HMH Science Dimensions Biology
Core Code Alignment
Science
Biological Science
08020000010: Biology
Biological Science
08020000010: Biology
Recommendation
Recommended Primary
Evaluation
The materials are easy to use, easy to understand, engaging, and teacher and student materials are extensive and varied. Although it is not specifically aligned with the Utah SEEd Standards, it is aligned with NGSS and fully incorporates all of the 3 Dimensions.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
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 | ||
| There is an NGSS Three Dimensions of Learning sections in each unit opener and lesson opener list the specific performance expectations targeted in the unit/lesson. At the unit level, the methods used to assess students’ progress in reaching mastery. The Building to the Performance Expectations feature in the unit opener and lesson opener summarizes the specific ways the SEPs, CCCs, and DCIs are represented in each lesson. Each unit’s Integrating the NGSS Three Dimensions of Learning section also includes an NGSS Across this Unit chart that concisely lists the SEPs, CCCs, and DCIs integrated into the unit and their representations among the Unit Project, each of the lessons, the Unit Performance Task, and the You Solve It! interactive open-ended simulation task. An NGSS Across the Grades chart is also provided. It shows the unit’s targeted standards in the current grade, the prerequisite standards covered in previous grades, and the related standards in future grades. | ||||||
| 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. | ||
| Each unit has a phenomena that is incorporated throughout the unit. At the unit and lesson levels, the Teacher Editions provide background information and instructional support for guiding students as they make sense of phenomena and make connections among phenomena. Point-of-instruction notes with color-coding for SEP (blue), DCI (orange), and CCC (green) present the rationale for the chosen phenomena or problems and their representation of the dimensions. | ||||||
| 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. | ||
| Although not created specifically for Utah, they do provide a document that shows how each lesson correlates to the Utah Science and Engineering Education standards and each unit/lesson specifically references the alignment with the NGSS Three Dimensions of Learning and points out which DCI, SEP, and CCCs are covered. | ||||||
| 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. | ||
| The information, phenomena, and representations appear to be scientifically accurate and grade-appropriate according to the Core Guide progression for Biology. There is also a misconception section in the teacher's guide that points out areas of concern where students are likely to have misconceptions, which allows teachers to target instruction with accurate information. | ||||||
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 | ||
| Each unit has an anchoring phenomenon that is referenced throughout the unit. The unit openers are really engaging; there are images and video clips that relate to the anchoring phenomenon. The anchor phenomenon is connected to the investigative phenomena and the multiple everyday phenomena in each lesson. The Unit Project gives students the opportunity to synthesize the concepts, ideas, and conclusions from their work with the unit's anchor phenomenon and the investigative and everyday phenomena of the lessons. The unique Unit Projects has students investigate, analyze data, and research to extend their understanding of phenomena. At the end of each unit, students apply the knowledge they have acquired about the anchoring phenomenon by evaluating their results and presenting the findings of their Unit Projects. | ||||||
| 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 | ||
| i. The Teacher's Edition explicitly identifies broad life science concepts that students should understand before starting the unit in the Unit Opener and specific expected prior learning in the disciplinary core ideas and crosscutting concepts in the Lesson Planners. There are also Collaboration/Group Activities with each lesson’s “Can You Explain It?”or “Can You Solve It?” question, which helps teachers in assess students’ prior knowledge of the lesson’s core ideas and provides an opportunity to assess student ability to design solutions, obtain information, or support explanations with evidence. There are unit pre-assessment designed to the NGSS that gives teachers another opportunity to identify and target specific elements in a student’s prior learning in the three dimensions. ii and iii. Three-Dimensional learning objectives are clearly explained at the lesson and exploration levels. and in the “Build on Prior Lessons” portion explains how the lesson will build upon students' prior learning to achieve these objectives. | ||||||
| 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 have background information on the content, integration of the three dimensions, notes about the connections within and across grades, common misconception alerts, question prompts, formative assessment, and guidance for differentiating instruction. There are multiple scaffolded resources for additional student learning. | ||||||
| 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 | ||
| Students are asked to write when they answer questions and reflection on their learning throughout the unit. There are questions that require students to critical thinking about claims, evidence, and reasoning. Students use the CER Framework by using an Evidence Notebook. At the end of a lesson, students answer the Can You Explain It? or Can You Solve It? question from the start of the lesson; they evaluate the evidence in their Evidence Notebooks and determine if the evidence supports or refutes their claim about the lesson’s guiding question. They summarize the evidence, write about their reasoning, and describe the ways their understanding changed over the course of the lesson. Students also reflect on their learning as they complete the Lesson Check, Lesson Roundup, and Unit Reviews. | ||||||
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 Elaborate phase of the lesson includes a Take It Further/Continue Your Exploration activity, which lets students pick their next 3D activity. Students' options include doing additional experiments, researching a given scenario and creating a product, exploring Careers and People in Science and Engineering, and doing an interdisciplinary activity. The Unit Connections section of the unit gives students the opportunity to make connections to other subject areas or other sciences. These relevant topics that students can chose from each have a writing prompt for discovery and critical thinking. The materials often use students’ experiences from their homes and communities during the teaching and activities. | ||||||
| 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 | ||
| Throughout every lesson, teachers will find differentiated support for students working who need remediation, are at grade level, or need extension. It also supports ELLs as well as ways to access prior knowledge and increase the engagement, comprehension, and interest levels of all learners. Lessons also include embedded formative assessments, guidance for the Claims-Evidence- Reasoning framework, interdisciplinary connections, collaborative activity options, suggestions for data-based feedback, and options for remediation and acceleration. | ||||||
| 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 | ||
| he HMH Science Dimensions Student Edition has an audio text reader with optional read-along highlighting. The eReader has a Share button that allows for content to be transferred to Google Classroom which has an embedded screen reader. They claim that their materials also support many third-party assistive technology features/applications and that they are fully compliant with WCAG 2.0 AA. | ||||||
| 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