High School - Gateway 1

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

Across the program, phenomena and problems in learning opportunities are consistently provided. Phenomena and problems are typically introduced at the start of a unit, often in Lesson 1 of a lesson set. The rest of the unit connects or references the learning sequence-level phenomenon or problem in some way. Phenomena are framed as observable events that are not immediately explained after they are presented. Students engage with videos, data sets, and readings throughout the unit and related phenomena may also be discussed. The presented phenomena are revisited across multiple lessons, with students using evidence gathered through investigations and activities to support an explanation. Problems are presented as challenges to be solved or needs to be addressed. They are accompanied by additional context to support students to understand the relevance and scope of the issue. Students are given opportunities to develop and propose their own solutions, and while a preferred or most effective solution may be suggested, multiple approaches are explored. Nearly all lessons in a unit return to the phenomenon or problem, although the depth of these connections varies. Some lessons maintain a close and explicit link, while others reference the phenomenon or problem more generally through tools such as the Driving Question Board (DQB) or a Progress Tracker.

Examples of phenomena in the materials:

• In Unit B.4, Lesson Set 1: How is urbanization a driving force for change?, the phenomenon is that urbanization has changed environments over time and these changes impact nonhuman populations such as hawksbeard, juncos, and rats. In Lesson 1, students observe time-lapse imagery of urbanization, gather information about each population studied through case study analysis, and engage in discussion. In Lesson 2, students investigate how habitat fragmentation affects seed dispersal in hawksbeard, compare their findings to published studies, and use discussions and modeling to explain how urbanization drives natural selection in plant populations. Then, in Lesson 3, students read a historical study about rat populations, collect data from a rat modeling task, and engage in discussions. In Lesson 4, students watch a video about junco bird behaviors, conduct an investigation, develop initial models, and analyze hormone interactions. Finally, in Lesson 5, students create group and class consensus models explaining how urbanization drives change in nonhuman populations through natural selection and revisit the Driving Question Board to reflect on answered questions.

• In Unit B.5, Lesson Set 1: What is happening with Arctic bear populations?, the phenomenon is that when different bear species (Black, Brown, and Polar) share the same habitat for the first time, their interactions are affected by environmental changes such as climate change. In Lesson 1, students observe images of three different bears, investigate adaptations, analyze climate change impacts, develop models, and engage in discussions. In Lesson 2, students investigate thermoregulation in polar bears to explain their submissive behavior toward brown bears, construct claims about future bear interactions, and begin tracking key ideas using a Progress Tracker. Then, in Lesson 3, students investigate anatomical traits—such as skulls, teeth, and claws—across three bear species to identify similarities and differences that may affect their survival, organizing evidence on a Bear Traits Organizer to explore how these traits relate to the bears’ evolutionary relationships and future interactions. In Lesson 4, students analyze data on past glacial and interglacial periods, fossil records, and genetic variations to construct and revise evidence-based arguments explaining how polar and brown bears split from a common ancestor due to environmental selection pressures. In Lesson 5, students build a consensus model about the interaction of bear species. Finally, in Lesson 6, students investigate how polar bears could adapt to the warming climate.

Examples of problems in the materials:  

• In Unit B.1, Lesson Set 3, Lesson 9: How do humans interact with the Serengeti ecosystem?, the design challenge is that three proposals for traversing the Serengeti must be evaluated. Students explore the intersection of wildebeest migrations and human interference in that migration by evaluating the current conservation plan for Serengeti National Park. They then compare three different road proposals. Students select criteria for choosing the best proposal and then evaluate how different stakeholders would rate each proposal. They engage in whole class discussion around the different options and eventually fill out an individual assessment that includes their choice of the proposals and their reasoning for that choice.

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

Across the program, students engage with a DCI during the introduction of the phenomenon or problem in Lesson 1 and then return to the DCI throughout the lessons in the lesson set. The materials use multiple structures to engage students in the DCI connected to the phenomenon or problem including readings, case studies, data, graphs, tables, and charts.  

