High School - Gateway 3
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Teacher & Student Supports
| Score | |
|---|---|
Gateway 3 - Meets Expectations | 100% |
Criterion 3.1: Teacher Supports | 14 / 14 |
Criterion 3.2: Student Supports | 4 / 4 |
Criterion 3.3: Intentional Design |
The materials meet expectations for Criterion 3.1 by providing extensive teacher support for planning and instruction aligned with NGSS. Unit and lesson guides include clear annotations, pacing, safety guidance, and background science content to help teachers enact lessons focused on phenomena and problems. Standards correlations to science, math, and ELA are mapped across the program, though ELA connections are less detailed. Materials include home communication letters and emphasize equitable practices, but caregiver resources are not consistently available in multiple languages, and grouping strategies tend to be generic.
For Criterion 3.2, the materials offer a range of supports and instructional strategies to promote equitable access to three-dimensional learning. Tasks include varied modalities such as investigations, modeling, and data analysis, and students have multiple ways to demonstrate learning through transfer tasks, exit tickets, and performance-based assessments. Supports for special populations follow Universal Design for Learning principles but are generally framed for the whole class rather than individualized. Reading supports are embedded, but accommodations and extensions are broad and not always specific to individual learner needs.
In Criterion 3.3, the materials integrate technology and provide a design to support usability and coherence. Interactive tools and simulations enhance engagement with science content, and teacher guides include written and video instructions for using digital tools. However, the materials do not include platforms for digital collaboration among students or teachers. The visual design is clear and consistent, and the structure of lesson documents supports ease of navigation in both print and digital formats.
Criterion 3.1: Teacher Supports
Information on Multilingual Learner (MLL) Supports in This Criterion
For some indicators in this criterion, we also display evidence and scores for pair MLL indicators.
While MLL indicators are scored, these scores are reported separately from core content scores. MLL scores do not currently impact core content scores at any level—whether indicator, criterion, gateway, or series.
To view all MLL evidence and scores for this grade band or grade level, select the "Multilingual Learner Supports" view from the left navigation panel.
The program includes opportunities for teachers to effectively plan and utilize materials with integrity to further develop their own understanding of the content.
The materials provide comprehensive teacher supports that align with NGSS and are generally effective in guiding instruction. Materials include detailed unit and lesson-level guidance, pacing information, and annotations to support enactment. Instruction is framed around phenomena and problems, and the teacher materials emphasize equitable practices and the use of Universal Design for Learning. Explanations of science content are present and supplemented with adult-level resources to support teacher understanding. Standards correlations—including to ELA and mathematics—are clearly mapped. However, ELA connections are not as detailed within the program. The materials also include suggestions for communicating with families and leveraging students’ cultural and community knowledge.
Formative and summative assessments are well-integrated with guidance for interpreting student responses and making instructional decisions. However, while assessments include multiple formats, accommodations are limited to general suggestions, and most extensions are intended for whole-class use rather than targeted enrichment. Safety considerations and materials lists are embedded consistently, and pacing is manageable within a school year. One limitation is that while collaborative strategies are used frequently, grouping guidance is typically generic. Additionally, while Home Learning and community connections are present, resources for non-English-speaking caregivers are not consistently available. Overall, the materials are usable and thorough, though some supports could be more targeted and differentiated.
Indicator 3a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in figuring out phenomena and solving problems.
The materials reviewed for High School meet expectations for providing teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in figuring out phenomena and solving problems.
Across the materials, teacher guidance is included at the unit level in the Unit Overview Materials and at the lesson level in the form of margin notes, callout boxes, and built-in guidance.
The Unit Overview includes several sections that provide comprehensive guidance that supports implementation of the materials. These sections include the Unit Overview, Unit Storyline, and Teacher Background Knowledge. The Unit Overview focusing on the storyline at a high level includes the Building Towards NGSS Performance Expectations which details the PEs addressed in the unit. The Unit Storyline is a lesson-by-lesson overview and the Teacher Background Knowledge contains safety guidance, information to contextualize the unit within the OpenSciEd Scope & Sequence, the unit structure, NGSS connections, common ideas that students might have, pacing guidance, and ideas for developing personal glossaries. These sections provide teachers with an overview of the unit, how the unit connects to the standards, how the unit connects to other units and grade levels in the program, important science content information, and ideas about the science that students may have.
Lesson-level teacher guides also include embedded guidance on a variety of elements for implementing the materials. The materials name the following types of margin notes, callout boxes, and lesson guidance: Building Toward NGSS, What Students Will Do, What Students Will Figure Out, Materials Preparation, Where We Are Going, Where We Are Not Going, timestamps for each part of the lesson, Strategies for ___ (lesson activity), Attending to Equity, Supporting Students In ____ (specific SEPs and CCCs), Additional Guidance, Key Ideas, and Alternate Activity. These embedded supports provide teachers with guidance on what specific elements of the NGSS are being addressed, where students may have alternative ideas about the science content, safety considerations, and guiding questions that will help students make connections and understand content. For example:
In Unit B.2, Lesson Set 1, Lesson 1: How can fires burn under ice and release so much energy and matter?, after students have recorded noticings and wonderings about the Arctic fires, the teacher guide states, “Revise responses in Arctic Fire Noticings/Wonderings. Give students time to revise their ideas in their Notice and Wonder charts and collect student work. Update Personal Glossaries. Display slide J. Say, Are there any new words or concepts we have built that need to be added to our Personal Glossaries? Students will likely identify zombie fires. Explain to the students that we do not know a lot about zombie fires yet, so our definition may not be exact, but it can be revised over time. Give students a minute to add this term to their Personal Glossaries, as well as any others they wish to add. Encourage students to include drawings or images that might be helpful as they build their understanding of this term.
