# EQuIP RUBRIC GRADES K-5 INTERACTIVE SCIENCE

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1 EQuIP RUBRIC GRADES K-5 INTERACTIVE SCIENCE.

3 Reviewer Name or ID: Science Lesson/Unit Title: Grade: I. Alignment to the NGSS The lesson or unit aligns with the conceptual shifts of the NGSS: A. Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i. Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii. Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii. Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv. The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems. The SEPs, DCIs, and CCCs are continually embedded throughout the program to provide students with opportunities to practice three-dimensional learning through a variety of instructional modalities. The following student-centered activities provide a sampling of what is included. STEM Activities are integrated into each grade. These activities take students through the complete engineering design process and incorporate DCIs and CCCs as well. For example, in the Grade 2 activity What Floats Your Boat? students research, design, draw, build, test, and redesign a boat that must float in a tub of water. SEPs Asking Questions and Defining Problems; Developing and Using Models <Do SEPs usually come first? Or is there no convention for the order in which SEP, DCI, and CCC appear?> DCIs PS1.A Structure and Properties of Matter; ETS1.A: Defining and Delimiting Engineering Problems; ETS1.B: Developing Possible Solutions; ETS1.C: Optimizing the Design Solution CCC Cause and Effect In addition to engineering design activities, Do the Math activities embedded throughout the program focus on the SEPs of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking. An example includes Grade 4 SE p. 362 Read a Graph. The DCI incorporated here is PS3.A Definitions of Energy and the CCC is Energy and Matter. Informational Text reading and interactive note-taking opportunities occur page after page in the student worktext and require students to use the practices and

5 E. Provides grade-appropriate connection(s) to the Common Core State Standards in Mathematics and/or English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects. EQuIP Rubric for Lessons & Units: Science Transfer in Grade 4, Energy and Heat, SE p. 387 How does energy cause change? This program is aligned and correlated to the CCSS Math and ELA standards. Please ask your Account General Manager for a copy of these correlations. If the lesson or unit is not closely aligned to the Next Generation Science Standards, it may not be appropriate to move on to the second and third categories. Professional judgment should be used when weighing the individual criterion. For example, a lesson without crosscutting concepts explicitly called out may be easier to revise than one without appropriate disciplinary core ideas; such a difference may determine whether reviewers believe the lesson merits continued evaluation or not.

8 III. Monitoring Student Progress The lesson or unit supports monitoring student progress: A. Elicits direct, observable evidence of threedimensional learning by students using practices with core ideas and crosscutting concepts to make sense of phenomena and/or to design solutions. B. Formative assessments of three-dimensional learning are embedded throughout the instruction. Observable evidence is collected via hands-on labs, STEM activities, performance-based assessments, alternative assessments, paper and pencil tests, and formative assessment questions and prompts found on page after page in the Teacher Edition. The Teacher Edition provides formative assessment ideas throughout. Ideas are found in notes for Differentiated Instruction, Response to Intervention, ELL Support, and Science Notebook. For students, formative assessment is included on page after page of the student worktext. The interactive nature of the worktext includes questions on every single page that require students to use SEPs such as Developing and Using Models and Analyzing and Interpreting Data along with CCCs of Cause and Effect and Patterns. Additionally, questions that assess SEPs, CCCs and DCIs are embedded throughout the worktext. End of lesson and end of chapter questions, along with questions found in inquiry and STEM activities, all provide formative assessment opportunities. C. Includes aligned rubrics and scoring guidelines that provide guidance for interpreting student performance along the three dimensions to support teachers in (a) planning instruction and (b) providing ongoing feedback to students. D. Assessing student proficiency using methods, vocabulary, representations, and examples that are accessible and unbiased for all students. Performance-based assessments are included for every unit, and rubrics are provided for each assessment. The program is rich with assessment types, including Formative Chapter Reviews Science Test Prep Chapter Tests Benchmark Tests Additionally, non paper-and-pencil assessment opportunities include Performance-based Assessments STEM activities Open-Inquiry Investigations

9 E. Includes pre-, formative, summative, and selfassessment measures that assess threedimensional learning. The program is rich with assessment types that combined all work together to assess three-dimensional learning: Pre- Activate Prior Knowledge questions are included Formative Chapter Reviews Science Test Prep Chapter Tests Summative Benchmark Tests Self-assessment At the end of each lesson in the student worktext, the question Got It? asks students to identify what they now know and what they need more help understanding. Additionally, non paper-and-pencil assessment opportunities include Performance-based Assessments STEM activities Open-Inquiry Investigations F. Provides multiple opportunities for students to demonstrate performance of practices connected with their understanding of disciplinary core ideas and crosscutting concepts and receive feedback. Hands-on labs, scenario-based investigations, STEM activities, Performance-based Assessments, and questions in the student worktext all accomplish this.

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