High School - Gateway 1

The instructional materials reviewed for High School partially meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. The materials provide opportunities across the course, with respect to phenomena and problems, for students to share their prior knowledge and experiences. These opportunities, when present, are connected to the presentation of Unit-level and Lesson-level phenomena and/or problems. Additionally, in a few instances, materials leverage student contributions by providing opportunities for students to use the ideas they have shared to consider the design of an investigation.

Where opportunities to elicit students’ prior knowledge and experiences connected to phenomena and problems are present, they are generally teacher-led discussions or a partner discussion followed by a whole class share out. In rare instances, students capture their prior knowledge of a phenomena or problem through the development of a model/diagram. In cases where students’ prior knowledge and experience are not elicited, the materials frequently direct teachers to revisit previously developed questions captured on a Driving Question Board, review prior learning, or engage students in discussion of non-scientific examples analogous to new content. 

Examples where materials elicit and leverage students’ prior knowledge and experience related to phenomena and problems:

• In Unit 5, 5E Sequence: Neolithic Revolution, the phenomenon is the human population has experienced increased growth throughout human history. Students’ prior knowledge and experiences of the phenomenon are elicited when, in a whole class setting, students are asked to think about how prehistoric humans lived. Then, students’ prior knowledge and experiences are leveraged when students are asked to use the ideas they shared to consider how to investigate how the factors they surfaced affected populations of early humans.

• In Unit 6, 5E Sequence: Tuskless Elephant, the phenomenon is the percentage of tuskless adult female elephants is much higher in Gorongosa National Park than in the typical elephant population. Students’ prior knowledge and experiences related to this phenomenon are elicited when students share ideas on how human actions impact elephants and what they think elephants use their tusks for. Then, students’ prior knowledge and experience is leveraged when students refer back to their ideas about why the number of tuskless elephants is increasing to consider how to design an investigation.

Examples where materials elicit students’ prior knowledge and experience related to phenomena and problems but do not leverage:

• In Unit 1: Marathon Runner, Unit Opener, the phenomenon is a marathon runner that becomes disoriented after completing a marathon, collapses, and later enters a coma. Students’ prior knowledge and experience are elicited through a partner discussion, an individual task, and a second partner discussion. Students are shown a brief video of a marathon and are then directed to share with a partner what they think happens to the human body during exercise with respect to their personal experience or observations made during the video. Students annotate a diagram of the human body to describe predicted changes and then return to their partner to compare ideas. As the Unit progresses, students do not return to these initial ideas and there is a missed opportunity for the instructional materials to provide guidance for the teacher to leverage the students’ previously elicited prior knowledge and experience. 

• In Unit 2, 5E Sequence: Cooperation and Survival, the phenomenon is bacteria interact to form a biofilm. Students’ prior knowledge and experiences are elicited through a class discussion. Students are asked to share about the last time they worked in a group, identifying ways it was beneficial and challenging. The teacher uses these ideas to transition to the question, “Why would bacteria evolve to cooperate with each other?”. As the Unit progresses, students do not return to these initial ideas and there is a missed opportunity for the instructional materials to provide guidance for the teacher to leverage the students’ previously elicited prior knowledge and experience. 

• In Unit 3: Evolution of Sick Humans, Unit Opener, the phenomenon is a high school student who recently immigrated from Japan gets sick from consuming dairy products, but her classmates do not. Students’ prior knowledge and experience are elicited through a partner discussion. Students are directed to share with their partner what they recently ate and drank in the school cafeteria. As student discussions continue, they are prompted to consider how cultural foods, religious practices, environmental differences, and allergies may impact student diets. As the Unit progresses, students do not return to these initial ideas and there is a missed opportunity for the instructional materials to provide guidance for the teacher to leverage the students’ previously elicited prior knowledge and experience. 

• In Unit 4: Saving the Mountain Lion, Unit Opener, the phenomenon is a mountain lion is sighted in Connecticut in a region where they were previously believed to be extinct. Students’ prior knowledge and experience are elicited when students are directed to list any large mammals they have seen in their community and asked to share what mammals that they would be surprised to see. As the Unit progresses, students do not return to these initial ideas and there is a missed opportunity for the instructional materials to provide guidance for the teacher to leverage the students’ previously elicited prior knowledge and experience. 

• In Unit 6: Woolly Mammoth, Unit Opener, the phenomenon is woolly mammoths used to be found across much of northern Europe and Asia, but by 6,000 years ago evidence of them was gone. Students’ prior knowledge and experiences related to this phenomenon are elicited when students are asked to consider why we don’t see woolly mammoths around anymore. Teacher guidance suggests that teachers encourage students to draw upon what they know about woolly mammoths from movies or other popular depictions. As the Unit progresses, students do not return to these initial ideas and there is a missed opportunity for the instructional materials to provide guidance for the teacher to leverage the students’ previously elicited prior knowledge and experience. 

Examples where materials do not elicit students’ prior knowledge and experience related to phenomena and problems, resulting in a missed opportunity to leverage:

•  In Unit 2, 5E Sequence: Antibiotic Resistance, the phenomenon is bacteria in a cave are resistant to many common antibiotics, even though they have been isolated from all human and animal contact for 4 million years. Students’ prior knowledge and experiences related to this phenomenon are not elicited. Rather, students consider several previously developed questions from the Driving Question Board and, if they asked a question, share their initial motivation for asking the question.

