3rd-5th Grade - Gateway 3
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Teacher & Student Supports
| Score | |
|---|---|
Gateway 3 - Meets Expectations | 94% |
Criterion 3.1: Teacher Supports | 13 / 14 |
Criterion 3.2: Student Supports | 4 / 4 |
Criterion 3.3: Intentional Design |
The materials meet expectations for Gateway 3. For Criterion 3.1, teacher guidance is provided at the module and lesson levels, including margin notes, pacing, safety guidance, and background science content. NGSS connections are identified across levels, while ELA and math standards are referenced at the lesson level. Materials include Family Letters in English and Spanish in most modules and provide home connection prompts. In Criterion 3.2, the materials include varied learning modalities such as simulations, modeling, and discourse. Opportunities are provided for remediation, enrichment, and student self-monitoring. Supports for multilingual learners and students in special populations include embedded strategies, sentence stems, and vocabulary glossaries. Grouping strategies and access to leveled texts are present, though supports are framed for general classroom use. In Criterion 3.3, materials include digital simulations and interactive tools with guidance for teacher facilitation. The visual design includes consistent formatting, color-coded boxes, and embedded digital resources. Digital collaboration tools are not present.
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 include teacher guidance for lesson implementation through Curriculum Overviews, Module Overviews, and lesson-embedded annotations. These include notes on phenomena and problems, Series Connections, common student misconceptions, safety, and materials management. Each module includes adult-level background content related to DCIs, SEPs, and CCCs. NGSS standards are identified at the series, module, and lesson levels; ELA and math standards are identified at the lesson level through callouts and the Lesson Planner. Family Letters are available in English and Spanish in most modules and provide prompts for caregiver engagement. Instructional approaches and research-based strategies are identified in the Curriculum Overview, with citations. Assessment opportunities include formative, checkpoint, and summative tasks, each with rubrics and sample responses. Remediation guidance is included for formative and checkpoint assessments; enrichment guidance is included after formative assessments. Materials include safety guidance in module overviews and within lessons, and estimate class periods for each lesson. Materials span approximately 78–88 class periods per grade level.
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 Grades 3-5 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.
The materials include teacher guidance at the beginning of each unit in the Curriculum Overview and Module Overview as well as guidance embedded in the lessons in the form of margin notes, callout boxes, and built-in guidance.
The Curriculum Overview gives a summary of the different features of the curriculum, including the organization of the curriculum and how program design supports a storyline approach and supports present to assist all students in meeting the standards. The Curriculum Overview is present in the front matter of each module and is identical across all modules.
The Module Overview includes several sections that provide comprehensive guidance that supports implementation of the materials. These sections include: Phenomenon and Problems Storyline, Series Connections, Module Background Information, Naive Ideas, and Materials Management and Safety. These sections provide teachers with an overview of the module as related to the claimed phenomena and problems, how the module connects to the standards, how the module connects to other modules in the program, important science content information, and ideas about the science content that students may have. For example,
In Grade 3, Physical Science, How Can We Use Patterns to Predict Motion?, Module Overview, Naive Ideas section:
“Naive ideas: If an object is not moving, then there is no force acting on it (1, 2).
Explanation: This is considered an early “common sense” concept about forces and motion. Students may believe that if something is not moving, it is because no force is applied to the object.
Students may say …: The wagon is sitting still on the ground. It isn’t moving because there aren’t any forces acting on it. Nobody is pushing or pulling it.”
Individual Lessons also include embedded guidance on a variety of elements for implementing the materials. In the Guide to Module Investigations, the materials name the following types of margin notes, callout boxes, and lesson guidance: NGSS, Common Core, Naive Ideas, Plan Ahead, Digital Resources, EL Strategies, Series Connections, Teacher Tips and Tech Tips, Guiding Questions, Safety Notes, and Class Period Breaks. These embedded supports provide teachers with things like guidance on what specific elements of the NGSS are being addressed, where students may have alternative ideas about the science content, how to accommodate for multilingual learners, safety considerations, and guiding questions that will help students make connections and understand content. For example,
In Grade 5, Physical Science, How Can We Identify Materials Based on Their Properties?, Lesson 3: Mixing with Water, the Activity procedure includes a Teacher Tip callout box. It advises, “Point out the Group Work and Stop and Think boxes in the Student Activity Guide. Tell students that the boxes will help them work together as a group and think about what they are investigating.”
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 Grades 3-5 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.
Support for teachers’ understanding of science content is found in the Module Background Information section of the Module Overview at the beginning of each module. This section includes narrative information that explains the relevant DCIs in adult terms. These explanations go beyond the DCIs as written and provide additional context and content that can help teachers improve their own knowledge of the subject. This section also includes a deeper analysis of the SEPs and CCCs that are included in the module. These explanations describe the SEPs and CCCs in detail, how their scientific meaning is different from the everyday meaning of the word, and what ideas students may have about them.
Example of supports provided around grade/course-level concepts and/or standards so that teachers can improve their own knowledge of the subject:
In Grade 4, Earth & Space Science, How Can We Stay Safe On A Changing Earth?, the Module Background Information section includes information about the DCI topics of plate tectonics, stratigraphy, and waves in water. The information provided is at an adult level and meant to support the teacher in developing background context. A science and engineering section is also present that contains information about how scientists and engineers engage with the content and to support teachers with how students also engage as scientists and engineers throughout the module. The CCC and SEP sections also contain information for teachers about the meanings behind the different concepts and practices students will engage with.
