-M2, DCI-PS4.B-M1, DCI-PS4.B-M2, and DCI-PS4.B-M3). Students use graphs constructed from data collected over multiple trials (SEP-INV-M4) to identify the repeating patterns of wavelength and frequency in a simple wave (CCC-PAT-M4, DCI-PS4.A-M1).
• In Grade 8, Unit 7: Geologic Time Scale (Lessons 1-13), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, student learning is driven by the scientific concept of geologic time. Throughout the unit, students engage with elements of a disciplinary core idea as they learn that analysis of the geologic and fossil record can provide information to support relative dating (CCC-SPQ-P1) of geologic events (DCI-ESS1.C-M1). This instructional sequence does not engage students with a science and engineering practice.
• In Grade 8, Unit 8: Evolution (Lessons 1-17), students do not engage with a phenomenon or problem that drives learning across multiple lessons. Rather, students build understanding of the scientific concepts of evolution. Throughout the instructional sequence, students engage with elements of all three dimensions as they build understanding of how organisms are grouped by traits and those traits impact the fitness of organisms (CCC-PAT-E3, DCI-LS2.A-M1, and DCI-LS2.A-M3) and study how organism inherit traits and construct explanations of how some traits become more dominant in a population (DCI-LS3.A-M2, DCI-LS3.B-M1, and SEP-CEDS-M4).

Examples of instructional units where problems drive instruction across multiple lessons and engage students in all three dimensions:

• In Grade 7, Unit 5: Physical and Chemical Changes (Lessons 10-15), the challenge, to design a hot/cold pack that can be integrated into an article of clothing, drives student learning across multiple lessons. Within this lesson sequence, students define criteria and constraints, investigate endothermic and exothermic reactions, and design and evaluate solutions. Throughout the instructional sequence, students engage in elements of all three dimensions as they use their understanding of thermal energy as a component of chemical reactions (DCI-PS1.A-M3, DCI-PS3.A-M4) to design, construct, test and optimize (SEP-CEDS-M6, SEP-CEDS-M8) the flow of thermal energy out of/in to a hot/cold pack (CCC-EM-M4).
• In Grade 8, Unit 3: Kinetic and Potential Energy (Lessons 1, 8-9, 11-12), the challenge, to protect a person from receiving a concussion while playing various sports, drives student learning across multiple lessons. Within this lesson sequence, students learn how collisions can lead to head injury, investigate materials that can reduce energy transferred during an impact, and design, build, and evaluate a helmet to protect an athlete from a concussion. Throughout the instructional sequence, students engage in elements of all three dimensions as they use their understanding of kinetic and potential energy (DCI-PS3.A-M1, DCI-PS3.A-M2) to plan an investigation to provide evidence (SEP-INV-M1, SEP-INV-M2) to support the design of a structure that reduces the risk of concussion while playing sports (CCC-SF-M2).