• In Unit 3, 5E Sequence: Lactase Persistence, the phenomenon is lactose intolerance rates vary by geographic region. Students’ prior knowledge and experiences of the phenomenon are not elicited. Rather, students examine a map that displays the occurrence of global lactose intolerance and share their noticings and questions in a whole class discussion.

• In Unit 4, 5E Sequence: Genetic Variation, the phenomenon is Florida panthers have health problems like kinked tails, holes in their hearts, decreased resistance to parasites, and sex-linked reproductive issues. Students’ prior knowledge and experiences of the phenomenon are not elicited. Rather, students read and annotate a modified text and then, with a partner, discuss the possible effects of physiological abnormalities in panthers on panther survival rates.

• In Unit 5: Food for All, Unit Opener, the phenomenon is pellagra disproportionately affected certain populations more than others in the early 1900s. Students’ prior experiences of the phenomenon are not elicited. Rather, students are directed to talk with a table partner about factors that may prompt disease. While the lesson does elicit prior knowledge, it misses the opportunity to elicit information on students’ prior experiences.

The instructional materials reviewed for High School partially meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Within the program, learning opportunities are presented to students through a BSCS 5E Instructional Model (Engage, Explore, Explain, Elaborate, and Evaluate). Multiple lesson phases (5E components) within the course use phenomena and/or problems to drive student learning. In all cases, a learning sequence level phenomenon and/or problem, from the Unit or Lesson-level, is used to drive learning across several lesson phases. Of these phenomenon and/or problem-driven phases, some engage students in three-dimensional learning. Most often, students engage in 1D or 2D learning. In cases where student engagement is limited to one dimension, the materials generally make use of an SEP. In cases where student engagement incorporates elements of two dimensions, an SEP is generally present with a DCI or CCC. Some lesson phases are not driven by phenomena or problems. In these instances, student learning is frequently focused on DCIs, provided questions, or individual activities. 

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

• In Unit 2, 5E Sequence: The Black Death, Explain 2, students investigate the phenomenon that some people survived the Black Death while others did not. This phenomenon drives instruction as students consider how natural variations in the immune system of Medieval humans contributed to their survival during the Black Death. Within the lesson phase, students investigate the conditions required for natural selection to occur (DCI-LS4.B-H1, DCI-LS4.C-H2) and construct an explanation (SEP-CEDS-H2, SEP-CEDS-H3) that resolves why some people were able to survive the Black Death. Students also consider how genetic patterns between individuals and in populations might affect survivability and immunity (CCC-PAT-H1).

• In Unit 3, 5E Sequence: Lactase Persistence, Explain 2, students investigate the phenomenon that lactose intolerance rates vary by geographic region. This phenomenon drives instruction as students consider how a person might not be able to digest milk into adulthood. Within the lesson phase, students use information from a previously annotated text to construct an explanation (SEP-CEDS-H2) to resolve why some people can digest milk and others can not. Students work together to define the relationship between chromosomes, genes, DNA, and proteins with respect to lactose intolerance and the function of the lactase enzyme (DCI-LS1.A-H2, DCI-LS3.A-H1, and CCC-SF-H2).

• In Unit 4, 5E Sequence: Genetic Variation, Explain 1, students investigate the phenomenon that Florida panthers have health problems like kinked tails, holes in their hearts, decreased resistance to parasites, and sex-linked reproductive issues. This phenomenon drives instruction as students consider how abnormal traits increase in a population. Within this lesson phase, students investigate mitosis, differentiation, and mutations to identify connections to these traits (DCI-LS3.B-H1, DCI-LS1.B-H1) and work together to construct an explanation for the cause of abnormalities in the Florida panther population (SEP-CEDS-M3). Students use a text describing inbreeding to generate a concept map that depicts the relationship between the observed traits and mitosis, mutation, and differentiation (CCC-SPQ-H4).

• In Unit 6, 5E Sequence: Kelp Forest, Elaborate, students investigate the phenomenon that a single location can support alternating kelp forest and urchin barren ecosystems. This phenomenon drives instruction as students consider how the components of an ecosystem interact to provide resiliency against a disturbance. Within the lesson phase, students generate models of the carbon cycle to account for increasing levels of greenhouse gasses (DCI-LS2.B-H3, SEP-MOD-H3, and CCC-SYS-H3). 

Examples where phenomena or problems drive individual lessons but do not use all three dimensions:

• In Unit 1, 5E Sequence: Muscles & Energy, Explore 1, students investigate the phenomenon that a marathon runner becomes disoriented after completing a marathon, collapses, and later enters a coma. This phenomenon drives instruction as students consider how muscle cells obtain the materials they need and get rid of waste products, so they can continue to do their work during exercise. Within the lesson phase, students investigate how breathing rate, heart rate, and carbon dioxide production indicate cellular respiration (SEP-INV-H2, DCI-LS1.C-H4). There is a missed opportunity for students to  use a crosscutting concept to explain this phenomenon. 

• In Unit 3, 5E Sequence: Lactase Persistence, Elaborate, students investigate the phenomenon that lactose intolerance rates vary by geographic region. This phenomenon drives instruction as students consider how some populations have the ability to digest milk into adulthood but not others. Within the lesson phase, students watch a video about lactase and discuss why some populations have lactase and others do not (DCI-LS3.A-M1, DCI-LS4.B-H2, and SEP-INFO-H2). There is a missed opportunity for students to use a crosscutting concept to explain this phenomenon.

