Chemistry (9-12)
Core Code Alignment
Science
Chemistry
08030000010: Chemistry (9-12)
Chemistry
08030000010: Chemistry (9-12)
Recommendation
Recommended Teacher Resource
Evaluation
Recommended Teacher Resource
Educators Using These Materials
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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 | ||
| Recommended Teacher Resource By itself, this book does not support SEP's and CCC's adequately. Additionally resources would be needed to integrate SEP's and CCC's in an integrated 3D science approach. DCI's are strongly represented, but above grade-level in many places. More suitable in an honor's chemistry class. A list of suggested investigations is given at the end of each chapter, but additional reference containing those suggested activities materials that may support CCC's and SEP's were not provided for review. | ||||||
| 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. | ||
| By itself, this book does not support SEP's and CCC's adequately. Additionally resources would be needed to integrate SEP's and CCC's in an integrated 3D science approach. DCI's are strongly represented. A list of suggested investigations is given at the end of each chapter, but additional reference containing those suggested activities materials that may support CCC's and SEP's were not provided for review. | ||||||
| Alignment to Standards: The DCI Concepts (science content) in the instructional materials align to the Utah Science with Engineering Education (SEEd) Standards | This item has not been graded. | |||||
| The alignment provided supports NGSS, but no alignment specific to Utah SEEd standards was provided. A list of suggested investigations is given at the end of each chapter, but additional reference containing those suggested activities materials that may support CCC's and SEP's were not provided for review. | ||||||
| Scientific Accuracy: Uses scientifically accurate and grade‐appropriate scientific information, phenomena, and representations to support students’ three‐dimensional learning. | This item has not been graded. | |||||
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 section starts with an application or phenomenon, but it is not open to student investigation and discovery. Instead, students are given an explanation of something they have seen. By itself, this book does not support SEP's and CCC's adequately. Additionally resources would be needed to integrate SEP's and CCC's in an integrated 3D science approach. DCI's are strongly represented, but above grade-level in many places. More suitable in an honor's chemistry class. A list of suggested investigations is given at the end of each chapter, but additional reference containing those suggested activities materials that may support CCC's and SEP's were not provided for review. | ||||||
| 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 | ||
| By itself, this book does not support SEP's and CCC's adequately. Additionally resources would be needed to integrate SEP's and CCC's in an integrated 3D science approach. DCI's are strongly represented, but above grade-level in many places. More suitable in an honor's chemistry class. A list of suggested investigations is given at the end of each chapter, but additional reference containing those suggested activities materials that may support CCC's and SEP's were not provided for review. | ||||||
| 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 | ||
| No additional teacher materials were received for review. | ||||||
| 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 | ||
| Section checks are provided at the end of each section. Content-based question banks are given at the end of each chapter. There is a lack of integration of 3D science assessment, rubrics, scoring guidelines, or additional resources for student learning. No additional teacher materials, aside from the student-version of a textbook, were received for review. | ||||||
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 | ||
| Real-world applications and phenomena are presented with each chapter, providing appropriate connections. However, students are not given the opportunity in this text to investigate phenomena or design solutions. | ||||||
| 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 | ||
| The text is organized in an easy-to-follow manner with each section starting on a new page and no paragraphs broken across a page. Additionally, main ideas are easily found in the left margins in each section of reading. Appropriate glossary is present. No additional resources were provided to give evidence of support for English learners, struggling readers, or engaging in 3D science. | ||||||
| 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 | ||
| Examples, images, and other representations are appropriate and no apparent bias was found. | ||||||
| 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