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

• In Unit B.2, Lesson Set 1: What causes zombie fires to burn under the ice and what are the consequences?, the phenomenon is that, in the Arctic, new fires are starting very close to old fires. Across the lesson set, students explore why zombie fires are taking place in the Arctic. Students develop an initial model to explain how energy and matter flow in a zombie fire system and then investigate burning peat and its connection to releasing carbon dioxide and energy (DCI-LS1.C-H3). Then students investigate decomposition and how its rate is impacted by temperature and oxygen levels, and therefore impacts the amount of matter and energy being released in the permafrost/peat system. Next, students investigate how solar radiation in the Arctic influenced how so much plant matter was stored as peat in the past and connect the amount of available solar energy, due to Earth’s tilt, to the amount of carbon dioxide stored in plants (DCI-LS1.C-H1, DCI-PS3.D-H2). Finally, students revise their explanation of the zombie fires, making connections between how the peat was formed and stored so much energy to how much energy and carbon dioxide is being released in the zombie fire system.

• In Unit B.3, Lesson Sets 1-2, the phenomenon is that cancer varies among different human age groups, heights, and environmental factors. Across the unit, students explore the different components that contribute to cancer and what causes it. Students look at maps that display different rates of cancer throughout the United States. Then students investigate the genetic basis of cancer including how cells divide, mutations, and the role of DNA and gene expression (DCI-LS3.A-H1). Next, students use two case studies to engage with the importance of how family history, including passing down of genetic mutations and crossing over during meiosis, can influence someone’s likelihood of getting cancer (DCI-LS3.B-H1). They also explore how environmental factors such as exposure to UV radiation may also pose risks regarding cancer (DCI-LS3.B-H2). Finally, students develop a consensus model to explain all the different factors involved in whether or not someone gets cancer.

• In Unit B.5: What will happen to Arctic bear populations as their environment changes?, the phenomenon is that when different bear species (Black, Brown, and Polar) share the same habitat for the first time, their interactions are affected by environmental changes such as climate change. Throughout the unit, students examine how changes in the Arctic ecosystem affect Arctic bear populations. Students examine how temperature and sea ice changes in Wapusk over time have affected Arctic ecosystems and polar bears (DCI-LS2.C-H1). Then students use data and video evidence to assess the effects of climate change on polar bears in separate ecoregions (DCI-LS2.C-H2) and discuss the stability of polar bear populations when differing amounts of sea ice is available due to seasons and temperature (DCI-LS4.C-H4). Finally, students develop an argument around if humans should intervene to save polar bears from extinction.

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

Phenomena are introduced in the first lesson of the lesson set whereas problems are usually introduced in the second or third lesson set of the unit. The presentations of phenomena and problems vary in format and include images, maps, videos, teacher demonstrations, and readings. They include structures that support students to wonder, ask questions, and lead their own investigations in order to explain the phenomenon or solve the problem.

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

• In Unit B.1, Lesson Set 3: How can we use what we learned about ecosystems to protect them?, the problem is that human activities, such as conservation efforts and proposed road construction, impact the stability of the Serengeti ecosystem and the wildebeest migration. In Lesson 9, students are given cards that contain various information about four different road proposals to be built near Serengeti National Park. The cards contain various factors such as travel time, cost, economic development, social services, healthcare, and education. Students then watch a video from a scientist who shares viewpoints of local interest holders. The proposals and video provides students the opportunity to engage with the problem directly without assuming any prior understanding or providing distracting information.

• In Unit B.2, Lesson Set 1: What causes zombie fires to burn under the ice and what are the consequences?, the phenomenon is that, in the Arctic, new fires are starting very close to old fires. In Lesson 1, students view a map of new fires (Spring 2016) that are burning near old burn scars from previous wildfires (Fall 2015) in the Arctic Circle. They observe images of Arctic fires, read about Arctic fires, and analyze data on more common fires. The images, reading, and data provide students the opportunity to engage with the phenomenon directly without assuming any prior understanding or providing distracting information.

• In Unit B.3, Lesson Set 1: What is cancer?, the phenomenon is that cancer varies among different human age groups, heights, and environmental factors. In Lesson 1, students look at graphs that display data about cancer rates including age, height, gender, location in the US, and prevalence of certain types of cancers. They also read about large mammals and the p53 gene. The data and reading provides students the opportunity to engage with the phenomenon directly without assuming any prior understanding or providing distracting information.