Examples where phenomena and/or problems do not drive individual lessons:

• Unit 2, 5E Sequence: Antibiotic Resistance, Engage, is not driven by a phenomenon or problem. Rather, the focus of student learning is the concept of antibiotic resistance. Students share their own experiences with taking antibiotics, read a short paragraph about the existence of antibiotic-resistant bacteria, and consider how such bacteria could be found in an isolated cave. 

• Unit 3, 5E Sequence: Circadian Rhythms, Explore, is not driven by a phenomenon or problem. Rather, the focus of student learning is the concept of circadian rhythms. Students investigate circadian rhythms in plants and humans by creating a time lapse video of a seedling over a 24 hour period. Students collectively develop a sleep survey and evaluate their peers’ responses to the survey.

• Unit 6, 5E Sequence: Passenger Pigeon, Explain, is not driven by a phenomenon or problem. Rather, the focus of student learning is an argument on the de-extinction of the passenger pigeon. Students focus on how passenger pigeons interacted with their environment and how bringing the species back might impact current ecosystems.

The instructional materials reviewed for High School partially meet expectations that they embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.

The materials for High School are designed to follow the BSCS 5E Instructional Model and are presented over six Units. Each Unit consists of three or four 5E Sequence Lessons (learning sequences) which are preceded by a Unit Opener and followed by a Unit Closing. Within each 5E Sequence are individual Phases (learning opportunities) consisting of Engage, Explore, Explain, Elaborate, and Evaluate.

Unit-level phenomena, when present, drive student instruction across multiple Lessons in most cases. In some instances, Unit-level phenomena are embedded across all 5E Lesson Sequences within a Unit, while in other instances student engagement with Unit-level phenomena is present in one or two 5E Lesson Sequences within the respective Unit. Lesson-level phenomena, when present, are embedded to support student learning in many instances.

In cases where Units are not driven by phenomena or problems, either the Unit-level phenomenon presented does not drive student learning beyond its presentation, or the Unit does not present a Unit-level problem or phenomenon. 

Student learning in 5E Lesson Sequences is frequently driven by scientific concepts or Lesson questions rather than Lesson-level phenomena or problems. While most learning sequences present multiple opportunities for students to engage with elements of SEPs and CCCs with respect to content, opportunities to interact with Lesson-level phenomena or problems are not presented consistently.

Wherever phenomena and/or problems are driving student learning, the materials consistently provide opportunities for students to engage in discourse. Further, over the course of the program, the materials develop multiple routines for engaging students in meaningful discourse. Many of these routines center around surfacing student ideas (Domino Discover, Idea Carousel), sensemaking (Questions Only, Rumors), and building consensus (Class Consensus Discussion). 

Examples of learning sequence-level phenomena or problems embedded across multiple learning opportunities for students to use and build knowledge of all three dimensions:

• In Unit 1, 5E Sequence: Water Balance, the phenomenon is that a marathon runner becomes disoriented after completing a marathon, collapses, and later enters a coma. This phenomenon drives student learning across multiple learning opportunities as students consider what mechanisms triggered the runner’s collapse. Across the 5E Sequence, students investigate the inputs and outputs of cellular respiration (DCI-LS1.C-H4, CCC-SYS-H2), modify and revise a model of osmosis and osmoregulation in the kidneys (SEP-MOD-H3), and analyze the feedback mechanisms of gas and fluid exchanges in the human body (DCI-LS1.A-H4, CCC-SC-H3). The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, students work to build a consensus around key components of osmosis.

• In Unit 2: Humans vs. Bacteria, the problem is that outbreaks of cholera, a preventable infectious disease, are making a resurgence. This problem drives student learning across multiple 5E Sequences as students consider how to prevent future outbreaks of cholera. Across the learning sequence, students collect evidence about previous disease outbreaks and compare these events to historical cholera outbreaks (CCC-CE-H1), support various disease transmission claims with evidence from investigations (SEP-CEDS-H2), consider the role of natural selection in the evolution of a disease (DCI-LS4.C-H2), and write a final explanation in support of the best solution for preventing future cholera outbreaks. The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, students use the Think-Talk-Open Exchange routine to discuss which cooperative behaviors scientists should target to prevent future cholera outbreaks.

• In Unit 2, 5E Sequence: The Microbiome, the phenomenon is that fecal transplants can help treat infections like C. difficile. This phenomenon drives student learning across multiple learning opportunities as students consider how some bacteria can be beneficial. Across the 5E Sequence, students compare and analyze data about microbiomes in different populations (SEP-DATA-H2, CCC-PAT-M4), read a text comparing a microbiome to an ecosystem (DCI-LS2.C-H1), and evaluate a claim about using a healthy microbiome to reduce the risk of cholera. The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, students work in small groups to collaboratively develop an explanation for why fecal transplants can be used to fight certain infections.

• In Unit 6: Woolly Mammoth, the phenomenon is that woolly mammoths used to be found across much of northern Europe and Asia, but by 6,000 years ago evidence of them was gone. This phenomenon drives student learning across multiple 5E Sequences as students consider what factors led to the extinction of this species. Across the learning sequence, students evaluate evidence from multiple sources (SEP-INFO-H2) to construct a model (SEP-MOD-H3) to illustrate and simulate how natural and human induced changes to the physical environment contributed to the decline of woolly mammoths (DCI-LS4.C-H4, DCI-LS2.C-H1, and CCC-SYS-H3). The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, students use the Think-Talk-Open Exchange routine to share ideas about keystone species.

