EQuIP RUBRIC GRADES K-5 INTERACTIVE SCIENCE

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1 EQuIP RUBRIC GRADES K-5 INTERACTIVE SCIENCE.

2 I. Alignment to the NGSS II. Instructional Supports III. Monitoring Student Progress 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. B. Lessons fit together coherently targeting a set of performance expectations. i. Each lesson links to previous lessons and provides a need to engage in the current lesson. ii. The lessons help students develop proficiency on a targeted set of performance expectations. C. Where appropriate, disciplinary core ideas from different disciplines are used together to explain phenomena. D. Where appropriate, crosscutting concepts are used in the explanation of phenomena from a variety of disciplines. 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. The lesson or unit supports instruction and learning for all students: A. Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world and that provide students with a purpose (e.g., making sense of phenomena and/or designing solutions to problems). i. The context, including phenomena, questions, or problems, motivates students to engage in three-dimensional learning. ii. Provides students with relevant phenomena (either firsthand experiences or through representations) to make sense of and/or relevant problems to solve. iii. Engages students in multiple practices that work together with disciplinary core ideas and crosscutting concepts to support students in making sense of phenomena and/or designing solutions to problems. iv. Provides opportunities for students to connect their explanation of a phenomenon and/or their design solution to a problem to their own experience. v. When engineering performance expectations are included, they are used along with disciplinary core ideas from physical, life, or earth and space sciences. B. Develops deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts by identifying and building on students prior knowledge. C. Uses scientifically accurate and grade-appropriate scientific information, phenomena, and representations to support students three-dimensional learning. D. Provides opportunities for students to express, clarify, justify, interpret, and represent their ideas and respond to peer and teacher feedback orally and/or in written form as appropriate to support student s three-dimensional learning. E. Provides guidance for teachers to support differentiated instruction in the classroom so that every student s needs are addressed by including: i. Suggestions for how to connect instruction to the students' home, neighborhood, community and/or culture as appropriate. ii. Appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers) for students who are English language learners, have special needs, or read well below the grade level. iii. Suggested extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the performance expectations. iv. Extensions for students with high interest or who have already met the performance expectations to develop deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts. F. Provides guidance for teachers throughout the unit for how lessons build on each other to support students developing deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts over the course of the unit. G. Provides supports to help students engage in the practices as needed and gradually adjusts supports over time so that students are increasingly responsible for making sense of phenomena and/or designing solutions to problems. The lesson or unit supports monitoring student progress: A. Elicits direct, observable evidence of three-dimensional 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 threedimensional learning are embedded throughout the instruction. 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. E. Includes pre-, formative, summative, and self-assessment measures that assess threedimensional learning. 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.

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

4 crosscutting concepts while they synthesize the DCIs. In Grade 3, for example, an interactivity requires students to read a graph and answer What pattern do you see in the graph? The DCI is LS1.B Growth and Development of Organisms; the SEP is Analyzing and Interpreting Data; and the CCC is Patterns. Inquiry Labs DCIs and CCCs are embedded in the scientific and engineering practices-based lab activities found throughout the program. Open Inquiry activities are included for each chapter and require students to perform SEPs such as Plan and Carry out Investigations. For example, in Grade 4 the base investigation of Chapter 5 Earth s Resources is for students to test how steepness affects how fast a stream flows. In the Open Inquiry version, students ask a different question and choose a variable to manipulate. The DCI is ESS2.A Earth s Materials and Systems, the SEPs are Asking Questions and Planning and Carrying Out Investigations. The CCC is Cause and Effect. B. Lessons fit together coherently targeting a set of performance expectations. i. Each lesson links to previous lessons and provides a need to engage in the current lesson. ii. The lessons help students develop proficiency on a targeted set of performance expectations. C. Where appropriate, disciplinary core ideas from different disciplines are used together to explain phenomena. D. Where appropriate, crosscutting concepts are used in the explanation of phenomena from a variety of disciplines. Lessons within a chapter fit together, and chapters within a module grade fit together as well. The program materials allow for the performance expectations to be met. Finally, chapters can be taught in any order. In the Grade 5 Earth and Space unit, the DCI PS2.B Types of Interactions which is about gravity is taught in conjunction with DCI ESS1.B Earth and the Solar System and in the context of Earth s revolution. Crosscutting concepts are used throughout the program in the worktext, labs, STEM activities, and performance-based assessments. For example, the crosscutting concept Cause and Effect is found in the student worktext where the following DCIs are covered: ESS1.B Earth and the Solar System <WHICH GRADE AND CHAPTER?>SE p. 189 I will know what causes day and night; LS2.C Ecosystem Dynamics, Functioning, and Resilience in Grade 3, Ecosystems, SE p. 183 Circle and Underline a cause and effect; and PS3.B Conservation of Energy and Energy

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.