The materials also support teachers’ understanding of science content through the Series Connections section found in the Module Overview. This section discusses how the focus DCIs, SEPs, and CCCs have been previously addressed in prior modules and grade levels, supporting teachers to have an understanding of what background knowledge students may need. The materials include lesson specific callouts within the lesson materials when these connections are present.
Example of supports provided around how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject:
In Grade 5, Life Science, How Can We Predict Change in Ecosystems?, the Series Connections section within the Module Overview contains information about life science DCI connections to Grade 2, physical science DCI connections to Grade 4, SEP connections to Grades 1-5, and CCC connections to Grade 4.
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 Grades 3-5 partially 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. The materials provide many explanations of the connections and correlations to the NGSS at the series level, module level, and lesson level. However, connections to standards for ELA and mathematics are only present at the lesson level.
NGSS correlations are present in a variety of locations and explain connections at different levels. At the series level, the Curriculum Overview section provides a curriculum framework for the series that shows which performance expectations are addressed in each grade level and each module for the grade band. At the module level, the Module Overview section includes several places that explain the connection to the NGSS. The Module Alignment to NGSS provides the module objectives and the performance expectations, DCIs, SEPs, and CCCs connected to those objectives. DCI information is provided at the element level whereas SEP and CCC information lists components only. At the lesson level, the Assessment Map in the Module Overview provides the assessment objectives and associated DCI, SEP, and CCC elements for each individual lesson. The Lesson Planner at the beginning of each module provides similar information but only names the larger SEP or CCC component and not the specific element. Additionally, NGSS margin notes embedded in the lessons provide guidance on what DCIs, SEPs, or CCCs are connected to specific portions of each lesson.
Example of a Lesson-Level Connection to the NGSS:
In Grade 5, Engineering Design, How Can We Protect and Clean Earth’s Water?, Lesson 1: A Plastic Problem, the NGSS margin note states, “ESS2.A ESS3.C Systems and system models Students explain how components of natural or designed systems may contribute to the problem or to a solution. Developing and using models Students develop an initial model to explain a problem related to plastic pollution in the ocean. Designing solutions Students propose an initial idea for a solution to the problem of plastic pollution in the ocean. Engineering, technology, and applications of science Students record what they have heard about existing solutions to the problem of plastic pollution in the ocean so they can think of ways to improve these solutions or develop new ones.”
Lesson-level connections to ELA and mathematics are located in the Lesson Planner for each module and as embedded guidance in the lessons. The Lesson Planner includes an ELA and Math Connections column that cites the Common Core standard connected to each lesson (e.g., “Reading: Informational text Key ideas and details (RI.5.1, RI.5.2, RI.5.3)”), where applicable. Individual lessons also include Common Core margin notes, with different icons, that connect specific portions of a lesson to components in the Common Core (e.g., Comprehension and collaboration, Presentation of knowledge and ideas). Series-level connections to standards in ELA or mathematics are not present in the program.
Example of a Lesson-Level Connection to ELA and Mathematics:
In Grade 3, Earth & Space Science, How Do Weather and Climate Affect Our Lives?, Lesson 8: Where Can It Snow in July?, step 7 of the Activity procedure “Give students time to prepare their poster, choose a speaker, and help the speaker prepare to present the data on the poster. Circulate around the classroom and listen to students practice their presentations.”, is accompanied by the margin notes, “Represent and interpret data” and “Production and distribution of writing”, along with the respective icons to indicate a connection to the Common Core State Standards in Literacy and Mathematics.
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 Grades 3-5 include opportunities for informing all stakeholders about the program and suggestions for how they can help support student progress and achievement.
The Curriculum Overview contains a section titled “Home Connections” that includes information about a Family Letter and its intended purpose. Family Letters are provided with each module, within the module companion website. Each letter briefly describes the content covered, asks parents to provide information about their child’s background and experiences, and provides prompts for students and parents to discuss what they have been learning. The letters are available digitally in English and Spanish and as a PDF that can be downloaded. In a few modules, a Spanish version of the PDF is not present. The materials contain support for the teacher to incorporate the information from the letters into instruction. Additionally, a safety contract for students and parents to sign is included for each grade level, which indicates the types of science laboratory activities students will be participating in during the year.
Example of a Family Letter used to communicate to stakeholders:
In Grade 4, Physical Science, How Does Energy Move From One Object To Another?, Family Letter, caregivers are asked, “Does your child play with diecast cars or play by crashing toy cars into one another?, Does your child have an interest in space exploration and spacecrafts returning astronauts to Earth?, Is your child familiar with the game of croquet or other games that use a mallet to hit a ball?”. Parents are also encouraged to ask some questions at home to help students make sense of what they are doing at school: “Did you watch a video of two different collisions between moving and stationary toy cars? Why do you think the stationary car moved farther in one of the collisions?, Are you trying to figure out how a spacecraft slowed down on its way back to Earth? Did you notice anything interesting about the spacecraft?, Are you designing a model space capsule? Tell me about your design. Why did you design it like that?”.