• In Unit 6, 5E Sequence: Tuskless Elephants, the phenomenon is that the percentage of tuskless adult female elephants is much higher in Gorongosa National Park than in the typical elephant population. This phenomenon drives student learning across multiple learning opportunities as students consider how human activities such as poaching impact biodiversity. Across the 5E Sequence, students compare datasets (SEP-DATA-H1), gather information from a video and a reading (SEP-INFO-H2), and engage with a simulation to understand how human activity can disrupt ecosystems and threaten the survival of some species (DCI-LS2.C-H2, CCC-SYS-H3). The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, students use the Rumors routine to surface ideas on why there are so many tuskless female elephants.

• In Unit 6, 5E Sequence: Coral Bleaching, the phenomenon is that coral are bleaching in the Caribbean. This phenomenon drives student learning across multiple learning opportunities as students consider the role of climate change on the decline of coral reefs. Across the 5E Sequence, students analyze mathematical representations of heat stress data (SEP-MATH-H2), utilize a graphic organizer to illustrate the cause and effect relationship between ocean temperatures and coral health (CCC-CE-H2), and construct a model to connect elements (SEP-MOD-H3) of the carbon cycle (DCI-LS2.B-H3) to the phenomenon of coral bleaching (CCC-SPQ-H4, CCC-SYS-H3). The materials provide multiple opportunities for discourse through a variety of discussion routines. In one instance, student groups use the Read-Generate-Sort-Solve routine to synthesize and extend their thinking about how organisms adapt/react to climate change.

Examples of learning sequences not driven by phenomena or problems:

• In Unit 2, 5E Sequence: Cooperation and Survival, the phenomenon is bacteria interact to form a biofilm. The phenomenon does not drive learning across multiple learning opportunities. Instead, the focus of the learning opportunities within the 5E sequence is the concept of bacterial cooperation as students share ideas about why bacteria would want to cooperate, investigate cooperative vs. cheating behaviors, and explore the cooperative feeding habits of whales.

• In Unit 3, 5E Sequence: Common Ancestry, a phenomenon or problem does not drive learning. Instead, the focus of the learning opportunities within the 5E Sequence is the concept of common ancestry as students engage in activities related to DNA sequence comparisons, embryology, and the fossil record to support understanding of common ancestry.

• In Unit 4: Saving the Mountain Lion, the phenomenon is that a mountain lion was sighted in Connecticut where they were believed to be extinct. The phenomenon does not drive learning across multiple learning opportunities. Instead, the focus of the learning opportunities within the Unit are concepts related to genetic diversity as students investigate mitosis, differentiation, and mutations and determine the effect of inbreeding on populations.

• In Unit 6, 5E Sequence: Passenger Pigeon, a phenomenon or problem does not drive learning. Instead, the focus of the learning opportunities within the 5E Sequence is the concept of de-extinction as students engage in a series of activities related to bringing back passenger pigeons from extinction.

The instructional materials reviewed for High School partially meet expectations that they consistently provide element-level three-dimensional learning objectives and consistently provide opportunities for students to use and develop the respective three dimensions. Throughout the course, the materials consistently provide element-level three-dimensional learning objectives and provide opportunities for students to use and develop the respective three dimensions, but not consistently. 

The materials are designed to follow the BSCS 5E Instructional Model and are presented over six Units. Each Unit consists of three or four 5E Sequence Lessons (learning sequences) which are preceded by a Unit Opener and followed by a Unit Closing. Within each 5E Sequence are individual Phases (learning opportunities) consisting of Engage, Explore, Explain, Elaborate, and Evaluate where the Explore and Explain phases may be repeated. Throughout each sequence, the materials provide multiple sources of guidance to instructors for what students should know and be able to do. For example, color-coded phase-specific learning targets are presented within the teacher materials at the start of each 5E Lesson Sequence. Located at the end of each 5E Lesson Sequence, the Aspects of Three-Dimensional Learning Table identifies the individual elements with which students are to build understanding through the learning opportunities across the sequence. In the aggregate, elements listed in the table comprise learning objectives that are three-dimensional. 

While all lesson sequences present three-dimensional learning objectives and most present students with opportunities to engage with some elements identified by those objectives, there is a missed opportunity for learning sequences to consistently address elements listed in the Aspects of Three-Dimensional Learning Table. While in most cases, the materials present opportunities for students to engage with elements of all three dimensions, only some of the elements listed in each table are addressed. 

Examples where materials provide three-dimensional learning objectives and opportunities for students to engage with the three dimensions but do not  provide opportunities for students to engage with the respective elements from the learning objectives: 

• In Unit 1, 5E Sequence: Water Balance, the three-dimensional learning objectives represent a total of six elements; three DCIs, one SEP, and two CCCs. Within the learning sequence, students conduct two investigations to learn about osmoregulation and create a model representing the relationship between water intake, kidney function, and kidney output (SEP-MOD-H3). Later, students respond to questions about osmoregulation as a feedback mechanism (DCI-LS1.A-H4, CCC-SC-H3) and how water and salts are regulated at the cellular level, the organ level, and the body system level (DCI-LS1.A-H3). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to use and develop some grade-band elements from the learning objectives. 