6 II. Instructional Supports The lesson or unit supports instruction and learning for all students: A. Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world and that provide students with a purpose (e.g., making sense of phenomena and/or designing solutions to problems). i. The context, including phenomena, questions, or problems, motivates students to engage in three-dimensional learning. ii. Provides students with relevant phenomena (either firsthand experiences or through representations) to make sense of and/or relevant problems to solve. iii. Engages students in multiple practices that work together with disciplinary core ideas and crosscutting concepts to support students in making sense of phenomena and/or designing solutions to problems. iv. Provides opportunities for students to connect their explanation of a phenomenon and/or their design solution to a problem to their own experience. v. When engineering performance expectations are included, they are used along with disciplinary core ideas from physical, life, or earth and space sciences. B. Develops deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts by identifying and building on students prior knowledge. C. Uses scientifically accurate and grade-appropriate scientific information, phenomena, and representations to support students three-dimensional learning. 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 5 activity Let There Be Greener Light, students research and then develop a lighting plan for their home that saves energy. DCIs ESS3.C Human Impacts on Earth s Systems; ETS1.A: Defining and Delimiting Engineering Problems; ETS1.B: Developing Possible Solutions; ETS1.C: Optimizing the Design Solution; CCC Cause and Effect SEPs Asking Questions and Defining Problems; Obtaining, Evaluating and Communicating Information One of the instructional designs in the program is the concept of the Big Idea. At the beginning of the chapter, students are introduced to the Big Question. During lessons, students are asked to Unlock the Big Question. At the end of the chapter, students Review the Big Question, Answer the Big Question, and finally Apply the Big Question. This scaffolding process requires students to build on prior knowledge as they move closer to being able to answer the Big Question. The DCIs, SEPs, and CCCs are interwoven throughout this process. For example, in Grade 5, Earth and Space, the Big Question How do objects move in space? focuses on DCI ESS1.B Earth and the Solar System. As student Unlock the Big Question, they use CCCs such as Cause and Effect, SE p. 391, and SEPs Developing and Using Models, SE pp , to build a model and use it to answer questions about how objects move in space. Finally, students Apply the Big Question by answering a question that requires them to practice the SEP Obtain and Communicate Information, SE p Yes, Pearson has a solid foundation as one of the world s leading educational publishers whose accurate and up-todate content supports three-dimensional learning.

7 D. Provides opportunities for students to express, clarify, justify, interpret, and represent their ideas and respond to peer and teacher feedback orally and/or in written form as appropriate to support student s three-dimensional learning. E. Provides guidance for teachers to support differentiated instruction in the classroom so that every student s needs are addressed by including: i. Suggestions for how to connect instruction to the students' home, neighborhood, community and/or culture as appropriate. ii. Appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers) for students who are English language learners, have special needs, or read well below the grade level. iii. Suggested extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the performance expectations. iv. Extensions for students with high interest or who have already met the performance expectations to develop deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts. In the STEM activities, students are asked to express their ideas through the design process. This is achieved through drawing and building a model and/or prototype. In the unit-level Apply It Investigations, students work as scientists and receive feedback from peers on their results. All three-dimensions of learning are incorporated in these activities. Science Notebook prompts are included throughout the Teacher Edition and allow for teachers to provide feedback and for students to respond to this teacher feedback. Teacher Edition features that are regularly included support i iv. School to Home Letter (i) ELL Support gives examples of the 5 ELL Principles (ii, iii) Differentiated Instruction (ii, iii, iv) Teach With Visuals (ii, iii, iv) Response to Intervention (ii, iii) 21 st Century Learning (i, ii, iii, iv) F. Provides guidance for teachers throughout the unit for how lessons build on each other to support students developing deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts over the course of the unit. G. Provides supports to help students engage in the practices as needed and gradually adjusts supports over time so that students are increasingly responsible for making sense of phenomena and/or designing solutions to problems. The 5 E instructional model is implemented for each lesson and includes teacher notes for such items as Activate Prior Knowledge at the beginning of each lesson. Address Misconceptions, From the Author, and Professional Development notes all help teachers support students deepening understanding of the practices, disciplinary core ideas, and crosscutting concepts over the course of each unit. Gradually adjusted support over time with student engagement of the practices is most apparent in the scaffolding of inquiry in each chapter. In each chapter, there are three levels of inquiry investigations Direct, Guided, and Open Inquiry. Teachers can start the year or unit with Direct Investigations, and gradually assign Open Inquiry investigations, which require students to plan and carry out investigations.

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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