ADDITIONAL GUIDANCE: Students' entries may look like this: Zombie fires are when forest fires from the fall go down into the ground over winter and continue to burn, coming above ground in the spring. Students may or may not mention peat burning or permafrost thawing in their definitions. At this point, students will have encountered a number of definitions such as burn scar and socio-ecological systems. Encourage them to add these and any other definitions that they think would be helpful to their Personal Glossaries.”
Indicator 3b
Materials contain explanations and examples of grade-level/course-level concepts and/or standards and how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.
The materials reviewed for High School meet expectations for containing explanations and examples of grade-level/course-level concepts and/or standards and how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.
Each unit-level teacher guide includes a Unit Overview in which teachers are provided with a summary of what the unit and associated lessons incorporate in terms of the anchoring phenomenon, the focal DCIs, SEP, and CCCs, and the NGSS Performance Expectations the unit builds towards. The teacher guide also provides a section titled, Teacher Background Knowledge that includes additional information about the anchoring phenomenon for the unit, the NGSS elements that are developed, and additional ideas that students will have from previous grade levels. Within the Teacher Background Knowledge, a section titled, What are recommended adult-level learning resources for the science concepts in this unit? provides a curated list of online resources including videos, podcasts, and articles teachers can use to further their knowledge of unit content. Each lesson-level teacher guide contains a section titled, Where We are Going and NOT Going, that contains information about addressing boundaries connected to student learning of the standards.
Indicator 3c
Materials include standards correlation information, including connections to college- and career-ready ELA and mathematics standards, that explains the role of the standards in the context of the overall series.
The materials reviewed for High School meet expectations for including standards correlation information, including connections to college- and career-ready ELA and mathematics standards, that explains the role of the standards in the context of the overall series.
Standards correlation information and explanations for science standards are provided at several points within the program including at the unit level and the lesson level. Element specific information is present along with progressions and explanations. Mathematics standards information and explanations are provided at the unit level and sometimes at the lesson level whereas ELA standards information and explanations are only provided at the lesson level, where appropriate.
Examples of correlation information and explanations for grade-level/grade-band science standards:
The High School Scope and Sequence document provides an overview of how all three high school programs (Biology, Chemistry, and Physics) address the Next Generation Science Standards (NGSS). Separate tables provide progressions for the elements of the DCIs, SEP, and CCCs, indicating which units address each element. Information is also provided at the unit level about where SEPs and CCCs are intentionally addressed, serve a key use, and are not a focus.
The Elements of NGSS Dimensions document exists for each unit. It is separated by DCIs, SEPs, and CCCs, and contains information about what lesson(s) each claimed element from the program is addressed within. It includes the element code, lesson number, element language, and a rational section. For DCIs, this section indicates whether the full element or part of the element is present in the lesson, with strikethroughs where appropriate. For SEPs and CCCs, the rational section provides information about how students are intended to engage with the element within that lesson.
Each unit-level teacher guide contains several places with information about science standard correlations and information:
The Unit Overview contains information about the Performance Expectations (PE) the unit will build towards.
The Teacher Background Knowledge contains information about where the unit falls within the OpenSciEd Scope and Sequence, including the PEs that will be addressed only in a particular unit and those that are shared across other units and/or programs. Element level information is provided including connections to Middle School OpenSciEd units and a table contains element language, with cross-outs where appropriate for each of the DCI, SEP, and CCC elements addressed in the unit. A table with connections to Nature of Science and Engineering, Technology, and Applications of Science provides information about which elements are developed and how. Additionally, information about how the unit builds three-dimensional progressions is present, with connections to middle school DCIs, DCIs addressed in past and future OpenSciEd units and programs, and a table showing connections of SEPs and CCCs with all three OpenSciEd High School programs.
Each lesson-level teacher guide contains several places with information about science standard correlations and information:
The first page of each lesson contains a list of the PEs the lesson is building towards along with learning objectives that are color coded to identify the three dimensions and codes that correlate to specific element language.
The Where We Are Going and NOT Going section provides information about how students engage in each of the elements identified in the learning objectives as well as justifications for why certain parts of the element may not be addressed in that lesson, as applicable.
Examples of correlation information and explanations for grade-level/grade-band ELA and mathematics standards:
Each unit-level teacher guide contains a section titled, What mathematics concepts will students engage with in the unit? with a table that provides mathematics standards identifiers (category, code, domain, heading, and standard language) along with the particular lesson(s) number where it is addressed. The section also contains a short description of how the identified standards show up in the unit and how teachers might support students to engage with them.
Each lesson-level teacher guide contains a section titled, Additional Lesson Teacher Guidance with information about how to support students in making connections in ELA and/or mathematics. The specific standard identifier information and language is included along with a description of how students will use the standard in the lesson.
Indicator 3d
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
The materials reviewed for High School include opportunities for informing all stakeholders about the program and suggestions for how they can help support student progress and achievement.