• In Unit 2, 5E Sequence: Cooperation and Survival, the three-dimensional learning objectives represent a total of 11 elements; six DCIs, three SEPs, and two CCCs. Within the learning sequence, students engage in a jigsaw activity where they write an initial explanation (SEP-CEDS-H2) answering the question, “How do cooperative behaviors evolve over time through natural selection?” (DCI-LS4.C-H2). The prompt reminds students to include the concepts of variation, adaptation, competition, differential survival & reproduction, and cause and effect in their response (DCI-LS4.C-H1). Then they participate in a Class Consensus Discussion where they share important ideas from the activity, including how non-cooperative behavior can arise through mutation and perpetuate if it is beneficial (DCI-LS4.B-H2) and that if cooperation is beneficial, bacteria with that trait will be selected for in that environment (DCI-LS4.C-H3). Later, students complete a brainstorming activity that asks them to think about specific cooperative behaviors and how they can be leveraged to prevent infectious diseases (DCI-LS2.D-H1). They then respond to questions about how changes in an environment may impact a population (CCC-CE-H1). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to use and develop some grade-band elements from the learning objectives. 

• In Unit 3, 5E Sequence: Leptin Resistance, the three-dimensional learning objectives represent a total of nine elements; four DCIs, four SEPs, and one CCC.  Within the learning sequence, students work in groups to make observations and generate questions (SEP-AQDP-H2) and discuss the correlation between leptin in blood and weight (CCC-CE-H1). Then, students watch animations and annotate a short text on protein synthesis to revise a sequence chart that outlines the production and role of leptin and answer questions about the role DNA and genes play in the formation of proteins (DCI-LS1.A-H2). Later, students construct questions (SEP-AQDP-H2) and discuss the role of genetics in fat storage. Lastly, students construct an explanation from evidence collected from group and class discussions and activities throughout the unit to explain why fat storage is an evolutionarily advantageous trait (SEP-CEDS-H2). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to use and develop some grade-band elements from the learning objectives. 

• In Unit 4, 5E Sequence: Genetic Variation, the three-dimensional learning objectives represent a total of 10 elements; five DCIs, three SEPs, and two CCCs. Within the learning sequence, students analyze genetic information regarding traits in mountain lions to calculate the average inbreeding coefficient for mountain lions in various locations (SEP-DATA-H2). After the investigation, students complete a See-Think-Wonder chart with the prompt, “How did looking at patterns at different scales help establish causality?”. The teacher is also guided to support students to consider patterns at the individual mountain lion and population level (CCC-PAT-H1). Students then either read, watch a video, or do both in order to understand how mitosis, mutation, and differentiation can cause genetic variation (DCI-LS3.B-H1, DCI-LS1.B-H1). In groups, students collaborate to respond to the prompt, “Make and defend a claim, based on evidence and scientific reasoning, that explains the cause behind the abnormalities found in the Florida population.” (SEP-ARG-H5). Later, students read texts on mutation and genetic variation and make connections between variation and environmental toxins (DCI-LS3.B-H1, DCI-LS3.B-H2). While three-dimensional learning objectives are present, there is a missed opportunity for students to engage with the three dimensions and use and develop some grade-band elements from the learning objectives.

• In Unit 5, 5E Sequence: The Superfood that Changed the World, the three-dimensional learning objectives represent a total of 10 elements; four DCIs, three SEPs, and three CCCs. Within the learning sequence, students investigate what gases are used by plants during photosynthesis to construct a model to show how corn grows, where it gets its energy, and how glucose is formed (DCI-LS1.C-H1, SEP-MOD-H3, CCC-EM-H2). During a Class Consensus Discussion, the teacher is guided to support students to consider how energy drives the flow of matter within and between systems (CCC-EM-H4). Later, students describe the transfer of energy between trophic levels (DCI-LS2.B-H2), calculate energy differences between and among trophic levels (SEP-MATH-H2), and answer questions about the transfer of energy between trophic levels (CCC-EM-H3). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to use and develop some grade-band elements from the learning objectives. 

• In Unit 6, 5E Sequence: Coral Bleaching, the three-dimensional learning objectives represent a total of 13 elements; six DCIs, three SEPs, and four CCCs. Within the learning sequence, students construct graphs from data about coral reefs and surface temperatures to answer questions about the relationship between sea temperature and coral bleaching (SEP-MATH-H2). Then, students explore the relationship between atmospheric carbon dioxide and heat events that stress and encourage bleaching in corals as they construct models of the carbon cycle (DCI-LS2.B-H3, SEP-MOD-H3, and CCC-SYS-H1). Students later revise their models to explain how human activities are contributing to the carbon cycle and therefore contributing to bleaching at various scales (CCC-SPQ-H4). Finally, students read and take notes from an online text about the abilities or inabilities of animals to adapt to human-caused climate change issues that impact the ecosystem (DCI-LS4.C-H4, DCI-LS2.C-H1). Students are provided a prompt about evaluating a claim and use an article with currently accepted explanations to do that evaluation (SEP-ARG-H2). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to use and develop some grade-band elements from the learning objectives.

The instructional materials reviewed for High School partially meet expectations that they are designed to elicit direct, observable evidence of three-dimensional learning in the instructional materials. While learning objectives are consistently three-dimensional at the lesson-level, there is a missed opportunity for the materials to consistently measure student achievement of the targeted learning objectives. 

Within the program, a learning sequence is equivalent to a BCSC 5E Instructional Model which consists of Engage, Explore, Explain, Elaborate, and Evaluate phases where the Explore and Explain phases may be repeated. At the end of each sequence, the materials provide various representations of how the three dimensions are addressed. The Assessment Matrix provides component level information by phase and the Aspects of Three-Dimensional Learning Table provides element-level specificity. Specific elements listed in the Aspects of Three-Dimensional Learning Tables are identified as learning objectives for their respective 5E Lesson Sequence.