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

Across the program, phenomena and problems consistently drive learning. In most cases, the phenomena or problem is introduced or referenced at the beginning of the lesson, oftentimes through the Lesson Set Question or Lesson Question, and students spend most of the lesson engaged with exploring the phenomenon or problem. In other cases, the phenomenon or problem is referenced at the beginning of the lesson and then students return to it at the end of the lesson, usually through a consensus discussion or model revision. In almost all cases where a phenomenon or problem is driving, students have opportunities to engage with all three dimensions. When a phenomenon or problem is not driving learning, the lesson is driven by an activity or science concept. 

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

• In Unit B.2, Lesson Set 1, Lesson 2: What is peat and why does it burn so much?, the phenomenon that, in the Arctic, new fires are starting very close to old fires drives instruction. Students investigate how zombie fires persist in the Arctic by exploring the properties of wildfire fuel sources like peat (DCI-LS1.C-H3). They generate and revise an investigation plan, design a data table, and collect and analyze data from a fuel-burning demonstration (SEP-INV-H4, SEP-INV-H3), to work towards an understanding of the flow of matter and energy in combustion and its role in sustaining Arctic fires (CCC-EM-H4).

• In Unit B.3, Lesson Set 2, Lesson 9: How do genes interact with the environment to affect who gets cancer?, the phenomenon that cancer varies among different human age groups, heights, and environmental factors drives instruction. Students review lung and skin cancer statistics and examine how the environmental factors of smoking and sunlight have contributed to cancer incidence and changes in cell DNA (DCI-LS3.B-H2). Students ask questions about yeast cells exposed to UV radiation (SEP-AQDP-H6) and develop an investigation. They read an article about the mechanisms of skin cancer and examine data related to the genetic factor of melanin levels and skin cancer incidence (DCI-LS3.B-H2). Students develop a claim about who gets cancer and why based on scientific knowledge and evidence from their investigation (SEP-ARG-H5).

• In Unit B.4, Lesson Set 1, Lesson 1: What is the effect of increasing urbanization on nonhuman populations?, the phenomenon that urbanization has changed environments over time and these changes impact nonhuman populations such as hawksbeard, juncos, and rats drives instruction. Students read case studies that mention different survival rates due to urbanization (DCI-LS4.B-H2, DCI-LS4.C-H4). They create a list of components and interactions in cities and how those interactions might impact non-human survival rates (CCC-CE-H2, CCC-CE-H4). Then students develop preliminary models of how urbanization could impact nonhuman populations (SEP-MOD-H3).

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

Across the materials, every learning sequence contains at least one learning opportunity that incorporates all three dimensions. The activities that incorporate all three dimensions vary, including investigations, data analysis, model development (computer simulations, mathematical models, and student-created models), and argument construction. Elements from the SEP of Developing and Using Models and the CCC of Cause and Effect are most common.

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

• In Unit B.1, Lesson Set 1, Lesson 3: Why do the animals in the Serengeti migrate?, students collect numerical data about wildebeest food availability and disease prevalence in different areas of the Serengeti and then make displays of their data to share with their peers. Students explore limiting resources such as food and disease (DCI-LS2.A.H1), and work on a model that explains why wildebeest migrate (SEP- MOD-H3). They create data displays to share with others to communicate their understanding (SEP-INFO-H5) and use numerical data from their data cards to draw conclusions (CCC-PAT-H5) about why animals migrate.

• In Unit B.3, Lesson Set 2, Lesson 8: Why do some cancers appear to run in families?, students analyze the genetic causes of cancer by watching videos of two cancer survivors, analyzing the survivors’ family pedigrees, and reading about how alleles are passed on. Students model cancer survivors' family pedigrees for the mutations that cause Li-Fraumeni syndrome and the BRCA1 gene and answer questions related to genetic inheritance patterns in the model (DCI-LS3.B-H1). Students read an article about how alleles are passed on and incorporate evidence from the reading into their family pedigree models (SEP-MOD-H4). Students use the pedigrees to determine the cause and effect of familial relationships and cancer and that some mutations can be passed down (CCC-CE-H2).

• In Unit B.5, Lesson Set 1, Lesson 3: How similar/different are the polar, brown, and black bears?, students use a computer program to analyze DNA differences between species in order to build a bear evolutionary tree. Students explore various sources of information about each bear species and DNA sequences from each bear species and compare similarities and differences between the bears (DCI-LS4.A-H1, SEP-INFO-H2, and CCC-PAT-H5).