Each unit-level teacher guide contains a Home Communication letter to send home to caregivers. The letter informs caregivers of the content students will be engaging with, including the types of investigations and modeling they will be doing. In some cases, the letter also includes guidance about having conversations about science and how to help students make sense of their learning. While the letter does not detail specific science standards that are addressed, it does address mental health concerns that students may face during the unit, and provide a list of resources that caregivers can refer to if they have questions about their student’s mental health, if applicable. While other resources are available in English and Spanish, the Home Communication letter is only available in English. Also present within some lesson-level teacher guides are opportunities for home learning. In these cases, students may share with their families what they have learned in class and bring back additional information and perspectives to share with the class. For example:
In Unit B.5, Lesson Set 1, Lesson 1: How do changes in climate affect bear species coming together for the first time in the Arctic?, after students have completed a data exploration about the effect of climate change in Wapuski, the teacher guide states, “Introduce home learning. Say, the data exploration helped us better understand some of the impacts of climate change on the ice and tundra in the Arctic. Who could we talk to in our community to learn more about how changes in environmental conditions have affected our community? Many times data like temperature trends do not tell us what is actually happening in a particular place. People who live there notice changes to plants and animals and other particular events that do not show up on a graph. Display slide P and ask students to follow the prompts tonight, taking notes in their science notebook about what they learn to bring back for discussion in the next class.”
Indicator 3e
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for High School meet expectations for providing explanations of the instructional approaches of the program and identification of the research-based strategies.
The Teacher Handbook provides information about the instructional approach of the program. Detailed information is provided about the storyline approach, alignment to the NGSS, and design elements. Each of the routines that are part of the instructional model are explained including the different elements that make up each routine and examples from the program materials. References are cited within the text as well as provided in a list at the end of the document. The Program Overview document also provides this information in an abbreviated version.
With the unit and lesson-level teacher guides, more specific information is provided on how to implement the instructional approaches. The Teacher Background Knowledge section in the Unit Overview document provides information about the anchoring phenomenon and why it was chosen, how the unit builds three-dimensional progressions, and strategies to support equitable science learning. The Teacher Reference Materials at the end of each unit-level teacher guide also contain details about different strategies used within the unit, such as how to build an anchor chart or use Universal Design for Learning (UDL) for jigsaw readings, along with references, as appropriate. Each lesson-level teacher guide contains a section titled, Where We Are Going and NOT Going that describes how students develop ideas across the unit and makes connections to program design, specifically with how the storyline model is used to support students to build understanding.
Indicator 3e.MLL
Materials provide explanations of the instructional approaches of the program for MLLs and identification of the research-based strategies.
The instructional materials for High School partially meet the criteria for explaining the instructional approaches of the program for Multilingual Learners (MLLs), or the materials include and reference research-based strategies for the MLL approach. The materials reference instructional approaches for MLLs, such as Universal Design for Learning (UDL) and equity-based design, but they do not fully identify or explain the research base for these strategies.
Specifically, in the Design Specifications, within the Overview, Section 2. Equitable Science Instruction for All states, "The instructional materials support equitable participation in science and engineering practices in ways that are culturally sustaining, leverage students’ full linguistic repertoires (multiple languages and registers), and value and promote multi-modal performances beyond written or spoken forms of expression." This example explicitly demonstrates how the materials provide explanations of the instructional approaches used in the program for MLLs and how the materials frame their approach to MLLs.
In the Full Design Specifications, the same section emphasizes that instructional materials should support inclusive participation, particularly for MLLs and students from historically marginalized groups. It notes that lessons should provide multiple means of engagement and representation, such as language scaffolds, visual representations, and discourse support.
Similar evidence is found in the Teacher Handbook, Strategies for Supporting Emerging Multilingual Learners’ Sensemaking, where the section provides “ten research-based strategies”, as well as where the strategies can be found in the materials. The strategies are grouped into five categories: Student Engagement, Students’ Expression of Ideas, Use of Language for Scientific Sensemaking, Representation of Content, and Additional Strategies. While these strategies may support teachers in leveraging students' linguistic resources, and the materials title them “research-based,” the strategies lack any citation of research.
The materials reference instructional approaches, such as in High School Design Specifications - Full, 3.3.1, which explains that assessment opportunities have gone through "bias and sensitivity review for all students," including "students with limited English language proficiency.” This example effectively describes how and where the materials explain the instructional approaches of the program for MLLs. However, there’s a missed opportunity to identify a reference that supports the approach as a research-based strategy.
In the Unit Overview of Unit B.4, Teacher Edition, a section titled, “What strategies are available to support equitable science learning in this unit?” outlines some core strategies built into the program, including the use of Universal Design for Learning (UDL), discourse, and providing specific supports for emerging multilingual students. However, these supports are described broadly, and while MLLs are mentioned, no specific details are given about what those supports are or how they are grounded in research. Instead, teachers are told that strategies can be found in the callout boxes throughout the unit.
In Unit B.4 within the Teacher Edition, the materials also reference the Learning in Places nature-culture relations framework, which is cited and positioned as a foundation for helping students explore the relationship between culture and science. While the framework aligns with culturally relevant teaching, the explanation focuses on “students” generally rather than MLLs specifically.
In Unit B.2, a similar equity strategy section again highlights UDL, supportive norms, discourse, and MLL scaffolds; however, like the others, it does not delve into detail about the MLL approach or cite the research base behind those supports.
Although the materials do not explicitly cite the research-based strategies used in the MLL approach, they include effective strategies, such as 10 strategies for supporting multilingual learners' sensemaking, which specifically help address how and where the materials explain instructional approaches of the program for MLLs.