The summative assessments within the materials are the Performance Tasks which students complete during each Evaluate phase at the end of each 5E Sequence. Across the Performance Tasks, students may add to and develop claims, scientific arguments, and/or models. The culmination of the summative assessment is found in the Unit Closing. Performance Tasks also include student-facing rubrics. 

All summative assessments address some of the identified NGSS elements from the learning objectives and most assess elements of all three-dimensions. However, summative tasks do not consistently measure student achievement of the targeted three-dimensional learning objectives. Where assessment tasks are limited to one or two dimensions, DCIs and SEPs are more consistently assessed than CCCs. 

Examples where three-dimensional summative tasks are designed to measure student achievement of the targeted elements from the learning objectives:

• In Unit 1, 5E Sequence: Water Balance, the three-dimensional learning objectives represent a total of six elements; three DCIs, one SEP, and two CCCs. The summative assessment task for this lesson includes an explanatory model and a short answer question. Students construct a “Water Balance Model” to illustrate how an exercising person osmoregulates by evaluating the importance of plasma sodium levels for a body maintaining homeostasis in relation to water balance (DCI-LS1.A-H4, SEP-MOD-H3, CCC-SYS-H3, and CCC-SC-H3). Students are tasked to include interactions on multiple levels (organ, tissue, cell) as well as a detailed cell model (DCI-LS1.A-H1, DCI-LS1.A-H3, and SEP-MOD-H3). In this three-dimensional task, students have an opportunity to engage with elements of all three dimensions and demonstrate knowledge and use of the grade-band elements from the learning objectives.

• In Unit 3, 5E Sequence: Circadian Rhythms, the three-dimensional learning objectives represent a total of six elements; three DCIs, two SEPs, and one CCC. The summative assessment task for this lesson includes a series of short answer questions and a labeled diagram. Students are tasked to identify a problem (SEP-CEDS-H5), diagram a possible solution (from a class generated list), explain how the solution addresses the causes behind disruptions to circadian rhythms (DCI-LS1.A-H1, DCI-LS1.A-H2, and DCI-LS3.A-H1), and discuss how claims about causes and effects (CCC-CE-H1) inform their design solution. In this three-dimensional task, students have an opportunity to engage with elements of all three dimensions and demonstrate knowledge and use of the grade-band elements from the learning objectives.

• In Unit 5: Food for All, Unit Closing, the three-dimensional learning objectives represent a total of six elements; three DCIs, one SEP, and two CCCs. The summative assessment task for this lesson is a performance task composed of short answer questions and a poster presentation. Students are tasked to draw connections between the past and present by explaining how our understanding of nutritious food has changed over time with respect to how energy drives the cycling of matter through plants and the surrounding environment (DCI-LS1.C-H1, DCI-LS2.B-H2, and SEP-CEDS-H2). Students read and annotate texts about innovations that address medical problems related to limited access to healthy food. Students create a poster that relates those innovations to how matter and energy flow between and within systems (CCC-EM-H2, CCC-EM-H4). Successful posters will document the components of cellular respiration and ATP (DCI-LS2.B-H1). In this three-dimensional task, students have an opportunity to engage with elements of all three dimensions and demonstrate knowledge and use of the grade-band elements from the learning objectives.

Examples where three-dimensional summative tasks are partially designed to measure student achievement of the targeted elements from the learning objectives:

• In Unit 1, 5E Sequence: Gas Exchange and Cellular Respiration, the three-dimensional learning objectives represent a total of nine elements; five DCIs, two SEPs, and two CCCs. The summative assessment task for this lesson is an explanatory model. Students are tasked to construct a model (SEP-MOD-H3) to explain the chemical reactions and energy transfers (DCI-LS1.C-H2, DCI-LS1.C-H3) taking place within the cells and systems of the human body (DCI-LS1.A-H3, CCC-SYS-H3) during the process of cellular respiration (DCI-LS1.C-H4). Successful models will indicate how gasses move throughout the body, highlight areas of the body that might explain the sick marathon runner, and address the role of feedback mechanisms (CCC-SC-H3). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to demonstrate knowledge and use of a few of the grade-band elements from the learning objectives. 

• In Unit 5, 5E Sequence: Infectious Agent or Insufficient Diet, the three-dimensional learning objectives represent a total of seven elements; two DCIs, two SEPs, and three CCCs. The summative task for this lesson is a revision of a previously constructed explanation. Students are tasked to review an earlier explanation of why some populations suffer from pellagra while others do not in terms of energy and matter (CCC-EM-H2, CCC-EM-H4) in ecosystems and revise their explanation (SEP-CEDS-H2) to include new learning. Successful explanations will include how organisms recombine chemical elements in different ways to form different products (DCI-LS1.C-H3) and that photosynthesis and cellular respiration provide most of the energy for life processes (DC1-LS2.B-H1). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to demonstrate knowledge and use of a few of the grade-band elements from the learning objectives. 

• In Unit 6, 5E Sequence: Kelp Forest, the three-dimensional learning objectives represent a total of nine elements; three DCIs, three SEPs, and three CCCs. The summative assessment for this lesson is four open-ended prompts around claims, evidence, and reasoning related to woolly mammoth extinction. Students are tasked to develop a model that includes evidence to support the claim that ecosystem instability was a cause of the woolly mammoth extinction (SEP-ARG-H2). Successful responses will include the concepts of ecosystem stability and/or resilience through complex interactions and the ability of ecosystems to tolerate moderate disturbances (DCI-LS2.C-H1). The assessment concludes with students developing a revised model for what they think caused the woolly mammoth to go extinct (SEP-MOD-H3), including relationships within and between systems at different scales (CCC-SYS-H3). While three-dimensional learning objectives are present and students have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to demonstrate knowledge and use of a few of the grade-band elements from the learning objectives. 