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

Across the program, the materials consistently provide students with opportunities to build understanding of disciplinary content through use of SEPs and/or CCCs. Elements of all three dimensions are integrated consistently across learning sequences in order to support sensemaking. Students engage in sensemaking activities predominantly through building and revising models. As students move through the sequence, they return to their models, updating them based on new evidence or ideas. Opportunities for students to iterate on their thinking as they engage in sensemaking are also consistently present and happen in a variety of ways including through revision of models, peer feedback, and incorporating new data.

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

• In Unit B.2, Lesson Set 1: What causes zombie fires to burn under the ice and what are the consequences?, students create an initial model of zombie fires in the Arctic that they then go back and revise several times based on their observations from investigations. Students are introduced to images and data of Arctic zombie fires and develop initial models of how they release so much carbon (SEP-MOD-H3). Then students develop an investigation about what peat is and how matter and energy moves through an ecosystem (DCI-LS1.C-H3, SEP-INV-H3). Next, students plan and carry out an investigation about how temperature affects decomposition rates and cellular respiration (DCI-LS1.C4, SEP-INV-H2) and read about how peat accumulated in the Arctic to understand why so much peat is located there (DCI-LS1.C-H3, CCC-EM-H2). Later in the sequence, students plan and carry out an investigation to determine how the amount of solar radiation is related to the rate of photosynthesis and the amount of carbon stored in plant material (DCI-LS1.C-H1, SEP-INV-H5, and CCC-EM-H2). Finally, students use all the evidence they have collected to revise their initial model of the zombie fires using the concepts of energy matter transfer (DCI-LS2.B-H3, SEP-MOD-H3, and CCC-SYS-H3). Students have opportunities to iterate on their thinking when, after planning and carrying out each of the three investigations, students reflect and take notes using the prompt, "How does this help us make progress towards explaining the zombie fire system?". At the end of the lesson set, students revise their initial model for the explanation of zombie fires using the concepts of energy matter transfer and develop a class consensus model.

• In Unit B.3, Lesson Set 1: What is cancer?, students create an initial model about who gets cancer and why. They explore the role of the cell cycle, mutations, and chromosomal inheritance in how cancer is caused. Students are introduced to data around cancer incidence and cancer deaths and create a class consensus model and a driving question board related to the phenomenon (SEP-MOD-H3, SEP-AQDP-H1). Students create an initial model of how cancer causes illness and then play a game that models the cell cycle and how non-cancer cells turn into cancer cells (DCI-LS1.B-H1, SEP-MOD-H4). Students play a second round of the game that emphasizes the role of p53 in the cell cycle and illustrates how when p53 doesn’t work properly, cancer cells are more likely to develop. By examining underlying smaller-scale cause and effect mechanisms, students can see how cancer develops over time (CCC-CE-H2). Students then continue to explore how proteins are made by participating in a kinesthetic model of transcription and translation. They read a short article about gene expression in the cell and match the reading to the kinesthetic model (DCI-LS1.A-H2). Students have opportunities to iterate on their thinking when, across the lesson set, they continuously return to and revise their initial model of who gets cancer and why, based on their new understanding and feedback from peers. The lesson set culminates in students revising their explanation around the genetic basis for cancer.

• In Unit B.4, Lesson Set 1: How is urbanization a driving force for change?, students develop an initial model about how urban environments influence nonhuman populations. Students watch a time-lapse video of two cities that have experienced urbanization, view data from a graph, and develop initial models about how urban environments influence the traits of hawksbeard, junco, and rat populations over time through natural selection (DCI-LS4.B-H1, DCI-LS4.B-H2). Students analyze case studies of the three populations to identify how certain heritable traits, such as seed type, poison resistance, and boldness, impact survival advantages in urban settings (DCI-LS4.C-H1, DCI-LS4.C-H2). As they carry out investigations and analyze data, students construct explanations for how traits affect reproduction and survival in these environments, applying cause and effect reasoning to link environmental pressures with trait prevalence (SEP-INV-H5, SEP-CEDS-H2, and CCC-CE-H1). Students compare traits across populations to identify patterns of inheritance and survival (DCI-LS4.C-H4, CCC-PAT-H1). They use this evidence to develop and revise models that explain how urbanization drives changes in populations over generations, including trait variation and the mechanisms of natural selection (SEP-MOD-H3). Students also explore how traits operate within larger systems and contribute to organism survival and reproduction, as well as how these traits change in frequency over time (CCC-SYS-H1, CCC-SF-H1, and CCC-SC-H1). Students have opportunities to iterate on their thinking when, across the lesson set, students share their models with peers, receive feedback, refine their explanations, and reflect on how evidence supports their claims. The lesson set culminates in students creating a class model aligned with Darwin’s theory of natural selection.

