Coherence and Scope
Indicator 2e
Materials do not inappropriately include scientific content and ideas outside of the grade-band Disciplinary Core Ideas.* * NOTE: Indicators with an asterisk are non-negotiable; instructional materials being reviewed must score above zero points in each indicator, otherwise the materials automatically do not proceed to Gateway 3.
AI proposed
The materials show intentional design to stay within grade-band DCIs and make meaningful connections to prior learning. Each lesson includes 'Where we are going' and 'Where we are not going' sections and 'Crossout explanations' marking when DCIs are/aren't fully developed [E1][E2], and below-grade-band MS/HS DCIs are explicitly carried forward with stated connections to current grade-band PEs [E3][E4][E5][E6][E7]. Notably, content beyond the grade band (AP Chemistry topics like resonance, VSEPR, hybridization) is explicitly flagged as 'outside the bounds of the NGSS' and offered only as optional extension, not as core science ideas [E8], and no non-scientific (moral/religious/aesthetic) ideas are presented as science. This structural evidence supports all required components.
Your decision
The AI’s score is preserved — your decision is recorded alongside it. Accept / Skip advance to the next flagged indicator.
Evidence Guide· what the rubric asks for · click to expand
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Gateway 2: Coherence & Scope
Criterion 2.1 Coherence and Full Scope of the Three Dimensions: Materials are coherent
in design, scientifically accurate, and support claims made for all three
dimensions.
Indicator 2e Materials do not inappropriately include scientific content and ideas outside
of the grade-band Disciplinary Core Ideas.*
Scoring
opportunity to advance past Gateway 2.
2 points
● Materials contain no instances
where non-scientific content
or ideas (e.g., moral, societal,
aesthetic, religious, existential)
are included as science ideas.
AND
● Materials contain few
instances where scientific
content or ideas are included
without meaningful
connections to grade-band
DCIs.
AND
● Materials contain no instances
of DCIs from below the
grade-band that are included
without meaningful
connections made to the
grade-band DCIs.
AND
● Materials contain no instances
of content from beyond the
grade-band DCIs that are
included without meaningful
connections made to the
grade-band DCIs.
1 point
● Materials contain no instances
where non-scientific content
or ideas (e.g., moral, societal,
aesthetic, religious, existential)
are included as science ideas.
AND
● Materials contain few
instances where scientific
content or ideas are included
without meaningful
connections to grade-band
DCIs.
AND/OR
● Materials contain few
instances of DCIs from below
the grade-band that are
inappropriately included with
no meaningful connections to
the grade-band DCIs.
AND/OR
● Materials cont
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r K-12 Science Education, p. 248)
“The continuing expansion of scientific knowledge makes it impossible to teach all the ideas related to a given
discipline in exhaustive detail during the K-12 years. But given the cornucopia of information available today
virtually at a touch— people live, after all, in an information age—an important role of science education is not to
teach “all the facts” but rather to prepare students with sufficient core knowledge so that they can later acquire
additional information on their own.” (A Framework for K-12 Science Education, pp. 31-32)
Resources:
● A Framework for K-12 Science Education
● Taking Science To School
Indicator 2e Guiding Question:
Do the materials inappropriately include scientific content and ideas outside of the grade-band Disciplinary
Core Ideas (DCIs)?
Evidence Collection
Locations to review:
● Review the learning sequences and learning opportunities in both student and teacher materials.
Resources to use:
● Review NGSS progression documents and standards as needed.
Retrieved evidence (12 chunks)
- E1 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCE/hires/C.5%20Teacher%20Edition.pdfrel 0.54
- E2 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.52
- E3 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.51
- 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 0.49
- E6 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCM/hires/C.1%20Teacher%20Edition.pdfrel 0.48
- E7 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.48
- E8 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.46
- E9 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.46
- E10 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.46
- E11 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCO/hires/C.2%20Teacher%20Edition.pdfrel 0.45
- E12 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.45
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.