Designed for NGSS
Indicator 1c
Phenomena and/or problems are presented in a direct manner to students.
AI proposed
The anchoring phenomenon (the February 2021 Texas blackouts) is presented to students directly and as a common shared experience: the teacher reveals it via slides read aloud with concrete details [E2][E3], students jigsaw a common set of articles [E1], and analyze a shared Texas Outages Map for noticings/wonderings [E4][E9]. The materials explicitly note the goal is to 'provide a concrete shared example for the class to consider and model' [E5], and later phenomena are presented through the hands-on Electric City demonstration [E8][E11], showing direct presentation is consistent across the unit's introductory lessons.
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Evidence Guide· what the rubric asks for · click to expand
ected to an ETS DCI, it must
also be connected to one of the other three domains.
HS Science Evidence Guide v2.0 Updated July 2025
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● Phenomena and problems may demonstrate multiple DCIs. Use the presentation and supporting
text/materials to determine the DCI focus.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How often do phenomena connect to grade-band appropriate DCIs or their elements?
● How often do problems connect to grade-band appropriate DCIs or their elements?
● How often do problems only connect to grade-band ETS DCIs and not DCIs from life, physical, or earth
and space science?
HS 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 1c Phenomena and/or problems are presented in a direct manner to students.
Scoring
2 points
● Materials consistently present
phenomena and/or problems
in a direct manner to students.
1 point
● Materials present phenomena
and/or problems in a direct
manner to students, but not
consistently.
0 points
● Phenomena and/or problems
are presented in a direct
manner to students in few to
no instances.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine whether phenomena and/or problems in the course are presented in
a direct manner to students.
● examines the materials for a common experienc
---
ator?
This indicator
● examines the materials to determine whether phenomena and/or problems in the course are presented in
a direct manner to students.
● examines the materials for a common experience for all students from which knowledge can be built; it
does not assume that all students have background knowledge and experience.
Research or Standards connection:
“…opportunities for students to engage in direct observations of phenomena illustrate the process of basic
scientific research.” (Taking Science to School, pp. 13-14)
“By using familiar materials and phenomena, students can more readily conjure up their own ideas and
experiences and tap into these as they build explanations. This makes it possible for every student to participate
in a more meaningful way.” (Ready Set Science, p. 93)
Resources:
● Taking Science To School
● Ready Set SCIENCE!
Indicator 1c Guiding Question:
Are phenomena and/or problems presented to students in a direct manner that creates a common experience
and entry point?
Evidence Collection
HS Science Evidence Guide v2.0 Updated July 2025
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Locations to review:
● Review all locations where a phenomenon or problem is introduced in the course.
Record evidence:
● Describe how the phenomenon or problem is presented to students. This may include multiple
components.
Retrieved evidence (12 chunks)
- E1 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.63
- E2 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.61
- E3 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.60
- E4 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.57
- E5 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.57
- E6 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.57
- E7 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.56
- E8 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.53
- E9 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.52
- E10 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.51
- E11 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.50
- E12 · grade-11 — openscied-uploads-production.s3.amazonaws.com/G11_UPE/hires/P.1%20Teacher%20Edition.pdfrel 0.50
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.