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

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

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

• In Unit B.1, Lesson Set 2, Lesson 8: What other components of the Serengeti system interact with the migration?, the learning objectives, “Use a mathematical representation to model the interactions between components connected to wildebeest migration in the Serengeti ecosystem.” and “Develop and test a complex model for how ecosystems are resilient and the numbers and types of organisms relatively constant (stable) in response to disturbance (change).” are three dimensional. Students investigate eight additional groups that may be impacting the Serengeti ecosystem and use a mathematical modeling software to organize all the interactions they have investigated (SEP-MOD-H6, SEP-MATH-H2, and CCC-SYS-H4). Then students make predictions about and use the mathematical model to determine how disturbances, such as rain, disease, or fire may impact the ecosystem. Through this modeling, students determine that wildebeest are a keystone species and that the more diversity present in the ecosystem, the more stable and resilient it is (DCI-LS2.C-H1, CCC-SC-H4).

• In Unit B.4, Lesson Set 1, Lesson 5: How can we make sense of the way urbanization could have caused changes in hawksbeard, rat, and junco populations?, the learning objective, “Develop and revise a model to explain how urban environmental factors could cause the evolution of populations by natural selection.” is three dimensional. Students develop a Gotta-Have-It Checklist to identify all the components and interactions that need to be present in a revised model of how urbanization impacts nonhuman populations, including ideas about genetic variation, favorable traits, and natural selection (DCI-LS4.C-H1, DCI-LS4.C-H2, and SEP-MOD-H3). Students revise their models in groups, conduct a gallery walk for feedback, and share ideas to revise a class consensus model, using what they learned about smaller scale mechanisms with hawksbeard, juncos, and rats to connect to larger ideas about urbanization and nonhuman populations (CCC-CE-H2). Then students read about other theories for why or how populations change over time and revise their co constructed definitions of evolution and natural selection based on additional information from the reading (DCI-LS4.C-H1, DCI-LS4.C-H2).

• In Unit B.5, Lesson Set 1, Lesson 3: How similar/different are the polar, brown, and black bears?, the learning objective, “Integrate empirical evidence, including anatomical and genetic information, to infer evolutionary relationships in bear species.” is three dimensional. Students organize what they already know about the similarities and differences between the polar, brown, and black bear species. Then they participate in a station investigation to gather additional information about different traits such as skulls and claws, which they share in a whole class discussion (SEP-INFO-H2, CCC-PAT-H5). Students look at DNA data to identify patterns that might provide more information about how the different bear species are related and use the data to build a bear DNA tree (DCI-LS4.A-H1, SEP-INFO-H2, and CCC-PAT-H5).

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

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

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

• In Unit B.1, Lesson Set 1, Lesson 5: How does food affect the population size?, the learning objectives are, “Develop and use a kinesthetic and mathematical model to generate evidence to explain how grass is a limiting factor that affects carrying capacity of wildebeest populations within the conditions of the Serengeti ecosystem.” and “Use mathematical representations of data to quantify rates of population change over time to support explanations about the effect of limiting factors on population size.” and represent five elements: one DCI, two SEPs, and two CCCs. The formative assessments are the Serengeti Kinesthetic Model assessment and the Wildebeest Population Data assessment. For example, in the Serengeti Kinesthetic Model, students track how changes in resource availability affect wildebeest population growth and survival and develop and use a model to explain the relationship between resources and population dynamics (DCI-LS2.A-H1, SEP-MOD-H4). They represent and analyze data about population growth using tables, graphs, and algorithms and investigate how interactions between wildebeest and grass influence outcomes in the system (SEP-MATH-H2, CCC-SYS-H3). Finally, students explore patterns of change to predict future population trends (CCC-SC-H2). 