Indicator 3e
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Grades 3-5 meet expectations for providing explanations of the instructional approaches of the program and identification of the research-based strategies.
The beginning of each Module includes the same Curriculum Overview that describes and explains the instructional approaches of the program. This includes sections titled: Curriculum Framework, Designed for the NGSS, A Coherent Storyline, Centered on Student Ideas, Group Work, Digital Integration, Literacy Integration, Support for All Students, Assessment, Home Connections, and Support for Implementation. Each section describes how that component contributes to the program’s instructional approach. For instance, the section titled A Coherent Storyline explains that the program was developed using backward design and started with bundles of performance expectations as the goal. The Curriculum Overview also includes a References section and cites the relevant research throughout all sections of the Curriculum Overview.
Examples of how the materials identify research-based strategies that are used in the design:
In the Curriculum Overview, the Literacy Integration section states, “Through the use of a science notebook, students will engage in the writing process…and write for a variety of purposes,” and cites Graham et al., 2012, Teaching Elementary School Students to Be Effective Writers: A Practice Guide.
In the Curriculum Overview, the A Coherent Storyline section states, “Multiple phenomena and problems are usually needed to fully cover the PEs in the bundle. Multiple phenomena and problems also spark the curiosity of a diverse group of students,” and cites Penuel, et al., 2017, Developing NGSS-Aligned Curriculum that Connects to Students' Interests and Experiences: Lessons Learned from a Co-design Partnership.
In the Curriculum overview, the Group Work section states, “[Group work] can lessen individual competitiveness and develop problem solving skills,” and cites Lin, 2006, Cooperative Learning in the Science Classroom.
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 Grades 3-5 meet expectations for providing explanations of the instructional approaches of the program for MLLs and identification of the research-based strategies.
Specifically, in the Curriculum Overview, Supports for All Learners section, the publisher states, “While we recognize that ELs are a highly diverse group themselves, research has pinpointed some best practices that are broadly useful. Throughout each module, relevant research-based EL strategies are embedded at pertinent point-of-use moments." These point-of-use moments are embedded in the Teacher Guide materials for each lesson, as applicable, in callout boxes labeled EL Strategies. Each EL Strategy is assigned a citation number at the end, serving as a reference to the research-based strategy list provided. These same EL Strategies are highlighted throughout the program, as they align with the content and approach for each lesson.
Further, for each module, in the Resources tab within the digital resources, the Supports for English Learners document, states the following:
“The Smithsonian Science for the Classroom series was developed to support all students, including English Learners, to meet the Next Generation Science Standards. In alignment with WIDA’s 2019 Principles of Language Development, the Smithsonian Science for the Classroom series is developed to:
1. Leverage students’ language, cultural, and intellectual resources
2. Develop language through multiple modalities
3. Support language development through collaboration and discussions
4. Support language development through reading and vocabulary acquisition
5. Support language development through writing.”
The document further provides examples of MLL strategies and highlights a corresponding reference number to establish the connection.
For example: “Providing sentence frames helps EL students develop fluency and communicate concepts without getting overburdened with grammar rules (1). This will allow them to construct well-formed sentences to communicate their understanding, both written and orally (9).”
Finally, a list of references is available, stating the sources used to inform the development of the various lessons, including pedagogy, content, and scaffolds, as well as citations for photo credits and videos.
The program provides instructional approaches for MLLs and identifies research-based strategies. Research-based EL strategies are embedded throughout the Teacher Guide in callout boxes labeled “EL Strategies,” each linked to citations listed in the Framework. Additionally, there is a Support for English Learners document that discusses their approach toward meeting WIDA's 2019 Principles of Language Development.
Indicator 3f
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Grades 3-5 meet expectations for including a comprehensive list of supplies needed to support the instructional activities.
The Materials Management and Safety section within the Module Overview contains a list of all the materials needed for the entire module, based on a class of 32 students, noting the quantity of each item needed per lesson. A second materials list includes items not supplied in pre-packaged module kits (e.g. chart paper, tape, computers, water, etc.) and in which lesson they are used. There are instructions for reordering materials, material management, safety information, and a "Stay Safe" contract for students and parents to sign. These are available in both digital and print formats.
In addition, each lesson includes a Materials section that includes a list of materials needed for the lesson, with a reminder for materials that need advance preparation if needed (e.g., letting clay dry overnight). Materials are listed as needed by the teacher, students, and/or groups of students.
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 Grades 3-5 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 materials provide multiple assessment opportunities per module to assess student progression towards mastering the module objective. The assessment system includes four types of assessments: pre-assessments, checkpoint assessments, formative assessments, and summative assessments. Summative assessments exist as written and performance summative assessments. Each lesson has at least one assigned assessment along with embedded student self assessments. Pre-assessment opportunities are provided for the beginning of a module and/or at the beginning of a set of lessons connected to the same content, phenomenon, or problem. Formative assessments include tasks that require students to use their skills and knowledge in complex ways and the tasks involved incorporate at least two and most often three of the NGSS dimensions. Checkpoint assessments are usually located in the last lesson of a set of lessons that are centered around the same content, phenomenon, or problem. These assessments require students to use all three NGSS dimensions. At the end of the module, students complete a summative assessment associated with the last set of lessons that are connected to a science or design challenge.
