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Campbell Biology AP Edition


Core Code Alignment

Science
    Biological Science
        08020000010: Biology


Recommendation

Recommended Student Resource

Evaluation

This is an excellent book for AP Biology. It does not specifically address Crosscutting Concepts and Science and Engineering Practices, and so does not align well to Utah SEEd Standards for biology.


Educators Using These Materials

No educators found.

Rubric : Science

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
Because this book is specific to AP science, the 3 dimensions of science are not specifically incorporated. The content does align well to AP Standards.
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.
There is no mention or use of the crosscutting concepts or science and engineering practices. The book is aligned to AP standards.
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.
The content in the textbook is well aligned to DCI Concepts, but at a very high level, being an AP book. The textbook would work well for an AP Biology course.
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 is accurate and appropriate for an advanced biology course.
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
The focus is largely on learning biology content for a high level course.
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
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
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
Good resources for summative assessments in the form of multiple choice questions, but no other clear assessment measures are present.
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 some opportunities for students to connect instruction to home or life, but not the other indicators.
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
We were unable find any resources that supported diverse learners, they were not easily identifiable if they are available.
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
The textbook is appropriate for advanced level biology courses.

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