Exploring Environmental Science Enhanced AP Edition
Core Code Alignment
Science
Earth Science
08040000001: A.P. Environmental Science
Earth Science
08040000001: A.P. Environmental Science
Recommendation
Recommended Primary
Evaluation
This AP Environmental Science curriculum resource offers a strong foundation for engaging students in three-dimensional learning with authentic, real-world connections and thoughtfully designed assessments. Its use of real data sets, simulations, and interactions with scientists immerses students in environmental science phenomena and problem-solving. The resource also incorporates formative assessments throughout each unit, allowing teachers to monitor student understanding, and follows up with summative assessments that evaluate learning after conceptual development. Scoring guidelines are available, though specific rubrics for detailed performance interpretation would further enhance assessment clarity.
However, the resource has several limitations in supporting diverse learners. While it provides basic accessibility features like adjustable font size and a read-aloud option, it lacks targeted supports for English Language Learners (ELLs) and Special Education (SpEd) students, such as translation options, graphic organizers, or structured scaffolding. Additionally, there are no extension activities to challenge advanced students, nor are there extra supports for those who may struggle to meet learning expectations.
In terms of helping teachers facilitate coherent instruction, the resource includes valuable tools, such as a StudyHub with supplemental resources, Claim-Evidence-Reasoning (CER) frameworks, and strategies for linking lessons across units. However, it could further benefit from instructional suggestions to help teachers connect content to students' immediate environments, such as their communities or cultural backgrounds.
Overall, this AP Environmental Science resource is a well-rounded choice for fostering core environmental science skills and understanding, though it would be strengthened by additional support for diverse learning needs and more explicit connections to students' lived experiences.
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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 | ||
| This resource effectively supports student engagement by integrating core elements of the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). It offers meaningful opportunities for students to develop and apply specific SEPs, guiding them in hands-on exploration and skill-building relevant to real-world scientific inquiry. Additionally, the resource reinforces key DCIs, allowing students to delve deeply into essential scientific concepts, fostering both understanding and retention. The inclusion of CCCs further enriches the learning experience by encouraging students to identify connections across scientific domains, promoting a cohesive and holistic approach to science education. | ||||||
| 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. | ||
| This resource offers a robust, multi-faceted approach to science education by providing various pathways to integrate Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs). Each section thoughtfully includes a blend of readings, applications, data sets, simulations, and both pre- and post-tests, allowing students multiple entry points to make sense of complex data and content. The diverse content delivery—spanning surveys, videos, readings, guided questions, and interactive simulations—caters to different learning styles and reinforces key concepts through varied assessment formats. This comprehensive design makes it an effective tool for deepening student understanding and engagement with scientific material. | ||||||
| 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 content is aligned to the Environmental Science 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. | ||
| All content is scientifically accurate, grade appropriate, uses real-world phenomena including case studies and data sets to interpret. | ||||||
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 | ||
| Exceptionally effective at helping students engage with science content in meaningful ways. It provides multiple opportunities to integrate Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs), allowing students to make sense of data and content from multiple angles. Each section includes a balanced mix of readings, applications, data sets, simulations, and both pre- and post-tests, which help reinforce learning at every step. The variety of resources keeps students engaged and allows for differentiated instruction, making it a well-rounded and versatile addition to the classroom. | ||||||
| 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 | ||
| Demonstrates a strong commitment to three-dimensional learning by integrating real-world data and simulations that encourage students to design solutions to authentic environmental problems. While the teacher manual effectively outlines expectations for three-dimensional learning and clarifies how each unit builds on prior knowledge across all dimensions, there is a notable absence of gradual scaffolding to increase student responsibility over time. Although prior learning requirements are clearly identified, additional supports for progressively shifting the responsibility to students would strengthen the resource's overall scaffolding approach. | ||||||
| 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 | ||
| Provides strong teacher supports to facilitate coherent student learning experiences. It includes various resources to enhance student engagement and foster sense-making in all three dimensions, with clear guidance for using Claim-Evidence-Reasoning (CER) frameworks for short-answer responses. Additionally, simulations and data sets encourage hands-on investigation, and the StudyHub offers extra materials to further support understanding. These resources are well-designed and highly useful, equipping teachers with effective tools to link student engagement and promote continuity across lessons. | ||||||
| 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 | ||
| Effectively incorporates formative assessments throughout each section to gauge student understanding and guide instructional decisions. Summative assessments are also strategically placed after key conceptual development, providing a thorough evaluation of student learning and understanding. Although scoring guidelines are included to help interpret student performance, the absence of specific rubrics limits the precision with which student work can be assessed. Overall, the assessment structure is strong, offering valuable insight into both ongoing progress and cumulative learning. | ||||||
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 | ||
| Provides rich media representations of real-world problems and includes interactions with scientists, allowing students to experience phenomena and design problems authentically. It offers numerous questions and interactive elements that encourage students to relate these phenomena to their own questions and experiences, fostering deeper personal connections with the material. However, the resource lacks specific guidance on connecting instruction to students' home, neighborhood, community, or cultural backgrounds, which could further enhance its relevance and accessibility. Overall, the resource supports meaningful engagement with real-world science, though connections to students’ immediate environments could be strengthened. | ||||||
| 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 | ||
| Resource lacks several supports that would make it more accessible for diverse learners. It does not include built-in translations, picture support, or graphic organizers, which limits its usability for English Language Learners (ELLs) and students reading below grade level. Additionally, there are no extra supports provided for students struggling to meet expectations, nor are there extension activities for students who wish to explore topics more deeply. While the core content is solid, the resource would benefit from additional scaffolding and enrichment options to better support a wide range of student needs and abilities. | ||||||
| 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 | ||
| Resource includes some accessibility features, such as adjustable font sizes and a read-aloud option, which can benefit students with vision impairments or dyslexia. However, it lacks specific supports for English Language Learners (ELL) and Special Education (SpEd) students, such as translation options or tailored instructional strategies. To better support these demographics and achieve a higher rating in accessibility, additional resources and modifications for diverse learning needs would be beneficial. | ||||||
| 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
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807