Each assessment, except the pre-assessment, includes supports for evaluating student performance. Formative and checkpoint assessments provide a rubric with “indicators of success” and “indicators of difficulty”. Summative assessments come with a three point rubric for scoring. Both types of rubrics support teachers in evaluating student performance with individual DCIs, SEPs, and CCCs. Within the lessons, the materials also provide sample student work to assist teachers’ evaluations. This includes examples of completed worksheets and possible responses to discussion questions.
All Checkpoint and formative assessments include suggestions for remediation following the rubrics. The lesson procedures include the guidance, “Use the remediation strategy at the end of the lesson to provide additional support for students.” The remediation guidance provides specific ways to support students who struggled with the assessments. Enrichment strategies are also present but there is no specific lesson guidance around when to use them. Remediation and follow-up guidance is not provided for summative assessments.
Example of Remediation Guidance:
In Grade 4, Physical Science, How Does Energy Move From One Object to Another?, Lesson 10: Safe Landing, the remediation strategy is, “If students continue to have a difficult time understanding that some of Space Shuttle Discovery’s energy was transferred to the air during its descent, ask students to think about a time they put their hand outside a car window as it was moving. Encourage them to describe what they felt. How did the sensation change as they moved their hand? Invite students to connect that experience to the phenomenon of the Space Shuttle Discovery landing.”
Indicator 3h
Materials provide clear science safety guidelines for teachers and students across the instructional materials.
The materials reviewed for Grades 3-5 meet expectations for embedding clear science safety guidelines for teachers and students across the instructional materials.
At the beginning of each module, the Module Overview includes a Materials Management and Safety section that includes general guidelines for safety along with module specific considerations such as handling sharp objects, chemical information (with a QR code link to MSDS sheets), and a reproducible “Stay Safe! Contract” for students and parents to sign, committing to safe investigations.
When applicable, specific safety instructions are included at the lesson level within activity instructions in the teacher’s guide (print and digital). These are in the form of a red call-out section labeled with a red exclamation bubble and “Safety”. Student activity guides also contain safety considerations, as applicable, in the form of a red text box and “Stay Safe!”.
Examples of lesson-level Safety notes:
In Grade 4, Engineering Design, How Can We Provide Energy to Meet Diverse Needs?, Lesson 3: Light the Bulb, the student activity guide safety callout states, “Do not remove the coating from wires. Check with your teacher before changing the wire pieces in any way. Do not stick wires into outlets. Do not do this investigation near water or other liquids. Only use the materials as described here. Masking tape contains latex. Be careful when it is in use if you have a latex allergy.”
In Grade 5, Engineering Design, How Can We Protect and Clean Earth’s Water?, Lesson 3: Macroplastics on the Move, the teacher guide safety callout states, “Review classroom safety rules about working with water and small objects. Have students clean up dropped materials and water spills as they happen and inform you of any excessive spills.”
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 Grades 3-5 are feasible and flexible for one school year.
There are four modules in each grade (Grades 3, 4, and 5), each consisting of 15 lessons. Most lessons are estimated to take about 40 minutes, but some lessons span two days. The materials list how many class periods comprise each lesson in the Lesson Planner, but do not include a comprehensive pacing guide that provides the total number of class periods and expected duration of each module at a glance. However, based on the Lesson Planner, Grades 3, 4, and 5 have approximately 78, 86, and 88 anticipated class periods (40 min.), respectively. These amounts are feasible and flexible for a single year.
The materials do not contain any additional pacing guidance or suggestions on how to modify instruction and/or pacing when there is insufficient time to implement the whole program.
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 include strategies and supports for students in special populations, including remediation guidance after formative and checkpoint assessments, naive idea callouts, and UDL-aligned features such as large print and text-to-speech options. Enrichment and extension activities are provided at the end of lessons and in association with some assessments. Materials include varied modalities for instruction, including reading, simulations, modeling, and discourse. Students demonstrate learning through written work, skits, oral presentations, visual models, and prototypes. Grouping formats include pairs, small groups, and whole-class discussions. EL Strategy callouts, Family Letters, and prompts referencing students’ cultural experiences are embedded. Texts include Lexile levels and are available at or below grade level, in English and Spanish, with glossary support and teacher-facing reading strategies. Assessment accommodations include sentence stems, oral prompts, and visual scaffolds; specific accommodations for students with disabilities or multilingual learners beyond Spanish are not included.
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 Grades 3-5 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 materials include two main supports for students from special populations – suggestions for remediation after some assessments and naive student ideas. Each formative and checkpoint assessment includes a suggestion for supporting students who struggle with the assessment. Each module also includes a table of Common Student Naive Ideas in the Module Overview, split by Disciplinary Concepts and Practices, that lists possible misconceptions and things students may say that will help teachers identify the naive ideas. Naive ideas are also presented in the Lesson Planner at the beginning of each module, and embedded in individual lessons in Good Thinking callout boxes.