Indicator 3f
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for High School meet expectations for including a comprehensive list of supplies needed to support the instructional activities.
Each lesson-level teacher guide includes the Learning Plan Snapshot which includes a table with the part of the lesson, duration, summary, slides used, and a list of materials. A specific Materials List section is also included that lists what is needed per student, per group, and per class. Materials preparation information is also provided along with the anticipated time it will take to prep. The Learning Plan section also includes what materials are needed for each part of the lesson. Additionally, the Program Overview document contains a section titled, Lab Investigation Kits that directs teachers to the OpenSciEd website to view a complete list of materials on each unit’s overview page and a list of partners who offer certified kits for purchase.
Indicator 3g
The assessment system provides consistent opportunities to determine student learning throughout the school year. The assessment system provides sufficient teacher guidance for evaluating student performance and determining instructional next steps.
The materials reviewed for High School meet expectations for providing an assessment system with opportunities to determine student learning throughout the school year and sufficient teacher guidance for evaluating student performance and determining instructional next steps.
The assessment system for the program consists of formative, summative, pre-, self-, and peer assessments. Within the unit-level teacher guide, the Assessment System Overview provides a section titled, “Overall Unit Assessment” and includes a table with information about each assessment including what lesson the assessment is located in, any assessment and scoring guidance provided, and the purpose of the assessment. Each assessment type is identified within the purpose. After this summary table, the Lesson-by-Lesson Assessment Opportunities section includes a table that lists each lesson, the lesson-level performance expectations (PE) included in that lesson, and assessment guidance as related to each PE. Guidance is provided about when to check for understanding of each PE as well as what to look for/listen for in the moment. Within each lesson-level teacher guide, the Learning Plan Snapshot contains a box with a checkmark icon that indicates every assessment opportunity within the lesson. In the Learning Plan, the check mark icon again is present along with an Assessment Opportunity box that includes information about what to look for/listen for in the moment and what to do. It also includes the lesson-level PEs that the assessment is building toward. Various assessment opportunities are located across the unit, with pre-assessments taking place at the beginning, formative, self and peer assessments taking place throughout, and summative assessments taking place at the end of a lesson set and/or unit.
In most cases, a key is provided for formative and summative assessments. Formative assessment keys may contain the lesson-level PE(s) the assessment is building toward and a table with the 3D elements addressed in the assessment. Next there is a table with three levels of understanding: Foundational Pieces, Linked Understanding, and Organized Understanding. For each level there is guidance around what should be present in terms of the three dimensions as well as suggestions and guidance around feedback/what to do to help students move to the next level of understanding. Suggested student responses are also provided. Some formative assessments do not include keys and some do not include all the parts described above. Summative assessment keys may contain the relevant lesson-level PE(s) and a table that, again, includes the 3D elements addressed in the assessment. This table provides additional detail about each assessment question and which elements it addresses. Guidance is then provided for each question, color coding to identify where elements are addressed, as well as what to look for (with suggested student responses), and what to do based on student responses. Transfer task keys include the table with the three levels of understanding with what to look for as related to the elements, an example student response, and feedback to support students to move to the next level of understanding. At the end of the transfer task key is a table with suggestions for instruction for each level of understanding, based on how the majority of the class does on the transfer task.
Indicator 3h
Materials provide clear science safety guidelines for teachers and students across the instructional materials.
The materials reviewed for High School meet expectations for embedding clear science safety guidelines for teachers and students across the instructional materials.
Each unit-level teacher guide contains safety guidelines within the Teacher Background Knowledge section. A part titled, “Lab Safety Requirements for Science Investigations” lists general science safety guidance along with a note that specific safety precautions are called out within each lesson and identified with a yellow triangle with an exclamation point in the middle. Each lesson-level teacher guide also contains safety guidelines, as appropriate. The Materials preparation section contains guidance related to safety as related to particular investigations or other student activities. Within the Learning Plan, the safety triangle icon appears along with the heading “Safety Precautions” and specific details about safety guidelines as related to the particular activity students are engaging with. Student Procedure documents for each lesson also contain the safety triangle icon and additional safety details as applicable. The slide deck that accompanies each lesson includes the safety triangle icon and additional safety language on any relevant slides.
It is important to note that teachers should always locate and adhere to local policies and regulations related to science safety in the classroom.
Indicator 3i
Materials designated for each grade are feasible and flexible for one school year.
The materials reviewed for High School are feasible and flexible for one school year.
Within the materials, pacing information is provided at the program, unit, and lesson level. The Program Overview document provides a broad view of pacing for the program including the estimated number of days to devote to each unit. The biology program accounts for approximately 122 days of instruction, given a 45 minute class period. Within the unit-level teacher guide, the Unit Storyline supports appropriate pacing as it provides an overview of each lesson and the number of days suggested for instruction. The Teacher Background Knowledge contains sections titled, “How will I need to modify the unit if taught out of sequence?” and “How do I shorten or condense the unit if needed? How can I extend the unit if needed?” that provide guidance around how to adjust for different course structures and shorten or extend the unit as needed, with lesson-specific suggestions. In the lesson-level teacher guide, pacing is supported in the Learning Plan Snapshot where each numbered part has a suggested duration, to the minute. Guidance is also provided around how to split up multi-day lessons. The Learning Plan also details each part of the lesson and is again annotated with the time intended for that segment.
