Earth and Space Science
Core Code Alignment
Science
Earth Science
08040000010: Earth Science (9-12)
Earth Science
08040000010: Earth Science (9-12)
Recommendation
Recommended Primary
Evaluation
This is an excellent resource that I would buy for my classroom myself. I would categorize it as both a useful teacher and student tool.
It appears to have material for all of the strands - weaker in some areas than others. For example, I could find very little about fusion, but a lot about the life cycles of stars. It covers it all, but to varying degrees? The readings for students are short and simple (student edition consists of basic reading passages, but it appears that assignments can be added if using the digital edition). Figures are great and links to videos are great. The teacher edition has some fantastic “case studies” that are introduced as the introduction to a set of chapters (phenomenon) that they present, with suggestions and explanations for use, and then revisit at the end of the section with an activity to tie the case study to the content with a student activity - fabulous! Each individual chapter (not just the section) also has a final activity that ties to the overall anchoring phenomenon for the section. The teacher version gives ample explanation for the activities it suggests. It mentions the components of 3D science specifically and has students apply them.
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 | ||
| Yes, 3D is introduced early in the text and discussed as part of the learning material. | ||||||
| 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. | Three dimensions of science (SEPs, CCCs, and DCIs) are consistently integrated. | Three dimensions of science are integrated in certain portions of the instructional material. | Three dimensions of science are rarely integrated in the instructional material. | Three dimensions of science (SEPs, CCCs, and DCIs) are separated and not integrated for student sense making. | ||
| Yes, the 3Ds are discussed in the text, revisited often., and appear as part of assessments. | ||||||
| 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. | ||
| All state strands appear to be covered. Some are covered more extensively than others. | ||||||
| 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. | ||
| Excellent! | ||||||
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 | ||
| Yes! The "case studies" for this text are excellent phenomena to use. | ||||||
| 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 | ||
| There is a lot of material to help students engage in the practices, it has pretest material to guage prior understanding, it has checkpoint throughout to help assess student understanding along the way, but I did not see an instance of an explaination for building upon prior learning explicitly. | ||||||
| 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 | ||
| The teacher materials that are available are extensive and highly useful. | ||||||
| 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 | ||
| It gives resources for both revisiting the anchor phenomeon for each section, posttest questions for each chapter (that I could not seem to see or find, but are obviously there and referenced), and a final performance assessment for each chapter. Ample resources. | ||||||
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 | ||
| The "case studies" that were the phenomenon used in the text were excellent. The text also spotlighted different scientists and engineers in the text and described their work and the science they do. I think many students could be interested if introduced to the material. | ||||||
| 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 | ||
| There are a lot of image and video support materials throughout the text and included as a libaray at the end of each chapter. There are also links to graphic organizers, maps, website links, etc. The digital version of this book allows for assignments to be given and notes to be taken in the interface. | ||||||
| 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 | ||
| I did not note any accessibility issues. | ||||||
| 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. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807