The materials also employ several strategies of universal design for learning to accommodate students’ individual needs, most typically for visually impaired students. This includes accommodations such as large, clear font and text-to-voice options for digital texts. There are also occasional Teacher tip callout boxes that provide additional supports. And, while support for different grouping strategies exists (see Indicator 3m), guidance is not provided about needs-based pairing or grouping, or to offer adaptations for different student needs.
Examples of embedded support for students:
In Grade 3, Engineering Design, How Can We Protect Animals When Their Habitat Changes?, Lesson 11: Camera Trap, a Teacher tip states, “If class time allows read the “The eMammal Project” section of Smithsonian Science Stories Literacy Series: Changing Habitats story “Anyone Can Be a Scientist.”
In Grade 4, Life Science, How Can Animals Use Their Senses to Communicate?, The Naive Ideas table in the Module Overview lists a Naive Idea as “The brain is used only for thinking (1, 2).” The Explanation part of the table states, “Students may think of the brain as used only for cognitive functions such as thinking and remembering and not for seeing, hearing, smelling, tasting, or moving.” And the Students may say…column states, “You don’t use your brain to walk or run.”
In Grade 5, Earth & Space Science, How Can We Use the Sky to Navigate?, Lesson 7: What’s Your Perspective?, the formative assessment remediation guidance states, “Students may not know that Pluto is much farther from the Sun compared to Earth to the Sun. Help them make that inference based on the evidence they have collected in Lessons 6 and 7. Encourage students to review their Lesson 6 Notebook Sheets B and C.”
In Grade 5, Earth & Space Science, How Can We Use the Sky to Navigate?, Lesson 10: Missing Constellation, a Teacher tip states, “Partner students who are visually impaired with a student who will be comfortable verbally sharing what they observe.”
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 Grades 3-5 meet expectations for providing extensions and/or opportunities for students to engage in learning grade-level science and engineering at greater depth.
Formative and Checkpoint assessments are followed by suggested Remediation and Enrichment activities for teachers to implement based on students’ performance. Pre-assessment and Summative assessments do not contain these supports. The enrichment activities typically require students to apply DCIs, SEPs, and CCCs in novel situations and engage students in new or more complex thinking related to the lesson content. None of the enrichment activities simply add on additional work for advanced students.
The materials also provide Extension activities at the end of each lesson that connect lesson content to new contexts, such as math, arts, or ELA. These extension activities do not always require more complex science. However, they are not limited to advanced students but provide all students with extension opportunities at the teacher’s discretion.
Examples of extensions and/or opportunities for students to engage in learning grade-level/grade-band science and engineering at greater depth:
In Grade 3, Life Science, What Explains Similarities and Differences Between Organisms?, Lesson 7: Comparing Climates, after students complete a lesson comparing climates in different parts of the country, the materials include an Enrichment activity: “Invite the class to select cities on the Köppen map where they think the maple seedling will do well. Encourage students to use evidence from their data and the map to support their ideas.”
In Grade 5, Earth & Space Science, How Can We Use the Sky to Navigate?, Lesson 6: Distances Can Be Deceiving, after students complete a lesson about why the Sun appears small and like a star, the materials include an Extension activity: “Literacy and Home and Community: Star Gazing…Procedure: Have students finish reading “Star Gazing.” Have students use the map of the United States at night to predict if they will be able to see the Milky Way from where they live.”
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 Grades 3-5 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.
The materials provide multiple multi-modal approaches to presenting and engaging with the material throughout the grade band. This includes digital simulations, group work, reading scientific literature, scientific discourse with peers, and group work. The materials also include multiple ways for students to demonstrate their learning including oral presentations, written explanations, visual representations, and the development of physical prototypes. Opportunities for students to monitor their own learning are also present through peer feedback, reflections, and revisions based on new ideas and new learning.
Examples of how the materials provide varied approaches to learning tasks over time, variety in how students are expected to demonstrate their learning, and opportunities to monitor their own learning:
In Grade 4, Life Science, How Can Animals Use Their Senses to Communicate?, Lesson 5: Live and Learn, students develop a model of how a songbird’s eyes communicate information to its brain which uses memory to identify food vs nonfood items. Students have the option to present their models through either a written diagram or a skit.
In Grade 4, Engineering Design, How Can We Provide Energy to Meet Diverse Needs?, Lesson 12: A New Energy Plan, students share their proposal for a new power generation plan for their community with a peer. The peer provides written feedback of the proposal.
In Grade 5, Physical Science, How Can We Identify Materials Based on Their Properties?, Lesson 5: Heating Solids, students are given time and opportunity to update and revise their flowcharts, with teacher support as needed, so they will be prepared to test their flowcharts in the following lesson. Flowcharts are designed over a series of lessons to help students identify six mystery solids from Chef Ana’s kitchen.
Indicator 3m
Materials provide opportunities for teachers to use a variety of grouping strategies.
The materials reviewed for Grades 3-5 include opportunities for teachers to use a variety of grouping strategies.
Throughout the modules, lessons include teacher directions to have students work independently, in pairs or "shoulder partners", in small groups, or in whole-group discussions. Students frequently work with a partner for reading, turn-and-talks, brainstorming, conducting investigations, or designing solutions to problems.