Criterion 3.2: Student Supports
Information on Multilingual Learner (MLL) Supports in This Criterion
For some indicators in this criterion, we also display evidence and scores for pair MLL indicators.
While MLL indicators are scored, these scores are reported separately from core content scores. MLL scores do not currently impact core content scores at any level—whether indicator, criterion, gateway, or series.
To view all MLL evidence and scores for this grade band or grade level, select the "Multilingual Learner Supports" view from the left navigation panel.
The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.
The materials meet expectations for Criterion 3.2 by providing a well-structured system of student supports that generally align with three-dimensional learning and instructional equity. The materials offer varied and embedded opportunities for students to demonstrate understanding through multiple assessment formats, including transfer tasks, exit tickets, and performance-based assessments. These assessments are designed to elicit evidence of learning tied to targeted objectives and often include uncertain phenomena or problems. Accommodations are provided, though they tend to be general (e.g., oral responses, partner work) rather than tied to specific student needs.
Instructional tasks vary across lessons, including modeling, investigations, data analysis, and simulations, allowing students to engage with content in multiple ways. Opportunities for self- and peer-assessment, as well as use of tools like Driving Question Boards and Progress Trackers, support student reflection and monitoring of learning. Supports for students in special populations are embedded through Universal Design for Learning strategies, though often framed for whole-class implementation rather than individualized scaffolds. Grouping strategies are present but tend to be logistical rather than instructional in focus, and extension opportunities are usually optional and directed at the entire class.
The materials include explicit attention to cultural and community relevance, and some lessons encourage students to bring in outside perspectives. Reading supports such as jigsaw strategies, leveled texts, and guided annotation are included to address different reading levels. However, while these supports are embedded in lesson plans, the availability of alternative language versions and differentiated materials is limited. In sum, while the student supports are broad and thoughtfully integrated, differentiation and accommodation strategies could be more targeted to better support individual learners.
Indicator 3j
Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/band science and engineering.
The materials reviewed for High School meet expectations for providing strategies and supports for students in special populations to support their regular and active participation in learning grade-level/grade-band science and engineering.
The Teacher Handbook provides an overview of how the program has been designed to provide strategies, supports, and resources for students in special populations. The supports and strategies fall under the material’s Universal Design for Learning (UDL) general philosophy and have limited identification of specific student populations. Every unit-level teacher guide contains a section titled “What strategies are available to support equitable science learning in this unit?” This section summarizes the different places within the unit that “...are integrated throughout the OpenSciEd routines and are intended to increase relevance and provide access to science learning for all students.” For each lesson-level teacher guide, additional sections that include supports for special populations are the Additional Guidance sections and the Attending to Equity callout boxes. In some cases, these sections include specific guidance for how to support students in special populations. For example:
In Unit B.1, Lesson Set 1, Lesson 2: What can other cases of conservation help us understand about ecosystems and conservation?, an Attending to Equity callout box contains guidance about alternate strategies. To support students with engaging in a scavenger hunt about the formation of Serengeti National Park, the callout box says, “Alternative strategies for recording this information in different modalities for students with disabilities or multilingual learners could include voice memos or taking photos of key ideas to review later. Students who need more time to process or translate information before writing can review these recordings and fill in Scavenger Hunt Notes at home before the next class.”.
In other cases, the supports are more general and would benefit all students. For example:
In Unit B.5, Lesson Set 1, Lesson 4: How did polar and brown bears become different species?, an Attending to Equity callout box contains guidance for implementing Universal Design for Learning. To support students to conduct a data exploration about ways the Arctic environment changed over geologic time, the callout box says, “Throughout this lesson, students engage in activities through multiple formats to provide additional representations. This can help support them as they process the evidence and piece together information from multiple domains and different time and spatial scales. Providing multiple formats for presenting the information provides more access for the diverse learners in your classroom.”
Indicator 3k
Materials provide extensions and/or opportunities for students to engage in learning grade-level/band science and engineering at greater depth.
The materials reviewed for High School meet expectations for providing extensions and/or opportunities for students to engage in learning grade-level/grade-band science and engineering at greater depth.
Within the unit-level teacher guide, the Unit Overview contains a section titled, “How do I shorten or condense the unit if needed? How can I extend the unit if needed?” This section lists the locations and describes the extensions available in each unit. The majority of extensions are dependent upon the teacher making the decision to extend the thinking for all students. If a single student chooses to do them, they are in addition to the standard activities of the lesson. These extensions are for all students and not solely advanced students. Some extension suggestions include language like “if time allows” and “For students who demonstrated mastery of the standard at an earlier stage.” Within the lesson-level teacher guide, there are also references to extension opportunities, including within the Additional Guidance, Alternate Activities, and various callout boxes. These opportunities are present as applicable within the lesson and may include guidance to extend for all students or opportunities to extend for advanced students outside of the lesson. Opportunities include adding materials and time to an investigation, removing scaffolds related to science and engineering practices, or having students conduct additional investigations or sharing of information at home. While some of these opportunities are work outside of the lesson, they are connected to the content of the lesson and optional.
