Designed for NGSS
Indicator 1g
Materials consistently support meaningful student sensemaking with the three dimensions.
AI proposed
Materials are structurally designed for three-dimensional sensemaking: every lesson-level performance expectation explicitly combines SEPs, DCIs, and CCCs [E3, E8, E10], and 3D assessment/learning opportunities recur across multiple units [E2, E6, E7]. The indicator's required iteration component is consistently supported through Progress Trackers used to 'revisit, revise, and prioritize ideas' for progressive sensemaking [E1, E4] and repeated model/argument revision around phenomena [E6, E7]. Evidence of phenomena-driven sensemaking and iteration appears across the grade-10 sequence (Molecular Processes, Thermodynamics, Energy, Structure & Properties), meeting both the 3D-sensemaking and iteration criteria.
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Evidence Guide· what the rubric asks for · click to expand
three dimensions are distributed across
the materials.
● Only look for the presence of the elements. Do not consider the quality of student engagement with the
elements or integration of the elements. (See 1h)
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How often do learning opportunities include the three dimensions?
● How many of these learning opportunities are present within each learning sequence?
● Consider the number of overall learning opportunities in the materials and how many include the three
dimensions, per learning sequence.
○ How many learning sequences include at least one learning opportunity where students
engage in all three dimensions?
HS Science Evidence Guide v2.0 Updated July 2025
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Gateway 1: Designed for NGSS
Criterion 1.2 Three-Dimensional Learning and Assessment: Materials are designed for
three-dimensional learning and assessment.
Indicator 1g Materials consistently support meaningful student sensemaking with the
three dimensions.
Scoring
4 points
● Materials are designed for the
three dimensions to
consistently and meaningfully
support student sensemaking
across the learning sequences.
AND
● Materials consistently provide
opportunities for students to
iterate on their thinking as they
engage in sensemaking.
2 points
● Materials are designed for two
dimensions to consistently
and meaningfully support
student sensemaking across
the learning sequences.
OR
● Materials are designed for the
three dimensions to
meaningfully support
sensemaking across the
learning sequences, but
---
gmented theoretical construct, p. 191-192)
Resources:
● 2015 Achieve NGSS Innovations
● NGSS Appendix G: Crosscutting Concepts
● A Framework for K-12 Science Education
● Tor Ole B. Odden & Rosemary S. Russ (2018) Defining sensemaking: Bringing clarity to a fragmented
theoretical construct, Science Education, 103:1, 187-205, DOI: https://doi.org/10.1002/sce.21452
Indicator 1g Guiding Question:
Are the materials designed to support meaningful student sensemaking with the three dimensions?
Evidence Collection
Locations to review:
● Review the learning sequences and learning opportunities in both student and teacher materials across
the course.
Resources to use:
● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
HS Science Evidence Guide v2.0 Updated July 2025
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● Determine where students engage with novel, uncertain, or unexplained phenomena, problems, or
scientific concepts.
● Determine where students use their prior knowledge, new information, and evidence to figure out novel,
uncertain, or unexplained phenomena, problems, or scientific concepts.
● Determine where students have the opportunity to iterate on their thinking as they figure out novel,
uncertain, or unexplained phenomena, problems, or scientific concepts.
Retrieved evidence (12 chunks)
- E1 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.57
- E2 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCM/hires/C.1%20Teacher%20Edition.pdfrel 0.53
- E3 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCO/hires/C.2%20Teacher%20Edition.pdfrel 0.50
- E4 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.50
- E5 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCM/hires/C.1%20Teacher%20Edition.pdfrel 0.50
- E6 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCE/hires/C.5%20Teacher%20Edition.pdfrel 0.49
- E7 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCE/hires/C.5%20Teacher%20Edition.pdfrel 0.48
- E8 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.48
- E9 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCE/hires/C.5%20Teacher%20Edition.pdfrel 0.43
- E10 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.41
- E11 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCM/hires/C.1%20Teacher%20Edition.pdfrel 0.41
- E12 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.41
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.