Rationale for collaboration is provided in the front matter of each teacher guide in the Curriculum Overview: Group Work section, citing that effective group work increases positive dependence on peers and problem solving skills. A poster, titled Scientists and Engineers in Our Classroom, highlights commonly used group roles which are referenced within specific lessons as applicable. Teacher guides provide clear instructions for what type of grouping to use for each activity within the activity’s instructions. However, guidance is not provided about needs-based pairing or grouping, or to offer adaptations for different student needs.
Examples of the variety of grouping strategies found in the materials:
In Grade 3, Life Science, What Explains Similarities and Differences Between Organisms?, Lesson 5: Pen Pal Plants, students are paired up to read a series of email exchanges about three students who live in different locations. After conducting the partner read, students stay in partners to share answers to discussion questions about what happened to a maple tree in each of the three places. Partners then share personal experiences with each other about times when they have felt cold and hot. Students return to the reading and, in pairs, review the story for specific descriptions of temperature. Finally, students work in pairs to complete a table describing the temperature and how the weather feels at the three different locations at three different times of the year.
In Grade 4, Engineering Design, How Can We Provide Energy To Meet Diverse Needs?, Lesson 8: Generate, the teacher materials suggest that students work in groups of four engineers to complete a station activity about different ways electricity is generated. Later in the lesson, groups are paired together to share the information they gathered and revise their ideas based on feedback from the other group.
In Grade 5: Engineering Design, How Can We Protect and Clean Earth’s Water?, Lesson 5: Protecting Ocean Ecosystems, after working in pairs to discuss data about commonly found trash items in the ocean, students are organized into groups of four with the following roles from the Scientists and Engineers in Our Classroom poster: Builder, Materials Manager, Messenger, and Recorder. Groups determine criteria and constraints related to the ocean trash problem, including budget, and brainstorm and design solution ideas in order to build a solution model. Throughout the activity, different roles have different tasks. For example, the Recorder lists all team members on the activity sheet and the Materials Manager stores the team’s constructed model until the next lesson.
Indicator 3m.MLL
Materials include guidance for intentional and flexible grouping structures for MLLs to ensure equitable participation.
The instructional materials for Grades 3-5 partially meet expectations for including guidance for intentional and flexible grouping structures for MLLs to ensure equitable participation. While students are frequently asked to work in pairs, small groups, and whole-class discussions, the guidance does not consistently ensure equitable participation or include guidance specific to English proficiency levels.
The example below promotes oral language use, but there is no direction for intentional grouping by need or English proficiency levels to ensure equitable participation.
In Grade 5, Physical Science, How Can We Predict Change in Ecosystems?, Lesson 1: From Seed to Plant, teachers are instructed to pair students and have them develop investigation questions. The guidance states, “Organize students into pairs and hand out a copy of Lesson 1 Notebook Sheet F to each student. Explain to the students that they will work in their pairs to develop questions that they can investigate to figure out where the radish plants in the containers that don’t have soil get most of the matter they use to live and grow. Have pairs work together to complete the notebook sheets by discussing and recording what questions they think are most useful in investigating. Remind them to use the Plant Growth spidergram as a source of possible factors.”
Some EL Strategy callouts include guidance on intentional grouping to support MLLs, but this support is applied inconsistently across the program.
In Grade 4, Earth and Space Science, How Can We Stay Safe on a Changing Earth?, Lesson 8: A Ship on the Ocean, the EL Strategy box advises teachers to pair bilingual students with students who have very limited English, or to group students by a shared primary language, stating, “For this activity, pair bilingual students with students with very limited English if possible (17), or group students with a common primary language to facilitate support. This will allow students to first discuss the activity in their primary language and then, together or individually, express their thoughts in English (19).”
Overall, while the materials occasionally demonstrate intentional pairings of MLL students, the absence of consistent guidance for flexible grouping fails to ensure equitable participation for MLLs in group work and, consequently, limits opportunities for them to interact with peers and develop disciplinary language meaningfully.
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 Grades 3-5 include some assessments that offer accommodations, allowing students to demonstrate their knowledge and skills without altering the content of the assessment.
The program uses the universal design approach, where assessments are offered in multiple modalities, use a large font, and have text-to-speech capabilities. The materials do not provide specific examples for access or accommodation for the assessments for disabled students or multilingual learners beyond Spanish speakers.
Within the materials, assessments are deeply embedded within the learning activities for each lesson. A Remediation section exists in the Assessment section after Formative and Checkpoint Assessments. According to the Curriculum Overview, for the Formative Assessments, “...remediation suggestions target the same learning objective as the formative assessment but with additional scaffolding and support.” Guidance includes specific grouping, discussion prompts to help students get started, sentence stems, etc. It is up to the teacher's discretion to determine when accommodations within the remediation guidance are utilized. Remediation guidance with the Checkpoint Assessments are not accommodations but “a more in-depth task to help students meet the learning objective assessed at the checkpoint before going on to the next lesson.”
Examples of remediation strategies in the materials that offer accommodations during the assessment:
In Grade 4, Engineering Design, How Can We Provide Energy to Meet Diverse Needs?, Lesson 9: Energy Resources, the Remediation guidance for a Formative Assessment states, “Before students start reading their section of “Remarkable Resources,” have them read the Lesson 9 Activity Sheet prompts. Give students time to think about and discuss what information they should be looking for in order to respond to the prompts. Work with the students to create a note-taking sheet or list of key words to look for to guide their research and help them answer the prompts.”