Example of opportunities for all students to engage in grade-level/grade-band science at a higher level of complexity:
In Unit B.5: What will happen to Arctic bear populations as their environment changes?, the unit-level teacher guide contains the section “How do I shorten or condense the unit if needed? How can I extend the unit if needed?“ As an opportunity for Lesson 3 states, “Ask students to search for other bear trees and motivate them to figure out why the trees might be different. What type of data was the tree built with? What algorithm was used to build the tree? Students could explore why different types of DNA (coding sequences, non-coding sequences, or mitochondrial DNA) might create different types of trees.”
Example of opportunities for advanced students to engage in grade-level/grade-band science outside of the lesson:
In Unit B.2, Lesson Set 2, Lesson 8: Why should we be concerned that carbon sinks around the world are burning?, students investigate the relationship between carbon dioxide concentration and temperature. Within the lesson-level teacher guide, an Alternate Activity section states, “Extension activity: By this time in the unit, students may be inquiring about how they can make different choices that could reduce the amount of carbon that they produce with their lifestyle (carbon footprint). It is important to elevate these concerns and questions and inspire student agency. Share the U.S. Environmental Protection Agency’s Energy Star Carbon Footprint Survey https://www.energystar.gov/ia/products/globalwarming/downloads/GoGreen_Activities%20508_compliant_small.pdf and calculator https://www.footprintcalculator.org/home/en to help students collect baseline data to measure the impact of their decision-making on the flow of carbon in their area.”
Indicator 3l
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.
The materials reviewed for High School include varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.
Across the materials, students engage with a variety of approaches to learning tasks including simulations, investigations, data analysis, model development and revision, research projects, design challenges, argument analysis, case studies, and informational text reading. Students also engage in these tasks in different ways including through whole group discussion, small group discussion, partner work, and individual learning. While units follow a specific progression based on the OpenSciEd Routines, students engage in a variety of ways through these routines.
Students are also provided a variety of ways to demonstrate their learning. Assessment opportunities consist of a variety of forms including exit tickets, transfer tasks, model revisions, card sorts, gotta have it checklists, information organizers, and data analysis. Teachers are provided with guidance on how to use student responses to determine next steps in learning.
Opportunities for students to monitor their learning are also present through self- and peer-assessments, Progress Trackers, Driving Question Boards, and Class Consensus Model. These opportunities support students to keep track of their learning individually, in groups, and as a whole class. The self- and peer-assessments support students to reflect on and monitor specific skills they are learning such as how to construct an argument, participate in a discussion, or provide feedback to a peer. Progress Trackers, Driving Question Boards, and Class Consensus Models provide ways for students to track their progress with the science content over time and reflect on their learning. Each of these opportunities may arise with multiple checkpoints across the unit.
Indicator 3m
Materials provide opportunities for teachers to use a variety of grouping strategies.
The materials reviewed for High School include some opportunities for teachers to use a variety of grouping strategies.
Across the materials, students have the opportunity to work individually, in pairs, in small groups, and as a class. Within the lesson-level teacher guide, the Materials List section contains information about different group sizes for the various activities in the lesson, as applicable. The Learning Plan section contains guidance around whether students should be working individually, in small groups, or in a whole-class format. In some cases, suggestions are provided about how to group students in specific ways. However, generally group guidance is generic and more about the number of students to have in each group and the tasks each group member needs to complete rather than specific guidance around purposeful grouping. Oftentimes, students work in pairs or small groups as a way to prepare for more independent tasks. For example:
In Unit B.2, Lesson Set 1, Lesson 3: Why is there so much peat that has not decomposed in the permafrost?, students plan an investigation about decomposition. The lesson-level teacher guide states, “Small-group work to identify variables. Display slide K. Organize students into small groups of 3-5 students. Provide small groups with time to discuss and identify variables in Decomposition Investigation Planning and complete Part 1 of the handout. Circulate around the room and support their thinking.”
Additionally, the Teacher Handbook provides information about the different routines used throughout the materials and how students should engage in those routines as well as guidance around classroom discourse and equitable participation.
Indicator 3m.MLL
Materials include guidance for intentional and flexible grouping structures for MLLs to ensure equitable participation.
The instructional materials for High School do not meet the criteria of including guidance for intentional and flexible grouping for Multilingual Learners (MLLs). While some strategies provide teacher guidance for the potential for equitable participation, they are not intentional for MLLs or their varying English proficiency levels.
For instance, in the Teacher Handbook, the section “Strategies for Multilingual Learners’ Sensemaking,” suggests providing individual think time and partner discussion prior to whole-class discussion. While this strategy may increase participation, there is no guidance on grouping students, such as by home language or language proficiency, either heterogeneously or homogeneously.
Similar evidence is found in the High School Design Specifications, section 2.4, which describes the opportunities for participation for MLLs. Still, the guidance is general and does not include how intentional or flexible grouping is used throughout the lessons.
While the materials guide teachers to provide opportunities for students to work in partners, small groups, and whole-group discussions, there is a missed opportunity to provide more specific guidance for intentional grouping to support MLLs and monitoring for effective collaboration opportunities.