Examples where summative tasks are partially designed to measure student achievement of the targeted elements from the learning objectives; tasks are not three-dimensional:

• In Unit 2, 5E Sequence: The Black Death, the three-dimensional learning objectives represent a total of nine elements; five DCIs, two SEPs, and two CCCs. The summative assessment for this lesson is a performance task that includes the construction of two supported claims. Students are tasked with identifying evidence, reasoning, and counter evidence for two claims (SEP-ARG-H2) about surviving the Black Death. Successful claims will identify immunity as an advantageous trait (DCI-LS4.B-H2) and incorporate the differential reproduction and changes in populations based on immunity (DCI-LS4.C-H2, DCI-LS4.C-H3) as they evaluate both claims. While three-dimensional learning objectives are present, students do not have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to demonstrate knowledge and use of most of the grade-band elements from the learning objectives. 

• In Unit 2, 5E Sequence: The Microbiome, the three-dimensional learning objectives represent a total of eleven elements; five DCIs, four SEPs, and two CCCs. The summative assessment for this lesson is a performance task that includes a collection of short answer and essay questions. Students are tasked to provide evidence-based support for the claim, “We can leverage a healthy microbiome in order to reduce the chances of a cholera infection,” (SEP-ARG-H2). Successful claims will identify the benefits of a diverse bacterial biome in the human gut (DCI-LS4.B-H2, DCI-LS4.C-H2). While three-dimensional learning objectives are present, students do not have an opportunity to engage with elements of all three dimensions, there is a missed opportunity for students to demonstrate knowledge and use of most of the grade-band elements from the learning objectives.

The instructional materials reviewed for High School partially meet expectations that they consistently provide performance tasks that are focused on figuring out uncertain phenomena or problems and tasks are two- or three-dimensional in nature.

Across the program, Unit summative assessments, Performance Tasks, are introduced in the Unit Opening of each Unit. Throughout each of the Unit's Lessons, students read texts, conduct investigations, and participate in class discussions to learn about phenomena and/or science topics. Then, at the end of each Lesson, students complete a new part of the Performance Task. Throughout the program, each Performance Task ends with students revising and finalizing the Performance Task (i.e. model, explanation, or argument).

In some instances, Performance Tasks present students with opportunities to make sense of novel phenomena or problems. Performance Task phenomena are generally introduced at the beginning of a Unit. Within each Lesson, the materials present opportunities for students to engage with separate Lesson-level phenomena, or related activities. In the Evaluate phase, students return to the Performance Task phenomenon, where they apply what they learned throughout the Lesson to an uncertain part of the Performance Task. In other instances, Performance Tasks do not present students with opportunities to make sense of novel phenomena or problems. While the Performance Task phenomenon is still presented at the beginning of the Unit, in each Lesson students either engage with a piece of the Performance Task phenomenon or a science concept. As a result, there is a missed opportunity for students to consistently engage with an uncertain phenomenon or problem in the Performance Tasks.

Examples of three-dimensional performance tasks that are focused on figuring out uncertain phenomena or problems:

• In Unit 2: Humans vs. Bacteria, the performance task is a three-dimensional assessment. In the Unit Opening, students draft an initial argument to answer the question “How can we prevent a future Cholera outbreak?”. At the end of each Lesson, students return to the Performance Task, adding to their argument based on what they learned in each Lesson. In 5E Sequence: The Black Death, students learn about the Black Death and its transmission and then in the Performance Task consider how immunity and disrupting transmission might apply to cholera. In 5E Sequence: Antibiotic Resistance, students learn about antibiotic resistance and then in the Performance Task add to their argument about how to ensure V. cholerae does not become antibiotic resistant. In 5E Sequence: The Microbiome, students learn about the microbiome and then in the Performance Task consider how a healthy microbiome can be used to reduce the changes of a cholera infection. In 5E Sequence: Cooperation and Survival, students learn about cooperation and survival in bacteria and then in the Performance Task consider how to prevent a cholera outbreak by disrupting bacterial cooperation.

  Across the unit assessment, students engage with two or three dimensions. For example:

  • In the 5E Sequence: The Black Death assessment, students evaluate two claims related to preventing cholera; one related to immunity and one related to disrupting transmission of the disease (DCI-LS4.B-H2, DCI-LS4.C-H2, and DCI-LS4.C-H3). Students identify evidence and reasoning that supports those claims as well as provide evidence that may refute the claims (CCC-ARG-H2). 

  • In the 5E Sequence: Cooperation and Survival assessment, students answer a series of questions about cooperation and survival of bacteria (DCI-LS2.D-H1), then use the evidence collected throughout the Lesson to decide how they think a cholera outbreak could be prevented, supporting their solution with evidence and scientific reasoning (SEP-ARG-H2).