In Grade 5, Physical Science, How Can We Identify Materials Based on Their Properties?, Lesson 3: Mixing with Water, the Remediation guidance for a Formative Assessment states, “Ask students what they think would happen if they added 10 spoonfuls of sugar or salt to 10 mL of water. Then ask students what they think would happen if they added 1 spoonful of sugar or salt to a large beaker of water. Ask students to complete sentence frames such as the ones below to help them understand that more or less solid or water can change how well a solid dissolves in water.
If we add more solid, a solid may dissolve better/less well.
If we add more water, a solid may dissolve better/less well.
Show students again how to make a level spoonful of a solid. Demonstrate how to find and mark the 10 mL line on the graduated cup.”
Example of Remediation strategy in the materials that supports students after the assessment:
In Grade 3, Earth and Space Science, How Do Weather And Climate Affect Our Lives?, Lesson 4: Be a Meteorologist, the Remediation guidance for a Checkpoint Assessment states, “If students are not able to identify the pattern of stronger winds following the rain, help them to review data from all three times. Have students focus on the weather station just northwest of Killeen. For each time of day, have students figure out if that weather station is on the high or low wind speed side of the rain.”
For supports related specifically to MLL students and assessments, see indicator 3n.MLL in the MLL Science report.
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 for Grades 3-5 do not meet expectations for offering accommodations for MLLs. The assessment tables for both Summative Assessments and Checkpoint Assessments guide teachers in assessing student performance using a rubric with indicators for success and indicators of difficulty. While the rubric indicates a connection to the NGSS dimensions, it does not provide teacher guidance to support language development 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 Grades 3-5 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 program, minimal examples are present that model scientists from diverse backgrounds. The texts in the accompanying Smithsonian Science Stories include depictions from a range of ethnicities, genders, and demographics and content and stories connected to a range of cultures. This includes a range of people being positively depicted as scientists and engineers.
The materials primarily support teachers to draw upon students’ backgrounds and funds of knowledge through the Family Letters and when introducing phenomena and problems. The EL Strategy callout boxes also occasionally contain questions related to students’ cultural backgrounds. Additionally, the Curriculum Overview describes how Extension activities, found at the end of each lesson, are intended to contain cultural connections. “Extensions provide additional activities with cultural connections and links to a variety of topics such as arts, literacy, mathematics, and community.”
Examples of a range of representation of people and incorporation of students’ different cultural, social, and community backgrounds.
In Grade 3, Life Science, What Explains Similarities and Differences Between Organisms?, Lesson 11: Snapdragon Science, the Smithsonian Science Stories Literacy Series: In Pursuit of Pollen, contains an image of a large group of scientists representing different genders and racial backgrounds.
In Grade 4, Physical Science, How Does Energy Move from One Object to Another?, a Family Letter is sent home to caregivers. The letter states, “We are starting a new science unit in class called How Does Energy Move from One Object to Another? The unit leads up to a science challenge. Your child will figure out why when two croquet balls are resting against each other, and one ball is hit while held in place, the other ball moves. Your child’s at-home and out-of-school experiences can play an essential role in supporting the development of their own and their classmates’ understanding of how the world works. As I work on planning the lessons, I would appreciate some ideas about how your child may have already experienced our new topic. Your feedback will help me incorporate their experiences into the unit.” This description is followed by a set of questions for caregivers to answer about student experiences as well as a set of prompts caregivers can use to discuss topics related to the science unit with their student.
In Grade 5, Engineering Design, How Can We Protect And Clean Earth’s Water?, Lesson 7: Water For Tulare, students view an image of the Tulare Basin in California. In shoulder partners, students “discuss what they know or what experiences they have had with agriculture on a large scale or at a more personal scale, like for a family or friends.” Then students complete an activity sheet where they share their own experiences with growing plants and animals for food.
Indicator 3p
Materials provide supports for different reading levels to ensure accessibility for students.
The materials reviewed for Grades 3-5 include supports for different reading levels to ensure accessibility for students.
Materials provide options for informational text readings that are on and below grade level, primarily included through Smithsonian Science Stories. Lexile levels are provided for each reading in the Table of Contents. The Curriculum Overview in the front matter of each unit describes that each reader is, “carefully calibrated to grade-level appropriate Lexile measurements according to Common Core text complexity guidelines.” The digital versions of the texts have a text-to-speech function. This function is automated, however, and headings and captions are read out of order and the reading sometimes lacks fluency. The materials also provide a glossary of key vocabulary that is different for students at grade level than for students below grade level. Additionally, the materials provide teacher guidance to support reading strategies, such as reading as a group and taking notes or annotating as they read.
Examples of supports for different reading levels:
In Grade 3, Earth & Space Science, How Do Weather and Climate Affect Our Lives?, Lesson 6: World Climates, students read from “Raindrops and Rooftops”. There are 7 excerpts and each is labeled in the table of contents with a Lexile level running from 660L to 770L. There is also a below grade level version of the reader that has the same information but at a more accessible reading level ranging from 510L to 560L. A Glossary of vocabulary terms is included in all of the Interactive Readers. Additionally, the digital version has the capability of text to speech and a Spanish version.