Indicator 3n
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
The materials reviewed for High School include assessments that offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
Across the materials, information is provided around where assessment opportunities take place, what elements of the three dimensions are addressed, what teachers should look for, and how to support struggling students. Accommodations for assessments are often located within teacher guidance, such as in Attending to Equity callout boxes within the lesson-level teacher guide. In general, this guidance exists in the form of writing accommodation moves and scaffolds such as using resources on assessments or partnering students for collaboration during assessment. For example:
In Unit B.2, Lesson Set 3, Lesson 12: Can we use everything we have figured out about fires to explain a new phenomenon?, students complete the Dead Zone Transfer Task as the final assessment for the unit. In the lesson-level teacher guide, the Attending to Equity callout box states, “Universal Design for Learning: Consider allowing students to express their understanding of the energy and matter flow in the dead zone in various ways for this assessment. This assessment encourages students to demonstrate their understanding of key skills and concepts from the unit so far through multiple modalities, including writing to explain and drawing models. Some students may benefit from using multiple modalities to show their thinking for any or all of the questions on this assessment. You may consider allowing some students to present their answers verbally with you or with another student acting as a scribe to record their thinking on paper. Some students may benefit from using gestures, images, or manipulatives to support their explanations as opposed to written text. In each case, encouraging students to use multiple modalities to show their thinking creates a clear, accessible, equitable pathway for all students to demonstrate proficiency. Online tools such as Flipgrid can assist students in showing and explaining their ideas in more than just writing.”
Indicator 3n.MLL
Assessments offer accommodations that allow MLLs to demonstrate their knowledge and skills without changing the content of the assessment.
The instructional materials reviewed for High School do not meet the criteria for offering accommodations that allow Multilingual Learners (MLLs) to demonstrate their knowledge and skills without changing the content of the assessment. While the lessons include some helpful strategies, they lack specific accommodations during assessments to effectively support multilingual learners across varying levels of language proficiency.
The materials provide some suggestions for MLLs to demonstrate their learning without changing content For example, in the Teacher Handbook, Strategies for Supporting Emerging Multilingual Learners, there is a note in the Student's Expression of Ideas for the teacher that states "During moments when students are tasked with expressing their ideas, encourage them to do so though linguistic (oral and written language) and nonlinguistic modes (drawings, graphs, symbols, gestures)." This guidance offers a suggested strategy for students to use when updating their Progress Tracker or recording ideas in their notebooks. However, it misses the opportunity to extend this support to help students access and demonstrate understanding during summative assessments.
There’s also an effort to provide flexible ways for students to express their thinking. For instance, in Unit B.5 within Lessons 8 and 14, in the Attending to Equity sidebars, students are encouraged to share their ideas using multiple modalities, like audio or video recordings, especially if writing is a challenge. This is a thoughtful approach that could benefit MLLs, but it’s not presented as an option for assessment.
Additionally, in Unit B.3 within Lessons 6 and 8, the use of exit tickets in different formats (writing, drawings, discussion) allows for some flexibility in how students show understanding. Again, these structures may be helpful for MLLs, but no scaffolds or guidance are provided for how to tailor these assessments based on students’ language development levels.
Although the materials do not provide assessment accommodations that allow MLLs to demonstrate their knowledge and skills without changing the content of the assessment, they include effective strategies and routines for MLLs to use multiple modes of expression to demonstrate knowledge and express ideas. These attempts demonstrate a thoughtful approach to allowing students to show their understanding in some places, however, they fall short of providing assessment accommodations specifically for MLLs.
Indicator 3o
Materials provide a range of representation of people and include detailed instructions and support for educators to effectively incorporate and draw upon students’ different cultural, social, and community backgrounds to enrich learning experiences.
The materials reviewed for High School include a range of representation of people and include detailed instructions and support for educators to effectively incorporate and draw upon students’ different cultural, social, and community backgrounds to enrich learning experiences.
Across the materials there are a variety of supports provided to teachers and students to help ensure that the learning experiences take into account the various backgrounds, cultures, and experiences that exist in the classroom. Within the unit-level teacher guide, the Teacher Background Knowledge section contains a part titled, “What strategies are available to support equitable science learning in this unit?” that contains guidance and support around how to promote “equitable access to high-quality science learning experiences for all students”. The part includes a summary of the types of strategies provided within the lessons of the unit to support equitable science learning. Another part titled, “How do I support students’ emotional needs?” contains guidance and information about cultural connections to the unit topic and how to support students if these topics bring up strong emotional connections for students.
Within the lesson-level teacher guide, Attending to Equity callout boxes contain guidance and suggested strategies for bringing in students’ cultural and community backgrounds, as appropriate. Other notes within the teacher guide, such as in the Additional Guidance section, also contain suggestions. In some lessons, guidance is also provided about co-developing community agreements that the class returns to throughout the unit, to ensure an environment where all students can comfortably learn. The Teacher Handbook also contains additional guidance and strategies around developing community agreements and attending to equity within the classroom.
Additionally, there are several instances within the materials where cultural connections are considered as part of the learning. Students watch videos and read case studies about different communities and their connections to the content, as well as make connections to their own communities through specific learning activities and Home Learning opportunities. For example:
In Unit B.5, Lesson Set 1, Lesson 1: How do changes in climate affect bear species coming together for the first time in the Arctic?, students discuss the impact of climate change on the bears in the Arctic. They engage in a Home Learning activity to consider the impact of climate change on their local community. The lesson-level teacher guide states, “Discuss home learning. Display slide T. Say, During the last class we talked about the impact of climate change on the Arctic and bears, but we wanted to learn more about some impacts closer to home. Discuss the prompts on the slide. Listen for students to mention speaking to parents, grandparents, neighbors, other elders. Ideas collected may include droughts, storms, more ticks, plants not flowering, different garden vegetables growing better or worse, invasive species, heat waves, etc. Record these ideas on a poster labeled Related Phenomena.” Then students investigate traditional knowledge about polar bears. The lesson-level teacher guide states, “Share Inuvialuit quotes about polar bears. Explain that you could not find direct information from people who live in Wapusk, but you found a research project that gathered local knowledge about how changes in climate impact polar bear populations from another region of Canada. Display slide V. Say, The Inuvialuit (In-oo-vee-A-loo-weet), are a group of people who have lived in part of what we now call the Arctic regions of Canada for generations. Many hunt animals on the Arctic sea ice for food and clothing, so they have first hand, generational knowledge of the Arctic habitats, the seasonal changes, as well as the behavior of many of the animals. Traditional Knowledge of the sea ice and the Arctic is passed on from generation to generation in the Inuvialuit community. The Canadian government collaborated with Traditional Knowledge holders to learn more about polar bear populations in the region.”
