PhD Science LK M2 (Kindergarten, Pushes and Pulls/Tugboats) - ✕ Not Recommended (Type 6 Clean-but-Empty). Foundation 0% under strict atomic-foundation scoring; 100% gap, 0 map errors, 0 FSEs. Four-lesson Engineering Challenge (cushion for tugboat to stop close to dock). Practices 100% green.
| Program | PhD Science |
| Unit | Level K Module 2: Pushes and Pulls (Tugboats Moving Cargo Ships) |
| Publisher | Great Minds PBC |
| Author | Great Minds PBC |
| Grade Band | Kindergarten (K-2) |
| NGSS Alignment | K-PS2-1, K-PS2-2, K-2-ETS1-1 (DCIs: PS2.A Forces and Motion, PS2.B Types of Interactions, ETS1.A) |
Verdict: ✕ Not Recommended (atomic-molecular foundations). Foundation_calc 0.0%, shallow tier. Practices 100% green. Zero map errors. Zero confirmed FSEs.
Strict atomic-foundation scoring applied. Across 23 lessons of pushes, pulls, motion, direction change, and engineering design, atoms/molecules/particles do not appear - appropriate scope for a Kindergarten forces unit. The unit treats forces macroscopically (pushes and pulls cause objects to start moving; strength affects speed; pushes and pulls cause changing direction or stopping).
Anchored on tugboats moving cargo ships in a harbor. Essential Question: How do tugboats move cargo ships through a harbor?
Concept 1 (L1-9) - Starting Movement: Tugboat anchor model (L1-3); categorize pushes/pulls (L4-6); stronger/weaker pushes and pulls (L7-8); skateboard race conceptual checkpoint (L9). Knowledge: Pushes and pulls can cause objects to start moving; strength affects speed.
Concept 2 (L10-16) - Changing Movement: Plan and investigate how tugboats turn a cargo ship (L10-12); plan and investigate slowing down and stopping (L13-15); simultaneous pushes between paired objects (L15); soccer conceptual checkpoint (L16). Knowledge: Pushes and pulls can cause moving objects to change direction or stop.
Engineering Challenge (L17-20): How can we help a tugboat stop close to a dock? Students design a model cushion. K-2-ETS1-1 four-lesson design cycle.
Application (L21-23): Socratic Seminar (L21). EOM carnival-games application (L22). Debrief (L23).
"Pushes and pulls can cause objects to start moving. The strength of the pushes and pulls can affect the speed of the objects." (Concept 1 Knowledge Statement) - K-PS2-1 implementation.
"Pushes and pulls can cause moving objects to change direction or stop." (Concept 2 Knowledge Statement) - K-PS2-1 implementation.
"How can we help a tugboat stop close to a dock?" (Engineering Challenge L17-20) - K-2-ETS1-1 design problem.
L15 identifies simultaneous pushes between a pair of objects - Newton's-3rd-Law-like concept at Kindergarten level.
FSE_CONFIRMED: 0. Physics correct at Kindergarten level: pushes and pulls cause objects to start, stop, or change direction; strength affects speed; simultaneous pushes between paired objects. Tugboat-and-cargo-ship phenomenon accurately framed.
Map errors: 0. No OAO error at Kindergarten-appropriate macroscopic pushes/pulls framing.
Practices: 100% green. Five of seven NGSS practices INTENTIONALLY_DEVELOPED. Driving Question Board built L3. Tugboat anchor model built L2 and revised across module. L7-8 stronger/weaker push-pull investigations. L10-15 plan-and-carry-out investigations (turning, slowing, stopping). Four-lesson Engineering Challenge L17-20 (cushion design). L21 Socratic Seminar at Kindergarten. L22 EOM carnival-games application.
For Foundation: under strict scoring, the categorical change available is introducing atomic content - the design choice PhD Science explicitly defers to higher grades.
For practices: nothing - 100% is the maximum.
Type 6: Clean-but-Empty. Same nominal Foundation as the OSE K-2 Elementary programs reviewed under strict scoring. Within PhD Science K-2 programs reviewed, LK M1 + LK M2 (this) + L1 M2 + L1 M3 + L2 M1 all share 0% Foundation under strict scoring.
| Total Passages Scored | 30 |
| Raw Gap Error | 100.0% (9/9 mechanism passages - no atoms/molecules/particles named anywhere in unit) FALSE = atoms/molecules not present before students are asked to explain. The student is navigating without a starting point. |
| Adjusted Gap Error | 100.0% (9/9 UNSCAFFOLDED - atomic theory not introduced) UNSCAFFOLDED = no atomic grounding at all. LESSON_ATOMS = atoms mentioned elsewhere in lesson but not connected to this concept. |
| Substance-Model Errors (REI) | 0 Curriculum treats a process or outcome as a substance - "heat flows," "energy is stored," "electricity flows like water." Student builds a substance ontology. |
| Label-as-Explanation (LAE) | 0 Curriculum provides a name and treats it as an explanation - "this happens because of gravity." Student believes knowing the name IS understanding the concept. |
| Vague-Entity Errors (AEC) | 0 Curriculum uses vague entities ("tiny particles," "building blocks") without specifying atoms or molecules. Student invents their own model with macroscopic properties. |
| Factual Science Errors (FSE) | 0 Statements that are scientifically incorrect - not imprecise framing, but wrong. Any confirmed FSE = Not Recommended. |
| Practices | 100% - Deep Seven practices scored PRESENT, PARTIAL, or ABSENT and averaged: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics, constructing explanations and designing solutions, and argument from evidence. Higher is better, the opposite direction from gap and map errors. Reported but not part of the Foundation Score or the verdict. |
Type 6 Clean-but-Empty under strict atomic-foundation scoring. Kindergarten forces unit anchored on tugboats moving cargo ships. Four-lesson Engineering Challenge implements K-2-ETS1-1 (cushion to help tugboat stop close to dock). L15 introduces simultaneous pushes between paired objects (Newton's-3rd-Law-like concept at Kindergarten level).
23-lesson Tugboat anchor model with iterative revision. Four-lesson Engineering Challenge (cushion to help tugboat stop close to dock). L15 simultaneous pushes concept at Kindergarten. Socratic Seminar at Kindergarten (L21). Carnival-games EOM application (L22).
Not Recommended (Type 6 Clean-but-Empty - atomic theory absent at Kindergarten) - All 9 mechanism passages UNSCAFFOLDED. PhD Science design philosophy: defer atomic mechanism to higher grades. Engineering Challenge with K-2-ETS1-1 implementation. Tugboat anchor model with iterative revision across module.
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Scores, verdict, and the full pattern count for this unit are above: adjusted gap, REI / LAE / AEC counts, FSE status, and the seven-practice score. Passage-level detail for this unit is carried in the downloadable evidence file.
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