• In Unit 6: Woolly Mammoth, the performance task is a three-dimensional assessment. In the Unit Opening, students develop an initial model to explain what caused the extinction of the woolly mammoth. At the end of each Lesson, students return to the Performance Task, adding to their model based on what they learned in each Lesson. In 5E Sequence: Tuskless Elephants, students learn about tuskless elephants and human interactions and then in the Performance Task consider how hunting by humans may have contributed to woolly mammoth extinction. In 5E Sequence: Coral Bleaching, students learn about coral bleaching being impacted by climate change and then in the Performance Task consider how climate change influenced woolly mammoth extinction. In 5E Sequence: Kelp Forest, students learn about the kelp forest ecosystem and then in the Performance Task consider how ecosystem instability contributed to woolly mammoth extinction. In 5E Sequence: Passenger Pigeon, students learn about the passenger pigeon and an argument supporting its return and then in the Performance Task evaluate the argument of bringing back the woolly mammoth. 

  Across the unit assessment, students engage with two or three dimensions. For example:

  • In the 5E Sequence: Coral Bleaching assessment, students answer questions and develop a system model (SEP-MOD-H3, CCC-SYS-H3) showing how human actions could have caused extreme fluctuations in the climate (DCI-LS2.C-H2) of the woolly mammoth.

  • In the 5E Sequence: Kelp Forest assessment, students are provided with a woolly mammoth ecosystem diagram and an online article with additional evidence about the effects of humans on the Pleistocene ecosystems. Students then discuss evidence that supports the claim that ecosystem instability was a cause of woolly mammoth extinction (DCI-LS2.C-H1, SEP-ARG-H2). The task concludes with students developing a model of what caused the woolly mammoths to go extinct (SEP-MOD-H3), including how relevant components of systems relate to one another at different scales (CCC-SPQ-H4). 

Examples of three-dimensional performance tasks that are not focused on figuring out uncertain phenomena or problems:

• In Unit 1: Marathon Runner, the performance task is a three-dimensional assessment. In the Unit Opening, students develop an initial model to explain what caused a marathon runner to go into a coma. At the end of each Lesson, students return to the Performance Task, adding to their model based on what they learned in each Lesson. In 5E Sequence: Gas Exchange and Cellular Respiration, students learn about gas exchange and cellular respiration to determine if the marathon runner ran out of oxygen and then in the Performance Task add to their model of the marathon runner and determine if oxygen was an issue. In 5E Sequence: Muscles and Energy, students learn about muscles and energy to determine if the marathon runner ran out of energy and then in the Performance Task add to their model and determine if energy was an issue. In 5E Sequence: Human Thermoregulation, students learn about thermoregulation to determine if the marathon runner overheated and then in the Performance Task add to their model to determine if overheating was an issue. In 5E Sequence: Water Balance, students learn about water balance to determine if the marathon runner was dehydrated and then in the Performance Task add to their model to determine if dehydration was an issue. Because students engage with the marathon runner in all Lessons and parts of the Performance Task, across the summative assessment system there is a missed opportunity for students to engage with an uncertain phenomena.

  Across the unit assessment, students engage with two or three dimensions. For example:

  • In the 5E Sequence: Muscles and Energy assessment, students create a muscles and energy model (SEP-MOD-H3) of the human body system (CCC-SYS-H3) that shows what is happening inside the body to maintain homeostasis (DCI-LS1.A-H4) along with identifying parts of the system that connect with the marathon runner.

  • In the 5E Sequence: Water Balance assessment, students create a model of the human body and a cell to show what happens when a person is maintaining homeostasis as it relates to water balance in the body (DCI-LS1.A-H4, SEP-MOD-H3, and CCC-SC-H3). And then students use the model to indicate parts of the system that connect with the marathon runner (CCC-SYS-H3). 

• In Unit 5: Food for All, the performance task is a three-dimensional assessment. In the Unit Opening, students develop an initial explanation to explain what caused the pellagra epidemic. At the end of some Lessons, students return to the Performance Task adding to their model based on what they learned in each Lesson. In 5E Sequence: Neolithic Revolution, students learn about the Neolithic Revolution to determine factors that impacted human population and do not return to the Performance Task. In 5E Sequence: The SuperFood that Changed the World, students learn about the role of corn in society to determine if corn played a role in the pellagra epidemic and then in the Performance Task add to their explanation and determine if corn was an issue. In 5E Sequence: Infectious Agent or Insufficient Diet, students learn about infection and diet to determine if pellagra is caused by an infection or insufficient diet and then in the Performance Task add to their explanation to determine if all populations that eat corn were impacted by pellagra in the same way. In 5E Sequence: Food for Plants, students learn about agricultural practices to determine how certain communities were more impacted by pellagra and then in the Performance Task add to their explanation to determine why only some populations that relied on corn were impacted by pellagra. Because students engage with pellagra in all Lessons and parts of the Performance Task, across the summative assessment system there is a missed opportunity for students to engage with an uncertain phenomena.

  Across the unit assessment, students engage with two or three dimensions. For example:

  • In the 5E Sequence: Infectious Agent or Insufficient Diet assessment, students revise their ongoing explanation (SEP-CEDS-H2) for why some populations that relied on corn suffer from pellagra while others do not while including their understanding of changes in energy and matter coming into, out of, and within systems, as well as energy driving the cycling of matter in those systems (CCC-EM-H2, CCC-EM-H4). 

  • In the 5E Sequence: Food for Plants assessment, students revise an explanation (SEP-CEDS-H2) for why many populations relied on corn as a source of energy, due to the creation of sugar during photosynthesis (DCI-LS1.C-H1), but only some of them suffered from pellagra. Students are prompted to frame their response in terms of changes of energy and matter in the system (CCC-EM-H2, CCC-EM-H4).