Indicator 3p
Materials provide supports for different reading levels to ensure accessibility for students.
The materials reviewed for High School include supports for different reading levels to ensure accessibility for students.
Across the materials, supports for different reading levels are provided in the form of reading strategies, guidance for annotations, sensemaking questions embedded in the text, and graphic organizers. In some cases, support also includes strategies around leveled jigsaws, close reading with a partner, and audio options with a transcript and embedded questions. When multiple available texts are present, the materials often describe their reading levels, either with a lexile description or a more qualitative description such as more challenging, more accessible, grade level, or mix of grade level and advanced text. For example:
In Unit B.4, Lesson Set 1, Lesson 1: What is the effect of increasing urbanization on nonhuman populations?, the lesson-level teacher guide includes guidance around how to assign different case studies based on reading level. The Attending to Equity callout box states, “Universal Design for Learning. You may wish to allow students to select readings based on interest before dividing them into groups. Or for this activity, students can choose which text to read based on difficulty. Case Study: Juncos is more accessible, while Case Study: Rats is at the highest reading level. You can read more about Universal Design for Learning features and text-specific differentiation suggestions in UDL for Jigsaw Readings.”
Indicator 3q
This is not an assessed indicator in Science.
Criterion 3.3: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials meet expectations for Criterion 3.3 by providing intentional design features that support usability, integration of technology, and overall instructional coherence. Interactive tools and digital simulations are effectively incorporated to support student engagement in the three dimensions, particularly where direct observation of phenomena is not feasible. These tools are embedded in the lesson materials with clear teacher guidance on their use, including video tutorials and written instructions. However, digital tools primarily serve content delivery and exploration rather than fostering collaboration among students or teachers—collaborative digital platforms are not included.
The visual design of print and digital materials is consistent and structured to minimize distraction and support navigation. Lesson and assessment documents follow a predictable format, and the use of icons, color coding, and clear headings helps streamline classroom use. While technology is used to enhance learning, it is not overemphasized, and the materials remain usable in low-tech environments.
Indicator 3r
Materials integrate interactive tools and/or dynamic software in ways that support student engagement in the three dimensions, when applicable.
The materials reviewed for High School integrate interactive tools and/or dynamic software in ways that support student engagement in the three dimensions, when applicable.
Across the materials, videos, simulations, and data software are used to support students with an introduction to the phenomenon or problem, modeling, collecting data, and/or designing investigations. Simulations are frequently used to show ideas and systems that may not be attainable in a normal class such as to support students in visualizing interactions that cannot be observed directly. Some digital materials are also customizable for local use and to consider the impact of small changes in a bigger system. For example:
In Unit B.3, Lesson Set 1, Lesson 4: Why are some kinds of cancer more common than others in older and taller people?, students use a computer simulation to observe various types of cell division. They manipulate the data for age and height and visually observe the effects of the mutations.
Indicator 3s
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
The materials reviewed for High School do not include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
Across the materials, while there are different technology tools used by students for the purposes of engaging with the three dimensions, there are not discrete collaboration tools used for digital collaboration purposes. The materials are designed for in-person instruction and do provide opportunities for students to collaborate with each other and with teachers through the use of chart paper, sticky notes, or paper models.
The OpenSciEd website does provide guidance for remote teaching. This guidance centers mostly around how to conduct the foundational instructional routines and sequences in a productive way in a remote learning environment.
Indicator 3t
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
The materials reviewed for High School include a visual design that supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
Across the materials, the visual design is clear and consistent. Both teacher and student materials are organized in a similar way across all units and lessons. Information is provided consistently and clearly for common sections. Icons are also consistently used throughout the materials, within teacher and student materials, to indicate a particular routine, safety information, or protocol. Visuals, text, and models are large enough for students to easily read and interpret without being distracting. The print and PDF versions of the materials are consistent in formatting. In a few cases, the Google doc version of the materials have small formatting issues but not enough to be distracting.
Indicator 3u
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials reviewed for High School do provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
Within the lesson-level teacher guide, a materials preparation section directs teachers to where all embedded technology can be found and provides general instructions on how to use it. Detailed instructions are found later on in the teacher guide at that particular part in the lesson where students engage with the technology. In addition to written directions, with pictures as needed, in some cases, a video is also provided on how to use the technology ranging from Google forms to more complex simulations. Hyperlinks are also included, as appropriate, to make technology easy to access. Student materials include detailed instructions, as applicable, for how to use the embedded technology within the lesson. Tools are also present to support students to engage with technology appropriately such as the Evaluating Online Sources Overview guidance that students can use when conducting research.