Designed for NGSS
Indicator 1b
Materials are designed to elicit direct, observable evidence for three-dimensional learning.
AI proposed
The materials are explicitly designed to elicit direct, observable evidence of three-dimensional learning. Every lesson uses Lesson-Level Performance Expectations (LLPEs) structured to combine SEPs, DCIs, and CCCs, with fonts indicating each dimension's alignment [E2][E3][E4], and assessment guidance routinely names 'when to check for understanding' and 'what to look for/listen for' tied to specific observable student products and discussions [E7][E9][E11]. Answer keys and rubrics instruct teachers to look for 'these three aspects working together' across student explanations and models [E8][E10][E12], and pre-assessments target student 'fluency in three-dimensional learning' [E5][E6]. This structural evidence across multiple grades and units shows the design intentionally generates direct, observable 3D evidence.
Your decision
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Evidence Guide· what the rubric asks for · click to expand
ge or situation that people want to change
(problem) or a solution to optimize (design challenge) as an introduction to a learning opportunity or
sequence.
● Determine if students return to the phenomenon, problem, or design challenge in the learning
opportunity or sequence after its initial introduction.
● Determine if the phenomenon is unexplained or if the materials immediately provide students with an
explanation.
● Determine if the materials provide context for the problem or design challenge and if students
understand why they are solving the problem or design challenge.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● Which instances of phenomena, problems, and design challenges are returned to and not only used as
an introduction?
● Are phenomena, problems, and design challenges present at the learning opportunity or learning
sequence level, or a combination of the two?
● Which instances of problems and design challenges provide students the opportunity to develop multiple
solutions? Which instances only provide students with a single solution or design to build?
● How many phenomena, problems, and design challenges are present in the materials?
6-8 Science Evidence Guide v2.0 Updated July 2025
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1b Phenomena and/or problems require student use of grade-band Disciplinary
Core Ideas.
Scorin
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phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1b Phenomena and/or problems require student use of grade-band Disciplinary
Core Ideas.
Scoring
2 points
● Phenomena and/or
problems consistently
connect to grade-band
appropriate DCIs or their
elements.
1 point
● Phenomena and/or problems
connect to grade-band DCIs
or their elements, but not
consistently.
0 points
● Phenomena and/or
problems do not connect to
grade-band DCIs or their
elements.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether phenomena or problems within the course are rooted in grade-band appropriate DCIs.
Research or Standards connection:
Read information for Gateway 1, Criterion 1.
Indicator 1b Guiding Question:
Are the phenomena or problems connected to grade-band Disciplinary Core Ideas (DCIs)?
Evidence Collection
Locations to review:
● Review all locations where a phenomenon or problem has been identified in the materials (see Indicator
1a).
Resources to use:
● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
● Determine what DCI element is connected. DCIs must be on grade-band and come from the life, physical,
or earth and space science domains. If a problem or phenomenon is connected to an ETS DCI, it must
6-8 Science Evidence Guide v2.0 Updated July 2025
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also be connected to one of the other three domains.
● Phenomena and problems may demonstrate multiple DCIs.
Retrieved evidence (12 chunks)
- E1 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.59
- E2 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.59
- E3 · grade-8 — openscied-uploads-production.s3.amazonaws.com/G8_UCF/hires/8.1%20Teacher%20Edition.pdfrel 0.59
- E4 · grade-8 — openscied-uploads-production.s3.amazonaws.com/G8_USS/hires/8.4%20Teacher%20Edition.pdfrel 0.58
- E5 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.52
- E6 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.52
- E7 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.49
- E8 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.43
- E9 · grade-6 — openscied-uploads-production.s3.amazonaws.com/G6_ULT/hires/6.1%20Teacher%20Edition.pdfrel 0.41
- E10 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.40
- E11 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCA/hires/7.1%20Teacher%20Edition.pdfrel 0.39
- E12 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.39
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.