• In Unit B.3, Lesson Set 1, Lesson 5: How do cancer cells end up with differences in their chromosomes and what is the role of p53 in preventing the differences?, the learning objective is, “Construct an explanation based on evidence about how mutations can occur during DNA replication, resulting in differences in chromosomes, and the role of p53 in their repair.” and represents three elements: one DCI, one SEP, and one CCC. The formative assessment is the Student Explanation assessment where students compile an evidence checklist and then use it to write an explanation to the lesson question that they share with peers. Students write an explanation about how mutations occur during DNA replication, including that p53 can help repair mismatched bases (DCI-LS3.B-H1, SEP-CEDS-H2). In their response, students must establish a clear line of causation between genetic mutation and cancer. (CCC-CE-H2).

• In Unit B.5, Lesson Set 1, Lesson 4: How did polar and brown bears become different species?, the learning objectives are, “ Construct an argument based on data and evidence to explain how and why speciation of polar and brown bears occurred over geologic time due to environmental changes caused by glaciation.” and “Construct an argument based on the mechanism of evolution by natural selection to explain how and why speciation of polar and brown bears occurred over geologic time.” and represent five elements: three DCIs, one SEP, and one CCC. The formative assessments are the Bears and Glacial Cycles assessment, the Developing an Argument assessment, and the Genetic Bear Data assessment. In Bears and Glacial Cycles, students place chips on glacial maps to model where a common ancestor of bears was located during glacial and interglacial periods of time. They answer questions related to why environmental factors would cause bear populations to move during glacial and interglacial periods and result in polar and brown bears splitting from their common ancestor (DCI-ESS2.E-H1, DCI-LS4.C-H4). In Developing an Argument, students individually use evidence to construct an argument for how polar and brown bears became different species (DCI-LS4.C-H1, SEP-ARG-H4). In Genetic Bear Data, pairs of students analyze data on three gene variations found between polar and brown bears and reason which form of each gene would be selected for in Arctic and warmer environments, addressing the fact that the evolution of these bears happened over 100,000 years and, therefore, can not be directly observed (CCC-SPQ-H2).

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

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

The materials consistently identify the standards assessed for summative assessments. Within the unit-level teacher guide, the Lesson-by-Lesson Assessment Opportunities table lists each lesson, the lesson-level Performance Expectation(s) (PE), and assessment guidance including when to check for understanding around each of the lesson-level PEs. Summative assessments are called out in this table, as appropriate, usually with references to a key for that summative assessment. The Assessment Opportunity boxes within the lesson-level teacher guide also contain information about the PE(s) addressed by each assessment, usually with reference to the assessment key. All claimed summative assessment elements are assessed within the materials. However, there are differences between the claimed NGSS elements for learning, within the lesson-level PEs, and the claimed NGSS elements for summative assessments. Across the materials, most claimed DCI, SEP, and CCC components (such as LS1 or MOD) contain at least one claimed summative element, with the exception of the DCIs for all claimed Earth and Space Science elements, Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Obtaining, Evaluating, and Communicating Information for SEPs, and Structure and Function for CCCs. For DCIs, SEPs, and CCCs, less than half of the claimed elements for learning are summatively claimed and assessed. 

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

• In Unit B.1, Lesson Set 1, Lesson 5: How does food affect the population size?, the summative assessment is the L5 Electronic Exit Ticket. In this assessment, students respond to a series of multiple choice and free response questions on a Google Form about the rate of change in population dynamics, focusing on the relationship between food availability and population size, as well as their learning from the lesson. Students select explanations regarding how food availability affects population growth, specifically related to the wildebeest population (DCI-LS2.A-H1). They analyze population graphs to interpret how changes in food availability and environmental conditions influence population size (SEP-MOD-H4). Students then use rates of change from the graphs to identify drought periods and interpret how these impact predictions of the population's carrying capacity (SEP-MATH-H2). A systems thinking component is also present, where students consider how changes in the ecosystem, such as a reduction in park area, affect the wildebeest population (CCC-SYS-H3). Additionally, students also analyze population change over time using rates of change and other factors to interpret population dynamics (CCC-SC-H2). 