In Grade 5, Physical Science, How Can We Identify Materials Based on Their Properties?, Lesson 1: Kitchen Crisis, students work in pairs to read an informational text to learn more about a substance they are going to work with in an investigation. The teacher materials state, “Organize students into reading pairs and hand out a copy of the Smithsonian Science Stories Literacy Series: What’s Cooking to each pair of students. Have them turn to the story “All About Alum.”
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 include digital simulations, videos, and games embedded in lessons to support engagement with scientific phenomena and problem-solving. Technology is used for content exploration but not for collaboration between teachers or students. Each lesson includes a preparation section with teacher guidance on how to implement digital resources, including timing, group configuration, and discussion facilitation. Materials include a consistent visual structure, color-coded icons for margin notes, and clearly organized student handouts and activity guides. Visuals and formatting are used to distinguish safety guidance, misconceptions, and EL strategies. Student resources are linked within lessons and available in a separate Digital Resources section.
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 Grades 3-5 integrate interactive tools and/or dynamic software in ways that support student engagement in the three dimensions, when applicable.
In several lessons, students utilize digital simulations and games to support research, modeling, and analysis of a phenomenon or problem. At times, students use digital tools to combine evidence and support their arguments. When digital tools are used, guidance for teachers is centered around the facilitation of the tools for students to use in context with the lesson.
Examples of interactive tools/dynamic software that supports student engagement in the three dimensions:
In Grade 3, Life Science, What Explains Similarities and Differences Between Organisms?, Lesson 12: Busy Bees, students use a digital simulation to observe and record data comparing the number of visits that white and yellow snapdragons receive from bumblebees. Using this data, students graph their results to reveal a pattern. Students then construct an explanation of how a trait (flower color) affects the reproduction of the snapdragon plant.
In Grade 4, Physical Science, How Does Energy Move From One Object to Another?, Lesson 10: Safe Landing, students use a simulation to investigate the movement of the space shuttle, Discovery, and what happens as it collides with the air while moving through the Earth's atmosphere. Students combine evidence from the simulation and the previous lessons to develop a revised model that illustrates the transfer of energy. They use this to support a final argument that explains what happens to Discovery's energy, allowing it to make a safe landing.
In Grade 5, Engineering Design, How Can We Protect and Clean Earth's Water?, Lesson 10: Water For All, students use Aquation as a research tool to obtain information about ways humans can provide fresh water to regions such as the Tulare Basin. Aquation is a digital strategy game in which a player must manage water and wealth resources to make sure water is available for human consumption. Students combine information to update the criteria for success in solving the water problem.
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 Grades 3-5 do not include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. The materials are consistently designed for in-person student collaboration.
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 Grades 3-5 include a visual design that supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
Materials are well organized and support students and teachers in engaging with the lessons. Materials are not visually distracting. Visual supports are integrated to help students complete investigations and solve problems. Special considerations are marked for students and teachers using symbols and colored boxes to visually differentiate them from the rest of the materials.
Teacher materials are consistently organized with headings and numbered steps within each lesson. Margins include icons and relevant notes. Colored boxes integrated in the text identify safety hazards, EL strategies, and possible student misconceptions. Within the digital version for each lesson, student materials are linked as needed within the teacher materials, and also located within a separate Digital Resources section.
Student materials consist of handouts, informational texts, and activity guides. Handouts are full page size with prompts and space for student response. Informational texts include full color photographs and informational text features including tables, charts, and a glossary. Activity Guides provide step-by-step directions for students to complete investigations. Numbered steps are integrated with explanatory photographs and appropriate safety warnings.
Indicator 3u
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials reviewed for Grades 3-5 provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
Every lesson contains a Preparation Section that tells teachers which digital resources should be used and how to prepare them for each lesson. There is also teacher guidance around using the simulations or videos and how to facilitate the related activities. It offers suggestions for how to assist students with the outcomes (making observations, asking questions, collecting data, discussions, etc). It also includes suggestions for how students should view the technology (as a class, in pairs, repeated viewings, when to stop the video, etc).
Examples of teacher guidance for the use of embedded technology to support and enhance student learning:
In Grade 4, Earth and Space Science, How Can We Stay Safe on a Changing Earth?, Lesson 4: Emergent-Sea Preparations, the Preparation section in the teacher materials includes appropriate links and instructions for opening and setting up the simulation for students prior to teaching the lesson.
In Grade 4, Physical Science, How Does Energy Move From One Object To Another?, Lesson 7: A Long Way Down, students watch a video of the space shuttle, Discovery, landing safely. Students then discuss ideas for what happened to the orbiter’s energy and explore images and a 3D model to find evidence of indicators of energy. After this initial exploration, the teacher plays the landing video again and students examine it more closely to identify indicators of energy in the video.
In Grade 5, Physical Science, How Can We Identify Materials Based on Their Properties?, Lesson 13: A Fizzy Phenomenon Part 1, the Preparation section in the teacher materials includes a link to a video file with options to add it as an assignment in Google Classroom or link it in Chrome Bookmarks. The video file also provides options for an accessible version and a printable transcript.