Science Techbook - Physics
Core Code Alignment
Science
Physics
08060000020: Physics (9-12)
Physics
08060000020: Physics (9-12)
Recommendation
Recommended Student Resource
Evaluation
Discovery Channel has a large library of interesting and engaging videos on physics topics. This text seems to be drawing on that strength. Lessons and videos would be useable as support resources linked via Canvas or other LMSs. The information is accurate, ideas for lessons and activities are included, but the teacher would need to provide significant support and scaffolding to ensure that SEEd standards were actually met.
Educators Using These Materials
No educators found.
Rubric : Science 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Standards
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Presence of Three Dimensions of Science: Builds understanding of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). i. Provides opportunities to develop and use specific elements of the SEP(s) ii. Provides opportunities to develop and use specific elements of the DCI(s) iii. Provides opportunities to develop and use specific elements of the CCC(s) | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met | 1 of the Criteria Indicators are met | None of the Criteria Indicators are met | ||
| Text is simple and easy to read and presents DCI information. SEP and CCC ideas are attempted through Explore and Elaborate with STEM sections of the lessons, but they are limited to readings and teacher-led demonstrations more than true exploratory student-driven activities. Lots of videos to try and generate student interest. | ||||||
| Integration of Three Dimensions of Science: Materials integrate elements of the SEPs, CCCs, and DCIs for student sense‐making: Three dimensions of science (SEPs, CCCs, and DCIs) are integrated (consistently utilized in conjunction with each other) to help students make sense of phenomenon and solve problems. | This item has not been graded. | |||||
| As noted above SEPs and CCCs are minimally present. It is apparent that the course/text developers were trying to integrate all three dimensions to the extent possible. While these materials are available, they are not integrated into the text consistently. | ||||||
| Alignment to Standards: The DCI Concepts (science content) in the instructional materials align to the Utah Science with Engineering Education (SEEd) Standards | DCI concepts (science content) in the instructional material align to 100% the SEEd Standards for the Grade/Course. | DCI concepts (science content) in the instructional material align to 75% the SEEd Standards for the Grade/Course. | DCI concepts (science content) in the instructional material align to 50% the SEEd Standards for the Grade/Course. | DCI concepts (science content) in the instructional material align to less than 50% the SEEd Standards for the Grade/Course. | ||
| Topics were presented in a very traditional textbook format. They align to most of the Utah SEEd standards. Missing items from strand 4. Several topics are presented which fall outside of the scope of the SEEd standards. | ||||||
| Scientific Accuracy: Uses scientifically accurate and grade‐appropriate scientific information, phenomena, and representations to support students’ three‐dimensional learning. | Instructional materials are scientifically accurate and grade appropriate. | N/A | N/A | Instructional materials are NOT scientifically accurate and grade appropriate. | ||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Focus on Phenomena (Science) or Problems (Engineering): Making sense of phenomena and/or designing solutions to a problem drive student learning. i. Student questions and prior experiences related to the phenomenon or problem motivate sense‐making and/or problem solving ii. The focus of the lesson is to support students in making sense of phenomena and/or designing solutions to problems iii. When engineering is a learning focus, it is integrated with developing disciplinary core ideas from physical, life, and/or earth and space sciences | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met | 1 of the Criteria Indicators are met | None of the Criteria Indicators are met | ||
| Standard textual presentation enhanced with interesting videos to present information and phenomena. Elabortate with STEM sections of each lesson attempt to integrate student sense-making but often are just more reading and standard assessment type short-answer or sorting activities.Some data collection appears in some of the activities, but is very cookbook-like, with little actual input from students needed other than to manipulate the controls. | ||||||
| Scaffolding: Identifies and builds on students’ prior learning in all three dimensions i. Provides supports to help students engage in the practices and gradually adjusts supports over time so that students are increasingly responsible for making sense of phenomena and/or designing solutions to problems (Required) ii. Explicitly identifies prior student learning expected for all three dimensions iii. Clearly explains how the prior learning will be built upon | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met (i MUST BE MET) | Only Criteria Indicator i has been met | None of the Criteria Indicators are met | ||
| Students are given information but leveled-scaffolding of topics and student responsibility to engage in sense-making is not present. | ||||||
| Teacher Supports: Supports teachers in facilitating coherent student learning experiences over time i. Provides strategies for linking student engagement across lessons (e.g. cultivating new student questions at the end of a lesson in a way that leads to future lessons) ii. Providing strategies for ensuring student sense‐making and/or problem‐solving is linked to learning in all three dimensions (e.g. Claim Evidence Reasoning-CER Framework for communicating sense-making, teacher probing questions) iii. Provides additional resources for student learning (e.g. Models, simulations, and/or data sets for students investigation) | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met | 1 of the Criteria Indicators are met | None of the Criteria Indicators are met | ||
| Links strategies across lessons - provides ideas to teachers for activities and demos. The model lessons that are provided with the units meet criteria i. Criteria ii and iii have materials provided, but they are not scaffolded well enough to be usable. | ||||||
| Assessments: Includes formative, summative, and guidance measures for interpreting student performances that assess three‐dimensional science learning. i. Embeds formative assessment processes throughout conceptual development that surfaces student understanding to inform instruction ii. Embeds summative assessment processes following conceptual development that evaluate student learning and measure understanding iii. Includes aligned rubrics or scoring guidelines that provide guidance for interpreting student performance | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met | 1 of the Criteria Indicators are met | None of the Criteria Indicators are met | ||
| Embedded formative assessment activities are included in each lesson. Very text-booky and low-level learning is targeted. Evaluate section of lessons provides multiple-choice practice questions for summative assessment purposes. Three-dimensional science learning is not emphasized enough to score well. The assessments nearly meet standards i and ii, but do not include criteria iii. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Relevant and Authentic: Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world. i. Students experience phenomena or design problems as directly as possible (first-hand or through media representations) ii. Includes suggestions for how to connect instruction to the students' home, neighborhood, community and/or culture as appropriate iii. Provides opportunities for students to connect their explanation of a phenomenon and/or their design solution to a problem to questions from their own experience | 3 of the 4 Criteria Indicators are met | 2 of the 4 Criteria Indicators are met | 1 of the 4 Criteria Indicators are met | None of the 4 Criteria Indicators are met | ||
| Teacher Supports for Diverse Learners: Provides guidance for teachers to support differentiated instruction i. Includes appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers, etc.) for students who are English language learners, have special needs, or read well below grade level ii. Provides extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the targeted expectations iii. Provides extensions for students with high interest or who have already met the performance expectations to develop a deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts | 3 of the Criteria Indicators are met | 2 of the Criteria Indicators are met | 1 of the Criteria Indicators are met | None of the Criteria Indicators are met | ||
| No direct evidence observed | ||||||
| Accessible for all students: Engages students using methods, vocabulary, representations, and examples that are accessible and unbiased for all learners (e.g., Deaf and Blind, English Learners, Gifted and Talented, Special Education). | Instructional Materials are accessible for all students | N/A | N/A | Instructional Materials are NOT accessible for all students | ||
| Large library of Discovery channel video resources provide ample interesting viewing for students at all levels. Deaf and blind would be disadvantaged by these videos as well as ELLs. | ||||||
| Physical Characteristics | This item has not been graded. | |||||
| Technical Standards | This item has not been graded. | |||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807