• In Unit B.3, Lesson Set 2, Lesson 10: Who gets cancer and why?, the summative assessment is the Genetics Transfer Task. In this assessment, students respond to a series of prompts about genetics concepts through the lens of genetics tests. Using a pedigree, students predict the inheritance patterns of lactose intolerance and celiac disease, taking into consideration whether crossing over occurs or does not occur (DCI-LS3.B-H1). Students choose evidence that supports a claim between environmental factors that are correlated to an increase in AMD in specific regions of the world (DCI-LS3.B-H2, CCC-CE-H1). Students also make a claim based on evidence on whether a person developed AMD because of a random mutation or exposure to the environment (SEP-ARG-H5).

• In Unit B.5, Lesson Set 2, Lesson 9: Can we use everything we have figured out about speciation to explain a new phenomenon?, the summative assessment is the Bumble Bee Transfer Task. In the assessment, students respond to a series of prompts where they evaluate evidence and claims related to factors affecting the survival of bumble bees. Using multiple forms of data, students evaluate the significance of the declining patched bumble bee population (CCC-SPQ-H1). They examine claims about human actions that alter the bee environment (DCI-LS4.C-H5), including pathogens, pesticides, and climate change (DCI-LS2.C-H2). They consider how other aspects of the ecosystem are disturbed if the bee numbers are reduced (DCI-LS2.C-H1), the significance of human dependence on bees as pollinators for food (DCI-LS4.C-H2), and the impact on bee species if scientists' recommendations to reduce pesticide and use intelligent commercial hive farming are followed (DCI-ESS3.C-H1, SEP-ARG-H2).

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

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

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

• In Unit B.1, Lesson Set 1, Lesson 6: Can we apply what we figured out about limiting factors and carrying capacity to a new scenario?, the summative assessment is the African Wild Dog Transfer Task. In this unit, students explore the phenomenon of wildebeest migration. In this assessment, students apply what they have learned about factors impacting migration to investigate African wild dog populations. Through informational text, data, and graphs, students evaluate the different factors that impacted the success of an African wild dog population in Kruger National Park in order to consider the success of populating dogs in a new national park in Malawi. Students use data to evaluate the growth of the wild dog population over time, determine carrying capacity, and consider territory size (DCI-LS2.A-H1, SEP-MATH-H2). They evaluate the relationship between prey biomass and dog pack size, as well as the impact of predators, such as lions, to make claims about how wild dogs in Malawi could be supported (DCI-LS2.A-H1, SEP-MATH-H2). Students then review data about the results of wild dog introduction in Malawi and make predictions about how the wild dog population will fare in the future, including making recommendations about how to replicate the project at scale (CCC-SPQ-H1).

• In Unit B.4, Lesson Set 1, Lesson 6: Can we apply what we know about evolution by natural selection to another phenomenon?, the summative assessment is the Antibiotic Resistance Transfer Task. In this unit, students explore the phenomenon of urbanization and how it has changed environments and impacted nonhuman populations. In this assessment, students apply what they have learned through engagement with the urbanization phenomenon to investigate antibiotic resistance. Through informational text and images of petri dishes with bacteria and antibiotics, students make a claim about bacteria growth and answer multiple choice questions about how bacteria and antibiotics interact over time (DCI-LS4.C-H2). Then students read about antibiotic resistance as a heritable trait and use images of bacteria growth, a graph of antibiotic use over time, and data from an investigation of antibiotic resistant bacteria to predict how antibiotic resistance develops in bacteria and explain the relationship between antibiotic use and resistance (DCI-LS4.C-H2, SEP-CEDS-H2, and CCC-CE-H1). 

• In Unit B.5, Lesson Set 1, Lesson 3: How similar/different are the polar, brown, and black bears?, the formative assessment is the L3 Electronic Exit Ticket. In this unit, students explore the phenomenon of different bear species that share the same habitat in the Arctic. In this assessment, students apply what they have learned about species interactions and environmental changes to investigate the relatedness of two bee species. Students compare and evaluate multiple types and sources of information including images, DNA data, and tree models to explain the relatedness of bee species and divergence from their common ancestor (DCI-LS4.A-H1, SEP-INFO-H2). Students consider how patterns in the tree models of bear species and bee species help explain how species today are different from their common ancestor (CCC-PAT-H5).